Humphreys American School

1. Humphreys American School Where Our Eagles Soar! Ms. Joyce Diggs Ms. Jamie Wollman Principal Asst. Principal

2. QAR Visit February 14-16, 2012 ~Welcome Mr. William Bragg ~Introductions Mrs. Shenae Wiley

3. Our Vision

4. Humphreys American School Vision Humphreys American School (HAS) is dedicated to providing the highest quality education where a love of learning is evident in all students and teachers. We envision a school community in which the environment is positive, nurturing and respectful of students, teachers and the military community. HAS strives to be a school in which academic, artistic and physical expectations are high and individualized for each student and goal-oriented, technology-rich instruction aligns with Department of Defense Education Activity standards and assessments. At Humphreys American School, engaged parents, teachers and the military community will all work together to ensure that all students can be successful.

5. Student-Friendly School Vision Eagle Vision Humphreys American School is dedicated to providing the highest quality education to all of its students. We envision a school community in which the: Environment is positive, nurturing and respectful of students, teachers and the military community. Academic, artistic and physical expectations are high and individualized for each student. Goal-oriented, technology-rich instruction aligns with Department of Defense Education Activity standards and assessments. Love of learning is evident in all students and teachers. Engaged parents, teachers and military community all work together to ensure that all students can be successful.

7. Vision and Purpose Achievements Collaborative Environment Shared vision with all stakeholders Safe school Highest Student Achievement Research based best practices Curriculum Instruction and Assessment needs

8. Challenges Teacher turnover Location - Korea Enrollment increase – realignment of classes during the school year to maintain the student/teacher ratio Teacher turnover Multiple buildings throughout the campus – age of buildings varies

9. Governance and Leadership Shared leadership – grade level teams, grade level chairs, peer learning communities, management council meetings, Collaboration is encouraged at all team and grade level meetings Administration works with the association to address teacher concerns Teachers are groomed to be leaders

10. Decision Making Roles for Stakeholders Teachers serve in leadership capacities that guide the school instructional, programmatic and fiscal practices. Students serve in leadership roles such as student council representatives and National Junior Honor Society representatives Students played a role in the revision of our vision statement Parents serve in leadership roles such as PTO, SAC, and CSI committees.

11. Our Professional Staff

12. Instructional Staff 49 instructional staff members 1 Korean national teacher 12 Support staff members

13. Professional Staff – Years of Experience Source: Humphreys American School, 2011.

14. Professional Staff – Educational Level Source: Humphreys American School, 2011.

15. Professional Staff – Race/Ethnicity Source: Humphreys American School, 2011.

16. Professional Staff – At Work

17. Enrollment

18. Enrollment Data – Grade and Gender Source: ASPEN, September 2, 2011.

19. Enrollment Data – Branch of Service Source: ASPEN, September 2, 2011.

20. Enrollment Data – Race/Ethnicity Source: ASPEN, September 2, 2011.

21. Resources & Support Systems • Percentage of staff is highly qualified • Agendas and minutes of collaborative team meeting (peer learning community) • Spending plan is available to purchase school supplies, such as technology, teacher school supply needs • Creative uses of space that align with the school goals • Annual safety and security inspections • Crisis management plans • Support staff – Administrative officer, Supply person, Secretary, Registrar and office automation clerk

22. What Matters Most Guarantee challenging, engaging, and intentional instruction: • Aligning DoDEA standards to resources to assessments • Team planning • Formative and summative assessments to drive instruction • Data Teams and talks Ensure curricular pathways to success: • Assessing student learning • Data talks with students • Collaborations with colleagues • Implementing research-based strategies from Classroom Instruction that Works

23. Create high-performance school cultures: • Caring/Supportive teachers • Staff development opportunities • Stakeholders collaboration on revised vision statement • Various opportunities leadership opportunities across all curricular areas • Sharing of Best Practices Develop data-driven, high reliability systems: • Safe schools • Sharing of instructional Best Practices • Collaboration of Master Schedule • Aligning standards to the Objective Performance Index Provide whole child student supports: • Student Support Team • Special Education Services • English Second Language Learners • Literacy Support Services • Read 180 • Collaboration in building the master schedule • Saturday tutorial program for identified students

24. Educating Our Children

25. Teaching and Learning The school has collaboratively developed and implemented a coherent, rigorous curriculum derived from research-based standards/expectation in all subject areas that provides multiple opportunities for all students to acquire requisite knowledge skills and attitudes. Examples: Observations, standards based lesson plans

27. Gifted Program • Gifted Education Pull-out Model: • Instruction based specifically on the grade level curriculum but extending concepts/skills. Students are selected from teacher & GRT criteria (unit tests, classroom performance). No GE forms are used—it’s a challenge program to support students who perform at the top. Eligible students may not be in one or more of the challenge classes if their performance in that area isn’t strong. GRT gives grades that are averaged in with classroom grades for the report card. • Kindergarten and First Grade Whole Group Instruction: • Primary grades teachers are rotated for whole class instruction in thinking skills related to curriculum content. • Classroom Inclusion: • Inclusion services to eligible students are scheduled with teachers. The GRT is in the classroom working with individuals and small groups to differentiate grade level instruction going on at the time. • Single-subject Acceleration: • This service is mainly offered at the middle school level. Based on classroom performance and data analysis, students may be accelerated in subject areas to fit their individual needs. The most common form of single-subject acceleration is in mathematics. • Other Educational Opportunities: • Our gifted education specialist teaches three middle school classes in which all students are eligible to elect. The Creative Thinking, Study Skills, and Research Project classes focus on analytical, creative, logical and critical • thinking skills.

28. Gifted Program Kindergarten: 88/88 students serviced (100%) First Grade: 82/82 students serviced (100%) Second Grade: 9/61 students serviced (15%) Third Grade: 12/61 students serviced (20%) Fourth Grade: 38/66 students serviced (58%) Fifth Grade: 28/46 students serviced (61%) Sixth Grade: 25/59 students serviced (42%) Seventh Grade: 9/41 students serviced (22%) Eighth Grade: 20/55 students serviced (36%)

29. Pacific Literacy Project (PLP) PLP enrollment by service model, fall 2011 Source: Humphreys American School, 2011.

30. AVID Enrollment Source: ASPEN, September 2, 2011.

31. English as a Second Language (ESL) ESL enrollment by levels 2011 The ESL population represents 10.5% of the student population. Source: ASPEN, September 2, 2011.

32. Student Support Team (SST) The Student Support Team is a school-based, collaborative, problem-solving process during which classroom teachers, parents and school support personnel focus on meeting the needs of a specific student by addressing academic, behavioral and social needs. Meeting times are flexible in order to be convenient for parents and teachers. The process begins with conversation between the teacher and parent, information is shared with the counselor and other team members are identified and invited to participate depending upon the presented concerns. SST meetings at HAS have had varied results including: resolution of the concern at the classroom level, writing a 504/Accommodation Plan, referral of students to the Case Study Committee/Special Education Department.

33. Going Beyond the Classroom

34. Extracurricular Activities Elementary School Middle School Art Club Book Club Bowling Club Cooking Club Diving Club ES Student Council Homework Club Science Club Writer’s Anthology Bowling Club Drama Club Homework Club Math Counts Team Music Club National Junior Honor Society Student Council Yearbook Club Volleyball Club Of the students who belong to clubs/organizations, 14.5% of those students belong to more than one club/organization.

35. Art Club Student Council AVID National Junior Honor Society Chorus Club

36. Integrating Technology

37. Instructional Technology Instructional Collaboration • “Logging on the Net” song • Type-to-Learn 4 (Keyboarding) • Internet Safety • SMART Board Morning Routine • CSI support • SharePoint site and flyers Staff Development • Aspen and GradeSpeed • SMART Board • PhotoStory 3 • SharePoint • Roxio • SNAG It • Excel

38. Instructional Technology Customer Support • Beginning and End of Year Responsibilities • On-going support and assistance to HAS staff and students Program Management • Technology Night • Website and SharePoint management • Curriculum • Approved Software List • Parent University Workshop (SharePoint and GradeSpeed) • Communication and collaboration with the Korea District and DoDEA schools

39. Our System-Wide Data terraNova DRA SRI Customer satisfaction survey

40. Documenting and Using Results • Lesson Plans • Written assessments • Classroom level observations documenting use of assessments • Analysis of trend data • Demographic data • Student portfolios • Student achievement results from various formative and summative assessments

41. TerraNova, 3rd Edition PERCENT OF STUDENTS SCORING IN THE TOP TWO Quarters ON THE TERRANOVA 3RD EDITION SUBJECT TESTS, 2009-2011 Source: Consolidated Data Warehouse, 2011, CTB/McGraw-Hill, 2011.

42. TerraNova, 3rd Edition PERCENT OF STUDENTS SCORING IN THE BOTTOM Quarter ON THE TERRANOVA 3RD EDITION SUBJECT TESTS, 2009-2011 Source: Consolidated Data Warehouse, 2011, CTB/McGraw-Hill, 2011.

43. Developmental Reading Assessment 71.5 % of Third Graders scored On or Above Grade Level Source: Literacy Support Specialists, 2011-12.

44. Scholastic Reading Inventory (SRI) PERCENTAGE OF STUDENTS SCORING AT OR ABOVE THE STANDARD ON THE SCHOLASTIC READING INVENTORY, SY 2008-2009 - SY 2010-2011 • Source: Humphreys American School, 2011.

45. Customer Satisfaction Survey Percentage of respondents by rating to the following: What grade would you give (your/your child's) school, SY 2010-2011 Source: DoDEA Customer Satisfaction Survey, 2011.

46. Storybook Character Parade Fall festival Dance Party ChusEok Field Day Get the scoop on reading MASQUERADE DANCE

47. Continuous School Improvement Our Goals and Interventions

48. Our Model of Applied Continuous School Improvement • Stay Focused on “Each” Student • Share Responsibilities • Provide Challenging, Engaging, and Intentional Instruction based on the DoDEA Curriculum Standards and Best Practices • Use Our Data to Benefit Student • Get/Give the Support That Students Need • Communicating, Communicating, Communicating …and we do this continuously

49. Goal 1: Reading By June 2012, all students will increase performance on targeted Reading Comprehension skills using instructional interventions implemented in all curricular areas as measured by the TerraNova 3 Science subtest and other system-wide and school based assessments. The targeted skills are to expand knowledge, make connections, and determine important information when reading non-fiction texts.

50. Goal 1: Reading - Interventions KWL Charts CSR Logs