Self Assessment

Self Assessment
Vicenza Middle School

Europe: Mediterranean
Ms. Stephanie M. El Sayed, Principal

Unit 31401 Box 11
APO, AE 09630
Document Generated On March 25, 2015
TABLE OF CONTENTS
Introduction
Standard 1: Purpose and Direction
Standard 2: Governance and Leadership
Standard 3: Teaching and Assessing for Learning
10
Standard 4: Resources and Support Systems
17
Standard 5: Using Results for Continuous Improvement
21
Report Summary
24
Self Assessment
Introduction
AdvancED's Self Assessment (SA) diagnostic is based on the AdvancED Standards of Quality, which serves as the foundation of the
accreditation and continuous improvement process. The SA is a valuable tool for collaboratively engaging staff members and stakeholders in
purposeful, honest dialogue and reflection to assess the institution's adherence to the Standards, and guide its continuous improvement
efforts. The SA includes the institution's self-ratings of and the evidence cited for each of the indicators, comments that explain the indicator's
ratings and an overall narrative for each Standard. The results of the SA are reviewed by the External Review Team as one essential
component of the preparation process for the institution's External Review.
Page 1
2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Self Assessment

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.
Overall Rating: 3.0
Indicator
1.1
Statement or Question
The school engages in a
systematic, inclusive, and
comprehensive process to
review, revise, and communicate
a school purpose for student
success.
Response
The school's process for review,
revision, and communication of the
purpose statement is documented. The
process is formalized and implemented
on a regular schedule. The process
includes participation by representatives
from all stakeholder groups. The
purpose statement focuses on student
success.
Evidence
Examples of
communications to
stakeholders about the
school's purpose (i.e.
website, newsletters,
annual report, student
handbook)
Rating
Level 3
Communication plan to
stakeholders regarding the
school's purpose
Minutes from meetings
related to development of
the school's purpose
Documentation or
description of the process
for creating the school's
purpose including the role
of stakeholders
Purpose statements past and present
Our school yearbook is
based on the Vision
Statement, with
tremendous student input.
Page 2
Self Assessment
Indicator
1.2
Indicator
1.3
The school's leadership and staff
commit to a culture that is based
on shared values and beliefs
about teaching and learning and
supports challenging, equitable
educational programs and
learning experiences for all
students that include
achievement of learning, thinking,
and life skills.
The school's leadership
implements a continuous
improvement process that
provides clear direction for
improving conditions that support
student learning.
Response
Commitment to shared values and
beliefs about teaching and learning is
evident in documentation and decision
making. This commitment is regularly
reflected in communication among
leaders and staff. Challenging
educational programs and equitable
learning experiences are implemented
so that all students achieve learning,
thinking, and life skills necessary for
success. Evidence indicates a
commitment to instructional practices
that include active student engagement,
a focus on depth of understanding, and
the application of knowledge and skills.
School leadership and staff share high
expectations for professional practice.
Evidence
Agendas and/or minutes
that reference a
commitment to the
components of the
school's statement of
purpose
Response
School leaders implement a
documented, systematic continuous
improvement process for improving
student learning and the conditions that
support learning. All stakeholder groups
are engaged in the process. School
personnel maintain a profile with current
and comprehensive data on student and
school performance. The profile contains
analyses of data used to identify goals
for the improvement of achievement and
instruction that are aligned with the
school's purpose. Improvement goals
have measurable performance targets.
The process includes action planning
that identifies measurable objectives,
strategies, activities, resources, and
timelines for achieving improvement
goals. School leaders hold all school
personnel accountable for and evaluate
the overall quality of the implementation
of all interventions and strategies. The
process is reviewed and evaluated.
Documentation that the process yields
improved student achievement and
instruction is available and
communicated to stakeholders.
Evidence
The school data profile
Rating
Level 3
The school's statement of

purpose
Discussions and
materials on rigor,
engagement, and common
grading practices during
PD and faculty meetings.
The community is involved
in many ways, including
regular guest speakers,
guest artists who visit and
teach annually, command
sponsored barbecues,
parent and community
support during the
Amazing Race, 21st
Century Olympics, and
Field Day. We
communicate in many
ways, including AFN with
Mr. Hanby, the Website,
handbooks, emails, phone
calls, town hall meetings,
Honor Roll assemblies.
Rating
Level 3
Agenda, minutes from

continuous improvement
planning meetings
Communication plan and
artifacts that show twoway communication to
staff and stakeholders
The school continuous
improvement plan
Our school engages in
continuous school
improvement that includes
the use of data and a
school profile. School
programs and strategies
are assessed on an
ongoing basis as data is
collected throughout the
school year. Students
maintain their own data
folders and set goals for
themselves with the
assistance of their
Advisory teacher.
Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following
questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.
Cite sources of evidence External Review team members may be interested in reviewing.
Page 3
Self Assessment
Vicenza Middle School's teachers, administration, parents, and students are committed to our vision: Reach, Teach, Inspire, and Empower
students to be successful life-long learners and leaders in a dynamic global society. This vision statement has gone through several
changes and is a result of five years of growth and input from stakeholders. Each year, parents, students, and faculty members
collaboratively review the Vicenza Middle School (VMS) self-assessment document and score the school on each of the indicators. This
year, during our October 2014 Continuous School Improvement (CSI) training day, a group comprised of 22 parents, 8 students, the VMS
faculty, and the VMS administration worked together to review the school's data and vision statement, and then to rate each of the indicators
for standard 1. The group indicated an overall positive attitude toward each element of standard 1. For each element, the average was 3.
Although the faculty noted several indicators in Standard 1 that were in need of improvement, they also highlighted strengths in
communication as well as in our process for celebrating students' success. Academic awards are given quarterly for the honor roll students,
while each grade level team gives special non-academic awards throughout the year. The students and faculty also celebrate our students
who have won special honors, such as the Spelling Bee and Math Counts. Art, music, and literature awards are given annually as well.
Parents are invited to join in these celebrations. In addition, the faculty specifically noted that the school communicates with parents in many
ways, including the website, emails, teacher websites, open house, parent-teacher conferences, progress reports, AFN, phone calls, and
scheduled monthly meetings.
The faculty also recognized our strong commitment to a focus on student achievement. For example, VMS teachers develop and implement
multiple intervention strategies to help students on an individualized basis.These include the use of Advisory time to assist struggling
students who are identified weekly, as well as re-teaching and flexible grouping within the classrooms. Faculty members are all engaged in
the school improvement process, working collaboratively in committees to create challenging and equitable opportunities for all students. As
a result, several new programs have been instituted, including opportunities for individualized tutoring and mentoring on Thursdays and
Saturday Academy. Both programs offer students the opportunity to improve academically, and both draw resources from community
members. On Thursdays, our paraprofessionals and substitute teachers work with individual students. On Saturdays, members of the high
school National Honor Society volunteer their time to assist with Saturday Academy.
Our faculty and staff are committed to teaching middle school students. We understand our "tweens" are a very special group that needs to
be understood not only academically, but also socially, emotionally, and physically. The middle school adolescent must be approached in
many different ways to ensure we meet their varied needs due to their developmental changes. We developed a Mini Middle School
Academy with professional development sessions that focused on middle school students' brain development, emotional, and physical
developmental needs as well as differentiated instructional activities to actively engage and motivate our "tweens".
Although VMS enjoys a good amount of community support, the school stakeholders' involvement is an area that could be strengthened.
Therefore, we are working on methods to increase the number of stakeholders engaged with the school in meaningful ways. We are also
working on a two-way communication plan that includes a well-defined process for inviting parents and students to future CSI training days
and related meetings/workshops.
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Self Assessment

The school operates under governance and leadership that promote and support student performance and school effectiveness.
Overall Rating: 3.33
Indicator
2.1
The governing body establishes
policies and supports practices
that ensure effective
administration of the school.
Response
Policies and practices clearly and
directly support the school's purpose and
direction and the effective operation of
the school. Policies and practices
require and have mechanisms in place
for monitoring effective instruction and
assessment that produce equitable and
challenging learning experiences for all
students. There are policies and
practices requiring and giving direction
for professional growth of all staff.
Policies and practices provide clear
requirements, direction for, and
oversight of fiscal management.
Evidence
Student handbooks
Rating
Level 4
Governing body policies,

procedures, and practices
Staff handbooks
Communications to
stakeholder about policy
revisions
School handbooks
DODEA policies are
available on the DODEA
website and are distributed
to faculty members as they
are developed or changed.
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Self Assessment
Indicator
2.2
The governing body operates
responsibly and functions
effectively.
Response
The governing body has implemented a
process to evaluate its decisions and
actions to ensure they are in accordance
with defined roles and responsibilities, a
formally adopted code of ethics, and free
of conflict of interest. Governing body
members are required to participate in a
systematic, formal professional
development process regarding the roles
and responsibilities of the governing
body and its individual members. The
professional development curriculum
also includes conflict resolution,
decision-making, supervision and
evaluation, and fiscal responsibility.
Members comply with all policies,
procedures, laws, and regulations and
function as a cohesive unit for the
benefit of student learning.
Evidence
Governing body minutes
relating to training
Rating
Level 4
Communication plan to
inform all staff on code of
ethics, responsibilities,
conflict of interest
List of assigned staff for
compliance
Proof of legal counsel
Assurances, certifications
Governing body training
plan
Findings of internal and
external reviews of
compliance with laws,
regulations, and policies
Communications about
program regulations
Historical compliance
data
Governing body policies
on roles and
responsibilities, conflict of
interest
Governing code of ethics
DODEA operates
responsibly and functions
effectively within the laws,
rules, and regulations for
education in the United
States. In addition, VMS
complies with any relevant
Italian laws within the
SOFA agreement. These
are all above school level
functions.
Indicator
2.3
The governing body ensures that
the school leadership has the
autonomy to meet goals for
achievement and instruction and
to manage day-to-day operations
effectively.
Response
The governing body protects, supports,
and respects the autonomy of school
leadership to accomplish goals for
improvement in student learning and
instruction and to manage day-to-day
operations of the school. The governing
body maintains a distinction between its
roles and responsibilities and those of
school leadership.
Evidence
Rating
Roles and responsibilities Level 3
of school leadership
School improvement plan
developed by the school
Stakeholder input and
feedback
Maintenance of
consistent academic
oversight, planning, and
resource allocation
Agendas and minutes of
meetings
SAC, IAC, DAC minutes.
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Self Assessment
Indicator
2.4
Leadership and staff foster a
culture consistent with the
school's purpose and direction.
Response
Leaders and staff align their decisions
and actions toward continuous
improvement to achieve the school's
purpose. They expect all students to be
held to high standards in all courses of
study. All leaders and staff are
collectively accountable for student
learning. School leaders support
innovation, collaboration, shared
leadership, and professional growth. The
culture is characterized by collaboration
and a sense of community.
Evidence
Rating
Examples of collaboration Level 3
and shared leadership
Examples of decisions
aligned with the school's
statement of purpose
Examples of decisions in
support of the school's
plan
Continuous School
Improvement leadership
team minutes
21st Century Teaching,
Leading, and Learning
PLT minutes
Indicator
2.5
Leadership engages stakeholders
effectively in support of the
school's purpose and direction.
Response
Leaders communicate effectively with
appropriate and varied representatives
from stakeholder groups, provide
opportunities for stakeholders to shape
decisions, solicit feedback and respond
to stakeholders, work collaboratively on
school improvement efforts, and provide
and support meaningful leadership roles
for stakeholders. School leaders' efforts
result in measurable, active stakeholder
participation; engagement in the school;
a sense of community; and ownership.
Evidence
Minutes from meetings
with stakeholders
Rating
Level 3
Involvement of
stakeholders in a school
improvement plan
Communication plan
Examples of collaboration
with stakeholders include:
SAC, IAC, Town Hall
Meetings, Fireside Chat,
Family Forum, Admin
meetings with JLS, Board
of Directors Meetings,
Calendar Planning
Meeting with Command,
etc.
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Self Assessment
Indicator
2.6
Leadership and staff supervision
and evaluation processes result
in improved professional practice
and student success.
Response
The focus of the criteria and processes
of supervision and evaluation is
improving professional practice and
improving student success. Supervision
and evaluation processes are regularly
implemented. The results of the
supervision and evaluation processes
are used to monitor and effectively
adjust professional practice and improve
student learning.
Evidence
Rating
Examples of professional Level 3
development offerings and
plans tied specifically to
the results from
supervision and evaluation
Governing body policy on
Supervision and
evaluation documents with
criteria for improving
professional practice and
student success noted
Job specific criteria
Representative
reports
Professional development
calendar
Performance elements
Performance Appraisal
system
All DoDEA Regulations, Administrative Instructions, Manuals, Policies, Forms, Guidance, and Department of Defense Directives are found
on the DoDEA website under the DoDEA HQ tab in DoDEA Regulations. http://www.dodea.edu/Offices/Regulations/index.cfm
All DoDEA Regulations, Administrative Instructions, Manuals, Policies, Forms, Guidance, Department of Defense Directives as well as the
Community Strategic Plan are in place to support the school, administrators, teachers, and students clearly and directly. Stakeholders are
informed about policy revisions on the DoDEA website and through the school's website and topics are addressed via the School Advisory
Council (SAC). One example of this is the new DoDEA attendance policy which went into effect in school year 2011-12. Not only was the
attendance policy coordinated with the Pentagon and military branches, but it was also advertised multiple times through the schools
communication chain as well as on the DoDEA and school's websites. Most of these policies and practices can be found in the student and
staff handbooks. The policies and practices outlined in the DoDEA Administrators' Guide
(http://www.dodea.edu/Offices/Regulations/guidance.cfm) include Assessments, Grading to Reporting, Curriculum and Instruction,
Comprehensive Health Education and Physical Education, Awarding High School credit for Middle School students, Special Instructional
Programs, School Sponsored Trips and Pupil Personnel Services. These policies and procedures promote effective instruction and
assessment to ensure equitable and challenging learning experiences for all students as well as professional growth of all staff.
Shared leadership, collaboration, and communication are strengths at Vicenza Middle School (VMS). Our principal works together with
teacher leaders in the decision-making process. Together we look at data to determine the needs of our students, and then we use that data
to drive our decisions. We work together to update and revise handbooks, to plan for Professional Development, and to address student
academic needs.
All stakeholders are part of the process of writing and reviewing the school's vision. During our October 2014 Continuous School
Improvement (CSI) training day, 22 parents and students, along with the faculty, worked in small groups to review the VMS Vision Statement.
The groups came together and shared suggestions, and further discussion ensued. Following our established thumbs up and thumbs down
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Self Assessment
process, the group came to consensus and added the word "empower" to our Vision Statement.
The selection of VMS as one of theDoDEA 21st Century Teaching, Leading and Learning (CTLL) program pilot schools brought about a
significant change in the SY 14/15 calendar because this embedded professional development opportunity requires an early release day
each Thursday. In spite of this logistical challenge, our school community remains supportive. And, we continuously make schedule and
program adjustments based on stakeholder input. This pilot program has given the faculty an on-going opportunity to improve instructional
practices. In addition, the District Office offered teachers and administrators a graduate course in leadership, expanding opportunities for
teachers to share leadership.
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Self Assessment
Standard 3: Teaching and Assessing for Learning

The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.
Indicator
3.1
The school's curriculum provides
equitable and challenging
learning experiences that ensure
all students have sufficient
opportunities to develop learning,
thinking, and life skills that lead to
success at the next level.
Response
Curriculum and learning experiences in
each course/class provide all students
with challenging and equitable
opportunities to develop learning skills,
thinking skills, and life skills. There is
some evidence to indicate curriculum
and learning experiences prepare
students for success at the next level.
Like courses/classes have equivalent
learning expectations. Some learning
activities are individualized for each
student in a way that supports
achievement of expectations.
Evidence
Rating
Learning expectations for Level 3
different courses
Posted learning
objectives
Representative samples
of student work across
courses
Course schedules
Course descriptions
21st Century Lesson
Planning and Professional
Learning Framework
timeline.
Indicator
3.2
Curriculum, instruction, and
assessment are monitored and
adjusted systematically in
response to data from multiple
assessments of student learning
and an examination of
professional practice.
Response
Using data from student assessments
and an examination of professional
practice, school personnel monitor and
adjust curriculum, instruction, and
assessment to ensure vertical and
horizontal alignment and alignment with
the school's goals for achievement and
instruction and statement of purpose.
There is a process in place to ensure
alignment each time curriculum,
instruction, and/or assessments are
reviewed or revised. The continuous
improvement process ensures that
vertical and horizontal alignment as well
as alignment with the school's purpose
are maintained and enhanced in
curriculum, instruction, and assessment.
Evidence
Curriculum guides
Rating
Level 3
A description of the
systematic review process
for curriculum, instruction,
and assessment
Common assessments
Products scope and
sequence, curriculum
maps
21st Century Lesson
plans and timelines
Formative assessment
data with lesson plans
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Self Assessment
Indicator
3.3
Teachers engage students in
their learning through
instructional strategies that
ensure achievement of learning
expectations.
Response
Teachers plan and use instructional
strategies that require student
collaboration, self-reflection, and
development of critical thinking skills.
Teachers personalize instructional
strategies and interventions to address
individual learning needs of students
when necessary. Teachers use
instructional strategies that require
students to apply knowledge and skills,
integrate content and skills with other
disciplines, and use technologies as
instructional resources and learning
tools.
Evidence
Teacher evaluation
criteria
Rating
Level 3
Agenda items addressing

these strategies
focused on these
strategies
Examples of teacher use
of technology as an
instructional resource
Examples of student use
of technology as a learning
tool
Student work
demonstrating the
application of knowledge
Findings from supervisor
walk-thrus and
observations
Interdisciplinary projects
Indicator
3.4
School leaders monitor and
support the improvement of
instructional practices of teachers
to ensure student success.
Response
School leaders monitor instructional
practices through supervision and
evaluation procedures to ensure that
they 1) are aligned with the school's
values and beliefs about teaching and
learning, 2) are teaching the approved
curriculum, 3) are directly engaged with
all students in the oversight of their
learning, and 4) use content-specific
standards of professional practice.
Evidence
Supervision and
evaluation procedures
Rating
Level 2
Peer or mentoring
opportunities and
interactions
Administrative classroom
observation protocols and
logs
Since the new principal
has arrived, Gradespeed
is checked regularly and
individual discussions
occur as needed to assist
teachers with parent and
student concerns
regarding academic
success. The
administration conducts
regular, on-going
Professional Growth
meetings with teachers.
The principal meets with
teachers to promote
collaboration between
classroom teachers and
specialists so that
struggling students will
experience success. She
engages in daily walk
abouts, observing
instruction.
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Self Assessment
Indicator
3.5
Teachers participate in
collaborative learning
communities to improve
instruction and student learning.
Response
All members of the school staff
participate in collaborative learning
communities that meet both informally
and formally. Collaboration often occurs
across grade levels and content areas.
Staff members have been trained to
implement a formal process that
promotes discussion about student
learning. Learning from, using, and
discussing the results of inquiry
practices such as action research, the
examination of student work, reflection,
study teams, and peer coaching occur
regularly among most school personnel.
School personnel indicate that
collaboration causes improvement
results in instructional practice and
student performance.
Evidence
Rating
Examples of cross
Level 3
curricular projects,
interdisciplinary
instruction, and classroom
action research project
Common language,
protocols and reporting
tools
Agendas and minutes of
collaborative learning
committees
Calendar/schedule of
learning community
meetings
Peer coaching guidelines
and procedures
Examples of
improvements to content
and instructional practice
resulting from
collaboration
Teachers have
collaborative team time
built into their instructional
schedule. 21st Century
Teaching, Leading, and
Learning incorporates
ongoing collaboration and
the use of PLTs. Teacher
are engaged in other PLTs
as they take professional
development classes after
school, such as the ESL
classes offered by
DODEA.
Indicator
3.6
Indicator
3.7
Teachers implement the school's
instructional process in support of
student learning.
Mentoring, coaching, and
induction programs support
instructional improvement
consistent with the school's
values and beliefs about teaching
and learning.
Response
Most teachers use an instructional
process that informs students of learning
expectations and standards of
performance. Exemplars are sometimes
provided to guide and inform students.
The process may include multiple
measures, including formative
assessments, to inform the ongoing
modification of instruction. The process
provides students with feedback about
their learning.
Evidence
Examples of learning
expectations and
standards of performance
Rating
Level 2
Response
Some school personnel are engaged in
mentoring, coaching, and induction
programs that are consistent with the
school's values and beliefs about
teaching, learning, and the conditions
that support learning. These programs
set expectations for school personnel.
Evidence
Rating
Records of meetings and Level 2
walk thrus/feedback
sessions
Examples of
assessments that
prompted modification in
instruction
Samples of exemplars
used to guide and inform
student learning
Professional learning
calendar with activities for
instructional support of
new staff
Page 12
Self Assessment
Indicator
3.8
The school engages families in
meaningful ways in their
children's education and keeps
them informed of their children's
learning progress.
Response
Programs that engage families in
meaningful ways in their children's
education are designed and
implemented. School personnel regularly
inform families of their children's learning
progress.
Evidence
Volunteer program with
variety of options for
participation
Rating
Level 3
List of varied activities

and communications
modes with families, e.g.,
info portal, online,
newsletters, parent
centers, academic nights,
open house, early release
days
Calendar outlining when
and how families are
provided information on
child's progress
AVID family nights, town
hall meetings, awards
ceremonies, progress
reports, online gradebook,
websites, STEAM night,
open house, PUMA
Orientation Days, 21st
Century Olympics, Field
Day, Speech and Debate
tournament, Spelling Bee,
and extra-curricular
activities.
Indicator
3.9
The school has a formal structure
whereby each student is well
known by at least one adult
advocate in the school who
supports that student's
educational experience.
Response
School personnel participate in a
structure that gives them long-term
interaction with individual students,
allowing them to build strong
relationships over time with the student
and related adults. All students
participate in the structure. The structure
allows the school employee to gain
significant insight into and serve as an
advocate for the student's needs
regarding learning skills, thinking skills,
and life skills.
Evidence
List of students matched
to adult advocate
Rating
Level 4
Curriculum and activities

of formal adult advocate
structure
Master schedule with time
for formal adult advocate
structure
Description of formal
adult advocate structures
Each student is assigned
to an Advisory teacher
who acts in the role of
mentor and advisor.
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Self Assessment
Indicator
3.10
Indicator
3.11
Grading and reporting are based
on clearly defined criteria that
represent the attainment of
content knowledge and skills and
are consistent across grade
levels and courses.
All staff members participate in a
continuous program of
professional learning.
Response
Most teachers use common grading and
reporting policies, processes, and
procedures based on criteria that
represent each student's attainment of
content knowledge and skills. These
policies, processes, and procedures are
implemented across grade levels and
courses. Most stakeholders are aware of
the policies, processes, and procedures.
The policies, processes, and procedures
may or may not be evaluated.
Evidence
Sample report cards for
each grade level and for
all courses
Response
All staff members participate in a
continuous program of professional
learning that is aligned with the school's
purpose and direction. Professional
development is based on an assessment
of needs of the school. The program
builds capacity among all professional
and support staff. The program is
systematically evaluated for
effectiveness in improving instruction,
student learning, and the conditions that
support learning.
Evidence
Results of evaluation of
professional learning
program.
Rating
Level 2
Sample communications
to stakeholders about
grading and reporting
Policies, processes, and
procedures on grading and
reporting
Rating
Level 3
Evaluation tools for

professional learning
Brief explanation of
alignment between
professional learning and
identified needs
Crosswalk between
professional learning and
school purpose and
direction
needs assessment is done
annually.Professional
development is provided
based on this assessment.
The 21st Century
Teaching, Leading, and
Learning pilot program has
its focus on student
learning and has been
rigorously implemented.
Every teacher has written
lesson based on student
outcomes with pre- and
post-assessments used to
measure success. This
program is evaluated in an
ongoing basis.
Adjustments are made as
needed.
Page 14
Self Assessment
Indicator
3.12
The school provides and
coordinates learning support
services to meet the unique
learning needs of students.
Response
School personnel use data to identify
unique learning needs of special
populations of students based on
proficiency and/or other learning needs
(such as second languages). School
personnel are familiar with research
related to unique characteristics of
learning (such as learning styles,
multiple intelligences, personality type
indicators) and provide or coordinate
related learning support services to
students within these special
populations.
Evidence
Rating
List of learning support
Level 2
services and student
population served by such
services
Training and professional
learning related to
research on unique
characteristics of learning
Data used to identify
unique learning needs of
students
Learning styles inventory
given to all students and
included in data folders,
Academic support groups
after school, during
Advisory, and on the
weekends.
Vicenza Middle School (VMS) is committed to providing students with equitable and challenging learning experiences. During our ongoing
weekly collaboration times, teachers examine data from a variety of sources including TerraNova and local assessments, as well as ongoing
formative classroom assessments and the D/F or all A lists to work on increasing rigor, meeting students' academic needs and meeting
students' socio-emotional needs. Each grade level team identifies students who are in need of academic support and who need to be
challenged. The grade level teams recommend students for special programs such as Read 180, Math Support, AVID, or Gifted Education.
The teams also make referrals to the counselor and Student Support Team (SST) as needed. Classroom teachers use flexible grouping to
differentiate instruction as well as to collaborate and co-teach with specialists, such as the SPED teachers and paraprofessionals, the English
Second Language (ESL) teacher, Math Support teachers, Read 180 teacher, AVID teacher, and Gifted Education teacher. Students
commonly work together in pairs and small groups that promote critical thinking skills. We offer Academic Enrichment two days per week
after school and one-on-one as well as small group assistance during the Advisory period. We have instituted a Saturday Academy to assist
struggling students along with Thursday afternoon tutoring with our para professionals and substitute teachers during the faculty 21st Century
Teaching, Leading and Learning (CTLL) professional development time.
One important practice at our school is the use of data folders. Students maintain their own data folders and set their own learning goals
during Advisory period. Data folders include standardized testing results from the TerraNova, SRI, and local assessments, as well as the
results of a learning profile inventory. Samples of student work are also added to the folders. Our advisory teachers also act as advocates
for the students assigned to their advisory, supporting academic and social success. This year, our teachers identified students who
continue to struggle and assigned those students to one other teacher to assist and support them as well.
Although some teachers utilize exemplars to help students understand the learning objectives, not all do, so this is an area that needs
improvement. Through the exemplars used in the 21st CTLL, teachers are beginning to understand how to use this powerful practice in the
classroom.
We have many opportunities to work together cooperatively within our grade level teams and across grade levels and subject areas via our
Continuous School Improvement (CSI) committees, our departments, and especially during our weekly 21st (CTLL) sessions. The 21st
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Self Assessment
CTLL program, a pilot program this school year, is based on the belief that our students, in order to be tomorrow's leaders, must be
adaptable, self-directed, non-routine problem solving, systems thinkers who are adept in complex communication. They must be able to
learn, but also to unlearn and relearn constantly. The 21st CTLL initiative recognizes that educational practices and technological tools must
accompany the shift we see in the world in order to ensure our students the best preparation for the workforce and the future that awaits
them. Applying the Professional Learning Framework (PLF), all teachers engage in a continuous process to determine verifiable
improvement in student learning, including readiness for and success at the next level. For 90 minutes each week teachers, specialists, and
staff members collaborate to explore ways to modify teaching methodologies to include twenty-first century skills, unwrap standards, and
implement best teaching practices. Each week teachers focus on professional learning, instructional practice, reviewing student work and
various forms of student data to improve instruction and ultimately student outcomes. Teachers are given choice about what they learn, the
pace at which they learn, and how they implement newly acquired knowledge into their everyday classroom practices.
VMS regularly includes parents and stakeholders in programs that are engaging and meaningful. Parents and community members are
often guest speakers, bringing their expertise into the classroom. In addition, parents are invited into the school as participants for our first
few days of school for Orientation, in AVID family nights, STEM night, Science Fair, Speech and Debate, the Spelling Bee, PE Red Ribbon
Run and Field Day activities, and to participate in culminating interdisciplinary projects. Parents and students are invited in to review student
test results for the PSAT and ReadiStep tests.
Although DODEA does not have a structured mentoring and induction program, the administration and faculty work together on a voluntary
basis to assist teachers who are new to the school. New teachers work with veteran teachers to learn about the school's processes and
procedures. We are working toward strengthening this program.
Page 16
Self Assessment
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.
Indicator
4.1
Qualified professional and
support staff are sufficient in
number to fulfill their roles and
responsibilities necessary to
support the school's purpose,
direction, and the educational
program.
Response
Clearly defined policies, processes, and
procedures ensure that school leaders
have access to, hire, place, and retain
qualified professional and support staff.
School leaders use a formal, systematic
process to determine the number of
personnel necessary to fill all the roles
and responsibilities necessary to support
the school purpose, educational
programs, and continuous improvement.
Sustained fiscal resources are available
to fund all positions necessary to
achieve the purpose and direction of the
school.
Evidence
School budgets for the
last three years
Rating
Level 4
Policies, processes,
procedures and other
documentation related to
the hiring, placement and
retention of professional
and support staff
Assessments of staffing
needs
Documentation of highly
qualified staff
DODEA has established
policies and procedures
for hiring, placing, and
retaining qualified teachers
and support staff. All
teachers are highly
qualified. 85% of the
faculty hold an advanced
degree.
Indicator
4.2
Instructional time, material
resources, and fiscal resources
are sufficient to support the
purpose and direction of the
school.
Response
Instructional time, material resources,
and fiscal resources are focused on
supporting the purpose and direction of
the school. Instructional time is protected
in policy and practice. School leaders
work to secure material and fiscal
resources to meet the needs of all
students. School leaders demonstrate
that instructional time, material
resources, and fiscal resources are
allocated so that all students have
equitable opportunities to attain
challenging learning expectations.
Efforts toward the continuous
improvement of instruction and
operations include achieving the school's
purpose and direction.
Evidence
Examples of efforts of
school leaders to secure
necessary material and
fiscal resources
Rating
Level 3
School schedule
Alignment of budget with
school purpose and
direction
School calendar
Page 17
Self Assessment
Indicator
4.3
The school maintains facilities,
services, and equipment to
provide a safe, clean, and healthy
environment for all students and
staff.
Response
School leaders have adopted or created
clear expectations for maintaining safety,
cleanliness, and a healthy environment
and have shared these definitions and
expectations with stakeholders. School
personnel and students are accountable
for maintaining these expectations.
Measures are in place that allow for
continuous tracking of these conditions.
Improvement plans are developed and
implemented by appropriate personnel
as necessary to improve these
conditions. Results of improvement
efforts are evaluated.
Evidence
Documentation of
compliance with local and
state inspections
requirements
Rating
Level 3
Documentation of
emergency procedures
such as fire drills,
evacuation and other
emergency procedures.
System for maintenance
requests
Maintenance schedules
Safety committee
responsibilities, meeting
schedules, and minutes
Our school crisis team
works collaboratively to
establish safety and
security plans. The
principal and teachers
have been working with
the command to assist
with special emergency
drills, such as our
evacuation drill. The
school nurse works with
the local health clinic to
provide appropriate health
screenings and the annual
flu vaccine. The
maintenance and cleaning
contracts are awarded
above the school level and
have been cut this school
year, impacting the
cleanliness of the school.
Indicator
4.4
Students and school personnel
use a range of media and
information resources to support
the school's educational
programs.
Response
All students and school personnel have
access to an exceptional collection of
media and information resources
necessary to achieve the educational
programs of the school. Qualified
personnel in sufficient numbers are
available to assist students and school
personnel in learning about the tools and
locations for finding and retrieving
information.
Evidence
Budget related to media
and information resource
acquisition
Rating
Level 4
Data on media and

information resources
available to students and
staff
Schedule of staff
availability to assist
students and school
personnel related to
finding and retrieving
information
The media center
provides an exceptional
collection of media,
including books and
electronic databases
provided by DODEA. Our
Information Specialist is
highly qualified and
available to assist students
and teachers in retrieving
information.
Page 18
Self Assessment
Indicator
4.5
The technology infrastructure
supports the school's teaching,
learning, and operational needs.
Response
The technology infrastructure meets the
teaching, learning, and operational
needs of all stakeholders. School
personnel develop and administer needs
assessments and use the resulting data
to develop and implement a technology
plan to improve technology services and
infrastructure.
Evidence
Technology plan and
budget to improve
technology services and
infrastructure
Rating
Level 3
Assessments to inform
development of technology
plan
Policies relative to
technology use
The technology
committee conducts a
needs assessment and is
open to faculty input.
They make
recommendations to the
administration. Our school
has a 2 to 1 student to
computer ratio.
Indicator
4.6
The school provides support
services to meet the physical,
social, and emotional needs of
the student population being
served.
Response
School personnel implement a process
to determine the physical, social, and
emotional needs of each student in the
school. School personnel provide or
coordinate programs to meet the needs
of students as necessary. Measures of
program effectiveness are in place, and
school personnel use the data from
these measures to evaluate all
programs. Improvement plans related to
these programs are designed and
implemented when needed to more
effectively meet the needs of students.
Evidence
Student assessment
system for identifying
student needs
Rating
Level 3
Agreements with school

community agencies for
student-family support
Schedule of family
services, e.g., parent
classes, survival skills
Social classes and
services, e.g., bullying,
character education
List of support services
available to students
Advisory classes provide
students a mentor who
works with classroom
teachers to assess student
academic, social, and
emotional needs. A
Student Support Team
and referral process is in
place to provide
assistance for students in
all of these areas. The
Case Study Team and
process is in place for
referrals to special
education. We have a
school counselor,
psychologist, Army
Substance Abuse
Counselor, and a Military
Family Life Counselor on
campus.
Page 19
Self Assessment
Indicator
4.7
The school provides services that
support the counseling,
assessment, referral, educational,
and career planning needs of all
students.
Response
School personnel implement a process
to determine the counseling,
assessment, referral, educational, and
career planning needs of all students.
School personnel provide or coordinate
programs necessary to meet the needs
of students whenever possible.
Measures of program effectiveness are
in place, and school personnel use the
data from these measures to evaluate all
programs. Improvement plans related to
these programs are designed and
implemented when needed to more
effectively meet the needs of students.
Evidence
List of services available
related to counseling,
assessment, referral,
educational, and career
planning
Rating
Level 3
Budget for counseling,

assessment, referral,
educational and career
planning
Description of IEP
process
Description of referral
process
Vicenza Middle School (VMS) has highly qualified professionals, 85% of whom hold advanced degrees. We are fully and well-funded with a
variety of media, curricular materials, and technology available for student and teacher use. The facility is new and in good condition,
however, the cleaning contract was cut at the beginning of this school year due to budgetary constraints, and this is impacting the cleanliness
of the school. DODEA implemented a Competency-Based Counseling Program (CBCP) in 2006-07, and VMS adheres to this model. The
school provides both counseling and psychological services under the authority of the DODEA Counseling Services Manual and the DODEA
Psychological Services Manual. The counseling department develops and maintains an annual plan for the delivery of counseling services
that includes classroom instruction, small group meetings, and individual services. We have vibrant Pupil Personnel Services (PPS) that
includes our school counselor and school psychologist along with support from the military and community in the form of a full-time Army
Substance Abuse Counselor (ASAC), and a full-time Military Family Life Counselor (MFLC) on site.
All VMS faculty members strive to meet the needs of all students and their families. To do this, we adhere to a structured Student Support
Team (SST) process as well as a Case Study Committee (CSC) process. Through bi-monthly SST meetings and CSC meetings, we identify
students who have yet unmet academic and social or emotional needs. Although these processes are fully functioning with dedicated and
knowledgeable professionals, a structure for reviewing the effectiveness of these processes and then using that data to improve them needs
to be established. VMS also has structures in place for identifying students for participation in other focused support programs such as
English as a Second Language (ESL), Gifted Education, and AVID. Each of these programs follow the procedures established by DODEA
and contained in the appropriate Guidance and Manuals. Faculty members serve on the ESL Review team, the Gifted Education Review
team, and the AVID site team to screen students and make data-driven decisions for service delivery.
Page 20
Self Assessment
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.
Overall Rating: 2.2
Indicator
5.1
Indicator
5.2
Indicator
5.3
The school establishes and
maintains a clearly defined and
comprehensive student
assessment system.
Professional and support staff
continuously collect, analyze, and
apply learning from a range of
data sources, including
comparison and trend data about
student learning, instruction,
program evaluation, and
organizational conditions.
Professional and support staff are
trained in the evaluation,
interpretation, and use of data.
Response
School personnel maintain and use an
assessment system that produces data
from multiple assessment measures,
including locally developed and
standardized assessments about
student learning and school
performance. The system ensures
consistent measurement across
classrooms and courses. Most
assessments, especially those related to
student learning, are proven reliable and
bias free. The system is regularly
evaluated for reliability and effectiveness
in improving instruction, student
learning, and the conditions that support
learning.
Evidence
Documentation or
description of evaluation
tools/protocols
Response
Some processes and procedures for
collecting, analyzing, and applying
learning from data sources are used by
professional and support staff. Data
sources include limited comparison and
trend data about student learning,
instruction, the effectiveness of
programs, and organizational conditions.
School personnel use data to design,
implement, and evaluate continuous
improvement plans.
Evidence
Written protocols and
procedures for data
collection and analysis
Response
Most professional and support staff
members are assessed and trained in a
professional development program
related to the evaluation, interpretation,
and use of data.
Evidence
Professional learning
schedule specific to the
use of data
Rating
Level 3
Brief description of
student assessment
system including range of
data produced from
standardized and local
assessments on student
learning and school
performance
Evidence that
assessments are reliable
and bias free
Rating
Level 2
Examples of use of data

to design, implement, and
evaluate continuous
improvement plans and
apply learning
List of data sources
related to student learning,
instruction, program
effectiveness, and
conditions that support
learning
Rating
Level 2
Documentation of
attendance and training
related to data use
Page 21
Self Assessment
Indicator
5.4
The school engages in a
continuous process to determine
verifiable improvement in student
learning, including readiness for
and success at the next level.
Response
A process exists for analyzing data that
determine improvement in student
learning, including readiness for and
success at the next level. Results
indicate mixed levels of improvement,
and school personnel sometimes use
these results to design, implement, and
evaluate the results of continuous
improvement action plans related to
student learning, including readiness for
and success at the next level.
Evidence
Agendas, minutes of
meetings related to
analysis of data
Rating
Level 2
Description of process for

analyzing data to
determine verifiable
improvement in student
learning
Examples of use of
results to evaluate
action plans
Evidence of student
readiness for the next level
Evidence of student
growth
Evidence of student
success at the next level
Indicator
5.5
Leadership monitors and
communicates comprehensive
information about student
learning, conditions that support
student learning, and the
achievement of school
improvement goals to
stakeholders.
Response
Leaders monitor information about
student learning, conditions that support
student learning, and the achievement of
school improvement goals. Leaders
communicate results to all stakeholder
groups.
Evidence
Minutes of board
meetings regarding
achievement of student
learning goals
Rating
Level 2
Sample communications
to stakeholders regarding
student learning,
conditions that support
learning, and achievement
of school improvement
goals
Executive summaries of
student learning reports to
stakeholder groups
Vicenza Middle School (VMS) has established and maintains a clearly defined and comprehensive student assessment system. This
includes the administration of DoDEA-wide standardized tests such as the TerraNova, PSAT, Readistep (for AVID students), LAS (for ESL
students) and STAMP test (for foreign language students). Assessments administered at VMS also include the Scholastic Reading Inventory
(SRI), curriculum unit tests, and locally developed exams aligned to English Language Arts (ELA) and Math DoDEA standards and our
school-wide goals. The norm-referenced Terra Nova test assesses students in the following academic areas: reading, language arts,
mathematics, science, and social studies. The standardized and curricular assessments have been selected for their reliability, validity, and
lack of bias. The locally developed assessments come directly from the curricular materials, and are reviewed and revised every school
year. These locally developed assessments cannot be considered valid or reliable by research standards; but, they are administered at the
beginning, middle, and end of each year and their results are used to gauge ongoing learning. Although many to most faculty members utilize
classroom and standardized assessment data consistently to improve instruction, this process is not systematic, monitored, or always
documented. This is an area in which we are working to improve. A yearly professional learning and assessment calendar has been created
Page 22
Self Assessment
which includes DoDEA and local assessments. Further details about the DoDEA comprehensive student assessment system can be found
at: http://www.dodea.edu/datacenter/accountability/assessment.cfm.
Our staff has had several opportunities for training in the evaluation, interpretation and use of data. District Instructional Support Specialists
(ISS) provide ongoing training and support to teachers in the assessment components of the adopted reading and math curricular materials.
The District Educational Research Analyst provided training and support to teachers in the collection, interpretation, and use of varied
sources of assessment data. Additionally, school-level administration and teacher-leaders provide ongoing training and support in the
effective use of looking at student work protocols. Although the staff utilizes data in a variety of ways, the leadership team recognizes that the
staff would benefit from additional training and support on the evaluation, interpretation and use of data. Therefore, the leadership team
plans to revise the school's professional development plan to include more practice in the effective use of data.
VMS engages in a continuous process related to verifiable improvement in student learning to determine our two school-wide goals. To
determine our goals, the staff and stakeholders participated in a data carousel. We collaboratively analyzed both trend and disaggregated
data and came to consensus on our two specific goals. On an annual basis, the staff, again with stakeholder input, reviews the data and
revises the goals as needed. The counselor conducts annual TerraNova nights to help students and parents understand and interpret their
child's assessment scores. We have seen verifiable improvement in reading comprehension; awe believe this positively impacts the other
content area tests. Terra Nova, SRI, and ELA/Math Local assessments also show verifiable improvement across grade levels from year to
year. Although our Math benchmark assessment did not show improvement during SY 2013-2014; we have implemented several changes
as a result. The faculty developed and implemented a standardized testing protocol,and we revised the prompts for some of the questions.
The administration supports and monitors the Continuous School Improvement (CSI) process. The school leadership promotes discussion
and consensus, encourages reflection and teacher input, and communicates with stakeholders. For example, Our CSI progress is shared
with stakeholders through a variety of venues including parent newsletters, emails, daily bulletins, School Advisory Committee (SAC)
minutes, Parent Teacher Student Association (PTSA) minutes, Armed Forces Network (AFN) news broadcasts, and Command Channel
slides. Parents and students are invited to attend teacher-training days and school-wide meetings as appropriate. VMS strives to involve all
stakeholders in the CSI process. Our CSI Leadership Team (CSILT) consists of teachers, parents, students, and community members.
CSILT members also attend the monthly PTSA meetings and SAC meetings to share CSI updates and progress.
Page 23
Self Assessment
Report Summary
Scores By Section
Section Score
1
3.33
Standard 3: Teaching and Assessing for

Learning
2.67
Standard 4: Resources and Support

Systems
3.29
Standard 5: Using Results for Continuous

Improvement
2.2
Sections
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Vicenza Middle School

Ms. Stephanie M. El Sayed, Principal

Document Generated On March 25, 2015

Standard 1: Purpose and Direction

Standard 2: Governance and Leadership

Standard 3: Teaching and Assessing for Learning

Standard 4: Resources and Support Systems

Standard 5: Using Results for Continuous Improvement

Standard 1: Purpose and Direction

The school's statement of

Agenda, minutes from

Standard 2: Governance and Leadership

Governing body policies,

Standard 3: Teaching and Assessing for Learning

Agenda items addressing

List of varied activities

Curriculum and activities

Evaluation tools for

Standard 4: Resources and Support Systems

Data on media and

Agreements with school

Budget for counseling,

Standard 5: Using Results for Continuous Improvement

Examples of use of data

Description of process for

Standard 1: Purpose and Direction

Standard 2: Governance and Leadership

Standard 3: Teaching and Assessing for

Standard 4: Resources and Support

Standard 5: Using Results for Continuous

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