KHS - SAR

The mission of Kwajalein Schools is to s= trive to develop productive, successful, and responsible students committed to ac= ademic excellence and lifelong learning.

Jikuul eo an Kwajalein ej komman bwe en wor wonmanlok, eddoklok, bareinwot wijeblok ajiri ro nan koto= bar, im bukot mejelan jelalokjen non ilju eo aer.

Kwajalein Schools are a small, private Kindergarten through Grade 12 system located in the Republic of the Marshall Islands on the United States Army Kwajalein Atoll military base. The school is operated by the mili= tary contractor to the installation, Kwajalein Range Services.

Standard 1: Vision and Purpose

The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school.<= o:p>

1.1 What is the process for establishing and building understanding of and commitmen= t to the vision statement among stakeholders?

The process for establishing and building understandin= g of and commitment to the vision statement among stakeholders in the Kwajalein Schools is as follows:

In August 2007, through a self-study of the changing demographics of Kwajalein Schools and the island of Kwaj= alein itself, the School Improvement Team (SIT) revisited the vision for the system. Instructional st= aff, along with members of the Kwajalein Junior/Senior High School (KJ/SHS) Student Government Association (SGA), was surveyed to determine specific descriptive words to effectively express the mission of the school system. Results were tal= lied and compiled to include the top eight words: Productive, Excelling, Academic, Leadership, Multicultural, Excellence, Responsible, Lifelong Learning, and Successful.

In spring 2008, staff, parents, School Advisory Council (SAC) members, and stude= nts in the 7th through 12th grades were asked to complete a belief stateme= nts survey. The surveys were compiled and reviewed at a school-wide staff meeting and a community meeting. Through interac= tive activities and discussion, the stakeholders selected four key belief statements:

a) St= udents learn best when they are actively engaged in the learning process;

b) A successful student creates and uses a variety of thinking and reasoning strategies;

c) St= udents learn best when our staff maintains high expectations for learning;

= d) Effective school leaders engage in prac= tices that support the ongoing improvement of teaching and student performance.

Utilizing six of the key words, Productive, Excelling, Academic Excellence, Responsible, Lifelong Learning, and Successful, the School Improvement Team created PEARLS. Whi= le maintaining focus of the top four belief statements, PEARLS became the inspiration for the new school vision: Kwajalein Schools strive to d= evelop productive, successful, and responsible students committed to academic excellence and lifelong learning.

The SIT shared the vision with stakeholders by presenting the process to t= he SAC, hosting stakeholder informational sessions, designing posters to = be displayed throughout the school, creating brochures, developing a new school letterhead, and publishing articles in The Dolphin, the elementary school newsletter, and The Hourglass, the local inst= allation newspaper. In addition, = the vision statement was incorporated into various school documents, such = as weekly staff newsletters, administrative correspondence, and the Kwaja= lein Schools’ website.

The teacher representative to the SAC provides monthly reports which inclu= de information regarding the school improvement process.

A member of the Parent Teacher Organization (PTO) serves on the SAC. Information pertinent to this organization is shared as appropriate.

Artifacts

Self-study
School Improvement Team (SIT)
Student Government Association (SGA)
School Advisory Council (SAC)
Parent Teacher Organization (PTO)
Vision statement
Surveys
Brochures and posters
The Dolphin, elementary news= letter
The Hourglass, local communi= ty newspaper
Weekly staff newsletters
Vision letter head for official correspondence
Kwajalein Schools website

1.2 What is the school’s process for developing a profile and systematically maintaining and using information that describes= the school, its students, and their performance?

Kwajalein Schools’ process for developing a prof= ile and systematically maintaining and using information that describes the sch= ool system, its students, and their performance includes:

Assessment information from a variety of normative measures as well as curriculum-based measures including the Iowa Test of Educational Development (ITED), Iowa Test of Basic Skills (ITBS), and Northwest Evaluation Association (NWEA), provides a district-wide profile of stu= dent achievement. Dynamic Indicator of Basic Literacy Skills (DIBELS)= has been purchased and will be introduced at the elementary level in Janua= ry 2009 for implementation during the 2009-2010 school year.
Student demographic information, including gender, ethnicity, special needs, English language needs, health alerts, is gathered from enrollment records. Attendance reco= rds are also reviewed.

Student transfer information, whether new enrollment or withdrawal, is maintai= ned to effectively monitor the transient nature of the military/contractor community and its effect on student achievement.

Profile data is shared with stakeholders at staff meetings and SAC meetings.

Artifacts

Iowa Test = of Educational Development (ITED)
Iowa Test = of Basic Skills (ITBS)
Northwest Evaluation Association (NWEA) assessment
Dynamic Indicators of Early Literacy Skills (DIBELS)
Enrollment cards
Attendance records
Enrollment and transfer data
Staff meetings
School Advisory Council (SAC)

&nbs= p;

1.3 How does the leadership ensure that the school’s vision, purpose, and goa= ls guide the teaching and learning process?

The leadership of Kwajalein Schools ensures that the school’s vision, purpose, and goals guide the teaching and learning process through the following means:

Facilitation of on-going professional discussions regarding the vision and how this focuses the learning throughout the system.

Reinforcement of the vision throughout the system including posting the vision in the main areas of the schools, website, newsletters, and other official or school documents.

Artifacts

Professional development
Brochures and posters
The Dolphin, elementary news= letter
The Hourglass, local communi= ty newspaper
Kwajalein Schools’ website
Weekly staff newsletters
Vision letterhead for official correspondence
Staff meeting agendas

1.4 What process is used to ensure that the vision and purpose of the school remain current = and aligned with the school’s expectations for student learning and school effectiveness?

The process Kwajalein Schools uses to ensure that the = vision and purpose of the school system remain current and aligned with the school’s expectations for student learning and school effectiveness includes:

The review of the vision by the SIT is part of the continuous improvement cycle. Input is gathered= from all stakeholders and considered as part of this on-going review.

Programs providing additional support for student learning include special education resource, speech and language services, remedial reading, tutoring, homework clubs, English Language Learners services (ELL), and Kindergarten Round Up.

At the KJ/SHS level, intervention meetings are held with identified students to provide additional support and clearly define expectations for these students. Student contra= cts may be implemented as deemed appropriate by the team.

The development of programs supporting specific student needs utilizing current research methodologies promotes student learning and effectiveness. These activities under development include a Response to Intervention Model = (RTI) which uses a three-tier response to target interventions for identifying students at risk. An Education Assistance Team = (EAT) serves to provide additional suppor= t in the general education curriculum.&nbs= p;

Artifacts

School Improvement Team (SIT)
Special Education Services
Speech Language Services
Remedial Reading Services
Tutoring services
Homework clubs
Student contracts
English as a Second Language (ELL)
Kindergarten Round Up
Response to Intervention model (RTI)
Education Assistance Team (EAT)

Standard 2: Governance and Leaders= hip

The school provides governance and leadership that promote student performance = and school effectiveness.

2.1 What is the process for establishing, communicatin= g, and implementing policies and procedures for the effective operation of the sch= ool?

The process for establishing, communicating, and implementing policies and procedures for the effective operation of Kwajale= in Schools is:

Kwajalein Schools: The School Advisory Council (= SAC) is a council consisting of members who represent various aspects of the community. These members= are representatives from the military command United States Army Kwajalein Atoll (USAKA), the various contractors, the Ri-Katak parents, and the = Parent Teacher Organization, (PTO). The SAC conducts monthly meetings to establish and review school-wide poli= cies and procedures. Parents = are encouraged to provide input concerning school policies and procedures = at these meetings. SAC meet= ings are open to the public and advertised in local media outlets (i.e. newspaper, television, etc.). Policies approved by SAC are sent to USAKA command for consent = and then implemented by school administration and instructional staff.

Kwajalein Schools provide a quarterly report to a Department of Defense (DOD) civilian evaluator. Thes= e evaluations directly impact funding and measure contract compliance between Kwajalein Range Services (KRS) and DOD.

Kwajalein Schools’ website provides current information regarding school policies and procedures as well as other valuable information.

George Seit= z Elementary School: During Back to School Parent = Night, or upon enrollment after the start of the school year, parents and students receive a Parent Student Handbook. This document outlines the sc= hool policies and procedures which are a mandate from the SAC. Parents are requested to revie= w this document with their child or children. A signed document is then ret= urned to the school stating that the parent and child understand and agree to the outlined policies and procedures.

Kwajalein Junior/Senior High School (KJ/SHS): Handbook revisions are made annually at the high school. Stakeholder recommendations a= re considered when conducting the revision. Handbooks are given to studen= ts on the first day of school at the school-wide assembly or upon enrollment. All students= are advised that they are responsible for information found in the handboo= k. At the Back to School Night ev= ent, parents are also advised to read the handbooks as they provide informa= tion regarding school policies and procedures.

Educational Environments througho= ut the System: Classroom po= licies and procedures are reviewed and revised annually. Individual classroom rules and expectations are approved by the administration. At the elementary level, clas= sroom procedures are shared at Back to School Parent Night and are also prov= ided directly to the parents. At the KJ/SHS, syllabi are provided to students in each class. Parents are expected to sign a= nd return each syllabus, indicating that they have read and understand individual classroom policies.

Artifacts

School Advisory Council (SAC) Policies and Procedures
Government contract evaluations
Staff/Student Handbooks
Classroom policies and syllabi

2.2 What process does the school’s leadership us= e to evaluate school effectiveness and student performance?

The process the leadership of Kwajalein Schools uses to evaluate school effectiveness and student performance is as follows:

The data from individual and school-wide intervention plans give the administration information to determine the success of the interventions and act accordingly.

Artifacts

Standardized test scores

Progress reports/report cards

Enrollment cards

Attendance records

Surveys

Verbal and written communication

School Advisory Council (SAC)

2.3 What ways are stakeholders, including staff, given opportunities to provide leadership and contribute to the decision making process?

Stakeholders, including staff members, are given opportunities to provide leadership and contribute to the decision making process through the following means:

Examples of opportunities incl= ude carousel activities, small and large group sharing, use of a variety of interactive group activities, and utilization of a democratic process = for decision making.

Examples of committees includ= e School Improvement, calendar planning, curriculum development, Ri-Katak selection, Kindergarten Round Up Team, mentorship, Junior/Senior High School Class advisors, advisors to clubs and activities, and the Child Study Committee (CSC).<= span style=3D'mso-spacerun:yes'>

All teachers, administration, management, and the military command evoke an open-door policy to address questions, concerns, and comments. All are available and accessi= ble to the community at large. = Community members are directed to address concerns and comments at the lowest le= vel prior to advancing up the chain.

These provide excellent opportunities for discussion of student progress, assessment results, and overall student engagement.

Representatives to the SAC se= ek input from the constituents they represent. The community is encouraged to actively participate in monthly meetings.

Students share their question= s and concerns with administration and instructional staff through class meetings. Class Represen= tatives participate in school-wide government meetings to discuss their indivi= dual class issues and concerns. Throughout the school year, there are five meetings scheduled during the school day. Advisors will sched= ule additional before and after school meetings as needed. Discussion is open and on-goi= ng between students, faculty, and administration.

Stude= nt representatives meet monthly and plan activities for the student population including special event days (such as spirit day, backwards day, etc.), family movie night, and fund-raising activities which have been used to purchase playground equipment. Students serve as representat= ives to classrooms and share information regarding upcoming events and activities.

These representat= ives attend all meetings and offer input from the perspective of the student population.

Artifacts

Professional development

Various committees throughout Kwajalein Schools

Faculty meetings

Decision making activities

Chain of command

Conferences

School Advisory Council (SAC)

Telephone hotline

Sensing Committee

Student Government Association (SGA)

Junior/Senior High School Student clubs and activities

Elementary Student Council

School Improvement Team (SIT)

2.4 What policies and processes are in place to ensure equity of learning opportunities and support for innovation?

The policies and processes in place at Kwajalein Schoo= ls which ensure equity of learning opportunities and support for innovation include the following:

Administration maintains an open-door policy utilizing formal and informal discussions with staff, students, and parents as an ideal opportunity to discuss equity within the Kw= ajalein Schools as wel= l as individual and group ideas for innovation.

Staff meetings with healthy and open discussion of suggestions, concerns, strategies, and supports provide an outlet for on-going and open dialo= gue on learning equity and innovation ideas.

On-going professional development activities across the curriculum are conducted throughout the school year during staff in-service days as well as dur= ing staff meetings. These activities allow staff an opportunity to discuss or demonstrate suggestions for innovation.

Administration involves staff in the process of formalizing school policies and proce= sses such as the implementation and formalization of Learning Support Servi= ces which include English Language Learners (ELL), Special Education, Spee= ch Language Services, and EAT. Through a RTI model, Learning Support Services ensures all students an equal opportu= nity to succeed within the Kwajalein Schools. Staff is also asked to provide input in the development of other school policies and procedures which allows for continuous improvement and support for innovation.

Other programs ensuring equitable opportunities for student learning include Kindergarten Round Up, reading specialist support, access to guidance counselor services, and homework clubs.

Staff maintains high expectations while ensuring equity in their classrooms through the use of carefully written lesson plans and dynamic classroom instruction including individual, small, and large group activities.

Kwajalein Schools create, adopt, and regularly update a comprehensive and innova= tive curriculum, utilizing input from K-12 teachers and parents, with the support, input, and consent of the SAC as well as the leadership of Kwajalein Atoll.

The SAC provides opportunities for members of all stakeholder organization= s to provide input, address concerns, and share successes. Representatives to the SAC se= ek contributions from the constituents they represent. The community is encouraged to= actively participate in monthly meetings.

The SGA and the Elementary Student Council offer students an equitable opportu= nity to become involved in the processes and procedures of Kwajalein Schools. Discussion is o= pen and on-going between students, faculty, and administration ensuring students have an opportunity to express concerns and share ideas.

Administration advocates with USAKA and KRS management for continued support of polic= ies and processes that ensure an equitable learning environment and opportunities for innovation.

Artifacts

Staff meetings

Professional development and in-service activities

English Language Learners (ELL) Program

Special Education and Speech Language Services

Education Assistance Team (EAT)<= /li>
Response to Intervention Model (RTI)

Kindergarten Round Up

Reading Specialist services

Guidance Counselor services

Homework clubs

Lesson plans

Curriculum guides

School Advisory Council (SAC)

School policy and procedures handbook

Student Government Association (SGA)

Elementary Student Council

United States Army Kwajalein Atoll (USAKA)

Kwajalein Range Services (KRS)

Standard 3: Teaching and Learning<= o:p>

The school provides research-based curriculum and instructional methods that facilitate achievement for all students.

3.1   How does the school ensure that the curriculum, instructional strategies, and assessments are aligned and articulated across grade levels in support of t= he expectations for student learning?

Kwajalein Schools ensure that curriculum, instructional strategies, and assessments are aligned and articulated across grade levels= by way of the following educational methods:

Create, adopt, and regularly update a comprehensive curriculum, utilizing input from K-12 teachers and parents, with the support, input, and consent of the School Advisory Council (SAC) as well as the island leadership and command.

Create, communicate, and implement instructional strategies for achievement ac= ross the K-12 classroom spectrum, through the use of carefully written less= on plans, on-going research projects using a wide range of library resour= ces, dynamic classroom instruction (including individual, small, and large group activities), and regular communication with School Age Services (SAS) which provides homework and behavioral support in grades K-6.

Ensure comprehensive, appropriate, and accurate assessments across the curric= ulum by utilizing a balanced combination of established national test mater= ials and curriculum- based subject exams.

Kwajalein Schools also ensure that:

= a)      assessments are tools to measure student success, not an end objective in themselves; <= /p>
= b)      learning is directed toward student success, rather than simply toward high test sco= res;

= c)      assessment materials are current, valid, and appropriate for the specific student population being evaluated.

Artifacts

Comprehensive curriculum from Kindergarten through Grade 12

Individual lesson plans

Iowa Test = of Educational Development (ITED)

Northwest Evaluation Association (NWEA)

Iowa Test = of Basic Skills (ITBS)

Curriculum based subject exams

3.2   In what ways does the school ensure the implementation of research-based instructional strategies, innovations, and activities that facilitate achievement for all students?

Kwajalein Schools ensure the implementation of research-based instructional strategies, innovations, and activities that facilitate the achievement for all students through the following activitie= s:

On-going professional development activities for our K-12 Staff support the gro= wing population of English Language Learners (ELL). Activities include strategies= to address the specific needs of these learners using both pull-out and inclusion models.

Development of a standardized procedure for addressing the specific needs of ELL students including development of an individualized student-specific l= anguage plan for success. All su= pport staff as well as parents are involved in the development, implementati= on, and review of this individualized plan.

On-going professional development activities for K-12 staff in support of the population of students identified by general education teachers as struggling academically, emotionally or behaviorally within the general classroom setting. This includes an updated Education Assistance Team (EAT) process which provides in-class support through the implementation of research based interventions (e.g.: utilization of a Behavior Interven= tion Manual, Pre-Referral Intervention Manual “PRIM”, developme= nt of the Response to Intervention Model (RT= I) and the use of Dynamic Indicators of Basic Early Literacy Skills (DIBE= LS) at the elementary level).

Professional Development is on-going for K-12 staff in the use of the RTI for evaluating effectiveness of interventions.

On-going development of procedures for addressing the specific needs of students identified as requiring special education services.

Students who are identified as having special education needs are supported thr= ough a team approach with input provided from all members of the Child Stud= y Committee (CSC) to include classr= oom teachers, special education providers, parents, support staff as neede= d, and administration. The elementary school primarily utilizes an inclusion method of instructio= n; however, student plans are based on the needs of the individual studen= t.

Continued review and update of educational materials and resources, including textbooks, visual supports, technology supports, assessment tools, and intervention supports.

Student government, with student participation in grades 4-12, as well as other student- centered organizations (sports activities, music activities, = etc.), allow students to develop leadership skills, responsibility, and owner= ship in the school system.

A mentorship program for new teachers provides support for these new sta= ff members to help identify available resources and processes, provide insight into school activities and functions, assist with transitionin= g into a small private, contractor-run school system, and provide guidance for life in a remote location.

Artifacts

Professional development

English Language Learners (ELL) program

Education Assistance Team (EAT)<= /li>
Intervention manuals

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Response to Intervention Model (RTI)

Special Education services with full inclusion at the elementary level

Child Study Committee (CSC)<= /li>
Updated technology

Student Government Association (SGA)

Other student organizations

Mentorship program

3.3   What processes are implemented to ensure that teachers are well-prepared and effectively implementing the curriculum?

In order to ensure teachers are well-prepared and effectively implement the adopted curriculum the following processes are implemented in the Kwajalein Schools:

On-going professional development activities across the curriculum are conducted throughout the school year during staff in-service days as well as dur= ing staff meetings.

Curriculum guides are updated annually and provided to each staff member at both schools. Grade level and course curriculum are available for parent review. At the Kwajalein= Junior/Senior High School (KJ/SHS), c= ourse syllabi are provided to parents and students.

Staff meetings with healthy and open discussion of ideas, concerns, strategi= es, and supports provide on-going communication between staff and administration.

Graduate courses, up to $2,000 annually, are reimbursed by Kwajalein Range Serv= ices (KRS), the military contractor responsible for the schools, to support personal professional growth and development.

Teachers have preparation time built into the master schedule. Teachers are provided some sh= ared planning time to communicate regularly with grade level or departmental partners.

Artifacts

On-going professional development

Curriculum guides

Staff meetings

Personal professional development

Master schedule

Teacher preparation periods

Shared planning time

3.4   How does the school provide every student access to comprehensive information, instructional technology, and media services?

The Kwajalein Schools provide every student access to comprehensive information, instructional technology, and media services by:=

An EAT provides support for learners strugg= ling academically, behaviorally, and socially. This team provides specific interventions in response to a learner’s specific needs. Results of these intervention= s are documented and reviewed. This intervention plan is a living document in response to the needs of the learner and is developed as needed.

The CSC provides specific support for studen= ts identified as having special education needs in the areas of mild to moderate learning, behavior, and speech/language disabilities. Individualized Education Plans (IEP) provide specific goals and object= ives to address the individual needs of these learners. Plans are reviewed and updated annually, or as needed. A procedural guide provides an overview of all special education services and processes and is available for review by staff, parents, and stakeholders.

At the conclusion of the 2007-2008 school year, an inventory of assessment materials was completed. These assessment materials are used to develop individual student learning profiles. As a result of= this inventory, assessment materials were updated and new and additional assessment materials were purchased.

The ELL program provides support for students with English as a second language. Students are assessed using the Language Assessment System (LAS) and an intervention plan is developed as needed. Students are provided services utilizing both inclusion and pul= l-out models as determined by the student’s level of need.

Additional reading support is provided at the elementary level to students identi= fied as struggling in the general education classroom in the area of reading. Students are identified through teacher recommendation and/or low standardized assessment scores. This support is provided individually or in small g= roups using a pull-out model.

Advanced Placement (AP) courses are offered to students who desire college-level coursework. The curricul= um has been further diversified by the addition of such courses as Essential Math, a mathematics class designed to aid struggling math students in grades 9-12, and AP Computer Science, offered to students who are interested in college-level computer classes.

The elementary computer lab has been renovated with the addition of eleven= new student computers as well as new media carts to facilitate technology needs.

Library reading materials have been updated at grade levels 5 and 6 prompted by results from a parent survey. <= /span>

Elementary Reading Buddies, classrooms paired across grade levels, allow intermed= iate learners to mentor emerging learners through a variety of curriculum-b= ased activities.

Many of the instructional staff at the elementary level provide after school Homework Clubs to support struggling students or students in need of additional attention. Th= ese groups meet several times throughout the instructional week for 30 min= utes following the end of the school day and provide immediate feedback to students regarding performance and progress. At the high school, several me= mbers of the instructional staff offer study sessions prior to exams, arrange for peer tutors, or provide additional assistance as needed. Students participating in peer tutoring earn service hours. In addition, the school day h= as been extended to include a supplementary period for all students in ne= ed of additional academic support. As class periods are lettered A-H at KJ/SHS, this I period has = been dubbed the iPod by participating students and offers them specific assistance with study skills, organization, and assignment completion.=

Students have access to resources, materials, and staff throughout the instructional day as well as by request. Extended hours and additional computers at the school library provide students alternate opportuniti= es for access to materials and resources.

Artifacts

Education Assistance Team (EAT)<= /li>
Child Study Committee (CSC)<= /li>
Learning Support Services Procedural Guide

Assessment materials are current and varied

English Language Learners Program (ELL)

Elementary reading support

Advanced Placement courses (AP)

Technology support

Updated library reading materials

Elementary Reading Buddies

Student access to resources, materials and staff

Homework Clubs

Peer tutoring

Standard 4: Documenting and Using Results

The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.

4.1 How is the assessment system currently used in your school to analyze changes in student performance?

The assessment system currently utilized in the Kwajal= ein Schools to analyze changes in student performance is as follows:

Kwajalein Schools: Students at Kwajalein Schools (grades 3-10) are assessed annually using the Iowa Test of Basic Skills (ITBS) and Iowa Test of Educational Development (ITED). The scores are generally retu= rned to the schools by August of the following school year. The guidance counselors and the administration initially review results. Results are then shared and d= iscussed with instructional staff through faculty meetings or professional development meetings. The report is shared with the community at the fall School Advisory Council (SAC) meeting.

George Seit= z Elementary School: Faculty at George Seitz Eleme= ntary review the test scores of the ITBS, Northwest Education Association (N= WEA) levels test, and in previous years the Reading A-Z Assessments, to determine the effectiveness of established school improvement goals. Reading comprehension was previously a primary focus. Results are used to determine continuation of, or development o= f, future school improvement goals. Additionally, the instructional staff and administration analyze student scores to determine students at risk and in need of possible remediation across core subject areas.

Kwajalein Junior/Senior High School (KJ/SH= S): Throughout the last goal peri= od, KJ/SHS has utilized res= ults from the ITBS, ITED, the New Zealand Essential Skills Tests, and a locally-developed Library Skills Assessment to determine the effective= ness of school improvement goals. Having met these goals, staff has evaluat= ed assessment results, as well as other data, to discuss and determine new school improvement goals. Additionally, ITBS, ITED, and Advanced Placement (AP) exam scores are used across hi= gh school departments to evaluate core subject program effectiveness. This information is then used= to identify areas of concern.

Transitioning students between Elementary School and Junior High School: Sixth grade students who are considering taking Pre-Algebra (an eighth grade course) as seventh gra= de students are assessed using a locally-developed Pre-Algebra readiness assessment.   The Ju= nior High School teachers meet with the sixth grade math teacher to consider and discuss seventh grade math placement.= To determine placement, teachers review the following data: ITED and ITBS scores, NWEA lev= els scores, Pre-Algebra readiness assessment, sixth grade mathematics achievement, and sixth grade teacher observations.

Artifacts

Iowa Test = of Basic Skills (ITBS)

Iowa Test = of Educational Development (ITED)

Northwest Education Association (NWEA)

Reading A-Z

New Zealand Essential Skills Tests

Library Skills Assessment

Advanced Placement (AP) examinations

Pre-Algebra readiness assessments

Curriculum based student achievement

Teacher observations

4.2 What are you doing to ensure that assessment resul= ts are timely, relevant, and communicated in a way that can be used by teachers, students, parents, and external stakeholders to aid the performance of individual students?

Kwajalein Schools ensure that assessment results are t= imely, relevant, and communicated in a way that can by used by teachers, students, parents, and stakeholders to aid the performance of individual students thr= ough the following means:

Grade level assessment results, as well as disaggregated data, are first reviewed by administration and instructional staff prior to being repo= rted to the community. The re= port of grade level results is presented to the community at either the Oct= ober or November SAC meeting. These results are also reported to the SAC at the October or November meetin= g. Results are generally presente= d in graph or table format that can be understood by all stakeholders in the community.

Instructional staff, parents, and stakeholders use assessment results to evaluate in= dividual student achievement. The= se results also provide data to support or determine the need for monitor= ing of specific student progress or the need for a possible intervention p= lan through support from the Education Assistance Team (EAT). Data results also provide information regarding appropriate student grade level placement for new students.

Parents receive their child’s individual ITED and ITBS test scores prior= to the end of the school year. Parents of high school students receive their child’s SAT, ACT, or AP exam scores from the assessment company.

Artifacts

Grade-level assessments

School Advisory Council (SAC)

Kwajalein Schools’ website

Education Assistance Team (EAT)<= /li>
ITED, ITBS, SAT, ACT, Advanc= ed Placement (AP) exams

4.3   How are data used to understand and improve overall school effectiveness?<= /o:p>

Data are used to understand and improve overall school effectiveness in the Kwajalein Schools through the following means:

Data are collected from different sources including standardized test score= s, progress reports/report cards, enrollment cards, attendance records, surveys, and verbal and written communication with parents and teachers.

Using data as the foundation for meaningful discussions with staff and stakeholders, target areas and/or groups requiring additional attention are identified.

After identification, interventions are developed and implemented to improve school effectiveness. For example, Kwajalein Schools have recently analyzed data showing a significant increase in enrollment of host-country nationals. This data was shared with the staff, parents, and the SAC and is one source of data utilized to supp= ort the developing School Improvement Plan (SIP) which focuses on the implementation of Learning Support Services including EAT, Special Education, and ELL.

Artifacts

Standardized test scores

Progress reports/report cards

Enrollment cards

Attendance records

Surveys

Verbal and written communication

School Advisory Council (SAC)

Faculty meetings

Team, Grade level or Department meetings

Education Assistance Team (EAT)<= /li>
Special Education services

Program for English Language Learners (ELL)

4.4 How are teachers trained to understand and use dat= a in the classroom?

The teachers of Kwajalein Schools are trained to under= stand and use data in the classroom through the following means:

The guidance counselors are responsible for presenting district-level data= to the instructional staff at faculty meetings. Questions regarding data resu= lts and their application in the general education classroom are discussed= and addressed with administration and instructional staff. As professionals, educators u= se the data to make improvement in their classrooms, grade levels or departme= nts particularly when the data indicates significant drops or gaps in stud= ent achievement. The guidance counselors, special education teachers, and other support staff are al= ways available to teachers to answer any question regarding data results or= the use of the results in modifications to classroom curriculum and instruction.

Data gathered from classroom assessments are discussed with grade level or department team members to further develop instructional strategies and better meet student needs.

Artifacts

Guidance counselors

Education Assistance Team (EAT)<= /li>
Child Study Committee (CSC)

Data driven professional development

Staff meetings

Grade level/department team meetings

Standard 5: Resource and Support S= ystems

The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.

5.1 What is the process for recruitment, induction, placement, development, evaluation, and retention of qualified teachers, administrators, and support staff?

The process for recruitment, induction, placement, development, evaluation, and retention of qualified teachers, administrator= s, and support staff includes:

Recruitment: An administrator from the scho= ol system attends the annual University of Northern Iowa Overseas Placement Fair. Kwajalein Range Services (KRS) identifies employment opportunities on the company website, through lo= cal vacancy announcements, and also employment recruiters. On-island residents, who are qualified and have experience within the school system, through substi= tute opportunities or volunteer experience, are recruited to apply for open positions.

Induction: The Mentorship Program provide= s new staff members information about the community and adjusting to life in= a small, remote location. = The program offers a specific mentor for support regarding a variety of to= pics including: curriculum, materials and supplies, maintaining and using data (Grade Quick), utilizing all available resources, etc.

Grade level/department placement is determined by the building/system administrator with support from management as requested. A team from KRS, including me= mbers from managerial staff and education department staff select the positi= on of superintendent for the school system.

Professional Development is on-going throughout the school year during specifically identified in-service days as well as during staff meetings. Topics vary and have included= Special education process and procedures, interventions and support for English Language Learners (E= LL), Response to Intervention (RTI) defined and applied within Kwajalein Schools, EAT process, blood borne pathogens, CPR for children and adults, fire extinguisher use and safe= ty, identification and reporting of suspected child abuse/neglect, understanding and usin= g data to drive instruction, etc.

Evaluation: The instructional staff compl= etes an annual self evaluation which is reviewed and discussed individually with the administration. The administration also completes an annual employee evaluation which is reviewed and discussed with the employee. An action plan is cooperative= ly determined to promote further professional development and growth.

Praxis exams are periodically available for teachers to further assess their progress in their fields of expertise.

Retention: The instructional = staff is contracted annually. Contract renewals are offered in January of the current school = year for the following school year. Administration is contracted for two years.

Artifacts

University of = Northern Iowa Overseas Place= ment Fair

Local vacancy announcements

Kwajalein Range Services (KRS) website employment link

Mentorship program

Professional development

Self evaluations

Administration evaluations

Annual contracts for educators

Administrator two-year contract

5.2 How does the leadership ensure that the allocation= of financial resources is supportive of the school’s vision, educational programs, and plans for school improvement?

The leadership of Kwajalein Schools ensures the alloca= tion of financial resources is supportive of the school’s vision, educatio= nal programs, and plans for school improvement in the following manner:

Administration advocates with United States Army Kwajalein Atoll (USAKA) and KRS management for financial support of school policies and procedures, sc= hool programs, and the School Improvement Plan (SIP).

Priority is given to the educational programs and the SIP when administration develops the annual school budget.&nb= sp;

As a member of the School Improvement Team (SIT), the administrator attends= all SIT and stakeholder meetings. <= /span>Both encouragement and direction are provided for the SIT. Through dedicated service to = the SIT, the administration is aware of financial needs and ensures necess= ary allocation of funds for school improvement.

Artifacts

United States Army Kwajalein Atoll (USAKA) correspondence and meetings

Kwajalein Range Services (KRS) correspondence and meetings

School Improvement Plan

Policy and procedures handbook

School budget

School Improvement Team (SIT)

5.3 How does the leadership ensure a safe and orderly environment for students and staff?

The leadership of Kwajalein Schools ensures a safe and orderly environment for students and staff through the following activities= :

Education Department Safety Stand Downs are conducted on a quarterly basis. A variety of topics have been addressed including having teams of instructors review areas throughout the building for safety concerns.&nbs= p; Staff is expected to report any unsafe conditions.

Safely Speaking is published in the KRS Newsline which is sent to all KRS emp= loyees on a weekly basis. Topics range from eye safety in the work place to promoting a safe work environment and other information for maintaining a safe life in a rem= ote location.

Professional development including the topics of child abuse/neglect suspicion and reporting, blood-borne pathogens, fire safety, and the use of fire extinguishers have been addressed.

Monthly fire drills are conducted by the Kwajalein Fire Department. Monthly building and grounds inspections are also conducted by the fire department to ensure compli= ance to established fire codes.

Playground equipment is inspected monthly for safety concerns. Repairs are made as reported o= r as necessary.

Artifacts

Safety Stand Downs

Safely Speaking

Kwajalein Range Services (KRS) Newslin= e

Professional development

Regular fire and safety inspections

Playground inspections

5.4 What process is used to ensure and monitor that ea= ch student has access to guidance and resource services that meet the needs of= the student?

The process used in the Kwajalein Schools to ensure and monitor that each student has access to guidance and resource services that meet the needs of the student includes the following activities:

The EAT provides support services to students struggling academically, behaviorally, socially/emotionally, and/or wi= th speech and language concerns. The team gathers information from all sources, including parent= s, to determine an intervention plan.&nb= sp;

A RTI model is used to assess specific interventions developed for struggling students. The system follows a three-ti= er approach to intervention with the lowest level defined as identifying students who perform at the bottom quartile on standardized assessments. These stude= nts are supported in the general education setting through traditional classroom interventions such as homework clubs, proximity seating, etc. Students at the sec= ond tier are targeted for more specific interventions through the EAT.&nb= sp; A specific plan is developed and implemented over approximately= a 4-6 week period of time and re-evaluated to determine the effectivenes= s of the intervention. The intervention may be continued, adapted, or the team may recommend refe= rral to the Child Study Committee (CSC) for further assessment.

The Special Education program provides support for those students identified as ha= ving a specific disability in learning, behavior or speech and language. An Individualized Education P= lan (IEP) is developed for each identified student based on identified needs. The plan is revie= wed annually and students are re-assessed every three years unless otherwi= se requested. Students rece= ive services from instructors certified to teach disabilities in the areas= of learning and behavior disorders or speech and language. The type and amount of servic= es provided are determined by the CSC. All service providers, includ= ing classroom teacher, special education teacher, speech language patholog= ist, parents, administrator, and other pertinent staff, as needed, serve on= the CSC. Services may be inclusionary, resource or a combination of such depending on the specific needs of t= he child. Progress reports = are completed quarterly by the service provider.

The ELL program provides services to those students identified as struggling w= ith English as a second language. An Individual Language Plan (ILP) is developed for each student based on identified needs. Services may be inclusionary, resource or a combination of such depending on the specific needs of the child. Progress reports are complete= d quarterly by the service provider.

Guidance services are new to the elementary school and the program is under development. Services are available by request from parents or instructors. Guidance services at the elem= entary and junior/senior high school levels may also be provided as determine= d by a student success plan or IEP. At the high school level, guidance services provide a focus for students preparing for college or the workforce. The counselor also ensures th= at all requirements are met for graduation.

Artifacts

Education Assistance Team (EAT)<= /li>
Response to Intervention Model (RTI)

Special Education program

Program for English Language Learners (ELL)

Guidance services

Standard 6: Stakeholder Communicat= ions and Relationships

The school fosters effective communications and relationships with and among its stakeholders.

6.1 How does the school’s leadership ensure that= the school is responsive to community expectations and stakeholder satisfaction= ?

The leadership of the Kwajalein Schools ensures that t= he school system is responsive to community expectations and stakeholder satisfaction through the following means:

The administration is required by United States Army Kwajalein Atoll (USAK= A) to conduct biannual surveys related to school effectiveness and stakeholder satisfaction. In addition, administration encourages stakeholders to complete surveys related to the school improvement process. Staff members annually comple= te performance reviews to evaluate the effectiveness of the administratio= n.

Survey results are compiled and shared with stakeholders at School Advisory Council (SAC), Parent Teacher Organization (PTO), and staff meetings.<= span style=3D'mso-spacerun:yes'> Results are communicated thro= ugh PowerPoint presentations, brochures, and other forms of written communication suc= h as school newsletters and The Hou= rglass, the community newspaper.

Responses to the results are reviewed by the School Improvement Team (SIT) which= in turn addresses areas of need through the school improvement process. <= /li>

Artifacts

Surveys

Administrative performance reviews

School Advisory Council (SAC)

Parent Teacher Organization (PTO)

Staff meetings

The Dolphin, the elementary newsletter

The Hourglass, local communi= ty newspaper

School Improvement Team (SIT)

6.2 How does the school’s leadership foster a le= arning community?

The leadership of Kwajalein Schools fosters a learning community in the following manner:

Administration maintains high visibility in both the elementary and the high schools, interacting with students and teachers throughout the school day.

Administration maintains an open-door policy utilizing formal and informal discussions with staff, students, and parents as an ideal opportunity to discuss effective instruction, student performance, and overall school effectiveness.

Administration involves staff in the process of formalizing school processes and syst= ems such as the implementation and formalization of Learning Support Servi= ces which include English Language Learners (ELL), Special Education, and = Education Assistance Team (EAT).<= span style=3D'mso-spacerun:yes'> Staff is asked to provide inp= ut in the development of school policies and procedures and participates in professional development to further foster a learning community.

The primary goal of staff meetings is to address instructional and learning issues, as opposed to focusing on administrative concerns or informati= onal items.

Administration advocates with USAKA and Kwajalein Range Services (KRS) management for continued maintenance of favorable class sizes, support of school poli= cies and procedures, and development of school programs and improvement pla= ns.

Administration encourages and supports extracurricular activities such as art shows, concerts, cultural activities, Student Government Association (SGA), Student Council, and National Honor Society (NHS), various clubs, and sports and recreation activities.

Artifacts

Education Assistance Team (EAT)<= /li>
Professional development

Special Education program

Program for English Language Learners (ELL)

School Advisory Council (SAC) policy handbook

Staff meetings

Art shows

Concerts

Cultural activities

Student Government Association (SGA)

Student Council

National Honor Society (NHS)

Various clubs and sports and recreation activities

6.3 What avenues are used to communicate information to stakeholders about students, their performance, and school effectiveness?

Kwajalein Schools use the following avenues to communi= cate information to stakeholders about students, their performance, and school effectiveness:

Student handbooks are provided for all students at the beginning of the school year or upon enrollment. Information includes student and parent expectations, policies,= procedures, and general school information.

Academic calendar and events calendar are provided upon enrollment. Information regarding school holidays, conferences, quarter start and end dates are also advertised= in The Hourglass and on the local television station, Armed Forces Network (AFN).

Informational brochures regarding transition and school improvement are sent to all stakeholders.

The Dolphin newsletter is pub= lished monthly at the elementary school and provides information regarding classroom and school activities.

Open House events allow parents to meet the staff, tour the facilities, ask questions, and attend a brief overview of classroom expectations and responsibilities.

Kindergarten Round Up and Seventh Grade Orientation allow transitioning students and their parents opportunities to meet the staff, tour the facilities, ask questions, and learn about class expectations and responsibilities.

Course syllabi are provided to parents and students at Kwajalein Junior/Senior High School (KJ/SHS) le= vel at the beginning of the school year.&nbs= p; Syllabi outline course objectives and provide expectation for s= tudent performance.

Report cards and progress reports are completed quarterly ensuring that paren= ts receive accurate and current information regarding student performance= . Mid-term progress reports are provided to inform students and parents of more detailed student information such as attendance, missing assignments, anecdotal informa= tion, and other concerns.

Parent Teacher conferences are held once each semester, or more often as need= ed, to provide specific information regarding student performance. This is an opportunity for instructors to provide specific information about student growth and development. Parents als= o have an opportunity to share information about their child and ask question= s.

Child Study Committee (CSC) meetings are conducted in support of the identified special needs population. This committ= ee discusses individual assessment results, Individual Education Plans (I= EP) and classroom modifications with all service providers and parents.

Communication between staff and parents is on-going through the use of classroom newsletters, emails, phone calls, and written communication.

Many students utilize assignment notebooks or weekly assignment sheets to e= nsure communication regarding daily assignments and expectations. In addition, this provides an opportunity to exchange information between home and school on a daily basis.

The annual KJ/SHS Awards Assembly recognizes student achievement throughout the school year. Specific aw= ards include most improved, leadership, citizenship, academic achievement, = etc.

Reading Counts assemblies at the elementary school are held quarterly to recog= nize student achievement in reading.

Artifacts

Student handbook

School calendar of events

The Hourglass, local communi= ty newspaper

Armed Forces Network (AFN), local television station

Brochures

The Dolphin, elementary scho= ol newsletter

Open House

Seventh Grade Orientation

Kindergarten Round Up

Course syllabi

Quarterly progress reports, report cards, and mid-term reports

Parent Teacher conferences

Child Study Committee meetings (CSC)

Communication through letter, emails, and phone calls

Student assignment books or weekly assignment sheets

Junior/Senior High School Awards assembly

Reading Counts assemblies

Standard 7: Commitment to Continuo= us Improvement

The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance.<= /p>

7.1 What is the process for continuous improvement use= d by the school and what are the results that this process is delivering for stu= dent performance and school effectiveness?

The process for continuous improvement used in Kwajale= in Schools and the results that this process is delivering for student perform= ance and school effectiveness are:

Kwajalein Schools use the Breakthrough School Improvement model for continuous improvement. By incorpor= ating the four elements of the Breakthrough School Improvement model includi= ng vision, profile, plan, and results, and ensuring the seventeen key act= ions are addressed within the continuous improvement process, the Kwajalein Schools ensure that the process is both systemic and continuous.

Kwajalein Schools report the effects of the continuous improvement process on student performance and school effectiveness through verbal and written communication. Once data= has been collected and analyzed, it is shared with staff at staff meetings= and with the community at School Advisory Council (SAC) meetings. Information is included on the school website and may be published in brochures, school newsletters, = and the Hourglass, the local community newspaper.

Artifacts

·        Breakthrough School Improvement<= /p>
·        Vision Statement

·        Profile

·        School Improvement Plan (SIP)

·        Staff meetings

·        School Advisory Council (SAC)

·        Kwajalein Schools website

·        Brochures

·        The Dolphin, elementary school newsletter

·        The Hourglass, local community newspaper

·        Weekly staff newsletters

7.2 What steps are taken to ensure that the improvement goals reflect student learning needs that are aligned with the vision and purpose of the school?

Kwajalein Schools implement the following steps to ens= ure that the school improvement goals reflect student learning needs which are aligned with the vision and purpose:

Kwajalein Schools implement the Breakthrough School Improvement model. During the 2007-2008 school ye= ar, the Kwajalein Schools followed the Breakthrough visioning process to develop a shared vision. Data were then collected to develop a current profile. In addition, data were review= ed to determine areas necessitating improvement and stakeholders chose to implement Learning Support Services as a school improvement goal.

As goals are developed and implemented, the School Improvement Team (SIT) continually reviews the School Improvement Plan (SIP), evaluates the success of the interventions, considers feedback from stakeholders, and cycles through the Breakthrough process of vision, profile, plan, and results to ensure that school improvement goals are effective and successful.

Artifacts

Breakthrough School Improvement model

School Improvement Plan

Vision statement

School profile

Iowa Test = of Basic Skills (ITBS)

NWEA assessment

Dynamic Indicators of Early Literacy Skills (DIBELS)

Enrollment cards

Enrollment and transfer data

School Improvement Team (SIT)

Surveys

Education Assistance Team (EAT)<= /li>
Response to Intervention Model (RTI)

Special Education program

Program for English Language Learners (ELL)

7.3 What process is used to ensure that the school per= sonnel are provided professional and technical assistance to implement interventio= ns and achieve improvement goals?

The process used in Kwajalein Schools to ensure that s= chool personnel are provided professional and technical assistance to implement interventions and achieve improvement goals is as follows:

Through staff development opportunities including teacher in-service sessions = and staff meetings, staff is trained and instructed in the implementation = of goals and interventions. Professional development topics have included response to intervention, instructional and learning strategies, Special Education policy and procedures, Education Assistance Team (EAT) process, and expectations and interventions for English Language Learn= ers (ELL).

Kwajalein Range Services (KRS) provides teachers with tuition reimbursement benefits, allowing them to seek out professional development opportuni= ties such as attending educational conferences and enrolling in graduate coursework to support school improvement goals and interventions.

Artifacts

Professional development

Staff meetings

Education Assistance Team (EAT)<= /li>
Response to Intervention Model (RTI)

Special Education program

Program for English Language Learners (ELL)

Tuition reimbursement

7.4 How does the leadership ensure that the improvemen= t plan is implemented, monitored, achieved, and communicated to stakeholders?=

Kwajalein Schools ensure that the improvement plan is implemented, monitored, achieved, and communicated to stakeholders through = the following means:

Administration plays a key role in the success of the SIP. As a member of the SIT, the administrator attends all SIT and stakeholder meetings, encourages and provides direction for the SIT, supports and guides staff as they implement the SIP, provides opportunities for staff development and training, and assists with the publication and distribution of materia= ls such as informational brochures, vision statement posters, advertiseme= nts, and newspaper articles.

By attending monthly SAC and Parent Teacher Organization (PTO) meetings, = the administrator shares ideas, answers questions, communicates information such as data and results, and seeks input regarding the SIP.

The administration utilizes an open-door policy which encourages continual discourse on the implementation and effectiveness of the goals and interventions. Teachers = are evaluated annually on their professional effectiveness which includes their successful and willing implementation of the SIP.

Through effective modeling, the administration demonstrates that all staff mem= bers are responsible for the successful implementation of the SIP. The EAT interventions frequently involve the direct involvement of the administration and this has encouraged other staff members to embrace = the goal of implementing successful and effective Learning Support Service= s.

Artifacts

School Improvement Plan (SIP)

School Improvement Team (SIT)

Brochures

Vision statement posters

The Hourglass, local communi= ty newspaper

The Dolphin, elementary news= letter

Armed Forces Network (AFN) local television

Weekly staff newsletters

School Advisory Council (SAC)

Parent Teacher Organization (PTO)

Teacher evaluations

Education Assistance Team (EAT)<= /li>