Theresa Savel

Applied learning theories
Curriculum design, implementation, evaluation, and refinement
Principles of effective instruction
Measurement, evaluation, and assessment strategies
Adult learning and professional development models
The proposition that all students can learn
The variety of ways in which students can learn
Professional development as an integral part of school improvement
Professional development promotes a focus on student learning consistent
with the school vision goals
Barriers to student learning are identified, clarified, and addressed
Multiple opportunities to learn are available tao all students
The school is organized and aligned for success

Kenny Lake School/Community goal is to have all students achieve proficiency level on the Terra Nova, Alaska Benchmark Exam and HSGQE. All Kenny Lake Elementary School teachers and Resource teachers attended 3-5 day inservice one week prior to school on the Lindamood Bell Program. Beginning September 30, a Lindamood Bell Consultant arrived at the school to further train two resource teachers (myself) and Title 1 teaching assistant.

The program began with extensive testing. Classroom teachers made recommendations and the process was started. Altogether eight assessments were given to determine student strengths and weaknesses in the areas of Comprehension, Auditory Processing, Visual Processing, and Language. Assessments were scored and double scored. Upon agreement with scores, each assessor placed students into learning categories. Assessors collaborated on decisions and students were grouped.

Ideally students would receive treatment/instruction for a total of 100 hours. Due to time limitations and scheduling we will not meet that goal, however students did receive intense instruction in groups of five 90 minutes daily for eight weeks. The consultant also presented whole classroom demonstrations. There were four structured teacher meetings to discuss students, instruction, and direction. There were parent meetings in addition to a presentation at a regularly scheduled PTA meeting.

At the end of the instruction period, students are posted tested.
Achievement will be recorded individually and as a group. The
consultant departed at the end of 10 weeks. Teachers continued the
program throughout the spring reassessing and determining new groups or the continuation of the existing groups.

The intended outcome was to catch those kids who were falling behind and fill the gaps. All students demonstrated some improvement. Students, with no identified learning difficulties, did exceptionally well. There is always room for improvement. The ladder should be continually raised to meet a higher level.

Prior to considering LMB or any intense program there needs to be forethought in regards to scheduling, the most important staff
member/members to train (specifically will they be there next year to
continue with the program), and required parent training.

An administrator considering LMB or any program must work for staff buy-in prior to implementation. It takes a whole school to make any program work. It is important to become the expert to support the suggested program. It is important to reassure staff they are doing an awesome job. "We all know we are missing a couple of kids, maybe this will work. It has proven successful..."

*See Artifact #2a

*Test Clarity* Spring 2003

Indicators

All students are treated with fairness, dignity, and respect
The proposition that all students can learn
Principals of effective instruction
Measurement, evaluation, and assessment strategies

The District recently purchased the Test Clarity Program. The program accepts data from Terra Nova and Benchmark Assessments. Student names and critical information are also imputed. Once all information is imputed, data can be analyzed. We are viewing critical information in reference to subgroups particularly in light of NCLB. Subgroups of particular interest are Native Alaskans, Title 1, and Special Education students.

The intended result was, once those numbers were analyzed, a strategic plan for improvement was made to target students. Luckily there weren't any surprises. There were not any significant racial or sexual group distinctions. Title 1 and SPED students were performing at lower levels in most subject areas than their peers. However on the positive note, after a review of previous test scores, almost all of them are making adequate yearly progress.

Identification is the first step. Intervention is next and somewhat
more complicated.

Whether you have a program, such as test clarity or not, it is valuable to view across subgroups to ensure the success and progress of all. A systematic way of collecting and documenting data would allow each successive teacher to view a child's progress, areas of strength and weakness, and make appropriate interventions right away.


*See Artifact #2b.

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*Fall 2002*
*Write in-service agenda
*Critically review student testing data
*Write Smart Board Grant
*See Artifact #2c
*Develop uniform student filing system

*Fall 2002/Spring 2003*
*Attend and facilitate special education and other student/parent
meetings
*Update student rosters
*Download, implement, score, and chart testing data for DIBELS 6
*Write letters, calls home, and record information regarding student
forms, for example computer usage, medical release, transportation, etc.
*Follow-up with student forms with measures such as restricting
non-compliant students from attending certain events

*Spring 2003*
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