STEPP Report Review

Name of School: Iditarod Elementary Address: 801 NORTH WASILLA FISHHOOK RD Wasilla, Alaska Phone: 907-907-352-9100
Report Date: 10/31/2012

STEPP Team:
Name James Shetter Alice Hershman Christina Lindquist Matthew Lindquist Eileen Moe Alecia Pike Kristal Smith Julie Sullivan Rose Teich Amber Way Rachel Wolfer Position Principal Teacher Parent Teacher Teacher Teacher Parent Teacher Administrative Secretary Teacher Teacher

The Iditarod Elementary STEPP (Step Toward Educational Progress and Partnership) process is set up by Categories and Sections. These sections are assessed by the number of indicators assessed out of the total number of indicators in that section /subsection. They are planned for the number of objectives that are planned for the number of objectives available to plan for in that section/subsection. (Indicators assessed as Fully Implemented or No development/Not in Plan will not be shown here.) And last, they are met with evidence by the number of indicators that were fully implemented from the initial assessment and total objectives in this section/subsection that have been planned for and have reached full implementation out of the total number of indicators. They major assessments are measured by five indicators. First is the Level of Development or the initial period of time of start date. The Second is measurement is the Index, which is the importance of development of the indicators by the Priority Score x Opportunity Score. The Third measurement is Priority Score that is measured. (By 1 being the lowest and 3 being the highest.) The Fourth indicator is the Opportunity Score which is the number measured. One (1) being the requirements of change in current policy and budget conditions, Two(2) being the accomplished within the current policy and budget conditions and Three(3) being the relatively easy to address.) The Fifth measurement is the Description of current level of development in which the staff members are actively incorporating the board adopted Alaska Cultural Standards in the curricula and classroom activities. A good example is the developing a school wide multicultural night or family night in the development in a relationship with community. The assessments are assigned to team member or group members in per indicator. Three major indicators plans of improvement began the development process in March of 2012 and in progress to the present time of Oct. 2012.

The first indicator is The Effective classroom management strategies that maximize instructional time are evident throughout the school. The second indicator is The SMARTMentoring is provided to support new teachers in the development of instructional and classroom management skills. And the third indicator is The Multiple sources of data are used to determine student needs. It was decided by the STEPP Team that these items were the upmost important objectives for the 2012-2013 school year.

The first objective of indicators is 4.01 The Effective classroom management strategies that maximize instructional time are evident throughout the school. Assigned to: Jim Shetter Assigned date: 5/20/2012 Target Date: 5/20/2013 This STEPP indicator has an Index of six (6) measurement (being high) with and Priority score of 3 (high) and an Opportunity Score of 2 (within budget). The major impact is staff development. All staff has received and will continue to receive professional development on effective classroom management strategies that maximize instructional time. All staff is implementing research based strategies (CHAMPS and others) for effective classroom management. Most staff uses these strategies to effectively maximize instructional time. STEPPs Management Team lead by Matt Lindquist and Amber Way that are also team members who will help manage and monitor Iditarod's work toward this objective: CHAMPS. CHAMPS is an acronyms. C is communication, H is help, A an activity, M is material, P is participation. Communication refers to whether or not the students can talk during a certain activity. H stands for how will they get help. Activity defines what they will actually be doing.

Materials is self explanatory - what materials will they need for the activity. Participation means how will you know what they are participating. When CHAMPs is used all together it is suppose to create well behaved and organized children expectations will continue to be used in all areas of the school including common areas and classrooms. Instructional tours and walkthroughs will continue on a regularly scheduled basis with a focus on data collection of engagement strategies. Data from tours and walkthroughs will be shared with the staff. During data discussions, staff will learn how to "depersonalize" data by following discussion protocols, such as three point conversations, when looking at data. Iditarod's PACK committee and School wide Accountability Planning Team will continue to meet. The PACK committee will continue to work to create a culture of trust, accountability, consistency, and community. It is hoped that each staff member of Iditarod will serve on a committee geared toward a common focus and school improvement. The process is continuous and staff plan is in process. Evidence of concept is visual throughout the school through posters in the halls and classrooms. Both teachers and students use the CHAMPS vocabulary for classroom management and guidelines towards civic responsibility.

Task 1: Walkthroughs will be conducted in classrooms to monitor instructional time. Assigned to: Jim Shetter Assigned date: 5/18/2012 Target date: 5/20/2013 (Implemented) Implemented Walkthroughs will be conducted in classrooms on a regular basis by the Principal to collect grade level and school-level baseline data in student engagement. Walkthroughs will focus on time on task, opportunities to respond, ratio of interactions, classroom disruptions, and

alignment with expectations. Walkthrough data will be compiled and shared with the staff. The District Data Coordinator will also provide professional development on analyzing data from common assessments such as SBA and MAP.

Task 2: Professional Development will be provided to Iditarod Staff on the Three Point Conversation Protocol for analyzing and discussing data. Assigned to: Jim Shetter Assigned date: 5/18/2012 Target date: 10/19/2012 Staff Training for the three point conversation protocol for instructional tours. This protocol will be used continuously and consistently throughout the year for data discussions.

Task 3: Teachers will participate in instructional tours. Assigned to: Amber Way Assigned date: 5/18/2012 Target date: 5/20/2013 Teachers will receive release time to participate in instructional tours monthly (with the exception of December). Teachers will take a half-day to tour with teams. Data collected will be provided to the teacher observed and compiled as whole-staff data to be used during the data discussions. Instructional tours will focus on time on task, ratios of interaction, opportunities to respond, and disruptions.

Task 4: Flight for staff on the book Explicit Instruction, by Anita Archer and Charles Hughes Assigned to: Amber Way Assigned date: 5/18/2012 Target date: 5/20/2013 Staff trip completed Nov. 2012.

Task 5: Iditarod's PACK team (Foundations Team) will continue to meet on a regular basis to work with common school expectations. Assigned to: Jim Shetter Assigned date: 5/18/2012 Target date: 5/20/2013 The PACK Team will review the common area expectations that have been Champed. The work will continue to collect data on the use of the common area expectations and analyze for consistency and effectiveness. Implementation of entire process: 20% or 1/5

The second objector Indicator is 5.04 - SMART-Mentoring is provided to support new teachers in the development of instructional and classroom management skills. Assigned to: Julie Sullivan Assigned date: 9/24/2012 Target date: 5/20/2013

This STEPP indicator has an Index of nine (9) measurement (being high) with and Priority score of three (3) measurement (high) and an Opportunity Score of 3 (relatively easy). Prior to May 18th, 2012, Iditarod had no organized plan to mentor new teachers in our building. A projection of 10 new staff members will be needed provided assistance and guidance to orient new staff to our school culture and routines. Iditarod has developed a new staff mentoring plan to provide our new staff members will support and guidance regarding our school culture and routines? In addition, new staff will be given opportunities for professional development in the development of instructional and classroom management skills. Each new staff member will be assigned a mentor, a checklist will be developed that the mentor/mentee team will use throughout the year. Surveys and meetings conducted in the fall and spring will assess the effectiveness and areas of improvement of this new program.

Task 1: A checklist of school routines and procedures will be developed for the purpose of orienting new staff to our building. Assigned to: Alice Hershman Assigned date: 10/01/2012 Target date: 10/26/2012 (Completed) A checklist of essential, specific information, outlining school routines and procedures developed by Alice Hershman, Rachel Wolfer, Eileen Moe and Julie Sullivan. This team met on October 8, 2012. The purpose was to create a resource for new teachers and their mentors to use as a guide. Task 2: A mentor will be assigned to each new staff member.

Assigned to: Jim Shetter Assigned date: 10/02/2012 Target date: 10/26/2012 (Completed) Each new staff member was assigned a mentor within the building. Primary teachers are assigned a primary teacher mentor outside of their own grade level and intermediate teachers are assigned an intermediate teacher mentor outside of their grade level. All other new staff members will be assigned a mentor that will provide guidance and assistance in learning Iditarod's school cultures and routines. Mentor/mentee teams will use the internally created checklist as a guide throughout the year.

Task 3: New staff members will be afforded professional development opportunities at the district level dealing with CHAMPS. Assigned to: Julie Sullivan Assigned date: 10/02/2012 Target date: 05/20/2012 New staff will be given the opportunity to have professional development on CHAMPS as it becomes available at the district level. CHAMPS books will be purchased for Iditarod so that each new staff member will have one available to them. Task 4: Follow up meetings and surveys will help provide data to assess the new mentor program. Assigned to: Julie Sullivan Assigned date: 10/02/2012 Target date: 05/20/2012

We will have two meetings, a mid-year meeting (in December) and an end of the year meeting (in April) to provide discussion opportunities for mentor teachers and new staff. Surveys will identify needs and successes with the new mentor program. Surveys will be conducted in early November and in late April. Implementation of entire process: 50% or 2/4

The third indicator is 7.01 - Multiple sources of data are used to determine student needs. This STEPP indicator has an Index of nine (4) measurement (being acceptable) with and Priority score of two (2) measurement (medium) and an Opportunity Score of three (2) (accomplished within current policy and budget conditions). This current level of development is our ability that we analyze SBA and at least 2 other data sets to determine needs of students in each grade level. We currently use these data sets to determine the specific needs each student. Assigned to: Rachel Wolfer Assigned date: 05/10/2012 Target date: 05/20/2013 To fully meet the objective indicator for this task will also be met by the help of Alicia Pike who is also a team member who will help manage and monitor Iditarod's work toward this objective. Regularly scheduled grade level meetings will allow time for purposeful data talks that look at each student and subgroup. Grade level teams will plan for student needs and how to deliver instruction to meet these needs. Data sources that will be used to determine student needs in language arts and math will include SBA data, MAP data, and AIMS web. Program assessments for Imagine It, Reading Streets and Math Expressions will be additional data points for teams to include in their analysis of student needs. In order to fully meet this objective, a structure for

identifying students from all subgroups with the previously mentioned data points will be established. Progress monitoring for reading will continue for all students and a method for progress monitoring students' math progress will be established.

Task 1: The team will create and administer a survey for staff asking about professional development needs related to data. Assigned to: Alice Pike Assigned date: 05/18/2012 Target date: 10/12/2012 The survey will ask specific questions about the assessments used in the building to guide instruction and what staff would like to know to be better able to use them in planning for instruction. This survey will be used to guide professional development presented by the District Data Coordinator.

Task 2: Grade level teams will meet during common planning time to create program assessments (specifically for math). Assigned to: Rachel Woolfer Assigned date: 05/18/2012 Target date: 10/20/2013 The Common planning time will occur on a consistent basis with expectations provided to teams about its use. Grade level teams will meet prior to the start of a unit to design a common assessment for the unit. A common assessment will allow for grade level teams to design interventions for math and share in differentiating math instruction for students. Grade level

teams will also tailor the district created skills checklist that is Common planning time will occur on a consistent basis with expectations provided to teams about its use. Grade level teams will meet prior to the start of a unit to design a common assessment for the unit. A common assessment will allow for grade level teams to design interventions for math and share in differentiating math instruction for students. Grade level teams will also tailor the district created skills checklist that is related to district math standards to align with the assessment created. Task 3: The STEPP team will create a standardized way for teachers to identify students who need interventions in math and language arts. Assigned to: Alice Pike Assigned date: 05/18/2012 Target date: 10/20/2013 A checklist will be created and presented to staff that presents a method for looking at all data points available.

Task 4: Every six-eight weeks, grade level teams will meet with the instructional coach and math content area liaison to discuss data, interventions, and assessments. Assigned to: Alice Pike Assigned date: 05/18/2012 Target date: 10/20/2013 Assessments to be used will include SBA scores, MAP scores, and program assessments. Based on assessment data, students will be placed and given interventions as needed. Implementation of entire process: 0% or 0/4

Here is the 2011-2012 AYP Report for indicators for Data support.

Among the other indicators that our STEPP Team didnt choose from through the STEPP process for the 2012 school year was due to the focus on the importance to the staff and students for this year. Here are the ones that we didnt choose from and why.

1.01 - The district approved curricula, which are aligned with Alaska standards and GLEs, are being implemented. Explanation: Limited Development 10/20/2011

There are a few teachers new to their specific grade level this year. District instructed teachers to implement the new programs with fidelity. It takes time to learn how each curriculum piece fits

together and if any part needs to be supplemented. A school wide focus needs to embrace the curriculum.

1.04 - SMART- Statewide assessment data are used to identify gaps in the curricula. Explanation: Limited Development 10/20/2011 Many strategies are in place to identify students. 2.01 - School-wide assessments are aligned with Alaskas Performance Standards, GLEs, and district curricula. Explanation: Limited Development 10/20/2011 School-wide assessments for curricular areas assessed on the SBAs (math and language arts) are examined to ensure they are aligned with state standards and district GLEs; however this is something that is not done for all curricular areas (science, social studies, and health). There are a lack of resources for instructing these areas and a lack of time in the day to commit to instructing these additional curricular areas.

2.03 - Universal screening assessments are administered multiple times a year, in all SBA tested content areas. Explanation: Full Implementation 10/20/2011 An Excellent score on our rubric scale. We administer the universal screening assessments three times per year (AIMS web and MAP). Teachers by grade level at least once quarterly will start to gauge the effectiveness of skills block and interventions chosen.

2.04 - SMART-School staff review SBA data to evaluate school programs and student performance. Explanation: Full Implementation 10/20/2011 An excellent rubric score. School staff evaluate of SBA data and other school-wide assessment data to evaluate student success and identify areas needing improvement. Based on identified areas of need, staff drafts goals to increase student success in these areas. Plans are made to achieve the goal. During planning meetings, instructional tour discussions, Principal walk

through and observations, professional learning community meetings, grade level meetings, and data discussions, information is collected to assess staff needs in achieving the goals. From this information collected, a professional development plan is created to help staff achieve the instructional goals.

3.01 - There is a system in place to ensure that classroom instructional activities are aligned with Alaskas Grade Level Expectations (GLEs). (http://www.eed.state.ak.us/tls/assessment/GLEHome.html) Explanation: No development or Implementation 01/12/2012 We recognize the importance of aligning instructional activities with Alaska's GLEs and that there are possible gaps in our programs aligning with Alaska's GLEs. Teachers meet as grade level teams to collaborate and plan instruction but the focus is not aligning that instruction with Alaska's GLEs. 3.02 - A coherent, written, school-wide plan to help low performing students become proficient has been implemented. Explanation: Limited Development 02/23/2012

Our Title I plan serves as our written plan to provide interventions and grade level data talks provide timely interventions for literacy. We are lacking the strategic plan to address writing and math in order to support all students in those academic areas.

4.06 - The school and classroom environments reflect cultural awareness and understanding of cultural values of the students and community. Explanation: Limited Development 03/08/2012

Some staff members actively incorporate the board adopted Alaska cultural standards into their curricula and classroom activities. We are in the process of planning a school wide multicultural family night. This is something that our staff feels is important to building relationships and community.