May 2014 Advaned Inbrief Hes

Hainerberg Elementary School
Penelope A. Miller-Smith, Principal

Gwen Ziegler, Assistant Principal
Students, Teachers, and Parents...
Learning for a Lifetime!
Vision and Mission
HES Vision
Students, teachers, parents Learning for a
lifetime!
KDSO Mission/Purpose/Direction
Standards Based, Data Driven, Student Focused
for Highest Student Achievement for EACH
Student.
DoDEA Mission
Educate Engage, and Empower each student to
succeed in a dynamic world.
School Improvement Goals
Goal 1: Students will
communicate and apply
mathematical concepts.
By June, 2014, 75% or more of
our student population will be
able to communicate and
apply mathematical concepts
through computation, problem
solving, modeling, real life
situations and interpretation
of data as measured by various
assessments.
Goal 2: Students will write
responses that demonstrate
knowledge through the use of
reading and writing strategies.
By June, 2014, 75% or more of
our student population will be
able to write responses that
demonstrate knowledge
through the use of reading and
writing strategies that
interpret and extend the use
of information from texts
across the curriculum as
measured by various
assessments.
School-Wide Strategies
CSI Goal 1:
DI: Small Group Instruction
Math Journals
Daily Spiral Review/Problem
of the Day
Math Word Walls
Kid-Friendly Standards
DI: Math Games/Centers
CSI Goal 2:
6 + 1 Traits
Graphic Organizers
Vocabulary Development
USAG-Wiesbaden
Transformation of Garrison
The transformation of the Wiesbaden Garrison began in earnest in 2009 and
included relocation of units and aviation assets, construction projects, and
housing improvements.
USAREUR headquarters moved from Heidelberg to Wiesbaden in 2012
The Wiesbaden Army Airfields name was officially changed to Lucius D. Clay
Kaserne in 2012
$119 million headquarters building and home for U.S. Army Europe opened in
2012
Newman Village - 326 housing units opened in 2012
Renovations and new construction include: the Postal Service Center, on-post
housing, parking structures, Parent Central Services, teen center, Army Lodge,
Entertainment Center and a new Clay Kaserne Access Control Point
Construction is underway on a new post exchange and commissary complex
to open in 2015 and 2016 respectively
Upcoming transformations: A new Access Control Point on Washington Strasse
will enable Hainerberg to become a closed post. Plans for a new Hainerberg
Elementary and Wiesbaden Middle Schools are in progress.

School Demographics
School Growth
0
200
400
600
800
1000
SY
09-10
SY
10-11
SY
11-12
SY
12-13
SY
13-14
SY
14-15
Historical Chart of School Growth from 2009-Present
Number of Students
9
2
0

9
2
9

6
5
0

6
2
9

7
0
1

E
s
t
i
m
a
t
e
d

9
0
0

Current Student Demographics
Number of Students at Each Grade Level by Gender
Grade/Gender SP SS PK K 1 2 3 4 5 Total %
Female 2 16 5 69 80 54 71 90 68 455 49
Male 13 18 17 70 72 84 66 65 69 474 51
Total 15 34 22 139 152 138 137 155 137 929 100
Current Student Ethnicity
Student Ethnicity by Grade
Grade/Ethnicity SP SS PK K 1 2 3 4 5 Total %
Decline to State 1 1 1 3 0.3
Hispanic or Latino 4 10 2 36 35 33 25 32 20 197 21.2
Not Hispanic or
Latino 11 24 19 103 117 105 111 123 116 729 78.5
Total 15 34 22 139 152 138 137 155 137 929 100
1/5 of our student
population is
Hispanic or Latino,
which above the
15.4% U.S. national
average.
*Source of national statistics: Status and Trends in the Education of Racial and Ethnic Groups, July 2010.
Institute of Education Sciences, National Center for Educational Statistics
Current Student Race
Student Race by Grade
Race
SP SS PK K 1 2 3 4 5 Total %
Nat.
Avg
American Indian/Alaskan
Native/Hawaiian/Pac Island
1 3 2 8 4 6 3 9 5 41 4.4 1.8
Asian 0 1 1 4 16 11 15 12 13 73 7.9 4.4
Black/African American 2 5 4 33 27 24 24 38 32 189 20.3 12.2
White 12 20 13 85 95 85 89 88 83 570 61.4 65.5
Other/Decline to State 5 2 9 10 12 6 8 4 56 6 16.9
Total 15 34 22 139 152 138 137 155 137 929 100 -
Our student population
by race is above the
U.S. national averages.
*Source of national statistics: Status and Trends in the Education of Racial and Ethnic Groups, July 2010.
Institute of Education Sciences, National Center for Educational Statistics
Current Enrollment Eligibility
Categories
Rank
Rank Total %
Lower Enlisted (SPC-E4) 112 12
Non-commissioned Officer (E5-E9) 313 34
GS 11-15, Professional YA/YG 212 23
GS 5-9, NAF 3-4, WG-5 23 2
Officer O1-O6 155 17
Warrant Officer WO1-WO5 88 9
Pay/Civilian Grade: Other 19 2
Students unenrolled since first
query
7 1
Total 929 100
Status
Civilian Status Total %
Army Active 569 61
Navy Active 5 1
Marine Corp Active 15 2
Air Force Active 60 6
Military Civilian /
Contractor 228 25
DoDEA Civilian 32 3
Other 20 2
Total 929 100
Over of our students come
from Army families and
are from military
civilian/contractor families.
Free and Reduced Lunch
Eligibility for Free and Reduced Lunch
Type of Service # of Students
% of Student
Population
Free Lunch 144 15.5
Reduced Lunch 124 13.3
Total 268 28.8
1/3 of our students
receive assistance
paying for lunch.
Faculty Demographics
Number of Teachers/Aids per Grade
Staff/Grade SS PK K 1 2 3 4 5 Total
Teachers 2 2 9 8 9 8 6 5 49
Aides 2 1 9 0 0 0 0 0 12
Total 4 3 18 8 9 8 6 5 61
Number of Special Education Staff
Special Education (SE) 4
SE Aides 10
Speech 3
Assessors 3
Assess/Tech/Clerk 2
Teacher of the Emotionally Impaired 1
Total 23
Number of Specialist Staff
Physical Education 2
Art 2
Music 2
Host Nation 2
FLES 4
Coaches 4
Gifted 1
Media Specialist 1
ESL 2
Total 20
Number of Administrative Staff
Administrative Staff 11
Education Tech 2
Counselor 3
School Psychologist 1
Total 17
121 Total Staff Members
Our staff is as diverse as our students
Staffing and Faculty
Years at HES # Staff %
1 31 26
2 33 27
3 8 7
4 6 5
5 3 2
6+ 40 33
Total 121 100
In the past six years there have been two Principals.
In the past four years there have been three Assistant Principals.
In the past two years (SY 2012-2013 & 2013-2014) there has
been 53% school staff turnover.
In the past five years there has been 67% school staff turnover.
Only 1/3 of staff members at HES have been here
since our last AdvancEd visit.
Faculty Educational Background

1-5
years
6-10
years
11-15
years
16-20
years
21-25
years
26-30
years
30+
years
PP total years of teaching 11 9 1
PP total of years in DoDEA 16 5
PP total years at HES 18 3
Faculty total years of teaching 3 7 11 13 9 19 23
Faculty total years in DoDEA 12 10 17 6 19 12 9
Faculty total years at HES 49 20 11 2 1 1 1
Highest Level of
Faculty Education
Number of
Faculty
%
Abitur 1 1
Bachelor 2 2
Bachelor +15 3 4
Bachelor +30 8 9
Masters 6 7
Masters +15 10 12
Masters +30 52 61
Doctorate/EDS 3 4
Total 85 100
Highest Level of
Paraprofessional (PP)
Education
Number
of PP
%
High School 7 32
Abitur 1 5
Associate 4 18
Associate +30 2 9
Bachelor 6 27
Bachelor +15 1 5
Bachelor +30 1 5
Total 22 101
84% of
faculty
have a
Masters
or above
64% of
PPs have a
post-
secondary
degree
Required Actions and Outcomes
2009 School Accreditation Visit
Actions and Outcomes
Action 1: Expand and refine
the use of differentiated
instruction at the classroom
level.
Action 2: Investigate
enhanced resources for
early literacy and math
readiness services at the
primary level.
Progress Summary: Regular
classroom teachers provide
daily differentiated
instruction for both ELA and
math. This is accomplished
both with and without the
use of a reading and math
coaches in an inclusive
setting.
Progress Summary: Reading
and math coaches have
provided ongoing
embedded professional
development in the use of
the Daily Five, Math Caf
and math journaling to
support early literacy and
math readiness.
Actions and Outcomes
Action 3: Develop a
systematic and systemic
formal process for the use of
formative and summative
assessment data to drive
daily classroom instruction
Action 4: Develop,
communicate and embrace
a vision statement for
Hainerberg Elementary
School (HES).
Progress Summary: The
school utilizes quarterly
common assessment K-5.
During common planning,
teachers review their data at
least quarterly to discuss
student growth and
determine appropriate
interventions.
Progress Summary: The
school has embraced our
vision statement. Recently
the school adopted a new
logo which was created by
one of our art teachers, Ms.
Heather Schwartz.
Comprehensive Assessment Plan
Where we are
Where we want to go
School
Assessment Plan
SY 2013-2014

CSI Goal #1: Students will
communicate and apply
mathematical concepts.

Math Terra Nova Data
Math
School Year

Performance Level (%) & Number of Students (MNP) (NCE)
Number
of
Students
(Q4) 76-
99 %
Above
(Q3) 51-
75% At
(Q2) 26-
50%
Partially
Met
(Q1) 1-
25%
Below
% Top 2
Quarters
(Q4 + Q3) (Q4) (Q3) (Q2) (Q1)
Median
National
Percentile
Average
Normal
Curve
Equivalent
Standard Standard Standard Standard
#
Students
#
Students
#
Students
#
Students
2012-2013 386 40 32 21 7 72 153 123 81 27 69 60
2011-2012 307 37 33 21 9 70 112 102 65 27 67 58
2010-2011 264 21 35 27 17 56 56 91 70 46 56 52
2009-2010 288 31 30 23 16 61 91 85 67 45 60 55
2008-2009 276 27 28 26 19 55 76 76 73 52 55 53
17% gain
since 2008-
2009
3 Year Cohort Math
School
Year Grade

Performance Level (%) & Number of Students

(MNP) (NCE)
# of
Students
(Q4) 76-
99 %
Above
Standard
(Q3) 51-
75% At
Standard
(Q2) 26-
50%
Partially
Met
Standard
(Q1) 1-
25%
Below
Standard
% Top 2
Quarters
(Q4 +
Q3)
(Q4) #
Students
(Q3) #
Students
(Q2) #
Students
(Q1) #
Students
Median
National
Percentile
Average
Normal
Curve
Equival
ent Signif.
2012-
2013
5 22 32 36 23 9 68 7 8 5 2 56 54 0.03
2011-
2012
4 22 18 41 27 14 59 4 9 6 3 57 51 0.38
2010-
2011
3 22 9 50 23 18 59 2 11 5 4 58 51
0% 20% 40% 60% 80% 100%
2012-2013
2011-2012
2010-2011
32
18
9
36
41
50
23
27
23
9
14
18
(Q4) 76-99 % Above Standard (Q3) 51-75% At Standard (Q2) 26-50% Partially Met Standard (Q1) 1-25% Below Standard
9% gain in
the past
3 years
Kindergarten Local Math Assessments
There was a positive shift up in all quarters of
Math, including the percentage of
Kindergarten students scoring at 76% - 100%
grew from 6% to 20%.
In Math, the percentage of
students in the bottom quarter
shrank from 33% to 12%.
1-2 Local Math Assessments
In Math, the
percentage of
First Grade
students scoring
in the top quarter
grew from 1% to
80%. The bottom
quarter shrank
from 50% to 0%.
In Math, the
percentage of
Second Grade
students scoring
in the top quarter
grew from 49% to
58%.
3-5 Local Math Assessments
In Math, the percentage
of Third Grade students
scoring in the top
quarter grew from 63%
to 68%.
In Math, the percentage of
Fifth Grade students
scoring in the top quarter
grew from 27% to 56%. No
students scored in the
bottom quarter.
In Math, the percentage
of Fourth Grade students
increased from 38% to
51%.
4-5 Local Math Performance Assessments
Fifth Grade is in
the second year
of this pilot. Fifth
Grade students
scoring at the
Practitioner or
Expert level grew
from 28% to 58%.
Fourth & Fifth
Grade piloted the
use of a
performance-
based assessment
using the Student
Exemplar Rubric
for Local Math
Assessments.
School
Assessment Plan
SY 2013-2014

CSI Goal #2: Students will
write responses that
demonstrate knowledge
through the use of
reading and writing
strategies.

Language
School Year

Performance Level (%) & Number of Students (MNP) (NCE)
Number
of
Students
(Q4) 76-
99 %
Above
(Q3) 51-
75% At
(Q2) 26-
50%
Partially
Met
(Q1) 1-
25%
Below
% Top 2
Quarters
(Q4 + Q3) (Q4) (Q3) (Q2) (Q1)
Median
National
Percentile
Average
Normal
Curve
Equivalent
#
Students
#
Students
#
Students
#
Students
2012-2013 386 38 31 19 12 69 146 119 74 46 66 58
2011-2012 307 36 36 20 7 72 111 110 62 23 66 59
2010-2011 264 31 34 25 10 65 83 89 66 26 61 57
2009-2010 288 33 31 25 11 64 94 90 71 32 65 57
2008-2009 276 34 28 29 9 62 94 77 80 26 59 58
Language Terra Nova Data
7% gain
since 2008-
2009
3 Year Cohort Language
School
Year Grade


(MNP) (NCE)
Number
of
Students
(Q4) 76-99
% Above
Standard
(Q3) 51-
75% At
Standard
(Q2) 26-
50%
Partially
Met
Standard
(Q1) 1-
25%
Below
Standard
% Top 2
Quarters
(Q4 +
Q3)
(Q4) #
Students
(Q3) #
Students
(Q2) #
Students
(Q1) #
Students
Median
National
Percentile
Average
Normal
Curve
Equivale
nt Signif.
2012-
2013
5 22 32 46 18 5 78 7 10 4 1 63 57 0.07
2011-
2012
4 22 9 59 23 9 68 2 13 5 2 62 54 0.36
2010-
2011
3 22 23 36 27 14 59 5 8 6 3 55 53
0% 20% 40% 60% 80% 100%
2012-2013
2011-2012
2010-2011
32
9
23
46
59
36
18
23
27
5
9
14
19% gain in
the past
3 years
Reading Terra Nova Data
Reading
School Year


(MNP)

(NCE)
Number
of
Students
(Q4) 76-
99 %
Above
(Q3) 51-
75% At
(Q2) 26-
50%
Partially
Met
(Q1) 1-
25%
Below
% Top 2
Quarters
(Q4 + Q3) (Q4) (Q3) (Q2) (Q1)
Median
National
Percentile
Average
Normal
Curve
Equivalent
#
Students
#
Students
#
Students
#
Students
2012-2013 386 39 33 20 9 72 150 127 76 33 69 60
2011-2012 307 38 33 19 10 71 117 100 59 31 68 59
2010-2011 264 32 33 25 10 65 83 87 66 27 62 57
2009-2010 288 32 38 20 9 70 92 109 57 27 63 57
2008-2009 276 29 35 26 11 64 79 97 71 29 61 56
8% gain
since 2008-
2009
3 Year Cohort Reading
School
Year Grade


(MNP) (NCE)
Number
of
Students
(Q4) 76-99
% Above
Standard
(Q3) 51-
75% At
Standard
(Q2) 26-
50%
Partially
Met
Standard
(Q1) 1-
25%
Below
Standard
% Top 2
Quarters
(Q4 +
Q3)
(Q4) #
Students
(Q3) #
Students
(Q2) #
Students
(Q1) #
Students
Median
National
Percentile
Average
Normal
Curve
Equivale
nt Signif.
2012-
2013
5 22 14 55 23 9 69 3 12 5 2 64 54 0.06
2011-
2012
4 22 36 36 18 9 72 8 8 4 2 62 57 0.44
2010-
2011
3 22 32 36 18 14 68 7 8 4 3 71 57
0% 20% 40% 60% 80% 100%
2012-2013
2011-2012
2010-2011
14
36
32
55
36
36
23
18
18
9
9
14
Over the past three
years, approximately
70% of cohort
students have
performed in the top
two quarters.
Kindergarten Local ELA
In Reading,
the
percentage
of
Kindergarten
students
scoring as
Practitioner
and Expert
grew from
45% to 89%.
In Writing,
the
percentage
of
Kindergarten
students
scoring as
Practitioner
and Expert
grew from
11% to 62%.
1-2 Writing Local Writing Assessment
In Writing, the
percentage of
First Grade
students
scoring as
Practitioner
and Expert
grew from
23% to 51%.
In Writing, the
percentage of
Second Grade
students
scoring as
Practitioner
and Expert
grew from
16% to 37%.
3-5 Local Writing Assessment
In Writing, the percentage
of Third Grade students
scoring as Practitioner and
Expert grew from 34% to
57%.
In Writing, the percentage of
Fifth Grade students scoring
as Practitioner and Expert
In Writing, the percentage
scoring as Practitioner and
Expert grew from 50% to
55%.
1-2 Reading Assessment
In Reading, the
percentage of
First Grade
students
scoring on or
above grade
level is 80%.
Percentage of
students
scoring in the
top quarter is
83%.
In Reading, the
percentage of
Second grade
students
scoring in the
top quarter
grew from 56%
to 68%.
3-5 Local Reading Assessment
In Reading, the percentage of
Third Grade students scoring
in the top quarter grew from
32% to 72%.
In Reading, the percentage
of Fifth Grade students
In Reading, the percentage
decreased from 63% to 52%.
Science Terra Nova Data
Science
School Year


(MNP)

(NCE)
Number
of
Students
(Q4) 76-
99 %
Above
(Q3) 51-
75% At
(Q2) 26-
50%
Partially
Met
(Q1) 1-
25%
Below
% Top 2
Quarters
(Q4 + Q3) (Q4) (Q3) (Q2) (Q1)
Median
National
Percentile
Average
Normal
Curve
Equivalent
#
Students
#
Students
#
Students
#
Students
2012-2013 386 43 34 18 4 77 167 132 70 16 72 62
2011-2012 306 46 31 19 5 76 140 94 58 15 73 62
2010-2011 264 35 33 22 9 68 92 88 59 25 63 57
2009-2010 288 42 31 20 7 74 122 90 58 19 71 60
2008-2009 276 33 31 28 8 64 91 86 77 22 63 57
Strong
performance in
Science in top
two quarters
Social Studies Terra Nova Data
Social Studies
School Year


(MNP)

(NCE)
Number
of
Students
(Q4) 76-
99 %
Above
(Q3) 51-
75% At
(Q2) 26-
50%
Partially
Met
(Q1) 1-
25%
Below
% Top 2
Quarters
(Q4 + Q3) (Q4) (Q3) (Q2) (Q1)
Median
National
Percentile
Average
Normal
Curve
Equivalent
#
Students
#
Students
#
Students
#
Students
2012-2013 386 42 30 22 5 73 164 116 86 18 70 61
2011-2012 306 43 34 17 6 77 132 103 53 17 71 61
2010-2011 264 35 35 20 10 70 93 92 54 27 67 57
2009-2010 287 45 31 18 5 77 130 90 53 14 74 62
2008-2009 276 41 34 17 7 76 114 95 48 18 69 61
Continued strong
performance in
Social Studies in
top two quarters
Key Processes
Distributed and Coordinated Leadership
The restructuring of Management Council to a Leadership Team leveraged the roles of
grade-level chairs and AdvancED standards committee chairs. This resulted in shared
decision making amongst a larger group of teacher leaders.
Professional Learning Communities
Weekly Common Planning (CP) provides teachers with an opportunity to engage in a
professional learning community and leverages horizontal articulation. Staff also
participate in monthly Professional Learning Teams based on their interests for
professional growth. These teams are facilitated by staff and connect to our CSI goal
areas creating opportunities for vertical articulation.
Embedded ELA/Math Coaches
Coaches provide job-embedded professional development for teachers to support
student learning.
Data-Driven Decision Making
It is common practice for staff to use both formative and summative assessment data
to drive instruction and develop differentiated instructional learning activities.
More involvement has translated into a deeper understanding
and ownership in the process.
Exemplary Programs
Targeted Subgroup Support
Rigorous Program Offerings
Extra Learning Opportunities
Partial-Immersion Programs German/Spanish
Math Lab
STEM
Student Council
STEM
German Immersion Class
Extra Learning Opportunities
Math Lab Rigorous Learning Opportunities
Student Council
Targeted Subgroup Support

I spy CSI
Goal 1 : Math Caf
Goal 2: Writes using pictures, letters and words
Goal 1: Math Journals
Goal 2: Letter writing
The AdvancED Standards:
Embedded in Our School
Standard 1:
Purpose and Direction
The school maintains and communicates a
purpose and direction that commit to high
expectations for learning as well as shared
values and beliefs about teaching and learning.
Communication
Daily Announcements (High Five Heroes)
Student Council
Bi-Weekly Newsletter (DD), Monthly Newsletter
Classroom/Teacher Communication
Daily Bulletin and Friday Focus
Wiesbaden Community Schools Facebook
Community Information Brief (CIB) with Command
HES PTO Facebook
School Website(s)
Kids News
AFN News Spots and Herald Union
Hainerberg ES Official Website Hainerberg ES Facebook
Herald Union featuring Hainerberg ES
Bi-Weekly Update for Parents
Host Nation Website
Daily Bulletin
CSI
FLES, Host Nation and Partial Immersion
A Changing Staffing and Faculty
Years at HES # Staff %
1 31 26
2 33 27
3 8 7
4 6 5
5 3 2
6+ 40 33
Total 121 100
In the past six years there have been two Principals.
In the past four years there have been three Assistant Principals.
In the past two years (SY 2012-2013 & 2013-2014) there has
been 53% school staff turnover.
In the past five years there has been 67% school staff turnover.
Only 1/3 of staff members at HES have been here
since our last AdvancEd visit.
Building a New Community
In 2012, Mannheim Elementary School closed
In 2013, Patrick Henry Elementary School closed
In June 2013, Heidelberg DSO closed
In August 2013, Wiesbaden schools migrate to the
Kaiserslautern District
Active social committee with year-round events
Professional development
Breakfast and lunch provided on teacher work days
Monthly professional learning communities based on teacher
interests
Common planning for grade level teachers
Welcoming and supportive staff

The creation of a new TEAM!
Staff Photos
Living our Purpose
Hainerberg High Five
New mascot created by Ms. Schwartz, art teacher

RockinL Crafts
Parent-Teacher Organization
PTO Facebook Page
Yearbook
Teacher Appreciation
Spirit Wear
High Five Hero Prizes
School-Wide Events:
Bingo
Movie Night
Field Day
Popcorn Day
Friday Spirit Day

Events Supporting our CSI
Goals:
Read Across America
Story Writing Contests
IXL Math Program
(Technology)
Authors Visit Brian
Cleary/Michael Shoulders
Read for the Record
Teacher Reimbursement
for Classroom Materials
Teacher Wish Lists

Partners In Education
66
th
Military Intelligence
Field Day
STEM night
Guest Readers for Read
Across America
Supporting the Opening of
School
Garrison Wide Support
Tell Me a Story: Parent to
Parent Program
Sure Start Parent to Parent
Quarterly Training
School Advisory Council
Installation Advisory Council
School Liaison Officer
Medical Treatment
Cooperative Partnership
Herald Union and AFN
Kids News
Command Staff Involvement

Community Partnerships
German VITA Therapy Dogs Dental Clinic visits school for dental
checkups
Kids News at AFN
School Liaison Officer reads for
Read Across America
High School performs for students
Mrs. Hertling produces exercise
video with 2nd graders
European Technical Center Scientists
help out with experiments
Parent volunteers come out to
support kindergarten event days
Students visit the fire department
during Fire Safety Week
STEM Community Night
Green Boot School
Standard 2:
Governance and Leadership
The school operates under governance
and leadership that promote and
support student performance and
school effectiveness.
SCHOOL IMPROVEMENT LEADERSHIP TEAM
Jennifer Crumbly, Sarah Adams, Vanessa Brown, Pat Best, Laurie Mattern, Vickie Southworth, Tammy Williams, Sarah
Benjamin, Anita Kerat, Janis Renninger, Penelope Miller-Smith, Gwen Ziegler, Sandi Weber
Standard One: Purpose and
Direction
Standard Three:
Teaching and Assessing for Learning
Standard Four:
Resources &
Support Systems
Standard Five:
Using Results
for Continuous
Improvement
External Climate Internal Climate
Professional
Development
Instructional
Design
Classroom
Based
Assessment
Resources and
Behavior
Support
Using Data
for Continuous
Improvement
Chair:
Jennifer
Crumbly
Chair:
Sarah Adams
Chair:
Vanessa Brown
Chair:
Pat Best
Chair:
Sarah Benjamin
Chair:
Vickie
Southworth
Chair:
Tammy Williams
Herta Dullin
Zahra Hashimi
Jennifer Tobash
Peter Rey
Lynn Bleeker
Florette Baldwin
Diane Barron
Nancy Senn
Tawna Ashcraft
Pat Fernandez
Jim OBrien
Jon Biehler
Melissa
McDonald
Hilda Jewell
Joy Urbaniak
Kelly Dorsch
Katie Bowker
Cassandra Moss
Danielle Florido
Eve Chew
Krista Wagner
Monica Smith
Marable Wilson
Crystal Simpson
Carolyn Dolit
Janet Minchin
Georgene Zaydell
Jessi Gillman
Susan Ramsey
Monika Mietz
Heather Harbach
Scott Barlow
Mary Barlow
Meg Cambon
Elizabeth
Thornton-Bremer
Megan Cullen
Lynn Wheeler
Miki Loncarich
Chrystie Limes
Gloria Knauf
Julia Morris
Paula Pierce
Klara Mazelis
June Heichelheim
Sandi Weber
Karen Sanders
Pat Best
Linda Smith
Donna Barlow
Awilda Perez
Stephen Springer
Lucia Lynch
Susan Sandy-
Smith
Laurie Mattern
Judy Markeson
Bessie Rollins
Trish Benham
Rob Skully
Demetrio Perez
Susan Lane
Lisa Golding
Pedro Ramirez
Jeri Knight
Linda Smith
Irmgard Braun-
Williams
Michael Powers
Michelle Garrett
Lisa Clevenger
Carmen
Hernandez
Jenny Pond
Kitty Ochoa
Teresa Bretfeld
Heather Schwartz
Nancy Kovar
Marcia
Applegate
CSI Co-Chairs, Administration
Engaging Students
Chess Club
Student Council
Fitness Club
Art Club
Engineering Club
Music Club
Engaging Teachers
Common Planning
CSI Professional
Development
School-Wide Review of
CSI Strategies
School-wide Review of BOY
and Mid-Year Data
Grade-Level Discussion on
Standards-Based Teaching
Engaging Parents (Community)
Sure Start
Field Trip Chaperones
Read Across America 66 MI
PSCD
PTO
Classroom
Volunteers
Parent to Parent
Standard 3:
Teaching and Assessing for Learning
The schools curriculum, instructional
design, and assessment practices guide
and ensure teacher effectiveness and
student learning.
Equitable and Challenging
Learning Environments
Small Group Instruction for ELA and Math
Collaboration with Coaches for Co-teaching
Project Based Learning
STEM Integration at each Grade Level
Math Lab
Math Caf
Daily Five
Computer Lab
Laptops in Classrooms
Integrated STEM
Computers in Classrooms
Small-Group Differentiated Instruction
Problem-Based Learning
Daily Five
Instructional Strategies for Math
Math Journals
Daily Spiral Review/Problem of the Day
Math Word Walls
DI: Math Games/Centers
Math Strategies in Action
Math Student
Exemplar Rubric
First Grade Math
Problem Solving
Journal
Math Spiral Review
Math Problem Solving
Student Data Binders
Math Games During
Math Daily 5
First Grade Math
Word Wall
Students
Independently Using
the Smart Board
during a Math Cafe
Hands On Small
Group Instruction
Independent Student
Use of Smart Board
During Math Caf
from Kinder to 5th
Grade
Working with Math
Coach to Set Individual
Learning Goals Based
on Student Data
Student
Independent
Math Practice on
the Computer
Tiered Math
Journal Tasks with
Opportunities for
Concrete and
Cooperative
Learning
Instructional Strategies for ELA
6 + 1 Traits
Graphic Organizers
Vocabulary Development

ELA Strategies in Action
Small Group
Differentiated Writing
Practice
Individualized Book
Boxes for Differentiated
Practice
Student Writing Goal
Setting
Independent Reading
Time
Publishing Using
Technology
Graphic Organizers
Small Group
Differentiated
Learning Activities
Writing Workshop
Status of the Class
Collaborative Learning Environments
Co-Teaching
Math Lab
CP
Small Groups
Engaging Families in Meaningful Ways
Quarterly Parent-Teacher Conferences
Specific conferences for all new students and at-risk
students in Quarters two and three
Home Communication from Classroom Teacher
Opportunities to Volunteer in Their Students Classroom
Sure Start Family Educational Trainings
Monthly Preschool Parent Support Group
Guest Readers and Facilitators for Special Events
Fourth & Fifth Grade Common Grading Practice
Sure Start Progress Reports
Special Education Progress Reporting Quarterly

Adult Advocates for Each Student
Grade Level Teacher
ELA and Math Grade Level Coach
Monthly At-Risk discussion at Common Planning Meeting
with Grade Level
Weekly Pupil Support Services Meeting (counselors, nurse,
MFLC, special education, administration, and psychologist)
Monthly Mental Health Consultation with Garrison
Special Education Teachers, ESL Teachers, Gifted Education
Teacher
Playground/Lunch Staff
Paraprofessionals
Military Family Life Counselors (MFLC)
After-School Clubs and Activities
Administration Working at Recess and Lunch
Grading and Reporting
Mid-Term Progress Reports
Parent-Teacher Conferences
Student-Parent Handbook Outlines Grading Policy
Curriculum Updates in Teacher Home-School
Communication
Fourth and Fifth Grade
Electronic Access to Grades (GradeSpeed)
Common Grading Practices
Learning Skills Rubric
Fourth and Fifth Grade Common Grading Policy
Grading Philosophy
At Hainerberg Elementary School we believe that grades should reflect
achievement of intended learning outcomes. Grades will reflect a
particular students individual achievement. Group and cooperative skills
are important, but they will be reflected elsewhere and not on an
individuals academic grade. The primary audience for the message
conveyed in grades is parents and students. Our grading policies aim to
give useful, timely, actionable information. Our grading practices are set
up to support student motivation to learn. We want to ensure that our
students never reach a place where there is no point doing any more
work because failure is inevitable.
Grading System
In assessing classroom work/performance, the focus should be placed on
the student demonstrating that he or she has learned the written
curriculum as defined by DoDEA curriculum standards.
Learning Skills Rubric
1
Consistently Observed
2
Occasionally Observed
3
Infrequently Observed
Accepts
Responsibility
For Behavior
Student always accepts a request
to change a behavior without an
argument and quickly corrects
the behavior.
Student usually accepts a request
argument and corrects the
behavior.
Student does not accept a request
argument and does not correct the
behavior.
Works
Cooperatively
Student is always
focused on assigned tasks,
always shares materials and
work space, and always uses an
appropriate classroom
voice.
Student is usually
focused on assigned tasks
usually shares materials and work
space, and usually uses an
appropriate classroom
voice.
Student is rarely
focused on assigned tasks, often
does not share materials and work
space, and needs frequent
reminders
to use an appropriate classroom
voice.
Respects the
Rights of Others
Student is
always respectful
of adults and other students,
their personal space, materials
and learning needs.
Student is usually respectful of
adults and other students, their
personal space, materials and
learning needs
of classmates.
Student needs several reminders
or is disrespectful to adults or
other students, their personal
space, materials and learning
needs
of classmates.
Takes Initiative Student always recognizes what
needs to be done and does it
before being asked, consistently
speaks up for themselves when
in need of academic or social
support and takes full
responsibility for their grades
and actions.
Student occasionally recognizes
what needs to be done and does it
before being asked, occasionally
speaks up for themselves when in
need of academic or social
support and recognizes some
responsibility for their grades and
actions.
Student does not recognize what
needs to be done and needs to be
asked to do it, does not speak up
for themselves when in need of
academic or social support and
does not recognize their
responsibility for their grades and
actions.
Standard 4:
Resources and Support Systems
The school has resources and provides
services that support its purpose and
direction to ensure success for all students.
Faculty Educational Background

1-5
years
6-10
years
11-15
years
16-20
years
21-25
years
26-30
years
30+
years
PP total years of teaching 11 9 1
PP total of years in DoDEA 16 5
PP total years at HES 18 3
Faculty total years of teaching 3 7 11 13 9 19 23
Faculty total years in DoDEA 12 10 17 6 19 12 9
Faculty total years at HES 49 20 11 2 1 1 1
Highest Level of
Faculty Education
Number of
Faculty
%
Abitur 1 1
Bachelor 2 2
Bachelor +15 3 4
Bachelor +30 8 9
Masters 6 7
Masters +15 10 12
Masters +30 52 61
Doctorate/EDS 3 4
Total 85 100
Highest Level of
Paraprofessional (PP)
Education
Number
of PP
%
High School 7 32
Abitur 1 5
Associate 4 18
Associate +30 2 9
Bachelor 6 27
Bachelor +15 1 5
Bachelor +30 1 5
Total 22 101
84% of
faculty
have a
Masters
or above
64% of
PPs have
a post-
secondary
degree
Technology
Continual training and updated information from
educational technologists
SmartBoards, computers, document cameras,
and laptops in every classroom
Wide range of media and software available to
students and staff
Continual updating of resources
Communication through media to all
stakeholders
Pearson digital resources for school and home
Practicing Skills
Creating Math Models
Individual Learning Goals
Learning New Concepts
Solving Math Problems
Keyboarding
Skills
Problem Solving
Publishing Writing
Support Services for Students and Families
Counselors servicing all students
Teacher Assistance Team (TAT)
Case Study Committee (CSC)
Gifted Education
Common Planning (CP)
USAG-Wiesbaden Bully Prevention Program and
Civilian Misconduct Support
Military Family Life Counselors (MFLC)
Child Find
Parenting classes for parents of preschoolers

Hainerberg High Five Hero
Program
School-Wide Positive Behavior Support
High Five Hero Program
Students Receiving
Paw-print Stamp
and Sticker
Behavior Expectations by Location
Kids know what the High Five
looks like in each location.
Behavior Expectations in the Classroom
Classrooms tailor the High Five to
meet their individual class needs
and students age.
Behavior Expectations
Behavior
expectations are in
the target language
in Immersion, FLES,
and HN classes.
Standard 5:
Using Results for
Continuous Improvement
The school implements a comprehensive
assessment system that generates a range of
data about student learning and school
effectiveness and uses the results to guide
continuous improvement.
Comprehensive Assessment System
Grade level assessment calendars (timeline for administration and
collection of assessment data)
Protocols for consistent measurement across all grade levels and to
ensure assessments are reliable and bias free.
Data boards are developed quarterly to assist in
differentiated/tiered instruction. Provides verifiable improvement
in student learning to include readiness for and success at the next
level.
Quarterly common assessments in ELA and math have been
established at each grade level.
Use of rubrics and common scoring
Coaches attend weekly common planning at each grade level to
facilitate data discussions and develop collaborative plans for tiered
instruction.
Individual Assessment Cards
Students have individual data
recording sheets that progress with
them each year.
Calendar identifies assessments
given and is reviewed quarterly.
The writing
prompt is
identified in
calendar
Assessments are tied to the schools
CSI goals and the comprehensive
needs in ELA and math.
Rubrics and Protocols
Rubrics are used to score math constructed response
assessments and writing assessments. In SY 2013,
teachers moved from holistic rubric scoring to analytic
rubric scoring.
Protocols for scoring were developed to
ensure inner-rater reliability and the
validity of scores.
Teachers review data quarterly at
CP to look for trends across classes
and establish flexible groups for
differentiated instruction.
Collecting, Analyzing and Applying
Learning from a Range of Data Sources
Class data boards
report number of
students in each
level of
performance.
Class data boards report
number of students in each
level for each trait.
Color coding helps teachers
differentiate and plan
instruction.
Class data boards
report number
students in each level
of performance.
Color coding helps
teachers differentiate
and plan instruction.
Class data boards report
number students in each
quarter.
Color coding provides
information for differentiated
instruction.
Class data boards report number
students at each level of
achievement.
Color coding provides
information for differentiated
instruction.
Centralized location for collection of
all classroom data related to CSI Goal
one and two.
Dynamically linked to
Student individual
Assessment Cards to allow
for efficient reporting of
data to stakeholders.
Evaluation, Interpretation and Use of Data
Teachers identify trends across grade levels.
They determined verifiable improvement in
student learning.
Teachers are looking at grade level data and
identifying strengths and weaknesses.
Teachers identify areas of need for staff
development as it relates to our CSI interventions.
Teachers engage in vertical articulation
talking about trends school-wide.
Students share progress
and individual learning
goals with each other.
Pilot Math Data
Binders in fourth
and fifth grade
classrooms allow
students to track
and monitor their
own progress.
Student Choice Menus are
sent home and used at
school to allow students to
select activities to improve
based on their own data.
A variety of methods are used
to allow students to graph their
own data and goals.
Monitoring and Communicating
Information on Student Learning
Students collaborate together
to discuss learning goals and
how to use formative
assessment data.
Monitoring and Communicating
Information on Student Learning
Students identify areas personal strengths and
weaknesses. Students write their personal goals
based on the data collected.
Students set goals for learning.
Student data binders communicate
success and readiness based on the
learning objectives.
Teacher data binders contain classroom
and grade level data.
Students graph their academic performance.
Our Next Steps
Development of Curriculum Maps and Pacing Guides
Grade level teams in collaboration with their coach will
develop Curriculum Maps and Pacing Guides to ensure
curriculum, instruction, and assessment are standards-
based, data-driven and student-focused.
Refine Assessments for CSI Goals
In order to ensure progress towards CSI Goals, grade levels
will analyze the correlation between the goals and
assessments. When necessary grade levels will refine
assessments to best support progress monitoring.
Share School Data with all Stakeholders
The school will identify and implement a systematic and
systemic approach to sharing school CSI data with parents
and community members in a meaningful way.


May 2014 Advaned Inbrief Hes

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Hainerberg Elementary School

Penelope A. Miller-Smith, Principal

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