Action Plan for Shanghai American School's Vision for ... - SAS-WASC

Action Plan for Shanghai American School’s Vision for Student Learning 

GOAL 1: COMPREHENSIVE AND BALANCED STUDENT ASSESSMENT 

Set in place a consistent, comprehensive school-wide assessment program that provides a balanced picture of 

student learning 

Rationale 

From the SAS Vision: 

We will create programs, assessments and experiences that serve to unite the school and to celebrate the distinctiveness 

of each campus community. 

Since the last WASC visit, much work has been done on documenting curriculum; the progress has included setting into place standards and 

benchmarks, unit planning, curriculum mapping through Altas, and learning community expectations. Additionally, in 2008-2009, we are embarking 

on a integrated student data management system. With these structures in place, we are now ready to turn full attention to assessment and to use 

essential data to improve student learning. A consistent and comprehensive school-wide assessment program will provide valid and reliable 

information about the ongoing progress of students. This, in turn, will provide teachers and administrators the information needed to inform 

instruction, to guide curriculum development and to ultimately improve the learning of individual SAS students. Assessment data will also provide 

information that will ensure coherency of school programs at both campuses in line with achieving the vision objectives of uniting the school 

programs. On a larger scale, a comprehensive assessment program will provide a means to monitor school progress on essential learning outcomes 

and overall program effectiveness. 

Expected School-Wide Learning Results (EAGLES): All 

Shanghai American School Self Study Report 177 

Ways of Assessing and Communicating Progress 

- Communication with teachers, administrators, board and community through Parent coffees, PTSA meetings, building, team and department 

meetings, SAS Portal, The Curriculum and Professional Development Handbook, Parent Talk and other print and digital means. 

- Quality metrics for common units and assessments posted on Atlas 

- School and community survey 

- Annual review of Subject Area Evidence Binders 

- Internal and external assessment results 

GOAL 1: Set in place a consistent, comprehensive school-wide assessment program that provides a balanced picture of student learning 

Tasks Timeline Person(s) Responsible Resources Means to Monitor and Report Progress 

1. Develop assessment literacy across the 

school to ensure that assessment impacts 

student learning. 

2008-2010 - Deputy Superintendent 

- Curriculum Coordinator 

- SAS Assessment Literacy Task Force 

- ATI Training 

- Research - Time 


- CFG learning 

communities’ 

efforts 

In learning teams, grade levels and 

departments, facilitators will follow CFG 

processes in learning teams/departments to 

examine assessment practices and results 

-Formative and summative assessments 

reviewed

178 Shanghai American School Self Study Report 

2. Develop a school-wide internal 

assessment framework. 

2a. Develop a school-wide assessment 

philosophy. 

2b. Disaggregate internal assessment data to 

inform student learning. 

January 2009 

January 2009 

December 2009 

and ongoing 

- Deputy Superintendent 


- Assessment planning task force of 

teachers and administrators 






- Data analysis team of teachers and 

administrators (subcommittee of the 

Assessment Planning Task Force 

- Principals 

- Teacher leaders 

- Time 


- Assessment 

research 

- Time 


- Assessment 

research 

- Time 

- PD for Teacher 

leaders 

- Units and assessments posted in unit plans 

on Atlas 

- Team/department minutes 

Assessment Literacy Task Force 

agendas and meeting minutes 

Assessment Literacy Task Force agendas, and 

meeting minutes 

- Student group data sets that are available to 

and used by teachers to inform planning and 

teaching 

- Recommendations for targeted for 

professional development based on specific 

data sets 

2c. Ensure that all subject areas develop 

common assessments and that common 

assessments that are in place are regularly 

moderated, refined, and used to instruct 

curriculum delivery. 

May 2010 and 

ongoing 


Program Review task forces 

- Principals 

- Teacher Leaders 

- Time 

- CFG learning 

communities’ 

efforts 

- Common assessments and anchor papers 

posted on Atlas 

- Common assessment agreements 

- Team moderation minutes 

- Subject Area Evidence Binders 

again, address training as needed here with 

specific venue determined 

3. Review existing external testing tools to 

ensure that they best meet the needs of SAS 

students, have the greatest impact on 

learning and offer feedback that can inform 

learning for all grade levels. 

May 2009 






administrators (a subcommittee of the 

Assessment Planning Task Force) 

-Time 

-Research efforts 

-Results and recommendations of the data 

analysis subcommittee 

-Meeting schedule 

- Meeting minutes 

4. Develop common report formats across 

campuses by divisions (e.g., ES, MS and 

HS). 

ES – May 2010 

MS - May 2010 

HS – May 2011 


- Assessment planning team of teachers 

and administrators 

- Principals 

- Teachers 

- Research efforts 

- IT support 

(power school) 

- Time 

Report cards from ES, MS, HS from both 

campuses

GOAL 2: PROFESSIONAL LEARNING 

Empower professional staff to engage as a unique learning community in meaningful, constructive discussion, 

sharing our teaching practice with one another in order to improve student learning. 

Rationale 


We will engage and support teachers, administrators, and staff in a unique professional learning community that provides opportunities to 

grow, develop, and learn together in all aspects of their professional lives. 

At SAS learning in community needs to develop across the school – to be ubiquitous to the way we do our work. The EAGLES, English-languagelearner-friendly 

teaching, differentiation, and technology integration are particular areas that would be improved through the focus on learning 

community. There are a number of methodologies we could use to further develop learning community. One such method, Critical Friends processes 

and protocols, is just beginning to show the value of professional learning community to SAS educators and students: reduced isolation of teachers, 

better informed and committed teachers, and academic gains for students. Research shows that this and other learning community methodologies 

have extraordinary power as staff-development approaches and is are a potent strategy for our school improvement. 

Expected School-Wide Learning Results (EAGLES): Empowered, Adaptable, Skilled Inquirers, Ethical 


- Feedback from teachers and building administrators 

- Minutes and end-of-year reports from departments and teams 

- Board reports, Parent Talk, SAS Portal 

- Quality metrics for Professional Development 


GOAL 2: 

Empower professional staff to engage as a community in meaningful learning within the context of their professional domain and aligned with 

the SAS vision. 

Tasks Timeline Person(s) Responsible Resources Means to Monitor, Report Progress 

1. Provide adequate and varied time 

structures to promote professional 

learning in all divisions. 

1a. Assess current time structures and 

how the time is used related to 

empowering teachers as learners. 

May 2009 

May 2009 

- Superintendent 



- Principals 




- Principals 

- Time 

- Technology 

support (e.g., 

Atlas, video 

conferencing, 

email, Moodle) 

-Teachers 

-Principals 

- Teacher portfolios 

- Atlas analyses 

- Teacher interviews 


- Team/department and faculty meeting 

minutes


2. To support teachers achieving the 

expectations for collaborative work, 

promote, encourage and continue 

professional dialogue through various 

school initiatives. 

2a. Develop and support CFG 

Community Leaders in providing annual 

leadership training for teacher leaders. 


2008-2009 - Superintendent 



- Principals and Vice principals 

2008 and 

ongoing 


- Principals 

- CFG Community Leaders 

- Training in 

processes and 

protocols for 

collaboration 

-Leadership 

training for 

teacher leaders in 

identified roles 

- Technology 

support (e.g., 

Atlas, video 

conferencing, 

email, Moodle) 

- Time 

- Research 

- NSRF 

resources 

- Professional 

development 

- Team/department and faculty meeting 

minutes 

- Leadership training agendas, minutes and 

products 

- Planning session minutes 

- Leadership training agendas, minutes and 

products 

- Reflections from leadership training 

3. Connect professional learning 

methodologies to school initiatives by 

developing learning communities among 

our teachers and administrators that 

engage all teachers and administrators in 

looking at student and adult work. 

2008 and 

ongoing 



- Principals 

- Teacher Leaders and Specialist 

Teachers 

- Teachers 

- CFG processes 

and protocols 

- Time 

- PD resources 

- Teacher leadership agendas and minutes 

- Number of CFG-trained teacher coaches 





3a. Develop with faculty the skills needed 

to look at student and adult work. 

2008 and 

ongoing 


- Principals 


Teachers 

- Teachers 


and protocols 

-Teacher 

leadership 

training 

- Time 


- Teacher leadership agendas and minutes 

- Teacher leader interviews and reflections 

- Number of CFG-trained teacher coaches 





3b. EAGLES: Together, explore and 

develop age-appropriate means to teach 

and assess of our school-wide learning 

results. 

2008 and 

ongoing 



- Principals 


Teachers 

- Teachers 


and protocols 

- Time 




- Student learning data 

- Student reflections and interviews 

- Meeting minutes

3c. English language learner (ELL)- 

friendly content delivery practices: 

Together engage all teachers and 

administrators in designing and 

implementing professional learning – 

looking at student and adult work – to 

support ELLs. 

January 2009 

and ongoing 



- Principals 


Teachers 

- Teachers 


and protocols 

- Time 




- ELL student learning data 

- Teacher and ELL student interviews 


3d. Academic Support: Together engage 

all teachers and administrators in 

designing and implementing professional 

learning – looking at student and adult 

work – to support diverse learning 

abilities and styles. 

2008 and 

ongoing 



- Principals 


Teachers 

- Teachers 


and protocols 

- Time 





- Teacher and student reflections and 

interviews 


3e. Technology Integration: Engage all 

teachers and administrators in designing 

and implementing professional learning 

to support learning through technology. 

2008 and 

ongoing 



- Principals 


Teachers 

- Teachers 


and protocols 

- Time 


- Technology 




- Teacher and student reflections and 

interviews in forums, blogs, etc 

- Levels of Technology Integration (LOTI) 

student and staff survey 



4. Engage the professional staff in ongoing 

data-driven discussions about 

instructional strategies and their impact 

on student learning. 

5. Forge clear links between professional 

development, its impact on student and 

adult learning, and goal-setting in 

supervision. 

May 2010 

2008 and 

ongoing 

GOAL 3: ARTICUTATION OF CURRICULUM 




administrators 

- Principals 

- Teachers 

- Professional Development Committee 



- Principals 


and protocols 

- Time for 

discussions 


and protocols 


- Student work 

- Teacher created materials to support 

teaching and learning 

- Teacher reflections and meeting minutes 

- Teacher Portfolios 

- Walk-through data 



- Annual teacher professional development 

needs assessment surveys 

- Teacher Portfolios

182 

Shanghai American School Self Study Report 

GOAL 3: ARTICUTATION OF CURRICULUM 

Ensure coherent, consistent, articulated curriculum on both campuses in order to achieve the one school two 

campus vision 

Rationale 

From Vision Statement: 

Create programs, assessments and experiences that serve to unite the school and to celebrate the distinctiveness of each campus community 

Though we are progressing, it continues to be critical that all students admitted to Shanghai American School have access to the same standards, 

benchmarks, and to similar learning experiences both within and across both campuses. To that end, we must ensure aligned time structures and 

continue to document unit plans and ensure that they are tied closely to what is actually taught and learned. It is also important to continue to build 

teacher expertise with unit planning (we have chosen the Understanding by Design model) and to use the work on Atlas as a tool for articulating 

curriculum, including the EAGLES, across grade levels. 

Expected School-Wide Learning Results (EAGLES): Empowered, Skilled Inquirer, Literate 



- Annual Atlas audits 

- Observations, including walk-throughs, data in a day 

- School and community survey 

- Parent Talk and other school print and digital publications 

- Divisional timetables and course schedules 

GOAL 3: 

Ensure that all students have equity of access to learning through vertically and horizontally articulated curriculum across divisions, grade 

levels and campuses. 


1. Broaden understanding school-wide in 

the creation and use of unit plans and 

curriculum mapping, including essential 

questions, as a way to deepen student 

learning and provide a framework for 

delivery and assessment of the EAGLES 

and standards and benchmarks. 



- Principals 


- PD Workshops 

- Online courses 

- In-house 

expertise 

- Atlas 



- Annual teacher professional development 

needs assessment surveys 

2. Develop aligned systems that provide 2008-2009 - Deputy Superintendent - Atlas - Atlas

context for coherent consistent delivery 

of the curriculum on both campuses. 

- Alignment groups 

- Principals 


- PD Workshops 

- Online courses 

- In-house 

expertise 

- Alignment meeting minutes 


2a. Align time structures for ES, MS and 

HS to support coherent consistent 

delivery of the curriculum on both 

campuses. 


- Alignment groups 

- Principals 

- Time 

- Collaborative 

relationships 


- Alignment agendas, reflections and 

meeting minutes 

- Building time structures and schedules 

2b. Ensure coherent, consistent delivery 

of the standards and benchmarks and the 

EAGLES. 

2008 and 

ongoing 



- Program Review Task Forces 

- Principals 


- Teachers 

- Atlas 

- Time 

- Program 

Review task 

forces 



-Program Review agendas, minutes, 

reflections 

- SAS standards and benchmarks 




- Teacher Portfolios 



2c. Provide consistent communication 

and monitoring of initiatives across 

campuses and divisions, including 

program review. 

3. Review and refine the articulation of 

curriculum vertically across grade levels 

and divisions. 

2008 and 

ongoing 



- Principals 





administrators 

- Program Review Task Forces 

- Technology 

(e.g., SAS Portal, 

Moodle, blogs 

and wikis, 

website, Atlas) 

- Time 



- Educational Programs Portal (e.g., Student 

Success @ SAS) 

- Building faculty meeting agendas, minutes 



- Atlas - Atlas 


- Program review minutes 

- Subject Area Evidence Binders

184 


GOAL 4: CENTRAL OFFICE AND SUPPORT SERVICE ALLOCATION OF RESOURCES 

Allocate central office and support service resources at each of our two campuses to better support faculty in the 

areas of technology and curriculum development. 

Rationale 

Vision Statement - One School; Two Campuses: Create programs, assessments and experiences that serve to unite the school and to celebrate 

the distinctiveness of each campus community. 

The continued growth of the school and the geographic distance between the two campuses results in a challenge to provide educational programs 

services to both campuses from the central office. To maximize organization for student learning, more campus-specific support is needed in the 

areas technology and curriculum development. 

The school has taken immediate steps to address this problem by reallocating time commitments from the Educational Programs Office so that the 

deputy superintendent and a curriculum consultant will have increased time at the Pudong Campus. Additionally, the school has added two 

technology integrationist positions, one to directly support teachers in the classrooms. 

On a larger scale the board of directors engaging in the superintendent search will provide further direction 




- Direct observation 

- Community survey results 

- Costs saved through increased efficiency

GOAL 4: 

Allocate central office and support service resources at each of our two campuses to better support faculty in the areas of 

technology and curriculum development. 


1. Analysis and reallocation of 

educational programs office personnel 

accomplished 

- Superintendent 



- Financial 

resources 

- Human resources 

- Human resources allocation reports 

- Budget documents 

2. Analysis and further development of 

the support services team to include the 

facilities manager and the safety and 

security manager. 

accomplished - Administration - Financial 

resources 




3. Hire further technology integrationists 

positions, an additional position for each 

campus. 

accomplished - Administration - Financial 

resources 




4. Assess allocations that have been 

implemented. 

5. Further review of the central office 

and support service allocations to each 

campus. 

2008-2009 -Administration - Teacher and administration feedback 

2008-2009 - Administration - Teacher survey 

- Human resources allocation reports

186 


GOAL 5: ARTICULATED CHINESE LANGUAGE AND CULTURAL EXPERIENCES 

Provide students a comprehensive Chinese language and cultural experience by articulating Chinese 

language and culture curriculum and integrating Chinese culture both across the curriculum and into daily life 

Rationale 


We will maximize benefits derived from the cultural and linguistic learning experiences in China 

In order for our school to achieve our vision, we need to celebrate our location in Shanghai and in China. Using the vast resources available 

to enrich our students’ learning about Chinese language and culture through meaningful experiences linked to an articulated curriculum will 

also enable us to deepen our students’ learning of the school-wide learning results – our EAGLES. 



- Summer Programs report 

- Parent Talk and other school print and digital publications 

- Parent Coffees 

- Chinese Program Review Progress reports 

- School and Community Survey 

GOAL 5: 

Provide students a comprehensive Chinese language and cultural experience by articulating curriculum and integrating Chinese culture 

both across the curriculum and into daily life 


1. Articulate the Chinese language 

curriculum, PK-12, and train our Chinese 

language faculty to ensure appropriate 

placement of students, delivery methods 

that serve a broad range of students, and 

assessment practices that enhance student 

learning. 

December, 

2009 


- Principals 

- Chinese Teacher Leaders 

- Chinese teachers 

- Time 


development 

- Atlas 

- Atlas 


- Principal walk-through data 

1a. Alignment of elementary and middle 

school curriculum and of middle and high 

school curriculum.

2. Celebrate Chinese culture and 

community through experiential 

learning opportunities that will 

maximize the benefits of living and 

learning in China instructionally and 

logistically. 

2008- 2010 - China Alive personnel 


- Principals 

- Teachers 

- China Alive 

Coordinators 

- Local Chinese 

expertise (e.g., 

ECNU faculty) 

- Teacher expertise 

- Time 

- Atlas 


- China Alive reflections 

2a. Review allocation of resources for the 

China Alive program. 

2009-2010 - Administrative team 

- China Alive personnel 

- Budget 

documents 

- Building reports 

on China Alive 


- Building reports on China Alive 

- Assignment of Pudong China Alive 

Coordinator 

2b. Establish an articulated China Alive 

curriculum, including student learning 

outcomes. 

2009-2010 - Curriculum Coordinator 

- Principals 

- Teachers 

- China Alive 

Coordinators 

- Local Chinese 

expertise (e.g., 

ECNU faculty) 

- Teacher expertise 

- Time 

- Atlas 

- China Alive implementation plan with clearly 

delineated outcomes 

3. Integrate knowledge, experience and 

appreciation of Chinese culture across the 

curriculum. 

2009 - 2011 - Curriculum Coordinator 

- Principals 

- Teachers in consultation with Chinese 

faculty 

- ECNU 

partnership 

resources 

- SAS Chinese 

faculty 

- Atlas 

- Community survey 


3a. Assess and further develop current 

cultural experiences/learning 

opportunities as developmentally 

appropriate for students and align them in 

a scope and sequence PK-12. 

3b. Establish and develop for each grade 

level and subject area specific units 

within existing curriculum that provide 

opportunities for integration of Chinese 

culture. 


- Principals 

- Teachers 


- Principals 

- Teachers (in consultation with Chinese 

faculty as needed) 

Atlas 

- ECNU 

partnership 

resources 

- Parent resources 

- SAS Chinese 

faculty 

- Atlas analysis 

- Department and team meeting minutes 

- Atlas analysis 

- Department and team meeting minutes

188 


GOAL 6: TECHNOLOGY INTEGRATION 

Enhance student learning by integrating emerging technology in all curricula, making it an integral part of 

every child’s education 

Rationale: 


SAS will use technology in innovative and authentic ways to enhance learning and communication 

Engage and support teachers and administrators, and staff in a unique professional learning community that provides opportunities 

to grow, develop, and learn together in all aspects of their professional lives 

In order for SAS to most effectively use the resources available currently for classrooms in instructional technology, and to prepare the 

school for the inevitable changes that will occur in instructional technology. As a school serving the international community and those who 

aspire to post-secondary study at universities throughout the world, Shanghai American School sees emerging technology as a catalyst for 

change and community growth as well as a vehicle to create life-long learners with the skills needed for success and further educational 

opportunities. Technology also serves as strong tool to best serve the wide range of students that attend SAS. 

Expected School-Wide Learning Results Addressed: All 

Ways of Assessing and Communicating Progress: 

- Technology Leadership Team charged with integrating technology in classrooms serve as resources for teachers, students and parents. 

- Principal observations through walkthrough data gathering build a working data resource on actual classroom practice over academic 

years. 

- Bi-Annual Technology Integrationist report will provide anecdotal and qualitative data on technology use as facilitated by the 

Technology Leaders Team 

- Semi-Annual Levels of Technology Integration Survey (LOTI) completed last in spring 2007 and scheduled again in 2009. 

- Technology infrastructure improvement project managers reports as SAS moves to create a long term solution for wired, wireless, voice 

and data communications at SAS 

- Professional development reports 

- Naviance software use reports - Technology plan implementation milestones 

- Installation, training, implementation and use of Power School 

- Atlas audit and other Atlas analysis and reporting

GOAL 6: 

Enhance student learning by integrating emerging technology in all curricula, making it an integral part of every child’s education 

Tasks Timeline Person(s) Responsible Resources I Means to Monitor and Report Progress 

1. Integrate the use of emerging 

technology in all curricular areas via the 

SAS Technology Plan. 

Fall 2008- 

ongoing 


- Principals 

- Technology Specialists 

- Time 

- Financial 

Research 

- hardware and 

software 

- Technology Leadership Team 

- Principal Observation through walkthrough 

data gathering 

- Bi-Annual Technology Integrationist report 

- Semi-Annual Levels of Technology 

Integration Survey 

2. Support the integration through an 

update of the infrastructure at SAS. 

Fall 2008- 

Spring 2009 


- IT Manager 

- Infrastructure 

audit report 

-Financial 

resources 

- Project 

management 

- Project Manager reports 


3. Implement the prioritized plan for 

developing teachers’ technology expertise 

as outlined in the SAS Technology Plan. 

4. Further develop the use of Naviance on 

the Pudong campus. 

Fall 2008- 

Spring 2012 

Fall 2008- 

Spring 2009 


- IT Manager 

-Technology specialists 

-Professional Development Committee 


- High School Principals 

- High School Counselors 

- Time 

- Financial 

resources 

- Research 

- Technology 

plan 

- Time 


development 

- Financial 

resources 

- Technology Leaders Team 

- Principal Observation through walkthrough 

data gathering 

- Bi-Annual Technology Integrationist report 

- Semi-Annual Levels of Technology 

Integration Survey 

- Video conference room schedules as used 

by teachers and students 

- Moodle Use reports 

- Blog use reports 

- Student and Parent use reports of Naviance 

from counseling staff


5. Establish a K-12 student database to 

track and provide instant access to the 

chronological history of students. 


- IT Manager 

- Power School implementation 

specialists 

- Time 

- Financial 

resources 

- Installation 

- Power School 

- Data field for 

inclusion into the 

school-wide data 

base 


development 

- Power School implementation plan 

documentation and milestones 

- Database development 

- Database completion

Action Plan for Shanghai American School's Vision for ... - SAS-WASC

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