The following principles which lay the foundation of Açı Schools’ philosophy are also the focal point of Açı Schools’ strategic plans.
- Uncover their potential by taking into account the individual differences of students
- Promote love and habit of reading
- Help students learn taking responsibility for their own learning.
- Improve learning skills
- Raise individuals who have universal values.
The 2017-2022 Academic Years Açı Strategic Plan is structured within the following headings:
|Main Title||Subtitle||Target||Sub-target||Responsible||Date||Actions taken|
|Organization and Administration||M-1: Internalization of Ethics Manifesto||Dissemination and development of effectively implementing the ethics manifesto||Promoting student participation in ethics committee works||Ethics Committee members – AC – SP – ASP||2017-2022 (year-based)||*Açı magazine students have participated into an ethics committee meeting and they have published an article on the magazine which introduces the ethics committee.
*During Açı radio program, our students have welcomed the ethics committee members and introduced the committee members to all of the middle school students.
*An ethical committee meeting was held at wakeup café, which is operated by the high school students as a social responsibility project.
|Establishment of an ethics committee formed by high school students||Ethics Committee members – AC – SP – ASP||2017-2022 (year-based)||*Shared during the first ethics committee meeting, in order to be taken to the academic committee.
* Ethics committee was created by the volunteering students at high school.
*The students, who would like to attend the ethical committee meetings, were identified – they will attend such primary school – secondary school ethical committee meetings, at which appropriate agenda items are scheduled to be discussed.
|The contribution of the ethics committee members to the agenda of the meetings held in schools throughout the year||Ethics Committee members – AC – SP – ASP||2017-2022 (year-based)||
*PR-MS-High School An introduction article was written on the Açı Blog, related with the ethical values.
This matter was discussed as an agenda item, during the general assembly meeting of teachers.
*Açı ethics committee’s introductory video was shared with all Açı teachers.
*During each functioning meeting at PR,Middle and High School the member of ethics committee has shared all of the matters discussed during the Ethics Committee meetings.
*The decisions taken during the ethics committee meetings were shared with all the teachers, at the end of each semester and the decisions were archived in the ethics committee, under academic council section.
Ethics committee meetings were not held and organized during the pandemic process.
|M-2: Campus Performance Assessments||Establishment of campus performance assessment criteria and systematic implementation of self-assessment.||Revision of existing questionnaires about school life, according to needs||AK-SP-ASP-Administrative Affairs||June 2018||Completed|
|Generation and implementation of the HR questionnaire system for all schools||AC-SP-ASP-Administrative Affairs – HR||June 2018||Completed|
|Implementing administrative staff questionnaire to assess school life||SP-ASP||June 2018||Completed
It was aimed to create a school life evaluation questionnaire for the high school and to evaluate this questionnaire for the entire administrative staff together with the teachers.
|Implementing administrative affairs staff questionnaire to assess school life||SP-ASP-Administrative Affairs||June 2018||Completed
The creation of a teacher school life evaluation questionnaire was targeted for the high school.
|Revision of facility management and security measures in accordance with evolving needs||Administrative Affairs – SP – ASP||2017-2022 (year-based)||12-13 August Emergency Case Management Training was provided for the executive managers.
*PR-MS-HS Procedure was updated.
*MS teachers were shared with the presentation and e-mail. They were requested to provide their feedback. The actions taken will be finalized with the supports of AKUT. * PR-MS Emergency case training was planned. (Training was done during August 2018 period.)
The procedures which are suitable for the pandemic process were developed and implemented.
|M-3: Açı Learning Development Center||Development of online sharing channels and training programs||Establishment of “Açı Learning Channel” and boost sharing||AC – FC – PS – SP – ASP – Teachers – Students||2017-2022 (year-based)||It will start its broadcastings during the week of September 24th.
*It was planned for the broadcast to be commenced in the week, which will begin on September 24. The materials to be aired in each episode were prepared. Annual schedule for the video shooting was prepared. The broadcast has failed to be commenced due to the requirement to obtain consents pursuant to the CPPD.Will be shared in 2019 academic year. The channel was put into service on November 24th ,2019. It was aimed to broadcast good practice videos to the channel, during once within a semester, in accordance with K-12 levels. A learning channel committee was established, and products from the schools were evaluated for blog posts, tips, video and short talks sections. It has been adapted to the templates and uploaded to the channel. Open consent texts were approved by overall parents of the students in the videos to be published. The list of overall approved students was shared with the teachers. During the next process, the videos of the approved students will be recorded. During the Pandemic process in the middle school, the videos were prepared for Açı Learning Channel on online learning tools, i.e. Chatterpix, Nearpod and Padlet. Educational videos placed on the In-Service training channel created by the middle school’s ICT department were also accessed through the Açı learning channel. Classroomscreen, Thinkling and Learning Apss applications offered on the Let’s Learn Together education platform carried out in the middle school, and videos were prepared concerning the gamification in social studies lessons, the use of forms to give feedbac, and for the lessons given on teams’ channels.
|M-4: Internal Audit||Providing internal audit according to universal criteria||Outsourcing audit support for situation analysis of the 5-year targets||Management Board||June 2022||CIS High School survey will be done at all schools, once in every 3 years.
The second one will be implemented during month March of year 2022.
|Main Title||Subtitle||Target||Sub-target||Responsible||Date||Actions Taken|
|Culture of Açı and Communication||C-1: Systematic Feedback and Questionnaires||Implementation of questionnaires on ACIS||Implementation of student questionnaires: A questionnaire will be conducted for primary school students every semester and for middle and High school students once a year.
To ensure that high school students’ learning practices evaluation survey is carried out.
MS At the end of the Week of Languages, the feedback about the week was received online, via using the TEAMS FORMS.
At the end of each semester, the feedbacks was received regarding the English and Turkish class novels, by using the same method.
At the end of each and every Açı semesters, the feedback was received on the Socrative about the studies done in the mathematics lessons, the resources used and the implementations. Necessary care and attention were given in order to create the lesson plans based on the feedback given by the students.
The school life evaluation questionnaire was also conducted by using the above-mentioned method.
High School: The questionnaires were administered through the school system, port Açı or through other platforms. The necessary efforts are still continuing in order to implement it over the CIS.
|Preparation of parents questionnaires||AC-SP-ASP||June 2018||Completed|
|Administration of parents’ questionnaires every 2 years||SP-ASP||June 2019||Will be done every 3 years|
|C-2: AÇI Web Sites||Completing web design||IT – SP-ASP||September 2017||Completed|
|Completion of web content||IT – SP-ASP-AC||June 2017||Completed|
|Activation of Açı Learning Channel on website||IT – AC||February 2018||Completed|
|C-3: Seminars and Workshops for Parents||Informing parents about the social and emotional development of the students||Continuation of seminars and workshops
(1 sharing per semester for each grade level is planned)
|RÖ – SP – ASP||2017-2022
|*PR – MS-It was realized for the 1st semester and planning was done for the 2nd semester.
* 4 Parent Information Trainings were provided at PR, during 2017-2018.
* MS: This year, guidance parent seminar was realized about 2 subjects.
|Establishing procedures for face-to-face meetings and remote access content||SP-ASP-AC||March 2019|
|Promoting parent participation in school activities||Encouraging parent involvement in school weeks||SP-ASP-AC- Administrative Affairs – FC||2017-2022
|*MS-They were invited. Participations attended the Art exhibition and science week.
Participants of Art Exhibition:
Participants of Science and Technology week:
Ayşeege Yılmaz – Hakan Yılmaz
Talya Özdemir – Didem Nalbantgil
Turkish gr5, 6, 7: The link for Açı Magazine was shared with the parents by announcements thereof. We have received quite positive feedback from two parents sent by e-mails. Turkish gr7: Parents were invited with an announcement for the conservations with Mr. Osman Şahin. Turkish gr5: Parents were invited with an announcement for the conservations with Mrs. İrem Uşar. Turkish gr5, 6, 7: Elective Reading –Creative Study Exhibition was realized at the Assembly. Parents were informed with an announcement thereof. Many of the parents visited the exhibition during the day and we received good comments.
PR- Circle time active participations were organized (job introductions, book reading, morning sports, hobby introductions, game introductions, friendship week, conversations related with the academic curriculum). They were invited for the conversations.
The occupations of the parents were reviewed, and the interviews to be held throughout the academic year 2018 – 2019, to which parents can contribute, were determined.
* The parents of the 1st and the 2nd grade students as well as those of the 3rd and the 4th grade students were delivered by the school counselor’s office a training on the social – emotional and developmental characteristics of students.
MS: All parents were invited to the presentation of Mr. Berkant Bakkaloğlu during the Science and Technology week. The videos of science and technology questions asked by our students to their parents through their homework studies were watched during the science week. Parent participation was ensured.
PM: The conversation sessions were held with the parents of the students, during the Music, Art, Sports and Book weeks.
-2 parents as mentors in the Robotics Club and 4 parents by providing their supports from outside were participated into the inter-school competitions.
-A parent committee consisting of 10 persons was established for sponsorship and organizational support for the “Women’s Dance Theater” organization. With the support of the parents, the performance was staged 3 times with the sponsor. A financial resource with an amount of TRY-27,800 was provided to TOÇEV, during the first show and during its second show, weaving machine and marketing trainings were organized for the women who were exposed to domestic violence, with KEDV and with the support of our parents. During the third show, a financial contribution with an amount of TRY-11,273 was provided to the TEV.
-This year, “Global Charity” cooperated with the President of the School-Parent Association in order to support ÇYDD named foundation’s “1 Child, 1 Computer” Campaign. Approximately 30 artist parents donated their works to the “Share with Art – Donation Auction”, which was organized by the students. A small support group, consisting of 3- parents was established, in order to support the announcement of the said auction.
-The “Science & Research” Club students were received mentorship from a domestic and international Professor parent.
– For our “Photography on the Road” project, an exhibition organization was organized with one of our parents, who has connections with Denizbank, and an exhibition organization was organized in Bomonti Ada, with the supports of one of our parents. However, the said exhibition was postponed due to the pandemic disease.
– We won the first place in the “Rotary Short Film Competition”, which we have participated in, with the guidance of one of our parents.
– Our experience in moving forward by establishing small parent committees in our large scoped projects that are opened up is quite positive. We will continue with these practices, with small project parent committees.
– Last year, at the “Stop to Violence” Summit, 3 of our parents actively supported finding speakers, audience support and publicity of the said event.
The relevant data and information are obtained from and benefited from all the connections in this sector and from the parents of the students participating into the Business Club “Finance” Club.
|Promoting parent interviews and presentations||SP-ASP-AC- Administrative Affairs – FC||2017-2022
Participants of Book Week: Can Kiremitçi-Tuna Kiremitçi
Berenis Tekin-Arzu Tekin
Yunus Bartu Candan – Ayfer Candan
Seride Samurkaş gr5 student presentation about the sleep health. Mr. Bülent Cihantimur had made a conversation during the morning hours related with his professional job at the classroom. * PR: Conversations were made with the parents of all grades.
PM: Our parents participated into the conversations about the Children’s Rights, balanced nutrition, dental health, yoga, sports, golf and family matters.
-“Açı Talks” conversations have been organized with our parents coming from different professional groups, every month for approximately about 6 years, in order to provide detailed information about the professional interests of the students.
-As of last year, “online” meetings were incorporated into this organization, and the student – alumni – parent relations were strengthened.
-An online chat was organized with 6 parents during the pandemic process.
MS: During the poetry analysis, a joint interview with the Art Department for 5th and 6th grade students was planned with a 6th grader’s parent, who is a poet and artist.
Interviews on the matters such as architecture, vaccines and drugs, “Amateur Astronomy” and using Turkish correctly were planned together with our 6th grade students’ parents.
|Planning a student-parent-school sharing for each grade level, at least once a year (OO)||SP-ASP-AC- Administrative Affairs – FC||2017-2022
|Gr5 information sharing meeting.
MS: Parent-Teacher Association had completed such information sharing for gr6-7 and then informed the OM.
* A school introduction session was held for the parents of the 4th grade students in Akatlar and Sariyer.
MS During the Week of Languages, the bilingual learning presentations were planned for the 5th grade students. 8th graders’ -short paper presentations were made by the students, parents and teachers were attended to this event as audience.
PR:In order to support the students’ social emotional development, Prof. Dr. Özgür Öner had shared relevant information with the parents of the students.
Parents have participated into the music – art – book weeks and some other projects in the primary school.
|C-4: Relations with the outside world and institutions||Determination of institutions to contact, establishment of an annual routine program||Establishing a routine program of visits to close by school and hospital managements, fire departments, the Department of Forestry, District Police Department, the District Director and the Section Chief of the Ministry of National Education, etc.||AC-SP-ASP||June 2018||Completed
MS: Since years 2019-2020, regular meetings have been held with Boğaziçi University Turkish Language and Literature Department, at the level of department chair. The project carried out at Açı has been receiving support from the TKL Department, as part of the course contents. In year 2021, it has been mutually agreed that TKL students will do internship/observation (not compulsory) at our school. Interviews are still ongoing with the students who want to choose teaching as a profession, after their graduations. Interns from Boğaziçi University were accepted for two semesters, in Science and English branches.
|Expansion of student exchange programs||AC-SP-ASP||2017-2022
|C-5: School Community: Students Association||Developing procedures for the activities of the Students Association||Determining the selection criteria for the school president and class representatives||SP-ASP-AC||August 2017||Completed|
|Revision of Students Association work plan||SP-ASP-AC||August 2017||Completed|
|C-6: School Community: Belonging||Defining and internalizing the culture of being a member of Açı||Ensuring all partners of Açı understand the concept of being a member of Açı and internalize these values||SP-ASP-AC- Administrative Affairs – FC||2017-2022
|PR- One to one meetings were held for each one of the age groups and with the parents of every class. The relevant measures and improvement studies were started according to the comments made as a result of these meetings. (2017-2018) These meetings will be continued during next year. We will make necessary planning in order to ensure participation of more parents during the special days and weeks.
MS: During the Week of Languages, the presentations were planned for Açı graduates regarding the importance of learning a second foreign language and being a member of Açı.
MS: In order to internalize that learning together and learning from each other is a philosophy at Açı, during the pandemic process, “Let’s Learn Together” learning exchanges and sharing posts were started on the Wednesdays. Teachers of other schools were invited to some of the sharing posts, in which primary and secondary school teachers were also participated.
MS: As part of the Book Week- some of our Açı graduates have been interviewed by the students of the Book Club, about studying at Açı. On February 11th, during the Women and Girls in Science day, an interview was held and organized with our female students who have graduated from our high school and who have chosen the STEM fields of study. They took part in the secondary school project presentations of IO students, during the Science and Technology week. Interviews were held and organized with our graduates, on different topics such as art, architecture, being a university student and etc.
|Planning activities to achieve internalization of the culture||SP-ASP-AC- Administrative Affairs – FC||2017-2022
|All of the studies which were realized and planned as well as the innovations were shortly shared during the program introductions.
MS: Departmental development hour scheduling continued online, during each and every 2 weeks of period for each one of the departments. Activities were planned in order to increase the cohesion, to highlight the group cohesion, and to support the professional development.
During the Week of Languages, an online interactive teacher activity was organized, in order to get to know about different cultures and foods. Within the scope of the Week of Cultures, the interviews, events and academic studies were held and organized, during which cultural elements such as geographical, cuisine, music, art, language and etc. of the Southeastern Anatolia and Mediterranean Regions were discussed. The cultural elements discussed with regard to the fiction of the class novels (Nine Months in Katuna, Garbage, My Name Is Nobody, Gilgamesh) were compared with today’s culture and such cultural elements were introduced and discussed, within the framework of the respect for cultures.
PR: During the pandemic process, online posts, that are supporting the professional development and increasing the motivation were given place, with the participations of the entire school and were realized during every 2 weeks of period.
|Clearly sharing expectations from the parents at all occasions and backing up with implementations.||SP-ASP-AC- Administrative Affairs – FC||2017-2022
|MS: The expectations from parents were noted on the Parent Manuals. PR: The expectations from parents were shared during the program introductions. High School: The expectations were stated in the handbooks, which were updated at the beginning of the year. The expectations were shared in the program introduction and in the shared presentations.
PR-MS: Online training applications procedure was prepared and shared with the parents.
|Main Title||Subtitle||Target||Sub-target||Responsible||Date||Actions Taken|
|Human Resources||HR-1: Açı Community,
Communication and Network
|Revision of the procedures necessary to protect professional rights||SP-ASP-AC -HR||August 2019|
|HR-2: 360-degree Performance Appraisals (all Açı)||Development and implementation of 360 degree employee appraisals||* 2017-2018: Open communication among campuses and giving feedback
* 2018-2020: Implementation of performance appraisals based on class and grade levels
* 2020-2021: Teacher-administration-student campus-based performance appraisal implementation with volunteer teachers
2021-2022: Teacher-administration-student campus-based performance appraisal implementation with all teachers
|SP-ASP-AC -HR||2022 August
|PR: The mentor-mentee studies are being continuing in the primary school, teachers observe each other and set their respective goals.
MS: The mentor-mentee studies are being continuing and the sharing of opinions among the teachers, regarding their classroom observations have been continuing.
PR-MS: The department coordinators and school administrators have held and organized individual evaluation meetings with our teachers.
During the pandemic process, we have continued our PD application in the form of sharing and target conversations, in all of our schools. Overall related conversations were reported and communicated to the management.
MS: In addition to the lesson observations and feedback interviews organized together with the Mathematics Teachers, the weekly routine sharing and goal-setting interviews were held and organized as well, with 4 new teachers, who started to work with us.
Both the individual-target interviews and team-target interviews were held and organized with the social studies department teachers, with opportunities such as lesson observations, observation feedback, listening to each other and giving feedback during the department’s development hours.
In addition to the lesson observations and feedback interviews organized together with the Science Teachers, the weekly routine sharing and goal-setting interviews were held and organized as well, with 1 new teacher, who started to work with us.
|HR-3: Teacher Level Training||Promotion of in-house professional development platforms||During the months of February and August, sustainment of “Sharing of Good Examples”||SP-ASP-AC-IT||2017-2022
|It is made on annual basis and the relevant presentations and videos will be shared on the education channel.
MS: The good examples and new practices were shared during the departmental development hours, in each one of the departments.
The opinions and suggestions for the use of different and new applications during the lessons, such as Genially, Forms, Polly ,Mentimeter, Achieve 3000, RAz Kids , Teams assignment app, learning apps, padlet, quizziz, quizlet, Onenote, classroomscreen, dectoys, bitmoji class, teachermader-learning apps-nearpod, yoscenario, TRT documentaries-national geographic documentaries, mosaic-bambuzzle, Britannica Launchpack, Cloudlabs were shared. The relevant trainings for the Minecraft education were planned.
|Within all schools, sharing one Learning Channel video every month starting after the month of February 2018||SP-ASP-AC-IT||2017-2022
|In progress Completed.
After the channel was opened, the target was revised . -1 sharing, during each semester
|Writing down the procedures for teacher mentoring system||SP-ASP-AC||August 2017||Completed Completed.
It will be taken into the agenda, as a target of years 2021-2022, at high school.
|Maintaining and continuously improving teacher training programs for teachers who have 1, 2 and 3 years and above experience at Açı.||SP-ASP-AC||August 2022
|For teachers having 3 years and more experience, the thinking culture training program was prepared and being implemented. We are receiving presentation skills trainings from Güven Güner.
*For teachers having 3 years and more experience, the thinking culture training program was prepared and being implemented. We are receiving presentation skills trainings from Güven Güner.
PR-MS during the pandemic process: All of the newly employed teachers were given intensive trainings, during months August and September, and then the trainings as in one-on-one or in small groups were also provided, depending on the needs thereof. Some certain trainings were put on the portal in the form of asynchronous videos. (Online classroom management / student engagement, Following sts, parent communication and meetings, Using Teams, Using One Note, Chatterpix, Padlet, Classroomscreen, Nearpod, LearningApps, and etc.) Our teachers were given professional developmental supports throughout the year, through the lesson observations and feedback from academic coordinator, department coordinators and school principals and deputy principals.
|HR4-Recruitment||Setting up a salary scale procedure, considering teachers’ previous experiences||SP-ASP-AC -HR||March 2019|
|HR5-IK||Restructuring the HR department||Management Board||August 2017||Completed|
|Main Title||Subtitle||Target||Sub-target||Responsible||Date||Actions Taken|
|Education||PRI-L1: Learner Autonomy and Embracing Learning||Promoting autonomy in learning activities||Continue to support autonomous learning with diversified plans||AC-SP-ASP-PS-FC||2017-2022
|Differentiated lessons planning committee was established at the primary school. Department coordinators in the middle school have this as part of their yearly targets.
*2018-2019) Re-included to the agenda as the target for each department at the Secondary School. The program development committee of the Primary School prepared 2 lesson plans, differentiated for each grade level, using the raft and jigsaw reading techniques. PR:MS: The necessary attention and care was paid to the planning of optional studies, in online and face-to-face plans. They were given the chance to complete their studies by choosing among different alternatives, both during the process and in the end. Elective implementations were done according to the areas of interest, during the home studies. Differentiation was applied in the acquisition and completion studies, after the assessments and evaluations. These practices were continued during the pandemic process. Lesson planning and home studies that allow for skill development were planned, by using the RAFT technique at the 5-8 level of Turkish Lessons. At the end of the day, individual and group project study groups were created together with students, who were interested and wanted to work at 5-6-7-8. These studies were presented during the Science and Technology Week.
The place of group studies in the plans, during the online lessons were increased at the primary and secondary schools as well.
|Increasing the responsibility of students in school clubs||AC-SP-ASP-PS-FC||August 2017||Completed
MS: Grade 5, 6, 7 Açı Magazine, students have assumed different responsibilities, according to their interests and skills: Editorial team, editor, reporter, editor-in-chief… They continued to perform studies, in line with the consultancy support received from the editor of Keçi Literature, which is an e-magazine. The students have assumed responsibility, during the respective school weeks.
PR: The Açı Magazine studies worked after school hours. The school chorus was established.
MS:Debates: During the face-to-face trainings, the club that was scheduled to run simultaneously with the 7th and 8th graders could not be scheduled at online. In the 7th and 8th grades, the students were supported with discussion activities, while in their social classes. The list of students who wanted to be in the debate team in the 9th grade of the high school was shared with the debate instructor.
A “story writing workshop” was realized together with the volunteer students from 6th and 8th grades. The stories that were written as a result of the meetings held and organized in every week, on a routinely determined day and time were sent to the Zeynep Cemali Short Story Contest.
The working groups on the matter of Genderless Language and the Language of Technology were established, in order to participate in the TÜBİTAK Project Competition in 2021-22, for 5th and 6th grades.
The students who have voluntarily participated in the end-of-day project studies were primarily assigned to the experiments, presentations and activities during the Science and Technology Week.
High School: Particularly in the Social Responsibility projects, the sub-groups were created in accordance with the number of students. Leading students were determined for these sub-groups and it was ensured that other students were followed-up and monitored by the responsible students. Therefore, more leadership positions were opened to the students in the projects. A total of 52 students have acted as leaders during 12 projects, that we have carried out due to the pandemic process.
– It was progressed with the positions of “President” and “Vice-President” in the clubs.
-The definitions of the “Project Advisor”, “Project President”, “Project Vice-President” positions were clarified. The “Project Advisor” was determined mostly from the upper classes, who coordinate and follow-up the “Project leaders (president and vice-presidents)”.
-Each year, separate evaluations are caried out for the members in the “Social Responsibility” projects and in the “Clubs”, in line with separate criteria determined for the “leaders”, which are consisting of scaled 7 criteria. Priority in the selection of the next year’s leaders is given to the students, who are evaluated as the “Above the Expectations”, as a result of these evaluations.
-Common and differentiated achievement tables and missions of overall “Social Responsibility” projects were created.
-Common and differentiated achievement tables and missions of overall “Clubs” were created.
PR: The responsibilities of the students were updated and followed-up in the online environment.
ADP project was implemented in an online environment.
Açı Magazine was prepared in an online environment.
Eko School was continued on an online environment and its implementations were revised, accordingly.
|Offering a reading program and term project options||The improvement of the term projects and revision of class novel booklets||SP-ASP-AC-PS-FC||August 2017||PR: This issue was brought to the agenda during overall committee and plan meetings.
MS –In the 5th -6th -7th– 8th grades the English term project was revised and different presentation options were offered to children.
Mathematics course projects for 5th -6th -7th grades were adapted to the online process and implemented for 1st and 3rd terms Gr8 research projects were presented with different options and the process was followed-up, in accordance with the calendar.
In the social studies 5th -6th -7th grades, the term projects were adapted to the online process and implemented, accordingly. The opportunity was provided for making further research for reviewing the resources and preparing presentations in different applications. In the 8th grade, the research project topics were updated and the general process was followed-up, accordingly.
MS: By taking into account of the teachers’ comments, the relevant changes were made in the books in our list this year. The continuation of the newly added books into our list will be decided after the relevant practices thereof. The readings have begun for the selection of a science fiction novel for the 8th graders. The student surveys carried out for each class novel are regularly analyzed and the plans are made for the next year, accordingly.
The STEM projects have been re-designed for overall grade levels, in accordance with the online process and the said projects were ensured to be made at home.
|Maintain the monitoring of learning deficiencies and present support options||Clearly communicating a student’s academic development level with the student and his/her parents||SP-ASP-AC-PS||June 2017||Completed
MS: During the online process, the learning of the students was evaluated through in-class individual studies. The study planning and parent information were provided for the students with education deficiency.
|PRI-L2: Curriculum Revision: Vertical and Horizontal Programming||Ensuring academic honesty is in effect throughout school life in the scope of K-12||Pursuing this expectation in the works of students||SP-ASP-AC-PS||2017-2022
|The prepared studies were evaluated with the turnitin application and the students were provided feedback, regarding the compliance of the citation rates with the academic honesty principle. During the Science and Technology Week, the “Science literacy” conversations were held and organized in overall grades, together with Mr. Ata Özdemirci and Mr. Alper Ateş and the matters related with the academic honesty and the points required to be taken into account, while writing a scientific article were discussed.
|Keeping up the library lessons which existed in primary school||SP-ASP-AC||2017-2022
|Scheduling library lessons on academic honesty theme for every class in Middle School (June 2018)||SP-ASP-AC-Librarian||June 2018||Completed|
|Review of the vertical revision of the curriculum progress||SP-ASP-AC-PS||2017-2022
|During 2017-2018 Academic Year, August working period, the curriculum of the last year was compared with the new curriculum and the necessary changes were realized. Using of 1-4 vertical writing program was accepted.
* The plans for the 1st grade to 4th grade in respect of October 29, November 10 and April 23 were revised considering vertical connection.
|Review of the curriculum relationships
and interdisciplinary relationships for each grade level
|Enhancing relationships which present an opportunity for achievement||SP-ASP-AC-PS||2017-2022
|Connections of library and ICT programs were completed. Mathematics and ICT integrations were provided for the STEM Projects. 1-7 ICT inter-disciplinary connection annual program was prepared. 5-7 Art and 1-4 music, art, sports, library and inter-disciplinary connection annual program was prepared.
* The annual interdisciplinary connection program for 1-7 ICT was prepared.
PR: The interdisciplinary studies were planned by the curriculum committee. The coding lessons were also included into these plans.
Interdisciplinary home studies for gr3-4 were also revised and implemented in the online environment.
The STEM projects in the 4th grades were also revised and implemented according to the online environment.
GR3-4 projects were also revised and implemented according to the online environment.
During the secondary school’s month August study period, overall branches progressed by planning the interdisciplinary studies to be carried out throughout the year.
The planning was made in order to include the learning experiences concerning overall branches, for all of the out-of-town trips. The plans were made in which all branches would participate in our school weeks, such as Languages Week and Culture Week.
|Matching learning outcomes with values education and social skills||Reflection of the revised curriculum in daily plans||SP-ASP-AC-PS-FC||2017-2022
|Skill training is given place in the annual plans, which are prepared every year and the objectives are included within the daily plans. The vertical study made in year 2015 was integrated into the program of year 2018.
*The development of critical thinking skills has been identified as a priority target for the academic year of 2018-2019. At the Secondary School, Critical Thinking training was delivered by Jeremy S. to the entire school and the thinking culture committee. The critical thinking criteria prepared by the department coordinators are being included as takeaways to the daily plans. In respect of the Supervisor Role Scales, a rubric was prepared to assess the critical thinking skills of the students at the end of each semester-
MS and PR: During the pandemic period, all of the plans and learning materials in overall branches were revised so that they can be made online.
|Revision of gr1-7 values education curriculum||SP-ASP-AC-PS-FC||2017-2022
|Turkish gr5, 6, 7: In the yearly plans, under each one of the weeks there are 2 different areas, namely; “cultural values” and “ethical values”. Our plans are being periodically evaluated according to these headings. PR: The values are included within the daily plans and the program which was started last year will be developed.
MS: The values desired to be given within the scope of the social studies lessons were reflected in the daily plans.
Emphasis was placed on the “values” in the Turkish lessons, while establishing daily life connections, particularly by basing on the fictions of the classroom novels.
|Revision of gr1-7 skills training curriculum||SP-ASP-AC-PS-FC||2017-2022
|The studies aimed for presentation skills- note taking skills- researching skills and critical thinking skills are still being in effect. After the trainings received about critical thinking, the skills table has been revised.
MS: Presentation, note-taking, research, creativity skills evaluated in the learning process via common rubrics used overall lessons and classes.
MS: The 5-8 skills table has been revised for each one of the levels and lessons. In addition to Common ACI skills, the scientific process skills and engineering and design skills were leveled and rubrics were prepared accordingly .In addition to the MEB/ Ministry of National Education targets, these skills were evaluated by incorporating them into the annual plans and reports.
|Ensure that all learning applications and learning processes are compliant with the school philosophy||SP-ASP-AC-PS-FC||2017-2022
|Turkish gr5, 6, 7: The reading list of novels and elective books for 1-12th graders has been revised This list was also shared with the teachers of primary school, middle school and high school departments. Eng: one book for gr4 was taken for gr 5- checkpoint applications are included within the program for gr 7, in order to be prepared for gr 8- a mock checkpoint exam was planned for the end of year for gr 7.
|PRI-L3: Expansion of Learning||Structuring the student interactions within the scope of K-12||Preparation of gr1-7 sharing program||SP-ASP-AC||August 2017||Completed|
|Revision of gr1-7 sharing program and preparation of its academic calendar||SP-ASP-AC||August 2017||Completed. The studies of all of the schools of which are increasing their sharing with the students of other schools have been efficiently carried out. Completed.
The studies that have increased the sharing of students across the schools were carried out quite effectively.
-The special weeks of the primary and secondary schools were provided with necessary supports.
– “Science & Technology Week” – Electronic Music performance
– “Languages Week” -“Give A Sign” project group presentation and gr4 – gr8 sign language training packages were prepared.
– “Awareness & Education” package was prepared by the “Animal Awareness” group, for the primary and secondary schools.
– The presentation preparations are being made by the “Stop the Violence”, in accordance with the age group characteristics, such as “gender equality, bullying and etc….” for gr.1 to gr8 students.
-By establishing the “Academic Support” project, one-to-one academic supports have been provided to approximately 20 secondary school students by the high school students.
-Secondary school was also included in the “Disability Week” awareness program.
– “Green School” is working on an awareness study, concerning the electricity saving, which will also include the primary and secondary schools.
– The secondary school presidents and vice-presidents were also included in the “29 October Republic Day” organized at the high school.
-Overall high school social responsibility projects are announced as a joint project from pre-school to high school levels, and the results are being shared with all of the age groups.
Few Examples are:
– 1.5 tons of animal food were donated with the “Animal Awareness” animal food campaign, which was held and organized in last year, with the supports of the entire school.
-Likewise, TRY-14.700 amounted health and care support was provided for 4 disabled dogs at the Kurtaran Ev Shelter, for the “One Gift, One Kindness” campaign, which was also carried out by the “Animal Awareness”club.
– 2 hearing devices were purchased with the income of TRY- 3,700, which was earned by the secondary school during the Week of Languages.
– Within the scope of Sarıyer Municipality’s feeding organization announcement, the participation requests from 43 parents and students were received from the entire of the school and the said event is currently being organized.
– In line with the “2nd Hand Device Call” for Siirt and Esenyurt, which was announced to the entire of the school, 10 tablets, 3 laptops, 1 printer were collected and this organization still continues.
– With the sales of “A Wish” group, 23 tablets were given and donated to the oncology service.
– The work donation support was given to the auction to be organized by the “Global Charity” from the parents of all levels of students.
|Structuring and expanding the platforms for students’ academic and social networking||Presentation of social responsibility activities||SP-ASP-AC-PS-FC||2017-2022
|Eng- During the languages week we gave support to the “Sound of Fingers” roject, together with Açı high school. We collected TRY-3.650 for buying hearing devices for the hearing-impaired students at Yeditepe high school and the money was delivered to the relevant officials. We participated into the WAC. Elective lectures were given by the teachers to our Sister School. Our students provided their supports for the Science Week realized at the sister school. A water-closet for the impaired people was built at Zekeriyaköy middle school. PR: Students’ Union carried out a social responsibility project. The revenues obtained from project presentation at Gr3 were transferred to other social responsibility projects.
* As a part of the preparatory activities for the academic year of 2018-2019; the Secondary School program was prepared to form an infrastructure for the social security program that is implemented at the high school.
* As a part of the social responsibility activities; food aid was provided for the animals, bottle cap collection campaign was implemented throughout the disability week, toy collection campaign was implemented, and for the teachers, the activity of visiting the café, where children with Down Syndrome, was performed. During the language week, the students in the social responsibility group “parmaklarin sesi” (“voice of the fingers”) delivered a presentation to our high school students. The secondary school students donated the proceeds they derived from the sales of cakes to be applied to the purchase of hearing aids for the hearing impaired individuals.
The primary and secondary school program presentations were also included and given place during the high school social responsibility activities.
MS- During the Week of Languages, the assistance provided to the School for the Hearing-Impaired Students continued. – The activities continued, in order to raise awareness about the Sign Language and Braille alphabet.
The social and environmental cleaning and awareness activities continued during the Gr 5 environmental project. With the phased home studies given for the 7th and 8th graders, the NGOs were researched and the relevant studies were carried out about the selected NGOs.
İO-OO book donation efforts continued as well, during the online process.
|Development of the curriculum for improvement of K12 skills and ensuring its internalization||Development of measuring and assessment criteria for the skills and laying out the procedures||SP-ASP-AC-PS-FC||2017-2022
|5-7 vertical-horizontal skills table was revised –the rubric revision studies were started in order to create a common language for the presentation –researching and note taking skills. 1-4 presentation skills, common rubric usage was reminded. – Research skills training, library lectures are included within the scope of ICT lectures of 4th grade. For the middle school, Assessment and Evaluation guidance booklet was created .The booklet contains rubrics used to evaluate 5 main skills and examples of assessment questions which are compliant with the taxonomy of every lecture- they are added under the general folder of Academic Council.
* A rubric, which will enable also the Supervisor Role Scales to carry out assessments, has been prepared on the critical thinking skills. The other skills stressed within the training were added to the existing skills, and BKs will provide guidance to be reflected on the plans during the planning meetings. The program for the 2nd year of the Thinking Culture committee will address the preparation and implementation of teaching plans that will enable the improvement of such skills. At the Primary School, the fashion of inclusion of 4c into daily plans is expected to be annotated.
The social skills objectives added into 1-4 th grade the curriculum in the primary school in year 2016 were compared with those of 2019 curriculum – the missing objectives were determined and added into the annual plans until the end of the 1st Açı semester.
MS: The skills rubric has been used since the 2nd semester of year 2019. It was decided that, the scientific process skills and Engineering and Design skills should be leveled on a grade-level basis, and the student observations of these skills should be entered into the ACIS, minimum twice within a year.
MS: With the use of online process, the “legible writing and page layout” criterion in the rubric of the writing studies was revised as “technical layout in digital environment”, concerning the keyboard errors. During the online process, the academic research study and term project rubrics were revised and added into the studies via Teams.
|PRI-L4: Taking learning out of the classroom and improving||Improving and maintaining school trips||The creation of various platforms for daily life interactions||SP-ASP-AC-PS-FC||2017-2022
|As it is done in every August period, all of the trips for 1-7 classes were revised, in order to increase the connections among the disciplines and enrich the relevant trip programs.
The field trip program for the academic year of 2018-2019 was revised at 1-7 levels to enhance the interdisciplinary connections and to enrich the program in August. At the Primary School, the field trips, which are scheduled to be performed at each grade level, are revised by the persons responsible for the program two weeks beforehand and the recommendations are thereby put forth during the planning meetings. At the Secondary School, each new field trip to be included into the program is planned to have interdisciplinary connections. Edirne-Bursa and Efes trips have been revised to pose connections among different subjects and to enhance the active participation of students. At the Primary School, a field trip, featuring the theme “Let us learn about our district of Sariyer”, was held for the 4th grade students, and was completed as an efficient activity.
MS: Until the pandemic period, our school trip programs were planned as interdisciplinary studies measured with the rubrics, and they were the school trips that were drawing attention to the cultural elements of that region and to the folk dances. However, in the virtual environment, given the fact that there are not very effective resources for the areas within Turkey, the school trips were planned as virtual trips, in a limited manner.
PR: Virtual school trip program was created. The virtual school trips realized during the said period are as follows:
*Gr1; The Grand National Assembly of Turkey, Ataturk’s Mansion, Historical Places of Istanbul
*Gr2; Old Parliament, Anıtkabir, Koç Museum, NASA
*Gr3; TBMM, Harbiye Museum, Glass Furnace, Atatürk Arboretum, Dolmabahçe Palace
*Gr4; Aquarium, TBMM, Anıtkabir, Places of Worship, Maiden’s Tower, Istanbul Project Trip
|Turkish: 1 Class novel author visit for each grade and the author invitations were planned for the Library Week. The conversations as mentioned in the parent sharing section are also valid here.
* New interviews were added to the Art-Social Sciences and Mathematics departments. Interviews on Traveler – the relation between daily life and mathematics – mathematics and dance – mathematics in the dark were held.
-“Açı Talks” conversations are being organized with our parents coming from different professional groups, every month for approximately about 6 years, in order to provide detailed information about the professional interests of the students.
-As of last year, “online” meetings were incorporated to this organization, and the student – alumni – parent relations were strengthened.
-An online chat was organized with 6 parents during the pandemic process.
MS:During the Week of Languages, the language learning and culture sharing events and activities of our school teachers continued. Expert parents and guests were invited to the STEM studies. At least one scientist at each grade level was invited to the Science and Technology Week. “Science for All” interviews were planned for teachers and school staff throughout the school. Interviews with the experts from different professions, our graduate students and teachers concerning the discussions about the relationship between the mathematics and dance, music, professions and games continued during the online process. New conversations were added.
In order to reinforce the achievements gained regarding the classroom novels at all levels or in order to reinforce the achievements gained during that period, the interviews were held and organized together with the writers or successful people in their fields of expertise. In addition to the above, the plans were made for interviews with people outside the school (family members and etc.) through the home work studies.
Within the scope of the Week of Languages, we had a guest speaker from Japan this year. During the online process, many interviews and conversations were held and organized together with scientists, parents and different guests from STEM fields from Turkey and from abroad, in order to increase students’ curiosity in science, Science for All meetings were held and organized at the end of the day and all of our schools and parents were invited to these meetings.
|Social Networking Sites||Revision of blog applications on school basis||SP-ASP-AC-PS-FC||June 2018||5th, 6th, 7th grade magazine club students published the Açı Magazine the QR code was shared in the corridors and on the notice boards. The blog posts and video shoots on the learning channel were planned.
A math channel was created in the MS Teams Library classroom. On the channel, a variety of interesting and entertaining posts such as current news about the world of Mathematics, information on the history of mathematics, mathematical facts that we did not notice, fun puzzles, famous mathematicians, TV series and movie recommendations, and Mathematics that we encounter in daily life were made and shared with students.
A Turkish Culture and Art Channel was also created for all levels, under the Library Channel. The creative work of students, book promotions, products they prepare were displayed in this area and shared with students. The writing samples of the students were included in a digital booklet in this area. In addition the products that the students made into a ppt, by vocalizing the texts they wrote were also shared on this channel.
The activities carried out for the history and geography-based lessons were archived on the Teams Library channel as well.. The studies of the science clubs were shared on the science channel created in this area. An Instagram page was opened for the studies. The student projects were shared in the said page.
-Corporate logo designs were made for overall social responsibility projects, in order to increase their corporate recognition in the social media.
-Instagram pages of 7 of our 16 social responsibility projects were opened.
– Overall campaign, study and campaign results were also shared with the entire of the school, from pre-school to high school levels, through the CIS system of the school.
– Website of 2 out of 29 Clubs; Instagram pages of 9 of these clubs, YouTube channel of one of these clubs were opened.
All of the high school videos were gathered under a YouTube channel, which was opened on behalf of Açı High School.
|The use of individual projects as homework||SP-ASP-AC-PS-FC||2017-2022
|Gr7 Turkish: Advanced level students were given the opportunity to create products for the story and poem competitions organized outside of the school * PR gr1 for the students who know reading, the contents of the studies were updated. Gr2 was finished.*The inter-disciplinary studies were revised on periodic basis. *gr1-gr2 homework tasks were revised. Grade 3-4 the revision of homework tasks for 2018-2019 years were included within the planning. MID: Homework tasks will be realized 2 times in a year and they will be project-basis tasks.
* The study activity contents for the students of the 1st grade at the Primary School have been updated. Gr2
* The homework assignments for the 1st grade and the 2nd grade students were revised according to our philosophy.
In Primary and Secondary Schools, a section was added under to math homework tasks called this section “if you have time left”, and questions suitable for all levels were included in this section were similar to the ones in kangaroo math-mind games.
The homework tasks in the 3rd and 4th grade level have been revised – the program development committee has prepared optional homework tasks s, during the school weeks – the tasks intentionaly increased participation of the families.
MS: Extracurricular projects were given for the Turkish-English-Mathematics and Science lessons in the secondary school.
MS: The course materials were prepared by the students in any format they wanted, for revision purposes and such studies were also given as homework and then shared in the lessons.
|Workshops and seminars on real life scenarios||Planning minimum 1 activity for each class of each grade||June 2018||A real compost system was prepared for the STE studies of the 7th graders of secondary school. The 5th grade STEM project was designed, in order to examine the lighting situation in different areas of our school and in order to develop suggestions about this matter. In the Harezmi project, the relevant studies were carried out on the composting of organic waste in the cafeteria.|
|PRI-L5: Research Work and Projects||Ensuring academic honesty is in effect throughout school life in the scope of K-12||SP-ASP-AC-PS-FC||2017-2022
|It was taken as a criterion for the researching and referencing study rubrics.
* Library lessons have been included into the content at each grade level as a part of the library action plan. As a part of the social sciences subject at the 5th grade, attendance was taken and re-assessment was taken after the learning activity.
MS-Academic honesty is measured by the student-based rubrics from 5th to 8th grade, not only in research classes, but also in homework and classroom studies. The analysis of the levels are made and they are evaluated with the library teacher and the action plan is started and proceeded, accordingly.
|Maintaining development in all disciplines to improve students’ research skills.||Making a list of research themes for each class||SP-ASP-AC-PS-FC||August 2017||Completed
Our secondary school students are given the opportunity to develop their research skills, in all lessons and to present the information they have researched about. The research topics and available resources are determined through routine meetings held with our library teacher and students are given feedback regularly on their progress.
|PRI-L6: Development of High Level Literacy Skills||Development of Reading Tree program||Revision of K12 reading list||SP-ASP-AC-PS-FC||June 2018||The books to be added to and excluded out of the system are determined- New ws preparation program was done. * PR: committee was established. 25 new books were added. The committee which was established for 2018-2019 years will determine 1 unit for each one of the classes and will prepare pilot daily plans in connection with the class novels and then implement such plans.
* Under the guidance of the teachers on the program development committee, the teachers at each grade level will read one book each month and address the relevant worksheet and the worksheets, which are to be revised with priority at the relevant grade level. 2-3 books were selected from each grade level, and 45 new worksheets were prepared according to the revised procedures.
MS- The reading list (classroom novels, elective readings, holiday readings, recommended books) is updated on the way during this process, and also at the end of the year, based on the student surveys and teacher evaluations. For this purpose, new publications are being followed-up throughout the year, and those that can be included in the list are read by the teachers.
2nd Foreign Language-MS: The relevant planning was made, in order to give 2 readings for each level, at 6-7-8 grades, one for the year and one for the summer holidays.
The Primary School- OKA series were included in the reading and writing program.
|Revision of books and texts||SP-ASP-AC-PS-FC||2017-2022
|PR: The old books were excluded. The list for the books to be purchased was created. Some of the class novels at MID were changed.
İO: The relevant research is underway for another book instead of the Fog Divers class novel.
Vanilla Scented Letters class novels will also be evaluated during the August study period.
|PRI-L7: Learning Centered Planning: Differentiation||Defining the education planning strategy according to the student needs||Improving the existing system for students who have shortcomings in their education as well as who are advanced. Writing down the procedures.||SP-ASP-AC-PS-FC||2017-2022
|In ACIS system the studies for entering a mark for not completed objectives and taking reports on the basis of student-class- and levels were carried out. It was put into effect as of October 3rd. Turkish- English: For advanced students, there is a “Dual Language Project” application. Volunteer students can prepare 2 projects within a year. STEM projects and rotation activity plans were developed. PR-MS: Fixed tutorial days were specified.
Secondary School: Team make-up activities were planned. Fixed day study sessions were held. In the mathematics program; while the projects, which were completed early, being TUBITAK (The Scientific and Technological Research Council of Turkey) projects, were studied with the students, who are ahead of their peers academically, concretization-operation skill development activities, using additional materials, were planned for the students, who are behind their peers academically.
MS: For the students who are at advanced level for a specific subject, the early finisher studies were given. Additional studies and study planning were carried out for the students who need more time to master some objectives.
Academically advanced students are being supported, in order to encourage them to participate in story writing competitions.
PR: In the online environment, the additional revision studies and Academic guidance teacher support provided according to the student needs.
|PRI-L8: Counseling Program||Development of counseling activities’ scope, content and procedures||Integrating the Middle School PM curriculum into the existing program||SP-ASP-AC-RÖ||June 2019||Completed.|
|Revision of middle school counseling program according to stages of development with age.
Establishment of guidance support program in the high school.
|PRI-L9: Life Skills||Identifying the life skill achievements and steps to be taken for the 1-8 group||Indicate the achievement as a result of the responsibilities given to the students.||SP-ASP-AC-PS-FC||2017-2022
|The procedure for students’ responsibilities was written. The committees are working on this area.
PR: 1-4 life skills homework tasks have been added into the curriculum. 1-4 math mind games are being given as homework, once in every week. Responsibility table has been incorporated into the beginning sections of the weekly booklets. .
Termly home responsibilities homework tasks were introduced.
MS: In accordance with the lessons and plans, some homework tasks were given to help students improve skills such as, use of the kitchen materials, making environmental observations, playing games with family members , researching family history, using the technology correctly etc.)
|PRI-L10: Developing Education Materials||Promoting collection of student feedback on the use and function of worksheets.||SP-ASP-AC-PS-FC||2017-2022
|The criterion of evaluation of the study is added into all of the student task evaluation rubrics. (PR)
MS: Due to the difficulties experienced in the One Note platform, during the progressive writing studies, this application was transferred to the Assignment area, upon the requests of the students. Some booklets are being used as in printed format for students find it more user friendly.
Material development is being supported through the feedback provided over an online platform, both for the homework tasks and for the classroom studies. In some of the studies, only the rubrics are marked and in some of the studies the relevant feedback are provided in writing. The submission format was changed, as a result of the feedback received from the students. The STEM study questions have been moved to forms. The booklets were divided into parts and sent from different media (nearpod, teams, forms and etc.)
|Ensuring sustainability in the application of worksheet standards (form-function-length-space usage)||PS-FC||2017-2022
|The expectations are being shared during the August working periods and feedback is given on the prepared materials periodically…|
|The evaluation and follow-up of worksheet procedures||Ensuring that the content and form of learning materials are up to standards||PS-FC||2017-2022
|It was planned to provide the relevant feedback during the planning meetings and individual update meetings.|
|Identifying databanks to be used for research||Giving training to teachers on the use and content of databanks||AC-KS||June 2019||A contract, which will be effective between December and May, was executed with Britannica school for the utilization of the secondary school students. All teachers will be furnished with a briefing about the use of the said data bank.|
|Researching app’s related to education and preparation of course-based lists||Choosing the gr1-4 app and promote its usage||SP-ASP-AC-PS-FC-IT teachers||June 2019||MS: Priority was given to the search and use of suitable apps, in order to effectively deliver all of the lessons, during the online process. During the development hours of the departments, the apps implemented at different levels were introduced.|
|PRI-L11: Measurement and Evaluation||Oral evaluation – Developing evaluation criteria for presentations and in class works||SP-ASP-AC-PS-FC||2017-2022
|1-4 presentation rubrics were revised and shared. 5-/ presentation rubrics were created and published by the committee.|
|Developing alternative written evaluations (Makeup exams – assessments of work done at home…)||SP-ASP-AC-PS-FC||June 2019||The performance tasks were added for 1st and 3rd semesters in the middle school for Mathematics and Social Sciences lectures. The quiz questions of social sciences were prepared according to the open book implementation. Online assessment platforms were used in overall branches – Socrative, MS forms, MS assignments.|
|Revision of the measurement and evaluation procedures and applications considering scales and skills and also ensure their standardization||Automation of gr1-4 process evaluation and getting an analysis report||SP-ASP-AC-ACIS team||August 2017||5-7 ÖD procedures were revised- updated version was put in the parent’s handbook and procedures. 1-4 ÖD procedures were revised – the relevant changes about effort rubrics- homework tasks and e-school entries were all reflected on the relevant procedures.
The common language formation activity was carried out in August and in program development.
Pre-application feedback is provided for the ODs made each semester both at the primary school and at the secondary school levels. The 1st ODs of the 4th grade at English were revised. The applications are reviewed and feedback is provided through the academic applications meetings held by OMs. During each planning meeting, the activities and works, for which individual feedback is to be provided, are determined. At the Secondary School, OD feedback lessons were attended and the teachers were provided with individual feedback. The efficient applications and fields of improvement were shared during the BK meeting.
|PRI-L12: Sustainable Social Projects||Development and promotion of social responsibility projects and implementations||SP-ASP-AC||2017-2022
|MS social responsibility studies were revised in order to create an infrastructure for the studies done at the high school.
Sustainable project activities with Parilti Foundation (Parilti Foundation to Support Visually Impaired Children) were commenced. The sustainable studies were initiated with the Parıltı Association.
|PR-L!2 Studies to be carried out in line with the Sustainable Development Goals||To create platforms, where the students can learn to feel, think and act with the awareness of global citizenship through activities that will gradually open their minds about addiction, diversity and common human values from the moment they step into the school until the time of their graduation.
|PRI-L13: Learning School||The students’ evaluations of learning||Maintaining existing applications with revisions||SP-ASP-AC||2017-2022
|At the Primary School level, the rubrics, in which the students make assessments, are added to all worksheets and booklets. They are ensured to make assessments, using the rubrics that match the output activities or the relevant takeaways, within the daily plans. Both at the Primary School level and at the Secondary School Level, opportunities are created to receive the opinions of the students after the school weeks application and the field trips.
Academic life in the high school has been started to be evaluated by the student council.
|Learning centered class observations and feedback||Maintaining existing applications with revisions||SP-ASP-AC||2017-2022
|PR: Lesson observations were made in the online environment and student-oriented feedback (following-up and monitoring of the student’s participation in the online classes, controlling the learning and providing feedback to the studies of the students by the teachers, student motivation, active participation of students, ensuring the student’s participation in the lesson in a suitable environment) was provided to the teachers.|
|Generalize colleague observations based on a system||Writing down the procedures for colleague observation system||SP-ASP-AC||August 2017||Completed|
|Defining what passing from teacher observation to student observation is||Within the existing criteria, prioritize the ones for evaluation that would yield such achievement||AC-SP-ASP||2017-2022
|A rubric was created in the High School Counseling system. The working style of the school counselor teacher and deputy principal was defined, accordingly.|
|Revision of the SRÖ system and conversion of it into counseling||Planning 5-7 SRÖ coaching training||AC-SP-ASP||August 2017||Coaching training was received- putting into practice of it will be evaluated via observations and personal feedback.|
|Main Title||Subtitle||Target||Sub-target||Responsible||Date||Actions taken|
|Informatics||ICT-1: ACIS (New model for the school intranet)||Development of ACIS applications and using them effectively||SP-ASP-AC-IT-ACIS team||2017-2022
|PR-MS-High School: Progressed with the software for active use of the pre-registration, scholarship, Açı reports, effort rubrics, guidance, class handover areas.|
|Informatics||Digital Citizenship||K-12 Creation of the Digital
|ICT-2: Digital Archive||Description and content of the archive||Adding presentations made to the school archive||SP-ASP-AC-FC-ACIS team||June 2018||An ICT committee was established in order to ensure preparations of the programs for all school levels. The group started planning with Mr. Yavuz Samur, Head of Educational Technologies Department of BAÜ in March-2018.
Curriculum 1-7 has been prepared with the interdisciplinary connections – 8th grade curriculum will be revised during the 2021-2022 academic year.
|Determine the procedures for setting up and using the archive||SP-ASP-AC||June 2018|