Theresa Savel

Information sources, data collection, and data analysis strategies
Effective communication
Continuous school improvement
The vision shapes the educational programs, plans, and actions.
An implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated.
Assessment data related to student learning are used to develop the school vision and goals.
Needed resources are sought and obtained to support the implementation of the school mission and goals.

CRSD Curriculum Director and Superintendent directed each site to review Benchmark and HSGQE testing results. Class performance summaries were reviewed for 00/01 and 01/02 school years. Staff discussed issues related into successes and failures identifying key factors to consider. It was determined a data sheet would be developed to reflect student attendance, entrance to Kenny Lake School, participation in special programs such as special education, Title 1, and Indian Education, and ultimately achievement scores in reading, writing, and math.

*See Artifacts #1a and 1b

The Alaska Department of Education facilitated a statewide writing assessment in the nineties. This program was eventually discontinued due to budget restraints. The value of the writing assessment program is it provides an effective indicator of student skills and abilities as writers and ultimately success on such statewide assessments as the Benchmark and HSGQE exams.

Student assessments were scored, doubled scored, and triple scored if more than 1.0 deviation occurred in any one of the six traits. Following the inservice, I scored and averaged all six traits within individual classes and school-wide

The intended outcome was to average data thus noting specific
weaknesses. There were notable weaknesses in the areas of conventions and organization. This was not a surprise just a reinforcement of what staff already knew. The much bigger task is to make the interventionsand improve instruction in these areas.

It seems statewide and even nationwide, when I talk to teachers about writing all seem to have the same basic concerns with conventions and organization. The issue is a global concern. I want to continue to learn everything I can about teaching writing.

One of an administrator's greatest responsibilities is to be an
instructional leader, however there is often so many other things that seem to take precedent. The actual role of instruction and curriculum take side seat. There are so many experts within all schools. It is important to take advantage of their talents and expertise to strengthen any instructional or curricular weaknesses...and continue to be mindful of the principal's role in instruction.

*See Artifacts #1c and 1d

------------------------------------------------------------------
*3 O'clock Club * Fall 2002/Spring 2003

Indicators

The educability of all
Continuous school improvement
The core beliefs of the school vision are modeled for all stakeholders
The school community is involved in school improvement efforts
Needed resources are sought and obtained to support the implementation
of the school mission and goals
Existing resources are used in support of the school vision and goals

Kenny Lake staff member wrote and received a grant to provide
opportunities for students to participate in an after school program.
The program allows students to stay after school until 5:45 daily.
Snacks and homework help are provided. Transportation was arranged as several students live up to thirty-five miles away. The issue of providing transportation raised some concerns regarding liability. A document was created to address that issue.

All students should have the opportunity to participate in the 3
o'clock club. It serves multiple purposes such as homework help, and it is a safe and healthy place to await sport's events/practice or parents off work. The note addressing transportation was sent home several times with no avail from some students. An ultimatum and deadline was finally set and students were not allowed to participate if proper paperwork was not returned. If I were to have the same role, students would be given a deadline and ultimatum from Day 1.

What did I learn? Students K-5 are far more responsible with paperwork than older students. Regardless of what paperwork is given to both age groups, the younger students seem to promptly return material while many older students wait until a privilege is denied before complying.

Consistency and follow-through is so important. Regardless of what I am expecting back, I would apply the same hard and fast rule whether it be first and second chance= consequence or first chance only.

*See Artifact #1e.
---------------------------------------------------------------------------------------------
*Fall 2002*
*Request support for school breakfast program
*Work on annual accreditation document

*Fall 2002/Spring 2003 *
*Training, implementation, scheduling, and data collection for LMB
Program
*Attend PTA, Indian Ed., advisory board, and other relevant
school/community meetings
*Identify specific groups of students, chart testing results along with
other important information to ensure students are achieving a.y.p.
*Prepare for and conduct Awards Assembly
*See Artifact 1f

*Spring 2003 *
*Seek information for documents such as Impact Survey
*Sport's Banquet
------------------------------------------------------------------