CONTINUOUS SCHOOL PROGRESS

Summary

In 2001, AFNORTH International Middle/High School (AIS) was in a state of

transition moving from our problem-solving emphasis under the previous benchmark goal

to the examination of data for the new Continuous School Progress Plan (CSP). Teachers

worked over-time to complete their lesson plans while continuing to receive training that

focused on teaching problem solving skills in the classroom. All the while, teachers

looked ahead to the next step: the new CSP.

In the School Profile, data from SY 01-02 were examined to assist the faculty and staff

in selecting the next CSP goal. According to Terra Nova assessments and other DoDEA

required tests, weaknesses in reading, communication and writing existed. Faculty

members suggested that improvements be made in all of the areas.

At the time the new CSP goal was selected, the READ 180 SRI Program along with

Silent Sustained Reading for 25 minutes in each seminar was already in place to address

student weaknesses in reading; therefore, the next logical step was to choose a goal that

would focus on the problems in writing and communication. The AFNORTH

International School (AIS) faculty and staff set their collective sights on a new goal: "All

students will improve their written communication skills across the curriculum."

Defining the Data and Elements of Support: Our data is triangulated between divergent

sources which makes it necessary to establish a common definition for terminology

consistent with data as presented prior to 2002. Each data source has a different

terminology to reflect achievement. "Mastery" is the term chosen by the faculty and staff

to describe student achievement in all data sources for all tests.

For the Terra Nova, mastery is defined by the percentage of students demonstrating a

high level of proficiency for skills, knowledge and abilities as determined by teachers

across the country. Mastery in the Terra Nova Communications Arts and the Balanaced

Assessment in Mathematics is defined by the percentage of points correct. In both the

DoDEA Systemwide Assessment of Writing Skills and the AIS Writing Assessment,

mastery is defined by the percentage of students in distinguished and proficient

categories.