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Mr. Joseph Malloy, Principal Mr. Richard Jimenez, Assistant Principal

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1 Mr. Joseph Malloy, Principal Mr. Richard Jimenez, Assistant Principal
Baumholder Middle/High School Overview Mr. Joseph Malloy, Principal Mr. Richard Jimenez, Assistant Principal February 04, 2014 WE are proud to welcome to Baumholder Middle/High School. We’re going to take you on a journey…one that will tell you WHERE we are GOING, HOW we’re going to get there and WHERE we are NOW. I will now talk to you about where we are now, our student and professional staff demographics. Please don’t hesitate to ask if you have any questions.

2 School’s Purpose DoDEA/BMHS Mission/Purpose: Educate, engage, and empower each student to succeed in a dynamic world. District/BMHS Vision/Direction: Standards based ~ Data Driven ~ Student Focused ~ Highest Student Achievement School Purpose.

3 STUDENT-FRIENDLY GOALS Goal 1: Students will understand a variety of texts in all classes by using critical reading strategies. Goal 2: Students will improve problem-solving skills in all classes by following a variety of strategies. Our goals written in a way that all stakeholders can understand.

4 School Demographics Let’s start with our school Demographics. During this presentation of data keep in mind that we’re talking about people. We like to think of this school as a family where everyone looks out for each other.

5 We will be looking primarily at the September 2011 and February 2013 data, our current data. There has been a significant change in our student population from September 2011 to now. We lost 157 students when the Army Brigade disbanded.

6 Again, you will notice the decrease in student population.

7 WE are primarily non-hispanic.

8 We are pretty close to the same number of males and females.

9 With only a 4% difference overall.

10 As you can see, the vast majority of our students’ parents are in the Army.

11 The greatest number of our parents are enlisted.

12 Our targeted subgroups include students in AVID, Learning Strategies, ESL, Math Lab, and Reading/LA Lab.

13 Last year, 59% of our student qualified for free or reduced lunch
Last year, 59% of our student qualified for free or reduced lunch. This year, the numbers have changed a great deal!

14 64% of our students are bused last year. This year, only 23
64% of our students are bused last year. This year, only 23.2% are bused!!

15 Now we will take a look at the professional staff to include teachers and administrators. The total teaching time ranges from 1 year to over 45 years!!! Time in DoDEA ranges from 1 year to 36 years. Total time at Baumholder Middle High School ranges from 1 year to 29 years.

16 73% of our professional staff have a master’s degree or greater.

17 The total teaching time ranges from 1 year to over 45 years
The total teaching time ranges from 1 year to over 45 years!!! Time in DoDEA ranges from 1 year to 36 years. Total time at Baumholder Middle High School ranges from 1 year to 29 years.

18 Staff by gender

19 The average number of teaching certifications is 5 with the highest number at 16 [for two people], and the lowest with one for 5 people. In a small school it is essential to have teachers with a variety of certifications to offer a wide range of class selections to meet the requirements, needs, and interests of students. Even though we are small we still stretch ourselves to offer as many classes as we can. We offer some classes through the virtual school, and a VTC course in AP US Government.

20 The average number of teaching certifications is 5 with the highest number at 16 [for two people], and the lowest with one for 5 people. In a small school it is essential to have teachers with a variety of certifications to offer a wide range of class selections to meet the requirements, needs, and interests of students. Even though we are small we still stretch ourselves to offer as many classes as we can. We offer some classes through the virtual school, and a VTC course in AP US Government.

21 Add new slide here with Carol’s input.

22 DoDEA Telepresence “Two weeks before school started, I learned that I would be able to take another AP (Advanced Placement) class!” exclaimed Baumholder Middle High School senior,  Madison Crowson, to Deputy Director Adrian Talley who recently visited  the Kaiserslautern District schools.  “I was interested in taking AP U. S. Government, but it was not offered on our campus.  We (Isaak Giefer and Madison) giggled with joy to know we could add another AP course to the seven on campus that we have either taken or were already enrolled in for this year.”    "We have to continue to explore ways to provide more offerings for our students so that they can 'find their passion.' I hope there will be a day when kids will not have their course offerings determined solely on the luck of the draw of where their parents get assigned. For example, the kids at Baumholder or Bitburg deserve an equitable, robust slate of classes for selection, ... the same opportunities as the kids at Ramstein, Kaiserslautern and other large schools that are able to offer more variety because of staffing."

23 AP Success Leads to Accolades
Number of AP Courses # Courses Offered Enrollment 2003 2 12 2004 17 2005 3 39 2006 5 81 2007 57 2008 7 65 2009 91 2010 63 2011 113 2012 95 2013 9* 68 We have been able to increase rigor by increasing the number of Advanced Placement courses we offer over the years. Even with a reduction in staff and students we consistently maintained 7 AP classes on campus, and this year were able to add two more via the virtual school and telepresence. Students are welcomed into AP courses and pushed to succeed no matter what their ability. *7 on campus plus 1 Virtual School and 1 Telepresence

24 Comprehensive Assessment Plan Where we are… Where we want to go…

25 Behold the critical reading assessment pyramid
Behold the critical reading assessment pyramid. Teachers use multiple assessments both formative and summative to gage student achievement and drive instruction.

26 We also have an assessment plan for problem solving that uses a combination of formative and summative assessments to monitor student achievement.

27 Our school wide matrix provides an overview of the specific assessments used at BMHS.

28 Examples of Data Use Placement AP potential through PSAT AVID
Math department – doubling up math courses Math and Reading Labs ESL Honors SPED Data is used to make placement decisions for students in many areas. Here are a few examples.

29 Examples of Data Use Diagnostic Growth Study of curriculum SPED, ESL
NCEs for student growth Cohort for school growth trends [With so few students in cohorts groups, this is difficult to do now. The main reason is that 15 students does not provide reliable data.] SRI Study of curriculum PSAT SOAS study TN “blue book” study Curricular alignment with goals EOC History Exam Data is used in a variety of ways ranging from diagnostic to staff development needs, and is an integral part of our decision making process.

30 TerraNova, 2nd Edition TerraNova, 3rd Edition
Reading Top Two Quarters Bottom Quarter Lang Arts Top Two Quarters Bottom Quarter Math Top Two Quarters Bottom Quarter Science Top Two Quarters Bottom Quarter Social Studies Top Two Quarters Bottom Quarter Our last visit was in In 2009 TN 3 came out with an interesting increase in scores in the top 2 quarters and decrease in the bottom

31 TerraNova, 2nd Edition TerraNova, 3rd Edition
Reading Top Two Quarters Bottom Quarter Lang Arts Top Two Quarters Bottom Quarter Math Top Two Quarters Bottom Quarter Science Top Two Quarters Bottom Quarter Social Studies Top Two Quarters Bottom Quarter Generally speaking when there is a change in an assessment tool there is an anticipated drop in scores as schools establish a baseline.

32 TerraNova, 2nd Edition TerraNova, 3rd Edition
Reading Top Two Quarters Bottom Quarter Lang Arts Top Two Quarters Bottom Quarter Math Top Two Quarters Bottom Quarter Science Top Two Quarters Bottom Quarter Social Studies Top Two Quarters Bottom Quarter Baumholder staff worked closely with parents and students to increase student achievement in a variety of ways and we began to see increases across the board in the top two quarters and decreases in the bottom quarter.

33 TerraNova, 2nd Edition TerraNova, 3rd Edition
Reading Top Two Quarters Bottom Quarter Lang Arts Top Two Quarters Bottom Quarter Math Top Two Quarters Bottom Quarter Science Top Two Quarters Bottom Quarter Social Studies Top Two Quarters Bottom Quarter The trend continued across the board in the top two quarters in all areas and for the most part continued in the bottom quarter.

34 TerraNova, 2nd Edition TerraNova, 3rd Edition
Reading Top Two Quarters Bottom Quarter Lang Arts Top Two Quarters Bottom Quarter Math Top Two Quarters Bottom Quarter Science Top Two Quarters Bottom Quarter Social Studies Top Two Quarters Bottom Quarter The trend continues up until Baumholder experiences a major transition. What we see are several years of steady growth in spite of mass deployments, regular turn over in students, changes in staff to include 3 different principals in 4 years.

35 TerraNova, 2nd Edition TerraNova, 3rd Edition
Reading Top Two Quarters Bottom Quarter Lang Arts Top Two Quarters Bottom Quarter Math Top Two Quarters Bottom Quarter Science Top Two Quarters Bottom Quarter Social Studies Top Two Quarters Bottom Quarter This year with all of the major changes in our community and population we experienced a drop in scores.

36 DoDEA Customer Satisfaction Survey 2011
Bullying was mentioned as a concern. To address the concern: Community-wide comprehensive anti-bullying plan Expansion of reporting systems Ongoing training for staff and students on appropriate responses and prevention Although not very high bullying was reported as a concern for parents. All three schools in our complex have worked closely with the community in developing a plan that clearly defines bullying and what to do about it. A committee meets quarterly to discuss interventions for the community and schools.

37 Shared Leadership Structure
Professional Learning Teams (PLT) 4 PLT Chairs are SILT members with admin., CSI Chair, and Data Chair. Departments Reduction in staff has lead to just 3 departments, STEM, Language Arts, and Social Studies Professional Learning Teams are determined by common prep times. Teachers work regularly in PLTS based on where there preps fall during the day. Our Math, Science, and Engineering Departments decided to combine and form a STEM department so that those teachers can work collaboratively to support the STEM initiative.

38 “Institutionalized” School Culture
Culture of rigor Each student is scheduled according to passions and needs. A continuously growing AP culture Support systems in place for all needs of students Administrative Support Group (ASG) for students with Ds/Fs Academic Coaching during seminar Math and Reading Labs SAT Prep Class ASACS Counselor; MFLC Counselor; Behavioral Health Counselor There is an expectation from the staff that students will be both challenged and supported. Students are encouraged to take rigorous courses no matter what their previous performance was before they got here. Students are also expected to maintain a high GPA and failure is not tolerated. Grades are monitored each weak, and students with 1 or more Fs are required to receive academic coaching during seminar. Students who have 2 or more Fs are required to stay after school on Mondays, Tuesdays, and Thursdays to attend the Academic Support Group or ASG. Progress reports are ed to parents each week via GradeSpeed at the same time that teachers receive grade reports that include the D and F list. There is a culture among staff that promotes student achievement even when they don’t want to. This culture is institutionalized and continues even with relatively frequent changes in staff and admin.

39 Exemplary Programs Targeted Subgroups Rigorous Program Offerings
Reading Class Math Support Class Study Skills Class Rigorous Program Offerings AVID “Doubling Up” Algebra II and Geometry Foreign Language and Math for HS credit for middle school students 9 AP class offerings STEM offerings Admin works with staff and makes data driven decisions for creating a master schedule that meets the needs of all students. Students motivated students are allowed to double up in their math classes so that they have the opportunity to take AP Calculus and AP Statistics their junior and senior year. Some students have managed to take AP Statistics as Freshmen. Support classes are also scheduled for students who struggle based on data.

40 Exemplary Programs Additional 21st Century Learning Opportunities
Video Production Exploratory Class Video Communications Creative Writing Class Pathways to Careers/Career Practicum Green Technology Robotics and Engineering Applied Technology Computer Aided Design Culinary Arts Computer Applications JROTC Honor Unit with Distinction STEM Fair Career Day eCyber Mission Consistently stress that we are proud that we can offer all these classes as we have continued to get smaller and smaller….fewer students; fewer staff.

41 Challenges Dramatic changing and decreasing student population
Not enough of a cohort to be able to do statistical studies Course and grade level placement challenges Staffing challenges Scheduling challenges Extracurricular challenges Adding 6th grade Deployment Community Last 10 years, there were 5 15-month deployments (affecting 85% of students in the school). Now deployments are unpredictable and ongoing. Encourage a high level of parent and community involvement Increase student involvement in the CSI process Students listed in daily bulletin. We don’t have a way to know when parents are deployed.

42 Strengths Continuous Improvement is part of our culture.
Teamwork and collaboration are focused. Departments working as teams for horizontal and vertical articulation 21st Century Strategies for Improving Professional Practices Focused Leadership Ensures for a Culture of Teaching and Learning Student Success Focused Culture

43 Opportunities Developing Cross-District PLTs using VTC and other technology with a focus on developing common assessments and studying student work Continuing Data Literacy training for all staff Increasing Communication of Data Analysis to stakeholders Developing a system of electronic data notebooks for students and teaching them to make a plan for their goal setting Developing and Refining Grading Practices to reflect student achievement Continuing to prepare our teachers and students for 21st Century Teaching, Leading, and Learning

44 Opportunities We need to be mindful of the 7 survival skills of Tony Wagner.

45 Opportunities We also need to encourage staff members to be mindful of the most effective active learning opportunities.

46 Summary We are a school that embraces each student and their journey
to be the most successful, productive citizens so they are prepared for a world of responsibilities and challenges not yet known…

47 Making the AdvancED Standards Come Alive!
Summary Our Continuous School Improvement Team members will now take you on a tour: Making the AdvancED Standards Come Alive! Jeff O’Neil will now talk about Standard 1.

48 Standard 1 Purpose & Direction Jeff O’Neil Teacher
The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

49 It is all about students… every single one!
1. We truly believe it is all about students…each student is an individual who deserves the opportunity to receive a quality education. What do we really want to be? This is the question every school should ask itself. For us, we want to be a student-centered program that is caring and rigorous. So how is this achieved…through a very systematic look at what it takes for highest student achievement. As you will see throughout our presentation, we have a clear understanding of our vision and purpose, and we seek out ways of achieving it. Standard 1 Purpose & Direction 49

50 Mission/Purpose Statement
The mission/purpose of Baumholder Middle/High School is to educate, engage, and empower each student to succeed in a dynamic world. Which is why we have this mission statement…because we believe in students . Standard 1 Purpose & Direction 50

51 Vision/Direction Our vision/direction is to provide an education for each student that is Standards Based ~ Data Driven ~ and Student Focused ~ for Highest Student Achievement. Standard 1 Purpose & Direction 51

52 Email/Telephone calls Parent Teacher Conferences
Communication OUTGOING Daily Bulletins Monthly Newsletters Progress Reports School Website Syllabi TWO WAY /Telephone calls Student Agenda Gradespeed Parent Teacher Conferences INCOMING PTO SAC IAC ICE Comments Parent Forums Teen Town Hall Communication is key to the process… Our Purpose and Direction are shared at many meetings to include CSI Days, SAC, Student Council, and Faculty meetings for example with the desire for input and when appropriate, modifications. In the past 5 years, there have been revisions. Standard 1 Purpose & Direction 52

53 Direction Caring Environment New Students
Transition from Elementary to Middle to High School Rigorous Environment An expectation of excellence No excuses approach Individualized educational plans—not just SPED More specifically…our direction is that of a Caring and Rigorous Environment… Peer ambassadors in the Student-to-Student program help new students assimilate. Transition support in the way of teams at the essential grade levels Because we are a small school, we are, as a total community, able to identify and support hurting or struggling students…not just the counselors, but all faculty Expectation of excellence—not okay to just go through the motions, we challenge all students to fully engage in the school No excuses approach—rank, background, ethnicity do not matter…we believe all students can achieve Individualize educational plans—counselors work with each student to map out classes that they want and need. We work to meet the needs of all students. Standard 1 Purpose & Direction 53

54 We are here to support the mission of the community.
Deployed soldiers should not have to worry about the education of their children. The school should be the stabilizing force in a highly transient community. We want to be a stabilizing force in the community. 170th Infantry Brigade has moved out: fewer deployments Now the greater focus is on assisting new students with their transition to a new community and school. Standard 1 Purpose & Direction 54

55 More importantly, we are here to support “the military child.”
Recognize the individual needs and diversity of our student population. Fill in the academic gaps created by multiple transitions to new communities. Focus on each child. Standard 1 Purpose & Direction 55

56 In the end, it comes down to one question for the faculty and staff…
Is this the type of school I want to send my kids to? This is what we strive to achieve! Standard 2 will now be presented by Isaak Giefer and Madison Crowson. Standard 1 Purpose & Direction 56

57 Governance & Leadership
Standard 2 Governance & Leadership Isaak Giefer Student Council President NHS President Madison Crowson Student Council Vice-President NHS Vice-President The school operates under governance and leadership that promote and support student performance and school effectiveness. Let’s now look at some of our governing bodies. When we speak of governance and leadership, we speak of many individuals and groups, not just the school administration. We will now share with you some of the leadership bodies that support our school.

58 Administration Students Student Council Community Parents NHS/NJHS
SAC PTO Student Council NHS/NJHS Community Mentors Parents Military Command SLO At Baumholder Middle High School, we have many avenues for governance and leadership. Teachers/Staff SILT Department Chairs Administration Mr. Malloy & Mr. Jimenez Standard 2 Governance & Leadership

59 Governance Standard 2 Governance & Leadership
BMHS follows all regulations, policies, and procedures from DoDEA headquarters: Facilities Fiscal management Manpower Logistics Budget Safety and security Staff certification Staff evaluation Required employee trainings (ethics, data security, anti-terrorism, No Fear, etc.) We recognize that we are part of the larger DoDEA system and as such we follow all regulations, policies, and procedures. Standard 2 Governance & Leadership

60 Community Leadership Partnerships
School Advisory Committee (SAC) Installation Advisory Committee (IAC) District Advisory Committee (DAC) Our community has a voice in our decision making. Our School Advisory Committee meets quarterly and advises the school administration on appropriate school issues. We also participate in the Installation Advisory Committee and the District Advisory Committee. Standard 2 Governance & Leadership

61 Parent Teacher Organization (PTO)
President: Amaryllis Diaz Vice President: Daryl O’Neil Supported activities and programs: STEM Fair Math Counts Junior Leadership Seminar School Athletic Programs Future Educators of America MUN Our PTO supports school activities and programs that reinforce our goals and encourages parents to be more involved in their student’s education. We believe our goals of Problem Solving and Critical Reading are strategies not just for success in education but for success in life.

62 BMHS Student Government
HS STUDENT COUNCIL Isaak Giefer, President Madison Crowson, Vice-President MS STUDENT COUNCIL Alyssa Salanitro, President Sarah Mijares, Vice-President NATIONAL HONOR SOCIETY NATIONAL JUNIOR HONOR SOCIETY Kianarose Irving, President Mariah Rogers, Vice-President Many opportunities exist for students to become active stakeholders and take on leadership roles in our school. The Student Council has presented issues at various meetings and speaks directly with school administration on issues of importance to students, for example, lunch policies, field day, career day, and spirit activities just to name a few. Standard 2 Governance & Leadership

63 Our school improvement leadership team is comprised of many different individuals representing various organizations within the school.

64 Leadership Standard 2 Governance & Leadership
Strong administrative team: Our Principal and Ass’t. Principal work well together. They Because the school administration has an open door policy, all stakeholders are encouraged and welcomed to share ideas. Encourage a culture of collaboration and engaging ALL stakeholders Encourage a positive school climate Standard 2 Governance & Leadership

65 School Culture: Collaboration and Engaging ALL Stakeholders
Vertical collaboration via curricular departments Horizontal collaboration via grade level and specialist teams Support staff (administrator, nurse, counselors, psychologist, ASACS counselor) Student Support Team (SST) Mental Health Team School-wide collaboration via: Professional Learning Teams AVID Site Team Discipline Committee Leadership Team Many avenues exist for collaboration. We have had much success with our vertical articulation with the elementary schools and within BMHS itself. Stakeholders are engaged in a variety of ways. Standard 2 Governance & Leadership

66 Engaging Students Standard 2 Governance & Leadership
Updated student agenda/handbook Daily announcements Student Connection in GradeSpeed Google student accounts Teacher websites (optional) Extracurricular opportunities School assemblies Student awareness of goals School Facebook account Here are a few examples of 2-way communication between students and the school. Standard 2 Governance & Leadership

67 Engaging Teachers Standard 2 Governance & Leadership
Streamlined faculty and team meetings Ongoing communication via Current and updated teacher handbook Administrator open-door policy Providing teacher leadership opportunities Shared leadership and empowered teachers Professional Learning Teams concentrated on Critical Reading Strategies for the past two years to support goal 1 and Project- Based Learning this year to support goal 2. Teachers participate in various ways. Standard 2 Governance & Leadership

68 Engaging Parents Standard 2 Governance & Leadership
Open House during first few weeks of school AVID parent meetings Monthly Newsletter Parent Connection (GradeSpeed) Parent Forums PTO-sponsored events SAC (School Advisory Council) Quarterly Awards Assemblies We strive to engage parents as much as possible. Every effort is made to keep parents informed. Their input and feedback is welcomed and considered. Standard 2 Governance & Leadership

69 Engaging Community Standard 2 Governance & Leadership
Veterans of Foreign War: Patriot’s Pen Essay Contest Guest speakers and study trips for Pathways to Careers ACS presentations School Advisory Council (SAC) NJHS/NHS service projects PTO Hispanic Heritage program performed for community Mentoring Program Career Day Career Practicum The school is an integral part of the community at large. Here are a few examples. And now we will look at Standard 3 which will be presented by Ms. Kretz, Ms. Rudd, and Mr. Kelly. Standard 2 Governance & Leadership

70 Teaching & Assessing for Learning Tim Kelly, Heidi Kretz, & Carol Rudd
Standard 3 Teaching & Assessing for Learning Tim Kelly, Heidi Kretz, & Carol Rudd Teachers The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Mr. O’Neil spoke about our mission and vision – that of our belief that every student can learn and that every student is provided the support he or she needs in order to do so. An vital component that supports this belief is found in how we teach and how we assess student learning. Rick Jimenez will talk to you about Standard 3: Teaching and assessing for learning.

71 Goal Selection Process
An annual data carousel is organized for the staff, students, and parents to analyze all data for the school. As a result of the analysis, we determine or refine our goals. Current Goals: Goal 1: Critical Reading Goal 2: Problem Solving Detailed data carousel information may be found in your work space in the counseling center. Standard 3 Teaching & Assessing for Learning

72 Goal Selection Process SY 09-10
In 2010, our goals were problem-solving and communication fluency. Standard 3 Teaching & Assessing for Learning

73 Standard 3 Teaching & Assessing for Learning
In the fall of 2010, our enrollment had decreased slightly. Our goals remained at problem solving and communication fluency. Standard 3 Teaching & Assessing for Learning

74 Standard 3 Teaching & Assessing for Learning
In the fall of 2011, we had a new principal and an increase in enrollment. At this time, we made major changes in our goals. The communication fluency goal was not noted as a critical need; therefore, the focus changed to critical reading. The strategies were amended and strengthened to add a more clear pathway to success. Standard 3 Teaching & Assessing for Learning

75 Standard 3 Teaching & Assessing for Learning
We had a new principal. Our enrollment decreased substantially. Standard 3 Teaching & Assessing for Learning

76 Standard 3 Teaching & Assessing for Learning

77 Goal 1: Critical Reading
By February 2016, students will improve their performance in critical reading by using critical reading strategies, as measured by: an average 2% annual increase in the percentage of students in the top two national quarters and a decrease in the percentage of students in the bottom national quarter on the TerraNova Reading and PSAT Critical Reading; and an increase in the percentage of students in the top two proficiency levels and a decrease of students in the bottom proficiency level on the Scholastic Reading Inventory. Standard 3 Teaching & Assessing for Learning

78 Goal 1: Critical Reading Strategies/Activities
Pre-reading Summarizing the text Learning and retaining academic vocabulary Using sentence starters Responding to a writing task Reading the text Investigating writers' choices Writing in the margins Marking the text Charting the text Pausing to connect ideas within a text Standard 3 Teaching & Assessing for Learning

79 Goal 2: Problem Solving By February 2016, students will improve their performance in problem solving by using a variety of problem-solving strategies, as measured by: an average 2% annual increase in the percentage of students in the top two quarters and a decrease in the percentage of students in the bottom quarter on the TerraNova Math and PSAT Math; and a statistically significant improvement of performances between the pre- and post- tests on the local math assessment. Standard 3 Teaching & Assessing for Learning

80 Strategies/Activities
Goal 2: Problem Solving Strategies/Activities UPSEA (Understand, Plan, Solve, Evaluate, Apply) rubric Scientific Methods UPSEC AVID Tutorial OWL ICAN RAFT Engineering Standard 3 Teaching & Assessing for Learning

81 School Leaders Monitor and Support Instruction to Ensure Student Success
Professional Growth Plans SST Groups: Grade Level, Department, Super SST, AP Team, AVID Site Team Common Access to Meeting Minutes Formal Observations Informal Observations ELEOT Tool PLT (professional learning teams) for collaboration and to research and review instructional practices SST (student support teams for every grade level) Super SST Department meetings to analyze data and evaluate program effectiveness Formal observations Informal observation Supervision and evaluation procedures Peer mentoring opportunities and interactions Recognition of teachers using successful best practices Standard 3 Teaching & Assessing for Learning

82 Equitable and Challenging Learning Experiences
AP Enrollment and course offerings Video Telepresence Offerings Honors Flipped Mastery Learning Support Classes 4-6 Year Plans “Doubling up” Percentage of student enrollment has steadily increased for AP courses over the past 5 years in proportion to student population. More AP course offerings. Honors English/History 9 and 10 enrollment numbers have increased due to effective recruiting, teacher recommendations, and data analysis with no gate-keeping. Syllabus of flipped math versus like course that is not flipped demonstrates a high level of expectation in both courses that are in line with the schools purpose. Remedial course offerings that include language arts, and math lab classes to prepare students for success at the current and next level. Administration walk-thru evaluations which provide feedback, constructive criticism on lessons and type and nature of instructional styles and techniques. Construction of 4 and 6 year plans, development and revision of our program of studies and our systematic course selection process that helps prepare students for success at the next level. Standard 3 Teaching & Assessing for Learning

83 Standard 3 Teaching & Assessing for Learning
Curricular Development DoDEA Standards School Improvement Plan (SIP) Research- and Standard-based Lessons Planning Guides LiteracyTA AP Vertical Teaming Guides AP Instructional Planning Results Horizontal Teaming Assessments Local Assessment: Scholastic Reading Inventory, Back to Basics TerraNova PSAT & SAT LiteracyTA Rubrics Formative Assessments Horizontal: Math & AP Bio, French & Culinary, Honors History & Literature 9 & 10, APUSH & APLAC, STEM Dept., Drama & Literature (Fahrenheit 451), Interdisciplinary PBL projects (Power of One & Time Traveler, STEM expo Formative Assessments: Bell ringers, entrance slips, exit slips, mastery checks, “Like” buttons, walk-arounds, Think-Pair-Share Reference the Assessment Calendar presented by Malloy Standard 3 Teaching & Assessing for Learning

84 Student Engagement & Instructional Strategies
Professional Growth Plans Mastery Learning Project Based Learning Course Critical Reading Course Teacher Requested Professional Development Courses by Educational Technologist Collaborative Learning Differentiated Instruction & Choice in Student Products Modifications & Accommodations Learning Logs Individual and Group Work Logs PD Courses: Critical Reading, PBL, SmartBoard, Gaggle, Windows Shortcuts, Technology Minute Collaborative Learning: French Revolution Books, Immigration Handbook tied to The Bread Givers Choice Projects: Tied to PBL, Fahrenheit Banned Books Project, Exemplars Standard 3 Teaching & Assessing for Learning

85 Collaborative Learning Communities
Professional Learning Teams Data Team Initiative STEM Department, Language Department, Histophyartspedition Vertical & Horizontal Collaboration, Intra-District Collaboration School-wide Professional Development Opportunities Informal Discussions of Learning & Best Practices Peer Coaching Utilizing ELEOT Tool Annual AVID Training AP Job Alike STEM established fall 2012; 17/30 teachers participate. STEM Expo April2013-all depts. Represented STEMposium-Heidelberg, all Europe May 12-13,2013 Vertical and horizontal teaming Intra-District Collaboration: Road Show Combined AP review-April-May 2013 SAT review started Jan 2013 Smart Notebook class 2013 Flipped Mastery graduate course spring 2013 Flipped mastery program incorporates collaboration across the district. Standard 3 Teaching & Assessing for Learning

86 Implementation of School’s Instructional Process
Syllabus & Instructional Expectations Standards-Based Instructional Planning Exemplars Rubrics Specific & Timely Feedback Gradespeed D/F List AVID Alerts Academic Coaching Immediate Feedback: Examples of exemplars Examples of student work showing problem solving strategies Examples of student work showing critical reading strategies Link to standards from DoDEA Minutes from department meeting when exemplars have been shared. CSI Agenda from May 2013 Slideshow from Jennifer Mauriello Faculty Meeting minutes showing Stephanie MacDowell’s problem-solving exemplars 50 Problem-solving strategies link Assessment plan for English Language Arts D/F List Academic Coaches/seminar AVID Alerts Mastery Checks, Standard 3 Teaching & Assessing for Learning

87 Mentoring, Coaching, and Induction Programs
Common School Calendar Welcome Orientation for New Teachers Substitute Teacher Training AVID Training Sponsors for New Teachers Atomic Learning School-wide Professional Learning Calendar “New Teacher Training” -recertification process -welcome/orientation (Stephanie MacDowell): dinner, school culture, procedures -staff meeting minutes -walk throughs data (Malloy and Jimenez) -evaluation forms -PGP forms -Atomic Learning: tutorials for all software applications Standard 3 Teaching & Assessing for Learning

88 Engagement of Families
Open House & Parent Teacher Conferences CSI Day AVID Family Workshops Monthly Newsletter & Daily Bulletin Parent Representation on Committees Course Fair Career Day Social Media Unit Mentorship Program AVID Family Workshops: 4-6 year plans, College Night, AVID Alerts Social Media: BMHS Facebook, Algebro Twittarate, Special Interest Pages: Sports & Clubs, AP, Honors Committees: AVID Site Team, PTO, SAC, Parent Mentors for Honors 10, Senior Parent Group Parent Coaches Standard 3 Teaching & Assessing for Learning

89 Student Advocates Student Identification of Teacher Advocate
Seminar Scheduling Academic Coaches Athletic Coaches Specialist Programs: AVID, ESL, SPED, Gifted ED Training on Referral Process for Special Needs Guidance Counselor, Social Worker, School Psychologist, ACACS Counselor Expectation for Student Involvement in Extra & Co-Curricular Activities Seminar: Grade Level, previously by need (AP, ESL, AVID, etc) SST Counselors, social worker, school psychologist, ASACS List of students matched with adult advocates from Judy Student survey to determine adult advocates (personal) Seminar/counselors Coaches Specialists (AVID, SPED, ESL, Gifted) Support staff Standard 3 Teaching & Assessing for Learning

90 Grading & Reporting of Student Learning
DoDEA Grading Scale Teachers’ Grading Policies Defined in Syllabi Gradespeed PLT study – check kdso21 Report Cards & Mid-term Reports Common Rubrics: AP Essay, SAT Essay, LiteracyTA, 6+1 Traits Standards-based Assignments & Projects Mastery-based Learning DoDEA Grading Scale Gradespeed Syllabus Submission Report Cards Mid-term Reports Rubric Use: 6+1 Traits Standards-based Assignments & Projects Mastery-based Learning 6 +1 Traits Standard 3 Teaching & Assessing for Learning

91 Continuous Professional Development
PLTs Staff in-services & CSI Days DSO Trainings Professional Development calendar Faculty Meetings & Tech Minutes AVID Strategies led by Site Team members Teacher Recertification Requirements Coaching & Extra-Curricular Mandated Trainings Teacher-to-Teacher Strategy Sharing DSO Trainings: Jenna Mauriello (Exemplars), Steve Smith (PBL), Jenna (Flipped Course), Jim Burgeson (End-of-year history exam & orientation for district data resources ) Teacher-to-Teacher: Faculty Meetings, Road Show, AP Job Alike Regular CSI training, training by the ET (Smartboard), each teacher completes a minimum of 6 credit hours of continuous education every 6 years, required course (with or without credit) as directed by administration for CSI goals (SY 11-12). List Evidence: See CSI minutes, Smartboard Syllabus, SY course syllabus. 4.0 Professional development is based on an assessment of needs of the school. Individuals determine their needs for professional improvement, PDP s(professional development plans) substantiate our rating. Data gathered from TECH survey. List Evidence: See PDPs, survey data from Radley. 2.0 The program builds capacity among staff members who participate. Teachers are required to have a PDP but support staff are not. List of Evidence: Teachers participate in CSI within PLT groups and scheduled programs. Administrators visit classrooms and collect data on what is done in classroom instruction. List of Evidence: Administrators send data from their classroom visits to the teachers. Examples of individual PDPs. Standard 3 Teaching & Assessing for Learning

92 Student Support Services
Virtual School & Telepresence Learning Learning Labs SST & Super SST Writing Center Targeted Classes: SPED, ESL, AVID, Gifted ED, SAT Prep Club & Class Counseling Services: PSAT Results, TerraNova Results Data Analysis: AVID Data Analysis Plan & Recruitment, AP Potential, Data Carousel Student BUC BIN Grade-level SST Super SST Writing center SAT prep Regular review of Terra Nova and other test data to evaluate student need Learning Impaired (LI) case study committee ESL testing and services at all levels PLT meetings/department meetings to evaluate and monitor programs and student progress and to keep staff current on research In-service and professional development focused on characteristics of learning Mr. Jimenez and Ms. Robinson will present standard 4. Standard 3 Teaching & Assessing for Learning

93 Resources & Support Systems
Standard 4 Resources & Support Systems Richard Jimenez Assistant Principal Pam Robinson Counselor The school has resources and provides services that support its purpose and direction to ensure success for all students. Staff and Students in the DoDDS system are blessed with an abundance of people who care. There are multiple systems in place to ensure that teachers have the resources they need to deliver quality instruction as well as support services for both teachers and students.

94 Faculty is Our Biggest Resource
Highly educated faculty 76% master’s or higher Average of 20 years of total teaching experience Average of 8 years teaching at BMHS 100% of faculty involved in professional development activities. Faculty at Baumholder are highly educated and committed to life long learning. Teachers continually work at improving their craft for increased student success and achievement. The entire staff continues to learn and implement Critical Reading Strategies along with Project-Based Learning to improve problem solving. Standard 4 Resource & Support Systems

95 Faculty is Our Biggest Resource
Multiple certifications Multiple preps Teachers’ advanced degrees Virtual school and Telepresence classes Faculty at Baumholder are highly educated and committed to life long learning. Teachers continually work at improving their craft for increased student success and achievement. The entire staff continues to learn and implement Critical Reading Strategies. Because of all of these, we are able to provide a wide variety of academic opportunities for our students. Standard 4 Resource & Support Systems

96 Financial Resources Monetary resources incrementally come from the DSO
Extra Duty Compensation Prioritized for Student Activities Maximized for School Leadership Roles UFR Money is available as well There are systems in place to ensure that staff has the necessary materials to accomplish the mission. Staff can depend on sufficient funding and staffing at all levels. We are very much making headway towards becoming a technically proficient 21st Century School. Recent additions include Tricasters, Wireless technology, software upgrades, and our new CAC card security systems  Standard 4 Resource & Support Systems

97 Professional Development
Professional Growth Plans [PGPs] DoDDS Europe Sponsored workshops Online courses Group and One-on-One Technology training by the ET In-house experts Best practices sharing during faculty meetings and CSI meetings BlackBoard Learning Communities District level resources Handouts and instructions through Staff at BMHS works hard at being a community of learners. There are multiple opportunities for staff development through a variety of sources. Once again our greatest resource is our teachers in the building. Some have conducted workshops throughout the district, and through VTC and social media, around the world. Standard 4 Resource & Support Systems

98 Support Services Counseling ESL Gifted Education Special Education
AVID Speech Pathologist School Psychologist Crisis Intervention Team Adolescent Support and Counseling Services (ASACS) Hausmeister & Building Maintenance Transportation Office The support services are outstanding and come from many different sources. Students receive a wide range of support some of which are quite creative. Baumholder was selected to be part of a pilot program where a social worker is housed and provides counseling here at school. Reducing time missed from school and ensuring that students get the services they need. Students who require specialized support are able to have their needs addressed in a timely and professional manner. Our district office also provides support in many ways. Standard 4 Resource & Support Systems

99 Safety and Security Policies
Visitor passes Security cameras Anti-Bullying Plan Anti-Terrorism training Annual Safety and Security training Annual evacuation drills Bus Safety Training Frequent fire drills Students feel pretty safe here, and we work hard to keep it that way. The schools in the Baumholder complex have partnered with the community in ratifying an anti-bullying policy. Data on bullying was gathered via a questionnaire that was drafted jointly with members of the community. We have created an anti-bullying plan with that in mind. Standard 4 Resource & Support Systems

100 Physical Environment Specialized Rooms: Information Center Theater
CTE building Culinary Arts Room Science Labs STEM Lab Video Lab JROTC Building includes a Shooting Range Two fitness facilities This is a very old building that has been very well maintained. There have been many renovations over 65 years to keep the building fully functional. Students and teachers are very proud of the quality of our school and work to keep it clean. Our Hausmeister and cleaning crew have been essential to in keeping the building well maintained and presentable. Standard 4 Resource & Support Systems

101 Technology 2 computer labs in the main building
1 computer lab and 1 mini-lab in the Information Center 6 COWS Every staff and faculty member has a computer Printers, copiers, Snapscans, Ladybugs, Elmos Smartboards in every classroom Students bring personal devices Certified ET on staff and IT available on site VTC In our effort to teach 21st century skills, we are developing our use technology. Standard 4 Resource & Support Systems

102 Social, Physical, Emotional and Academic Counseling
School Counselor Nurse School Psychologist On-site Behavioral Health Specialist (Social Worker) On-site licensed counselor (MFLC) On-site ASACS counselor Community Support Agencies: ACS, FAP, EDIS CYS Seminar teachers Academic and Athletic Coaches We have many resources available for our students and their families. Standard 4 Resource & Support Systems

103 School Guidance Counseling
Assessment -School assessment plan, special programs Referral -In-house and outside services Educational planning -Course Fair, scheduling, 4 year plan Career planning - Career Day, college counseling Our comprehensive school guidance counseling program aligns with DoDEA standards, encompassing the full range of counseling services, to include personal/social, career, and academic counseling. Dr. Walter and Mr. Ward will present standard 5. Standard 4 Resource & Support Systems

104 Using Results for Continuous Improvement
Standard 5 Using Results for Continuous Improvement Judy Walter CSI Chair Peter Ward CSI Data The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement. At Baumholder Middle High School, our vision is to create and support a rigorous and caring environment. How do we maintain that vision? We do this by our commitment to continuous improvement. Peter Ward and I will talk to you about how we use results for continuous improvement. Some people may look at interventions…We look at continuous improvement across the board, always looking at ways to improve. We already provide a caring and rigorous environment but we know we can do it better.

105 We follow a Comprehensive Assessment System.
As shown earlier by Mr. Malloy, our school wide matrix provides an overview of the specific assessments used at BMHS.

106 Data analysis is ongoing.
Data Discussions Data analysis is ongoing. Fall Data Carousel January PSAT SOAS carousel SRI, STAMP, ReadiStep District Data Website BMHS Data Wall and BUC BIN Department Meetings PLT Meetings Faculty Meetings Data analysis is ongoing. Listed are some of the venues and ways in which we discuss data ??Use data for placement in special classes (AP, Honors, AVID, Math Support, Reading Support, SPED, ESL, Foreign Language, Music, Math Placement “Doubling Up”) Standard 5 Using Results for Continuous Improvement

107 Staff Training in the Evaluation, Interpretation, and Use of Data
Examples: Data carousel with guiding questions Analysis of PSAT SOAS Foreign Language STAMP TerraNova Blue Book DSO trainings Staff-produced training videos CSI Days Upcoming training based upon Needs Inventory. Talk to Radley about results and types of training needed. Staff are routinely trained in the evaluation, interpretation, and use of data. Some of those training opportunities are listed here. Standard 5 Using Results for Continuous Improvement

108 Improvement and Readiness at the Next Level
Formative and summative assessments Continuous formal and informal analysis of student data Vertical teaming with 5th and 6th grade teachers Vertical teaming within departments Student Support Teams IEPs We use many methods to determine students’ improvement and readiness for the next level, whether that be a test or the next grade. Standard 5 Using Results for Continuous Improvement

109 Leadership Monitors and Communicates Information about Student Achievement to Stakeholders
Ways to Monitor: Ways to Communicate: Administrative Walk-Throughs Parent newsletters Teacher Appraisals Daily Bulletins GradeSpeed Monitoring Assessment Reports Weekly monitoring of D/F list and student attendance Data Wall Facebook Communication Plan SAC PTO Award Ceremonies s to parents Weekly progress reports via GradeSpeed Quarterly report cards Here are some of the ways in which leadership monitors and communicates Comprehensive information about student Learning and Achievement of school improvement goals to stakeholders Standard 5 Using Results for Continuous Improvement

110 Student Population & Assessments
Stress the population changes and the low numbers of students. As mentioned by Mr. Malloy in his presentation, our student population has dramatically declined in recent years.

111 TerraNova, 2nd Edition TerraNova, 3rd Edition
Reading Top Two Quarters Bottom Quarter Lang Arts Top Two Quarters Bottom Quarter Math Top Two Quarters Bottom Quarter Science Top Two Quarters Bottom Quarter Social Studies Top Two Quarters Bottom Quarter This year with all of the major changes in our community and population we experienced a drop in scores.

112 Student growth or not –cohort stuff
Because we currently have such low numbers, the trend appears to be worse than it is….

113 Because we currently have such low numbers, the trend appears to be worse than it is….

114 Because we currently have such low numbers, the trend appears to be worse than it is….

115 Scholastic Reading Inventory
During last school year, we saw improvement in student reading performance. The SRI is given quarterly to ALL students.

116 Happy Sailing! Thank you so much for sharing with us Baumholder Middle High School. We couldn’t end without something pirate-y, something that demonstrates our quirkiness and our willingness to step outside of the box to always strive for something more, something extraordinary. Please enjoy your 3-day journey with us as you delve into the hidden treasure that is Baumholder Middle High School. Happy sailing! BUC BIN


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