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Ohio Department of Education& HSTW/MMGW Ohio Regions

School NameSite Review (SRP) Report Document

2018-19

June 1, 2018

HSTW/MMGW

1

SRP Visit TeamPrincipal: (Name) HSTW/MMGW Site Coordinator:

Member: (Name/Title) Member: (Name/ Title)



Member: (Name/ Title) Member: (Name/ Title)

District Representative: (Name/Title) Regional Coach:

Site Review Report DocumentDue May 2019

Examples and Tables to be Included in the Final SRP Report are found on the following pages. Pages

Executive Summary (to be completed last) See Appendix A for sample 3

Site Background / Site Information Page 4

Summary of Team Roles and Work 5

Leadership Team Assessment of Progress in Implementing the MMGW Design Data Sheet 6

MS Table 1 – Student Achievement Levels 7

MS Table 2 – Annual Measurable Objectives 7

MS Table 3 – Student Progress (Value Added) 7

Leadership Team Assessment of Progress in Implementing the HSTW Design Data Sheet 8

HS Table 1 – Student Achievement 9

HS Table 2 - Gap Closing 9

HS Table 3 - Graduation Rates 9

Leadership Team Assessment of Progress in Implementing the HSTW Design C/T Data Sheet 10

CT Table 1: JVSD Graduation Rates 11

CT Table 2: Prepared for Success 11

CT Table 3:Post-Program Outcomes 11

Table 4 - Advanced Placement Exam-Three Year Trend 12

Table 5 - Comparison of ACT Five Year Trend to All Ohio Students 12

Table 6 - 9th Grade Failure Rates 12

HSTW/MMGW High Performance Rubric 13

Documentation of Progress Worksheet Relevant to SRP 14

Site Review Document of Focus Action Plan 15

Final Report Checklist/Reminder to Attach Relevant Information (i.e. Exit Summary, etc.) 16

Appendix A: Samples Executive Summary 17-20

Appendix B: Sample Summary of Team Roles 21

Appendix C: Sample Documentation of Progress Worksheet 22-23

Appendix D: HSTW and MMGW Key Practices 24

Completed Final Reports should be submitted electronically to:Your Regional Office and Dan Stacy, Ohio Department of Education

[email protected] LATER THAN MAY 2019

Please make sure you keep an original copy for your records.

2

mailto:[email protected]

HSTW Ohio Regions Site Review Process Executive SummarySite name, city, state

This report presents findings of a High Schools That Work (HSTW)/Making Middle Grades Work (MMGW) Site Review Process (SRP) conducted during the 2018-2019 school year. It describes outstanding practices and major challenges to increasing student achievement. Through this self-study, the school has identified what the school has done, and what the school plans to do to implement HSTW/MMGW key practices in support of the District Strategic Plan that meets Ohio and federal requirements.

Executive SummaryThe school set goals to close the gaps between high- and low-performing students and will continue to reform the school in ways that will prepare more students for meeting high school/postsecondary readiness standards.

The SRP team observed the following Best Practices:

Best Practice(s)

o School Contact: Name, Title, Phone, Email

As a result of the SRP, the school has prioritized the following HSTW Key Practices to be addressed over the next three to five years:

Key Practice:

Key Practice:

Key Practice:

Action Steps and Recommended Resources:

Action:

Resources:

Action:

Resources:

Action:

Resources:

Additional information for all prioritized Key Practices is included in the Documentation of Progress Sheets and Document of Focus Action Plan summary.

3

Site Background

Overview: (Name of school) (Initials of school) is a (rural, urban, suburban) school located in (northwest, northeast, central/southeast or southwest) Ohio. (Initials of school) joined the HSTW network in (year). Annually, the school has received a state grant and every two years has administered the HSTW Survey. [For high schools and middle schools only, add this sentence: (Initials of school) is a receiving/sending high/middle school students from/to (name of middle/high schools), a (HSTW/MMGW) site/sites since (year).] [Career center only add this sentence: (Initial of school) serves students from the following associate schools: (list associate schools.)]

Enrollment & Demographics: Current enrollment is approximately (number) students in grades (number) through (number). The student population is (rounded number) percent (largest ethnic group), (rounded number) percent (second largest ethnic group), (rounded number) percent (third largest ethnic group), and (rounded number) percent other (Note: percentages must total 100 percent). About (rounded number) percent are economically disadvantaged and eligible for free or reduced lunches, and (rounded number) percent are students with special needs.

Staff Credentials: (Capitalized number) percent of the (number) full-time teachers are highly qualified; (number) percent have five or more years of experience; (number) percent hold a (master’s degree or a master’s plus 30); and (number) percent are (middle/high/career technical) school certified in grades (number) and (number).

Daily Schedule & Classes Offered: (Initials of school) operates on a (number) (period day/block schedule/flexible schedule) of (number) minutes. [Add this sentence if needed: In addition, a (number) minute (homeroom/extra help/intervention period/other) period is scheduled (daily/weekly).] The school offers (AP courses/ Dual Enrollment Courses at (HS/local college/other). This year (number) percent of students enrolled in Tech Prep programs, and (number) percent participate in Post-Secondary Education Options (PSEO) at (names of institutions). To graduate, a student must earn (number) of credits and pass state tests.

Performance Rating: (Initials of school)’s performance rating on the (year) Ohio Report Card is “(Academic Watch/Academic Emergency/Continuous Improvement/Effective/Excellent),” and (has met Adequate Yearly Progress (AYP) (OR and the school did not meet Adequate Yearly Progress (AYP) (for the last three years and is in School Improvement [number]). (Initials of school) did not meet AYP for the (student group) in (subject). (Initials of school) has an attendance rate of (number) percent (Add this sentence if a high school and career centers) and a graduation rate of (number) percent.

Contact Information:School Contact: Name, title, email, phone number

4

Summary of Team Roles and Work

Please list focus team information (See Appendix B for sample)

Team ( name ) Description: Team members/leader: Key practice reference:

Team Description: Team members/leader: Key practice reference:




5

Leadership Team Assessment of Progress in Implementing the MMGW Design

School Name

Section A: Percentage of students meeting state academic goals (7th/8th)

2017Report Card

2018Report Card

Gap +/-

1. 7th/8th Reading Goal

2. 7th/8th Mathematics Goal

3. 8th Science Goal

4. HS Algebra 1

5. HS Geometry

6. Indicators Met

Section B: Percentage of students reporting an “intensive emphasis” for the following indices compared to all sites

2016Site%

2016All Sites

%

Gap +/-

Aligned Academic Core1. English/Language Arts Curriculum

2. Mathematics Curriculum

3. Science Curriculum

High Expectations/Extra Help

4. High Expectations

5. Extra Help

Engaging Classroom Practices

6. Engaging Literacy

7. Engaging Numeracy

8. Engaging Science

9. Engaging Socially

10. Engaging Emotionally

11. Engaging Intellectually

12. Engaging Behaviorally

Guidance and Advisement13. Guidance

14. Importance of School

6

Tables for Ohio Report Card Data Analysis Additional data for Site Leadership to evaluate for possible improvement action plans.

School NameMiddle School - Table 1

Student Achievement Level Performance Index

Percentage of Students at each Achievement Level 2017 and 2018

Performance Index Points

% Untested

%Limited

%Basic

%Proficient

%Accelerated

%Advanced

%Advanced

Plus2017

2018

Source: 2017 Ohio Report Card and 2018 Report Card

Middle School - Table 2Gap Closing

Annual Measurable Objectives (AMO) 2017 and 2018 OH Report Card ProgressMiddle School Comparison of Group and all Student Performance vs. State Goal (%)

2017 Report Card

State Goal SWD All

Students

Progress SWD to All

Students +/-

Progress SWD to

State Goal

ED AllStudents

ProgressED to All Students

+/-

Progress ED to

State Goal +/-

ELA 74.2

Mathematics 68.5

2018 Report Card

State Goal SWD All

Students

Progress SWD to All

Students +/-

Progress SWD to

State Goal

ED AllStudents

ProgressED to All Students

+/-

Progress ED to

State Goal +/-

ELA 77.1

Mathematics 72.0 Source: 2017 and 2018 Ohio Report Card SWD - Students with Disabilities; ED - Economically Disadvantaged Subgroups with fewer than 30 students are not rated.

Middle School - Table 3Progress (Value Added) 2017 and 2018 Report Cards

OverallGrade

GiftedStudents

Students in Lowest 20%

Students with Disabilities

20172018

Source: 2017 and 2018 Ohio Report Card

Notes: 1. Schools are encouraged to completely review their Ohio Report Card Data.2. Guiding Questions to assist in identifying 2-3 Key Practices for focused improvement are contained in Appendix 7 of the 2018-19 Site Review Process Guide.

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Leadership Team Assessment of Progress in Implementing the HSTW Design

School Name

Section A: Percentage of students meeting state academic goals (HS) 2017 2018 Gap +/-

(A-B=C)1. Algebra 1

2. Biology

3. ELA 1

4. ELA 2

5. Geometry

6. Government

7. History


2016 Site %

2016All Sites

%Gap +/-

1. High Expectations (Career Pathways Pipeline) p37

2. Quality Extra Help (Time and Support for Students) p 33

3. Literacy Across the Curriculum (Engaging Literacy) p25

4. Mathematics p.27

5. Providing Timely Guidance (Academic and Career) p47

6. Continuous School Improvement (Teacher) p 57

7. Work Based Learning (School/Community Experiences)Percentage of students that said the following compared to all sites

2016 Site %

2016All Sites

%Gap +/-

8. Currently taking or took a science course in their senior year. p17

9. See evidence that their English, math and science teachers are working together with the CTE teachers.p31

10. Challenging courses will prepare them for goals beyond high school. p54

8

Tables for Ohio Report Card Data AnalysisAdditional data for Site Leadership to evaluate for possible improvement action plans.

School Name

High School Table 1

Student Achievement LevelPerformance Index

Percentage of Students at each Achievement Level on 2017 and 2018 Ohio Report Cards

Year Performance Index Points

% Untested

%Limited

%Basic

%Proficient

%Accelerated

%Advanced

% Advanced

Plus20172018


High School Table 2

Gap ClosingAnnual Measurable Objectives (AMO) 2017 and 2018 OH Report Card Progress

High School Comparison of Group and all Student Performance vs. State Goal (%)

State Goal SWD All

Students

Progress SWD to All

Students +/-

Progress SWD to

State Goal

ED AllStudents

ProgressED to All

Students +/-

Progress ED to

State Goal +/-

2017 Report Card DataReading 74.2Mathematics 68.5Grad Rate 82.8

2018 Report Card DataReading 77.1Mathematics 72Grad Rate 85.1

Source: 2017 and 2018 Ohio Report CardHigh School Table 3

Graduation Rate 2017 and 2018 Ohio Report CardsPercent vs. State Average

Report Card School 4 Year % State 4 Year % School 5 Year % State 5 Year %

20172018


Notes: 1. Schools are encouraged to completely review their Ohio Report Card Data.2. Guiding Questions to assist in identifying the 2-3 Key Practices for focused improvement are contained in Appendix 7 of the 2018-19 Site Review Process Guide.

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Site Review Process GuideCareer Technical Center

Leadership Team Assessment of Progress in Implementing the HSTW Design

School Name

Section A: Proportion of students passing technical assessments 2017 2018 Gap +/-

(A-B=C)1. Academic Attainment-Reading

2. Academic Attainment-Math

3. Technical Skill Attainment

4. Secondary School Completion

5. Single Year Graduation Rate

6. Placement

7. Nontraditional Participation

8. Nontraditional Completion


2016 Site %

2016All Sites

%Gap +/-

1. High Expectations (Career Pathways Pipeline) p37

2. Quality Extra Help (Time and Support for Students) p 33

3. Literacy Across the Curriculum (Engaging Literacy) p25

4. Mathematics p.27

5. Providing Timely Guidance (Academic and Career) p47

6. Continuous School Improvement (Teacher) p 57

7. Work Based Learning (School/Community Experiences)

Percentage of students that said the following compared to all sites

2016 Site %

2016All Sites

%Gap +/-

8. Currently taking or took a science course in their senior year. p179. See evidence that their English, math and science teachers are working together with the CTE teachers.p3110. Challenging courses will prepare them for goals beyond high school. p54

10

Career Technical CenterTables for Ohio Report Card Data Analysis

Additional data for Site Leadership to evaluate for possible improvement action plans.

School NameCareer Technical Table 1

JVSD Graduation Rate vs. State Average

Report Card School 4 Year % State 4 Year % School 5 Year % State 5 Year %

20172018


Career Technical Table 2Prepared for Success

Percentage of Students Ready for College or Career

Report Card Dual Enrollment Advanced Placement Participation Honor Diploma

20172018


Career Technical Table 3Post-Program Outcomes

Proportion of Students employed, in apprenticeship, military or enrolled in postsecondary education or advanced training

Report Card Post-Program Placement

Industry Recognized Credentials Status Known Rate

20172018


Notes: 1. Schools are encouraged to completely review their Ohio Report Card Data. 2. Guiding Questions to assist in identifying the 2-3 Key Practices for focused improvement are contained in Appendix 7 of the 2018-19 Site Review Process Guide

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Some Additional Tables for Data AnalysisNote: SRP Sites can use OH Report Card and Site Based Data to populate additional relevant tables including:

Table 4Advanced Placement (AP) Exam Three-Year Trend

By Student Average Scores/Participation 2016-2018

AP Subject AP Subject AP Subject

# Students

Average Score

# Students

Average Score

# Students

Average Score

2016

2017

2018

Source: AP/School-based Data Table 5

Comparison of ACT Three-Year Trend to All Ohio StudentsBy Student Participation/Percentage Meeting College Readiness Benchmarks

2016-2018Year Number

Students

% Test

Takers

English Math Reading Science MeetingAll Four

Site

State Site

State Site

State Site

State Site

State

201620172018

Source: ACT School Profile Report

Table 69th Grade Failure Rates

2017-2018Subject Areas 2017 2018 1st semester 2018-2019EnglishMathematicsScienceSocial StudiesFailed All Four Subjects

Source: School-based Data

In addition, schools can work with their HSTW coach to create relevant data tables for two additional areas of the OH Report Card:

Progress—Value Add

Prepared for Success—College entrance exam remediation-free scores; honors diplomas; industry-recognized credential(s); International Baccalaureate test scores; and/or College Credit Plus credits

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HSTW/MMGW High Performance Rubric

Section D: Review of HSTW Site CCIP RequirementsSchool and coach will reach consensus on MOU requirements (1-10 using site and regional data)

Implementation Level Rating Scale (for each requirement)Low0 - 5

Moderate6 - 8

Intensive9 - 10

A) Attend HSTW/MMGW workshops and meetings and provide aligned professional development for staff

Implementation Level Scoring

1. Participate in HSTW/MMGW professional development at the national, state and regional levels.

2. Provide in-school professional development aligned to the school improvement plan/HSTW/MMGW Site Action Plan.

B) Administer the HSTW Assessment and/or the MMGW Survey in designated years (two-year cycle) and analyze data in the year following the assessment

ImplementationLevel Scoring

3. Administer the HSTW Assessment and/or the MMGW Survey meeting all deadlines and expectations and attend recommended workshop to analyze the data in the year following the assessment.

C) Organize and host a Site Review as required on a three to five year rotation (when designated by Regional Office)

ImplementationLevel Scoring

4. Participate in a Site Review and address all site expectations.

5. Use the Site Review Report to update the School Improvement Plan or one seamless plan.

D) Submit required reports to SREB, state and region ImplementationLevel Scoring

6. Submit all required reports to SREB (e.g., Annual Site Progress Report, Graduate Follow-Up Survey), state (e.g., CCIP, FER, customer service survey), and region (e.g., updated HSTW/MMGW Site Action Plan.

E) Support of a HSTW and/or MMGW CoordinatorImplementationLevel Scoring

7. HSTW and/or MMGW Site Coordinator is given time to work on MMGW.

8. Active involvement of the HSTW and/or MMGW Site Coordinator.

F) Organize and maintain active HSTW and/or MMGW Leadership Teams ImplementationLevel Scoring

9. Active involvement of the principal, director, and administer on the leadership team.

10. Active involvement of all staff on focus teams.

Total Score (add individual scores and divide by 10)Overall Site

Implementation Level

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Documentation of Progress Worksheet: (Key practice name)(See Appendix C for completed sample)

Site to complete parts A & B. Finalize with your coach no later than four weeks before SRP visit.School/DistrictTeam (s) HSTW Coach

Key Practice and description

A. How does implementation of this Key Practice support and align with the CCIP/OIP/PerkinsDescribe how work on the Key Practice aligns to CCIP/OIP/Perkins

B. Narrative for this Key Practice

1. What the School Has DoneWrite a paragraph describing actions taken for each indicator selected in Section C. Include dates of implementation and data/measures of success. Include a paragraph describing recommendations not acted upon from the previous Site Review.

2. What the school is Doing Now Describe current plans and actions during this school year for this Key Practice.

3. Challenges to Implementing PlansDescribe barriers and constraints to implementing planned actions described in B2 and B3.

4. What the School Plans to do Based on Findings of the SRP On-Site ReviewComplete plans for implementation on the Document of Focus sheets- see page 16

C. Data AnalysisData chart will be provided for 2-4 selected Key Practice Documents of Progress

15

Site Review Document of Focus Action Plan

SCHOOL ACTION PLAN YEARS

COMPLETE A DOCUMENT OF FOCUS FOR EACH KEY PRACTICE SELECTED

Key Practice:

Strategies Action StepsWhat will be monitored to

ensure successful implementation?

Evidence of SuccessHow will you measure

success?

Responsible Party Target DateWhat is the approximate

timeframe for implementation of the action?

SRP Final Report ChecklistTo be completed by May, 2019

Completed Executive Summary

Completed Site Background Information Sheet

Completed Summary of Focus Team Roles and Work

Completed Leadership Team Assessment of Progress

Completed Tables for Data Analysis

Completed HSTW/MMGW High Performance Rubric

Completed Relevant Documentation of Progress Worksheets

Completed Document of Focus Worksheets

All of the above items should be included in the SRP final report

Submit completed final report electronically to:

Your Regional Office and Dan Stacy, Ohio Department of Education

[email protected] LATER THAN May 2019

Please make sure you keep an original copy for your records.Confirmation of receipt of report will be emailed to site contact

17

Appendix A: Sample High School Executive Summary

HSTW Ohio Regions Site Review Process Executive Summary(Name) High School, (City), Ohio

Executive Summary

The school set goals to close the gaps between high- and low-performing students and will continue to reform the school in ways that will prepare more students for meeting high school/postsecondary readiness standards.

(Name) High School SRP Site Team hosted a two-day SRP on December 4 and 5, 2017. On Day 1, two HSTW coaches conducted scheduled interviews with the superintendent, curriculum director, teachers, students and parents. On Day 2, the HSTW Coach and four SRP Visiting Team members conducted classroom observations during the first half of the day and debrief together in the afternoon providing feedback to the principal and site coordinator.


Best Practice: Teachers Working Together

(Name) High School Flexible Schedule includes time weekly for teachers to work together. The staff work to monitor student progress through weekly scheduled meetings on Wednesdays. During this time, staff also participate in professional development often presented by the staff. This year, the ELA department has shared literacy strategies that teachers are encouraged to implement cross-curricular. School Contact: Name, Site Coordinator, email, phone.

(Name) High School CCP Rigorous Program of Study available to all students through the Local Community College with 55 credit hours available on campus, the highest in a 5 county area. School Contact: Name, Site Coordinator, email, phone.

Prioritized Key Practices for the next three to five yearsAs a result of the SRP, the school has prioritized the following HSTW Key Practices to be addressed over the next three to five years:

Key Practice: Rigorous Academic Studies – Literacy Across the Curriculum

▪ Teach more students the essential concepts of the college-preparatory curriculum by encouraging them to apply academic content and skills to real-world problems and projects.

▪ Develop strong literacy, numeracy and math skills that are necessary to succeed in post-secondary education and training settings and the workforce.

The SRP Visiting Team recommends the following actions for the FHS staff:

• ELA teachers share rubrics with other department; rubrics that are used to score the state writing prompts for grades 9 – 10

• Use MLA, APA, Chicago or other writing styles to expose students to various styles• Adopt a common writing rubric and provide PD for teachers and students on giving feedback• Provide professional development on engaging literacy strategies

Evidence-based Strategy: Implement evidence-based reading and writing strategies across the curriculum.

18

Sample Only Not to be

included in final Site Report

Appendix A: Sample High School Executive Summary Action Steps:

Provide Literacy Design Collaborative (LDC) professional development for all teachers Require all teachers to have an outside of text reading, and at least quarterly writing/reading student

products to increase literacy based instructional practices across the curriculum. Provide all teachers with access to literacy resources needed to support of reading and writing

instruction in all classes. Establish an LDC teacher calibration protocol, using a school writing rubric, to provide feedback to both

teacher and students on student writing products. Monitor the implementation of LDC evidence-based literacy strategies by using the LDC/FHS writing

rubric to compare student work produced in the fall 2018 to work produced in the spring 2019.Resources: Literacy Design Collaborative (LDC), www.ldc.org; HSTW NE Ohio Region will provide LDC professional development to all staff during the 2017-2018 school year including a nationally certified LDC Coach to facilitate the PD and monitor progress.

Key Practice: Program of Study

▪ Require each student to complete an upgraded academic core and a concentration. ▪ Learn in a culture of continuous improvement in which teachers and leaders track progress on a

number of indicators toward the goal of having 80 percent of students leaving high school college- and career-ready with 25 percent earning an advanced certificate or degree by age 25.

The SRP Visiting Team recommends the following actions for the FHS staff: Require all teachers to receive professional development on DOK rigorous instructional approach to

improve student performance on the Ohio State Test and the ACT. Make the senior year expectations more rigorous especially for non-College Credit Plus students.

Evidence-based Strategy: By requiring all students to complete a rigorous program of study will reduce the opportunity gap for successful enrollment in postsecondary education, enlistment in the military, and employment in a challenging career field.

Action Steps:

Offer students more diverse College Credit Plus courses

Certify more teachers as adjunct professor to offer more CCP courses on campus.

Update the course catalog with the new CCP courses when available.

Identify struggling students earlier to help with transition to postsecondary options.

Review academic records from 7th and 8th grade to identify struggling students, especially in mathematics

Resources: Local Community College CCP, https://www.localccc.edu/ccp/Additional information for all prioritized Key Practices is included in the Documentation of Progress (DOP) and Document of Focus (DOF) worksheets.

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https://www.localccc.edu/ccp/

Appendix A: Sample Middle Grades Executive Summary

HSTW Ohio Regions Site Review Process Executive Summary(Name) School, (City), Ohio

This report presents findings of a High Schools That Work (HSTW)/Making Middle Grades Work (MMGW) Site Review Process (SRP) conducted during the 2017-2018 school year. It describes outstanding practices and major challenges to increasing student achievement. Through this self-study, the school has identified what the school has done , and what the school plans to do to implement HSTW/MMGW key practices in support of the District Strategic Plan that meets Ohio and federal requirements.

Executive SummaryThe school set goals to close the gaps between high- and low-performing students and will continue to reform the school in ways that will prepare more students for meeting high school/postsecondary readiness standards.


Best Practice(s) ● The staff at (School) has adapted and implemented the use of technology as an instructional tool with open arms. Technology has become an integral part of the daily instruction and school culture as evidenced in the SRP observations and various stakeholder interviews.

● The daily classroom learning environment at (School) is rooted in several research based instructional practices and genuinely accepted by both the teachers and students. The SRP observations indicated this culture as a norm in the (School) classrooms with the use of FIP’s e.g., bell ringers, exit slips, I-can statements, a consistent focus on standards, and the use of technology by students and teachers.

● (School) has implemented an extra help period for all grade levels that focuses on the concept of intervention, acceleration, and organization for all students based upon assessment data. The PRIDE period concept of the MMGW 10 key practices creates a flexibility for each grade level TBT to organize intervention based upon their unique data and the availability for all students to get extra help form all CORE academic teachers.

● All stake holders agree that the staff at (School) is welcoming, caring, student centered, and willing to go beyond the call of duty. This welcoming culture has created a sense of community at the school. No doubt the administrators, teachers, and support staff care about the students at (School). Repeatedly stated in all interviews, an overwhelming sense that the students genuinely like the teachers, and sense of pride from the support staff in their role at the school.

School Contact: (Name), Principal, (Phone), (email)

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Appendix A: Sample Middle Grades Executive Summary

As a result of the SRP, the school has prioritized the following HSTW Key Practices to be addressed over the next three to five years:

SRP challenges identified:

Teachers Working Together Several different stakeholders’ interviews indicated that the culture among teachers is not collaborative

and at times confrontational. This has led to a negative moral in the building in turn holding back the teaching and learning process. This was cited in both teacher and parent interviews.

High ExpectationsSeveral recent and past events plus numerous constraints have affected the scheduling flexibility at

(School). This lack of scheduling flexibility limits the administration in creating a master schedule that is competitive with needs of students in the 21st century. Reasons for the challenge- Several administrative changes, RIF in recent years, sharing staff and building space.

Continuous Improvement Through Strong Leadership- (School) lacks the initiatives to consistently engage all stakeholders in the continuous improvement

process. It was cited that the school needs to foster the teachers more as leaders, implement parent and student advisory councils, and use data to determine the effectiveness of any action steps created. This challenge was cited in interviews at all levels.

High Expectations and a System of Extra Help and Time The PRIDE period at (School) is rooted in the concept of extra help but lacks the consistent application

and evaluation to make it an effective tool for improving student achievement. Is there a clear objective for PRIDE, how do we evaluate the periods effectiveness, how do the IEP students fit into PRIDE, is the period implemented with fidelity across the school? This challenge was also cited in multiple interviews.

Action Steps and Recommended Resources:

● Action: PRIDE Period – Principal will reiterate the purpose of PRIDE and objectives – 1) Remediation, 2) Extension, and 3) Advisory. Grade level teams will discuss how this will work for them and identify a schedule to meet these objectives. We will also establish a data tracking process – STAR, MOBY MAX, etc. that will be utilized by all to track improvement.

Resources: Advisory – resources that have been selected by admin and staff input will be provided to each grade level for them to review and prepare over the summer. Each grade level will have a different focus. Remediation – we will explore the use of current tools and decide on one that makes sense for all grade levels. Extension – we will discuss which teachers will explore extension programing. Admin will work to supply needed resources.

● Action: Engaging Stakeholders – Teacher teams will identify some areas that they feel will be beneficial to engage stakeholders – parent nights, after school activities, community events, etc. Goal will be to try and have 1 event per grading period.

Resources: We will survey stakeholders and gauge interest and input to further refine.

● Action: Teachers will be working together in teacher teams to incorporate more collaboration and cross-curricular units/projects.

Resources: Teachers will analyze end of quarter assessments to find areas of weakness in which they can focuss their cross curricular units.

Additional information for all prioritized Key Practices is included in the Documentation of Progress Sheets and Document of Focus Action Plan summary.

21



Appendix B: Sample Summary of Team Roles and Work (Continued)

Example Only

Team Professional Development

● Description: Use staff survey and program evaluation data to continuously improve school culture, organization, management, curriculum and instruction to advance student learning.

● Team members/leader: Insert Team Leader and Member Names

● Key practice reference: Culture of Continuous Improvement

Team Data/Placement ● Description: Use district data to drive classroom instruction and career placement initiatives.


● Key practice reference: High expectations, Use of data

Team Assessment

● Description: Teachers prepare students with the knowledge and skills needed to have success, using current state standards and common core.


● Key practice reference: High expectation, aligned academic core, literacy across the curriculum.

Team Extra Help

● Description: Teachers expect high quality work from all students. A systematic approach is in place to identify struggling students and provide assistance to them. Teachers prepare students with the knowledge and skills necessary for success in a rigorous high school curriculum.


● Key practice reference: High Expectations, extra help, intervention programs for at-risk students, use of data.

Team Building Leadership Team

Description: Teachers, who meet with the administration to discuss important items that impact our school and our students, make decisions that impact the school and our students.

Team members/Leader: (Insert names)

Key practice reference: all

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Sample Only Not to be included in final Site Report

Appendix C: Sample Documentation of Progress Worksheet: High Expectations

School/DistrictTeam (s) HSTW Coach

High Expectations: Motivate more students to meet higher standards by integrating high expectations into classroom practices and providing frequent feedback.

A. How does implementation of this Key Practice support and align with the CCIP/OIP/PerkinsDescribe how work on this Key Practice aligns to CCIP/OIP/Perkins.

B1. What the school has done. The Sample High School scored a 72% on letting students know what is expected of them to earn an A or B on an assignment. Teachers continue to work on forming rubrics for assignments and tests. This allows students know what is expected of them to earn a grade. In 2016 43% of students reported spending an houror more a day on homework. This number reflects the time teachers allow in class for students to do homework. This also allows students time to get help on their homework. An area that the school needs to improve on and is currently working is having students edit their work after they have written rough drafts. In the 2016 HSTW Assessment, only 48 percent of students said they often revised essays or other written work. Teachers are also working on instilling the value of hard work and completing assignments in students. Sample High School has been working the last two years to raise the high expectations for students. Some of the things that the school has done to raise expectations for students are adding AP classes and adding ACT preparatory classes.

Another policy that the school has implemented to raise student achievement is SSR time for 30 minutes two times a week. The English Department also started SSR time at the beginning of each class this year. Along with the SSR at the start of each class the English Department has also instated journaling to help students with their written work. One teacher in the English department has been assigning an OGT journal a week. In this class students are asked to pre-write, write a rough draft, and a final draft. The rough draft is to have editing on it when it is turned in at the end of the week with the final draft. All staff members also do a good job of making sure all students get extra help when they need it during advisory time.

B2. What the School is Doing Now: The Extra Help/Student Assistance group is working on multiple ways to provide more help for students. One thing we are working on is having a more rigorous missing homework policy for students. The Extra Help/Student Assistance group would like to see the amount of missing assignments go down, in order to this we would like policy put into place stating that after missing three significant assignments of teacher's choice a student would get a detention to be served with a date when the missing assignment must be completed. The group hopes that this consequence will dissuade students from not doing homework. Another policy the Extra Help/Student Assistance group would like to see in place by the end of the year is setting grade and attendance requirements for students attending field trips. Over the next few years the group would like to look at starting study tables and requiring OGT help sessions for students needing help learning concepts to pass the OGT’s. The Extra Help/ Student Assistance team would also like to look into changing the early dismissal and late arrival policy for failing and at risk students.

B3. What school plans to do Based on Findings of the SRP On-Site Review: On Document of Focus

C. What challenges still exist: One challenge we face at Sample High School is communicating with our students the high expectations we have for them. Students scored CNE at a 38 % for teachers emphasizing high expectations. We feel the challenge lies in letting students know what our high expectations are in a way they understand them. Another challenge we have when it comes to providing extra help to students is getting students self-motivated to receive the help. Help to students is available many just don't reach out and take the help they can get in any class.

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Appendix C: Sample Documentation of Progress Worksheet (Continued) High Expectations

C. Data Analysis:

Benchmark Indicators: High Expectations2014 %

Your students

2016 % Your

students

Progress 2014 to 2016 +/-

2016 All students

Power IndicatorsPercentage of student responses that suggest an intensive emphasis: HSTW 5. High Expectations

33% 38% +5% 60%

• HSTW 8. Students reported that their teachers often clearly indicated the amount and quality of work that were necessary to earn a grade of A or B at the beginning of a project or unit.

65 72 +7 85

Additional Indicators for this key practiceHSTW 12. Students reported that they often worked hard to meet high standards on assignments.

52 60 +8 80

HSTW 14. Students reported that they somewhat or strongly agreed that the grades they received were the result of the amount of effort they put forth in their classes.

98 87 -11 80

HSTW 15. Students reported that they usually spent one or more hours on homework each day.

47 43 -4 80

HSTW 81. Students reported that they often revised their essays or other written work several times to improve their quality.

NA 48 NA 80

Source: 2016 HS Survey

Appendix D: HSTW/MMGW Key Practices

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HSTW MMGWHigh expectations- Motivate more students to meet high expectations by integrating high expectations into classroom practices and providing frequent feedback.Program of study - Require each student to complete an upgraded academic core and a concentration.Academic studies- Teach more students the essential concepts of the college-preparatory curriculum by encouraging them to apply academic content and skills to real-world problems and projects.Career/technical studies- Provide more students access to intellectually challenging career/technical studies in high-demand fields that emphasize the higher-level academic and problem-solving skills needed in the workplace and in further education.Work-based learning- Enable students and their parents to choose from programs that integrate challenging high school studies and work-based learning and are planned by educators, employers and students.Teachers working together- Provide cross-disciplinary teams of teachers time and support to work together to help students succeed in challenging academic and career / technical studies. Integrate reading, writing and speaking as strategies for learning into all parts of the curriculum and integrate mathematics into science and career/technical classrooms.Students actively engaged – Engage students in academic and career/technical classrooms in rigorous and challenging proficient-level assignments using research-based instructional strategies and technologyGuidance – Involve students and their parents in a guidance and advisement system that develops positive relationships and ensures completion of an accelerated program of study with an academic or career-technical concentration. Provide each student with the same mentor throughout high school to assist with setting goals, selecting courses, reviewing the student’s progress and suggesting appropriate interventions as necessary.Extra help- Provide a structured system of extra help to assist students in completing accelerated programs of study with high-level academic and technical content.Culture of continuous improvement- Use student assessment and program evaluation data to continually improve school culture, organization, management, curriculum and instruction to advance student learning.

*SREB website, www.sreb.org, 2016

Aligned academic core – Provide rigorous content in all middle grades academic core classes and align core classes with performance standards that clearly state what student must know, understand and be able to do to succeed in college-preparatory English, mathematics, science courses in high school. Enroll middle grades students in core curriculum that accelerates their learning, challenge them and appeal to their interests.Engaging classroom practices- Design classroom practices and instructional strategies to engage students intellectually, emotionally, behaviorally and socially in learning rigorous academic content. Young Adolescents need varied learning activities linked to challenging academic content and opportunities to use newly acquired skills and concepts in hands-on, real-world applications so they can under-stand and explain their interests, talents and aspirations.Literacy across the curriculum- Embed reading and writing standards and strategies for learning into all courses to advance academic and reading achievement and to help students become independent learners. Provide reading instruction in all academic curricula through grade 8 and utilize research-based literacy strategies across content areas.High expectations and a system of extra help and time-Hold students to grade-level standards aligned to readiness standards for high school, college and careers. Organize time and resources to ensure students receive the extra help needed to meet high standards and expectations. Middle grades students learn in different ways and at different rates, and some will need more time and help to meet more grade-level standards. The complete middle grades curriculum should be focused on accelerating achievement for all students.Intervention program for at-risk students- Identify at-risk students in grades six, seven and eight who need accelerated instruction in mathematics, language arts and reading to be prepared for college-preparatory high school course work, and implement strategies and programs that target their needs.Comprehensive system of guidance and advisement that involves parents. Engage teachers, students and parents in a comprehensive guidance and advisement system, including academic advisement, career exploration and educational planning that leads to a successful transition to high school. Involve parents in the school improvement process by informing them of the school’s mission and assisting them to understand the higher standards of performance now required of middle grades students and to support students to make greater effort and work hard.Teachers working together- Provide teams of teachers with time and support to work together, within and across disciplines, to integrate math and literacy concepts across the curriculum, analyze teacher assignments and student work, and help students succeed in challenging academic and exploratory studies.Quality professional development to support teachers-Provide teachers with extensive, ongoing professional development on research-based instructional practices aligned with the school’s mission and school improvement plan. Today’s teachers must acknowledge that student failure is no longer acceptable and they need extensive content knowledge coupled with effective, research-based teaching strategies to incorporate rigorous, engaging assignments and activities, and formative and summative assessments into their instruction.Use of technology for learning- Middle grades classrooms in all subject areas should view technology as a tool for learning. Schools can support teachers to plan units of instruction that allow students to conduct research, write papers, communicate globally, prepare presentations using electronic tools and resources, and explore the use of technology to address an array of contemporary problems and projects linked to a range of broad career areas.Continuous improvement through strong leadership –Develop strong instructional leaders who take an active role in engaging teachers in continuous improvement of school and classroom practices. Middle grades schools need effective principals who encourage, support and actively participate with teachers in planning and implementing research-based school improvement strategies. Schools must continuously gather and use data on student, school and teacher performance to review and revise school and classroom practices as needed.

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http://www.sreb.org/