Title: Ruth%20Hill%20Elementary%20School
1Ruth HillElementary School
2OVERVIEW
3Comparison 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
4Ruth Hill Elementary School GAPSS
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
5Rubric Base Line
6Ruth HillRubric Summary
7GAPSS 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.
8CURRICULUM 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.
9CURRICULUM 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.
10CURRICULUM 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.
11ASSESSMENT
- 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.
12ASSESSMENT
- 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.
13ASSESSMENT
- 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.
14ASSESSMENT
- 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.
15ASSESSMENT
- 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.
16INSTRUCTION
- 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.
17INSTRUCTION
- 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.
18INSTRUCTION
- 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.
19INSTRUCTION
- 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.
20INSTRUCTION
- 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.
21INSTRUCTION
- 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.
22INSTRUCTION
- 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.
23INSTRUCTION
- 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.
24INSTRUCTION
- 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.
25PLANNING 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.
26PLANNING 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.
27PLANNING 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.
28PLANNING 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. -
- Increase student ownership of goals and goal
setting. Students need to be able to articulate
their own goals.
29PLANNING 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.
30PLANNING 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.
31PROFESSIONAL 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.
32PROFESSIONAL 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.
33PROFESSIONAL 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.
34PROFESSIONAL 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.
35PROFESSIONAL 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.
36PROFESSIONAL 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.
37LEADERSHIP
- 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.
38LEADERSHIP
- 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.
39LEADERSHIP
- 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.
40LEADERSHIP
- 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.
41LEADERSHIP
- 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.
42LEADERSHIP
- 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.
43LEADERSHIP
- 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.
44LEADERSHIP
- 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.
45FAMILY 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.
46FAMILY 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.
47FAMILY 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.
48FAMILY 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.
49FAMILY 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.
50FAMILY 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.
51SCHOOL 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.
52SCHOOL 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.
53SCHOOL 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.
54SCHOOL 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.
55SCHOOL 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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