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Name of Principal Mrs. Kimberly C. Hartlage - page 8 / 15

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over time to improve curriculum, instructional materials, methodologies, and organizational arrangements. The faculty and staff devote many hours to interpret and analyze assessment data to enhance student progress. Collaboration time is built in to our professional development days to align the curriculum and explore and share new programs to meet the needs of our student population. Teachers work as a whole group, as well as in grade level clusters, to develop strategies to address curriculum and instructional approaches. We work collaboratively to examine student work and evaluate the instructional relationships with students. The purpose of this collective work is to create a professional community that fosters lifelong learning among the faculty and students in pursuit of school reform and student progress. We implement consistent grading strategies and rubrics to clearly communicate expectations to our school community. As educators, we support that we are responsible for teaching the material, but hold an even greater precedence for the quality of learning that occurs among our students. Every effort is made to perfect this process. Teachers are encouraged to attend various workshops, seminars, and participate in classroom observations to provide support for skills and strategies that have been targeted through the review of assessment data.

Saint Mary’s acquires a wealth of information concerning the progress of each of the students through various assessments and task performances. The information gathered is reviewed and utilized to initiate instruction, special services, and communication required to assist students in mastering the essential skills and to experience academic success. Saint Mary’s has continued to demonstrate student progress on standardized test scores over the past three years. Student progress is monitored regularly by analyzing standardized and unit/chapter tests, writing samples, quarterly progress reports and report cards, oral and technological projects and presentations, formal evaluations, teacher observations, homework completion, and classroom participation. Student writing portfolios and daily assignments are evaluated regularly. Confidential files, permanent records, and anecdotal records are organized for easy access to faculty members to monitor student performance.

 3.       Student performance is effectively communicated to students, staff, parents, parish members, and community members. Information about student progress is used to broaden community understanding and to engage participants in collaborative efforts to improve the schooling process. Student progress is communicated to the school community through the school’s website, Home and School Association meetings, school and local newspapers, weekly school newsletters, church bulletins, Board of Total Catholic Education, church newsletters, marquee sign, staff notes, E-mail, student assemblies, bulletin board displays of student work, science fair, art fair, community performances, weekly classroom communication from the teacher, quarterly awards and recognition assemblies, daily announcements, Family Fridays, and the Principal’s Board. Progress is communicated through report cards, mid-term reports, General Education Intervention (GEI) Team meetings, GEI summary letters, parent/teacher conferences, and assignment notebooks.

           The General Education Intervention (GEI) Team is a group of teachers, Special Needs Coordinator, and the Principal, whose purpose is to support teachers and parents and to ensure the success of all students. The team identifies and recommends strategies and/or community resources as necessary. Both teachers and parents may refer students to the GEI team. The team suggests possible interventions and strategies to be implemented by the parents and the classroom teacher at home and school. A summary letter of issues discussed at the meeting is sent home to parents. The local public school corporation is extremely supportive of Saint Mary’s efforts to serve students with special needs. Students in grades k – 3 benefit from the Title I program which we provide in our building after school to students who are eligible. A monthly letter is sent home to parents describing the skills and strategies that have been practiced and reinforced.

 4.     Saint Mary’s faculty and staff have been instrumental in hosting grade level team meetings with other deanery schools to promote networking and to allow for collaboration among neighboring

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