Home > Maya at a Glance > School Improvement > End of Year Update and Recommendations for 06-07

ACTIVE LEARNING

Objective	Indicators	3/1/06 Status Update	2006-2007 Recommendations
Provide information & training on Active Learning	Curriculum Maps show attention to the use of Active Learning Activities	Most of our teachers are using methods and activities that are part of Active Learning. However, they are perhaps not as well documented as they could be, so as to ensure their continued use. Well planned field trips that support active learning	Continue to support teachers’ efforts in the classroom with appropriate activities and field trips. Identify sequence of field trips across grade levels allowing for curriculum connections. Review and refine field trip procedures. (Curriculum Connections)
Promote and integrate use of appropriate technology	Curriculum Mapping Software allows for a storage bank of active learning activities Students use more technological applications in content areas	More complete information is being entered into Atlas. For next year, more complete use may be made of it such as using the Analyze and Standards functions. Math has been looking at various tech applications: Geometry and one teacher is looking at elementary software.	Continue with inclusion of Active Learning Activities and Strategies in the Atlas program. Make clear expectations for use and inclusion in Atlas. Train faculty in use of Standards Alignment and Analyze functions of Atlas. (Assessment) Continue to search for appropriate tech. to supplement classes (programs, web sites, etc.)
Promote formal Differentiated Learning strategies	Evidence of Differentiated Learning in the Curriculum Map	Nothing formal has been done with DI yet. However, based on various conversations concerning student learning needs, perhaps it is an appropriate time to begin a slow process of promoting and including this in our learning community. Four people are being sent to the Annual Understanding by Design/Differentiated Instruction conference this summer that is sponsored by the ASCD.	This year, encourage people to learn more about Differentiated Learning. Support individual professional development in this area, especially as it relates to UbD. Faculty that attended the summer conference will formally share the information learned. Continue to include this as a consideration when hiring new faculty.
Promote further classroom enrichment practices	Further Defined & Refined Curriculum Close inspection of Curriculum Standards	Math Trailblazer program has prompted discussion about this. At the end of the year, teachers will need to compare the program with our Curriculum expectations. Social Studies Curriculum recommendations included various active learning components In general, this is an area for Elementary to dialogue about as some faculty feel that there is not enough time to cover all that is asked.	Part of Content Review in the Curriculum Cycle Use the Atlas options for reviewing scope and sequence as well as alignment to standards.
Establish an Experiential Learning and Leadership Center	Physical plant established Field Trips by students Projects & Programs in place	Efforts have begun to formalize the idea of establishing a Center/Program. A mission and vision have been drafted. In addition, preliminary information has been organized to send out in search of grants/funding. A draft is in progress for developing a flagship course.	Continue to develop Exp. & Adv. Ed. opportunities; look to establish a sequence of activities across the grade levels. Continue to develop the operating concepts of the Leadership Center

CURRICULUM CONNECTIONS

Objective	Indicators	3/1/06 Status Update	2006-2007 Recommendations
Support Curriculum Connections	Co-teaching, Integrated Curricula, Interdisciplinary Curricula, Cross-School peer teaching	A suggestion for including Wellness into next year’s Elementary Classroom themes. Valuable curriculum connections have been made as part of team teaching in 6^th grade New Hires for next year are coming with a wealth of interests for the classrooms.	With the new hire at 7^th grade who will teach LA/SS, look at ways to integrate content. Allow for more time for faculty to make various types of Curriculum Connections. Identify and celebrate specific International Days (an example would be International AIDS Day, Earth Day). (Social Values)

ASSESSMENT

Objective	Indicators	3/1/06 Status Update	2006-2007 Recommendations
Clear under-standing of current assessment practices	Completed analysis of current assessment practice		Use the Atlas functions to clearly define assessment practices. Align to standards in the Atlas program and facilitate conversations on success.
Assessment clearly related to curriculum outcomes – fully implement “understanding by design” and follow through on graduate profile	Curriculum maps and 9-week plans show assessment related to clear outcomes and essential questions – more variety in assessment Increased percentage of grades from authentic assessment Seniors demonstrate how they meet the graduate profile	In the faculty training of the basic UbD concepts, an emphasis was placed on the role of Performance Assessment. A general feeling was that it is used quite frequently and in balance with other types of assessment. Mrs. Maldonado has developed evidence of a “Global Citizen” through conversations with the HS classes. Seniors were encouraged to include mention of this in their presentations.	Use the UbD framework to examine and ensure coherency of assessment tools with the unit’s goals of understanding. Explore a movement towards use of Student Portfolios much in the same vein that the seniors use but would be used throughout grades 9-12 in conjunction with Advisory.
Greater student involvement and choice in assessment	Degree of student choice in determining assessment Level of student involvement in developing rubrics	Faculty were invited to use Student-Led conferences again this year. More teachers used student input for their conferences. At 6^th grade, a new type of format for Student Led Conferences was used with success.	Encourage implementation of student-led conferencing across the grade levels during one of the parent conferences.
Communicate assessment more clearly and fully	Amount of information provided to parents beyond grades	The Specials Classes in Elementary have developed a rubric to better communicate their grading system.	Examine the possibility of implementing more narrative models in report cards, especially at the secondary level.

SOCIAL VALUES

Objective	Indicators	3/1/06 Status Update	2006-2007 Recommendations
Formally identify CM’s values	Everyone is asked to identify them. Values are targeted and published. They are highlighted on a monthly basis throughout the year. They become part of high school life.	The survey was done last year. Values have been highlighted each month through the school calendar and through the Daily Bulletin. The reading incentive month reinforced the importance of values in daily life	Continue to highlight the school’s values through action and showcase these actions via community service, graduation exit performance, discussions in class and advisories.
Develop an Honor Code and Student Court in the High school	They become a part of high school life.	Initial work and proposals developed by previous STUCO has been discontinued due to lack of student support.	On hold indefinitely – dependent on student interest.
A more systemized school-wide community service program	Everyone knows who is involved in what projects. The activities are coordinated school-wide for smarter use of time and resources. There is a point person who coordinates all activities.	More projects have been coordinated with Safe Passage this year. A recommendation is to meet to discuss the future directions for the organization of CS at Maya. This has not been pursued.	Continued institutionalization of community service becoming a way of life at CM. Examine the possibility of a school to school Community Service connection between our elementary and an area national school. Continue to offer grade level projects at the secondary as well as opportunities for students to participate in projects with students of other grade levels. Work with student groups to develop CS goals, action plans and reflections.
Translation services available on a need basis for better communication with parents of different cultures, e.g. the Korean community.	A translator is available on a consultant basis to improve school-home communication.	The initiative has not been followed, formally. NHS students translate written communication as needed	Continued the services as needed.
Continue to make the best use of the Advisory model for middle and high school.	There is an advisory in place at both middle and high school.	Continued to current advisory program. Ms. Zea meets/rotates among MS advisors to facilitate conversations related to the interest of each advisory group.	Continued support of a strong advisory program. Examine the scope of the 8^th grade advisory.
Find space in the curriculum for more discussion of social issues and current events.	Time for such is mandated by the curriculum and course of studies.	This has been a part of the SS Curriculum Development and consequently more a part of the current classes.	Continue to promote in all classes the inclusion and discussion of current events and social issues. Install cable TV in the library in order to make News/Programs available.
Find other ways for students to address relevant social action issues important to them.	A committee is established to facilitate this and various forums are devised for such discussion and sharing.	Attempts have been made through STUCO and Dr. Miller to engage students with limited success.	Invite the Student Governments to select a Social Value issue to work on.

READING

Objective	Indicators	3/1/06 Status Update	2006-2007 Recommendations
To assess reading skills, give feedback on reading comprehension, and target remediation if any is needed.	Decide and purchase reading assessments.	Assessment tools have been implemented at the K-5 grade levels. Review (Analysis?) of results continue as does the search for the best fitting assessment tools.	Implement PALS assessments in lower elementary. Continue to use Rigby assessment in lower elementary and STAR and Terra Nova in upper elementary.
To Promote independent reading.	Develop Reading Incentive program possibly an Accelerated Reading Program.	AR is still targeted for grades 3-5 with some teachers using the program more than others.	Continue with School-wide read and support Reading Incentive Month and STAR/Accelerated Reader. Also, in the middle school, continue providing time to read in Advisory.
Refine a curriculum with scope and sequence of reading and reading sub skills.	Revised Language Arts Curriculum adopted, with appropriate resource material	The Language Arts Curriculum Committee is discussing the priorities of the LA dept. and will be looking at models from other schools before entering into next year’s Formal Curriculum Development Year.	Reading Curriculum Committee meets to refine the reading curriculum match with expected standards
To enhance the instructional practices of elementary reading teachers.	Reading instruction taught at prime times in the elementary school.	Dr. Miller has been prompting reflection and discussion regarding best practices. (elementary)	Choose a faculty read (book) that invites faculty to reflect on their instructional practices
To encourage reading during summer breaks.	Create reading classes in the summer school program.	Summer Reading lists have been made available	On – going
Differentiate instruction between high and low readers.	After assessment, do an early intervention, or group students or having individualize reading instruction.	Efforts are made to identify students with reading difficulties and provided with support.	As we review curriculum and materials for reading consider differentiated instruction.

OTHER

Objective	Indicators	3/1/06 Status Update	2006-2007 Recommendations
			Continue to promote the use of the PAFA Facility
			Develop an outreach program for College Counseling
			Continue to promote the idea amongst all in the Maya Learning community that we need to continue to attend to educating the whole child, not solely limited to the academic areas.