VISITING COMMITTEE REPORT for

North Attleboro High School North Attleboro, MA

Craig Juelis Principal North Attleboro High School 1 Wilson W. Whitty Way North Attleboro, MA 02760

Paula Dillon Chair Barrington Public Schools 283 County Road Barrington, RI 02806

Justin Roy Assistant Chair Spaulding High School 130 Wakefield Street Rochester, NH 03867

05/01/2016 - 05/04/2016

Page 1 of 111 STATEMENT ON LIMITATIONS

THE DISTRIBUTION, USE, AND SCOPE OF THE VISITING COMMITTEE REPORT

The Commission on Public Secondary Schools of the New England Association of Schools and Colleges considers this visiting committee report to be a privileged document submitted by the Commission on Public Secondary Schools of the New England Association of Schools and Colleges to the principal of the school and by the principal to the state department of education. Distribution of the report within the school community is the responsibility of the school principal. The final visiting committee report must be released in its entirety within sixty days (60) of its completion to the superintendent, school board, public library or town office, and the appropriate news media.

The prime concern of the visiting committee has been to assess the quality of the educational program at this school in terms of the Commission's Standards for Accreditation. Neither the total report nor any of its subsections is to be considered an evaluation of any individual staff member but rather a professional appraisal of the school as it appeared to the visiting committee.

Page 2 of 111 STANDARDS FOR ACCREDITATION

The Committee on Public Secondary School's Standards for Accreditation serve as the foundation for the accreditation process and by which accreditation decisions are made. The seven Standards are qualitative, challenging, and reflect current research and best practice. The Standards, written and approved by the membership, establish the components of schools to ensure an effective and appropriate focus on teaching and learning and the support of teaching and learning.

Teaching and Learning Standards

Core Values and Beliefs About Learning

Curriculum

Instruction

Assessment of and for Student Learning

Support Standards

School Culture and Leadership

School Resources for Learning

Community Resources for Learning

Page 3 of 111 CORE VALUES, BELIEFS, AND LEARNING EXPECTATIONS Teaching and Learning Standard

Effective schools identify core values and beliefs about learning that function as explicit foundational commitments to students and the community. Decision-making remains focused on and aligned with these critical commitments. Core values and beliefs manifest themselves in research-based, school-wide 21st century learning expectations. Every component of the school is driven by the core values and beliefs and supports all students’ achievement of the school’s learning expectations.

1. The school community engages in a dynamic, collaborative, and inclusive process informed by current research-based best practices to identify and commit to its core values and beliefs about learning.

2. The school has challenging and measurable 21st century learning expectations for all students which address academic, social, and civic competencies, and are defined by school-wide analytic rubrics that identify targeted high levels of achievement.

3. The school’s core values, beliefs, and 21st century learning expectations are actively reflected in the culture of the school, drive curriculum, instruction, and assessment in every classroom, and guide the school’s policies, procedures, decisions, and resource allocations.

4. The school regularly reviews and revises its core values, beliefs, and 21st century learning expectations based on research, multiple data sources, as well as district and school community priorities.

Page 4 of 111 CURRICULUM Teaching and Learning Standard

The written and taught curriculum is designed to result in all students achieving the school's 21st century expectations for student learning. The written curriculum is the framework within which a school aligns and personalizes the school's 21st century learning expectations. The curriculum includes a purposefully designed set of course offerings, co-curricular programs, and other learning opportunities. The curriculum reflects the school’s core values, beliefs, and learning expectations. The curriculum is collaboratively developed, implemented, reviewed, and revised based on analysis of student performance and current research.

1. The curriculum is purposefully designed to ensure that all students practice and achieve each of the school's 21st century learning expectations.

2. The curriculum is written in a common format that includes: units of study with essential questions, concepts, content, and skills the school’s 21st century learning expectations instructional strategies assessment practices that include the use of school-wide analytic and course-specific rubrics.

3. The curriculum emphasizes depth of understanding and application of knowledge through: inquiry and problem-solving higher order thinking cross-disciplinary learning authentic learning opportunities both in and out of school informed and ethical use of technology.

4. There is clear alignment between the written and taught curriculum.

5. Effective curricular coordination and vertical articulation exist between and among all academic areas within the school as well as with sending schools in the district.

6. Staffing levels, instructional materials, technology, equipment, supplies, facilities, and the resources of the library/media center are sufficient to fully implement the curriculum, including the co-curricular programs and other learning opportunities.

7. The district provides the school’s professional staff with sufficient personnel, time, and financial resources for ongoing and collaborative development, evaluation, and revision of the curriculum using assessment results and current research.

Page 5 of 111 INSTRUCTION Teaching and Learning Standard

The quality of instruction is the single most important factor in students’ achievement of the school’s 21st century learning expectations. Instruction is responsive to student needs, deliberate in its design and delivery, and grounded in the school’s core values, beliefs, and learning expectations. Instruction is supported by research in best practices. Teachers are reflective and collaborative about their instructional strategies and collaborative with their colleagues to improve student learning.

1. Teachers’ instructional practices are continuously examined to ensure consistency with the school’s core values, beliefs, and 21st century learning expectations.

2. Teachers’ instructional practices support the achievement of the school’s 21st century learning expectations by: personalizing instruction engaging students in cross-disciplinary learning engaging students as active and self-directed learners emphasizing inquiry, problem-solving, and higher order thinking applying knowledge and skills to authentic tasks engaging students in self-assessment and reflection integrating technology.

3. Teachers adjust their instructional practices to meet the needs of each student by: using formative assessment, especially during instructional time strategically differentiating purposefully organizing group learning activities providing additional support and alternative strategies within the regular classroom.

4. Teachers, individually and collaboratively, improve their instructional practices by: using student achievement data from a variety of formative and summative assessments examining student work using feedback from a variety of sources, including students, other teachers, supervisors, and parents examining current research engaging in professional discourse focused on instructional practice.

5. Teachers, as adult learners and reflective practitioners, maintain expertise in their content area and in content-specific instructional practices.

Page 6 of 111 ASSESSMENT OF AND FOR STUDENT LEARNING Teaching and Learning Standard

Assessment informs students and stakeholders of progress and growth toward meeting the school's 21st century learning expectations. Assessment results are shared and discussed on a regular basis to improve student learning. Assessment results inform teachers about student achievement in order to adjust curriculum and instruction.

1. The professional staff continuously employs a formal process, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school’s 21st century learning expectations.

2. The school’s professional staff communicates: individual student progress in achieving the school’s 21st century learning expectations to students and their families the school’s progress in achieving the school’s 21st century learning expectations to the school community.

3. Professional staff collects, disaggregates, and analyzes data to identify and respond to inequities in student achievement.

4. Prior to each unit of study, teachers communicate to students the school’s applicable 21st century learning expectations and related unit-specific learning goals to be assessed.

5. Prior to summative assessments, teachers provide students with the corresponding rubrics.

6. In each unit of study, teachers employ a range of assessment strategies, including formative and summative assessments.

7. Teachers collaborate regularly in formal ways on the creation, analysis, and revision of formative and summative assessments, including common assessments.

8. Teachers provide specific, timely, and corrective feedback to ensure students revise and improve their work.

9. Teachers regularly use formative assessment to inform and adapt their instruction for the purpose of improving student learning.

10. Teachers and administrators, individually and collaboratively, examine a range of evidence of student learning for the purpose of revising curriculum and improving instructional practice, including all of the following: student work common course and common grade-level assessments individual and school-wide progress in achieving the school’s 21st century learning expectations standardized assessments data from sending schools, receiving schools, and post-secondary institutions survey data from current students and alumni.

11. Grading and reporting practices are regularly reviewed and revised to ensure alignment with the school’s core values and beliefs about learning.

Page 7 of 111 SCHOOL CULTURE AND LEADERSHIP Support Standard

The school culture is equitable and inclusive, and it embodies the school's foundational core values and beliefs about student learning. It is characterized by reflective, collaborative, and constructive dialogue about research- based practices that support high expectations for the learning of all students. The leadership of the school fosters a safe, positive culture by promoting learning, cultivating shared leadership, and engaging all members of the school community in efforts to improve teaching and learning.

1. The school community consciously and continuously builds a safe, positive, respectful, and supportive culture that fosters student responsibility for learning and results in shared ownership, pride, and high expectations for all.

2. The school is equitable and inclusive, ensuring access to challenging academic experiences for all students, making certain that courses throughout the curriculum are populated with students reflecting the diversity of the student body, fostering heterogeneity, and supporting the achievement of the school’s 21st century learning expectations.

3. There is a formal, on-going program(s) or process(es) through which each student has an adult in the school, in addition to the school counselor, who knows the student well and assists the student in achieving the school’s 21st century learning expectations.

4. In order to improve student learning through professional development, the principal and professional staff: engage in professional discourse for reflection, inquiry, and analysis of teaching and learning use resources outside of the school to maintain currency with best practices dedicate formal time to implement professional development apply the skills, practices, and ideas gained in order to improve curriculum, instruction, and assessment.

5. School leaders regularly use research-based evaluation and supervision processes that focus on improved student learning.

6. The organization of time supports research-based instruction, professional collaboration among teachers, and the learning needs of all students.

7. Student load and class size enable teachers to meet the learning needs of individual students.

8. The principal, working with other building leaders, provides instructional leadership that is rooted in the school’s core values, beliefs, and learning expectations.

9. Teachers, students, and parents are involved in meaningful and defined roles in decision-making that promote responsibility and ownership.

10. Teachers exercise initiative and leadership essential to the improvement of the school and to increase students’ engagement in learning.

11. The school board, superintendent, and principal are collaborative, reflective, and constructive in achieving the school’s 21st century learning expectations.

12. The school board and superintendent provide the principal with sufficient decision-making authority to lead the school.

Page 8 of 111 SCHOOL RESOURCES FOR LEARNING Support Standard

Student learning and well-being are dependent upon adequate and appropriate support. The school is responsible for providing an effective range of coordinated programs and services. These resources enhance and improve student learning and well-being and support the school's core values and beliefs. Student support services enable each student to achieve the school's 21st century learning expectations.

1. The school has timely, coordinated, and directive intervention strategies for all students, including identified and at-risk students, that support each student’s achievement of the school’s 21st century learning expectations.

2. The school provides information to families, especially to those most in need, about available student support services.

3. Support services staff use technology to deliver an effective range of coordinated services for each student.

4. School counseling services have an adequate number of certified/licensed personnel and support staff who: deliver a written, developmental program meet regularly with students to provide personal, academic, career, and college counseling engage in individual and group meetings with all students deliver collaborative outreach and referral to community and area mental health agencies and social service providers use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the school’s 21st century learning expectations.

5. The school's health services have an adequate number of certified/licensed personnel and support staff who: provide preventative health services and direct intervention services use an appropriate referral process conduct ongoing student health assessments use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the school’s 21st century learning expectations.

6. Library/media services are integrated into curriculum and instructional practices and have an adequate number of certified/licensed personnel and support staff who: are actively engaged in the implementation of the school's curriculum provide a wide range of materials, technologies, and other information services in support of the school's curriculum ensure that the facility is available and staffed for students and teachers before, during, and after school are responsive to students' interests and needs in order to support independent learning conduct ongoing assessment using relevant data, including feedback from the school community, to improve services and ensure each student achieves the school’s 21st century learning expectations.

7. Support services for identified students, including special education, Section 504 of the ADA, and English language learners, have an adequate number of certified/licensed personnel and support staff who: collaborate with all teachers, counselors, targeted services, and other support staff in order to achieve the school's 21st century learning expectations provide inclusive learning opportunities for all students perform ongoing assessment using relevant data, including feedback from the school community, to

Page 9 of 111 improve services and ensure each student achieves the school’s 21st century learning expectations.

Page 10 of 111 COMMUNITY RESOURCES FOR LEARNING Support Standard

The achievement of the school’s 21st century learning expectations requires active community, governing board, and parent advocacy. Through dependable and adequate funding, the community provides the personnel, resources, and facilities to support the delivery of curriculum, instruction, programs, and services.

1. The community and the district's governing body provide dependable funding for: a wide range of school programs and services sufficient professional and support staff ongoing professional development and curriculum revision a full range of technology support sufficient equipment sufficient instructional materials and supplies.

2. The school develops, plans, and funds programs: to ensure the maintenance and repair of the building and school plant to properly maintain, catalogue, and replace equipment to keep the school clean on a daily basis.

3. The community funds and the school implements a long-range plan that addresses: programs and services enrollment changes and staffing needs facility needs technology capital improvements.

4. Faculty and building administrators are actively involved in the development and implementation of the budget.

5. The school site and plant support the delivery of high quality school programs and services.

6. The school maintains documentation that the physical plant and facilities meet all applicable federal and state laws and are in compliance with local fire, health, and safety regulations.

7. All professional staff actively engage parents and families as partners in each student’s education and reach out specifically to those families who have been less connected with the school.

8. The school develops productive parent, community, business, and higher education partnerships that support student learning.

Page 11 of 111 School and Community Summary

School and Community Summary

North Attleboro High School is located in North Attleboro, Massachusetts. North Attleboro is an industrial town in Bristol County located on the Rhode Island border.

The town has a population of 28,806. 91 percent of the population is white, 3.5 percent of the population is Asian, 2.4 percent of the population is Hispanic, and 1.5 percent of the population is Black. For 93.9 percent of the district student population, English is the first language. The median family income in North Attleboro is $65,095, compared to the Massachusetts state average of $65,339.

In 2012 the unemployment rate for North Attleboro was 7.7 percent. 15.9 percent of district families live below the poverty level. The town has an industrial park that is home to several businesses. Along Route 1 there are several shopping centers, including the Emerald Square Mall, one of the region's larger shopping malls. The town's population has remained steady over the last few years

North Attleboro High School has a total population of 1203. North Attleboro Middle School has a total population of 1181. The town currently has 6 elementary schools with a combined population of 2076. Due to budget cuts there will only be 5 elementary schools open during the 2015 – 2016 school year. There is a total of 4598 students in the entire North Attleboro district. Students in the district also attend the local Catholic Elementary School, St. Mary's (K – 8). Students may also choose to attend Tri-County Regional Vocational Technical High School in Franklin, MA, Bristol County Agricultural School in Dighton, MA, or Bishop Feehan Catholic High School in Attleboro, MA.

North Attleboro School District currently spends 26 percent less than other districts in the state in terms of per pupil expenditures. Currently North Attleboro spends $10,407 per pupil as compared to a state average of $14,021. In FY 2015 state aid accounted for 53 percent of all funds received in the district.

North Attleboro High School includes students in grades 9 – 12 with the total enrollment of 1203. The school population has grown slightly over the last 10 years. The ethnic, racial, and cultural composition has remained constant with 5.1 percent Asian, 2.7 percent Hispanic, 1.6 percent Black, 1.6 percent multiracial, and .5 percent Native American for the 2014 – 2015 school year. The average dropout rate for the past two years has been .3 percent, the average daily student attendance is 95 percent.

There are 75 teachers at North Attleboro High School, creating a ratio of 16:1. In the last 10 years there has been a 24% decrease in staff. Individual teachers carry an average load of 109.9 students. In those classes required for graduation, the average class size is 20.7 students. Students attend school for 180 days and for a minimum of 990 hours.

All students in grades nine through twelve may select from various levels of college preparatory, honors, or Advanced Placement (where offered). Seventeen percent are enrolled in honors classes, 76 percent are enrolled in college preparatory classes, and 7 percent are enrolled in Advanced Placement courses. Approximately 11 percent of students receive special education services. All students must pass the following courses and attain a minimum of 110 credits to graduate: four years of English, four years of mathematics, three years of science, four years of history, one year of physical education, two semesters of health, one semester of consumer education, one year of art, and one semester of computer science. The remainder of students' schedules is filled from a variety of elective courses, including three world language: Spanish, French, and Chinese. NAHS offers a traditional seven period instructional day with each period 48 minutes in length. North Attleboro High School offers a variety of co-curricular activities for its students in which over 65 percent of students participate in at least one co-curricular activity. There are activity fees ranging from $50.00 to $150.00

Page 12 of 111 for students to participate in these activities.

The 2013 MCAS results for all students in English Language Arts (ELA) were 49% Advanced, 46% Proficient, 2% Needs Improvement, and 2% Warning /Failure. The 2013 MCAS results for all students in Math were 63% Advanced, 27% Proficient, 6% Needs Improvement, and 4% Warning/Failure. The 2013 results for all students in Science were 44% Advanced, 48% Proficient, 5% Needs Improvement, and 3% Warning/Failure. The 2014 MCAS results for all students in English Language Arts (ELA) were 42% Advanced, 53% Proficient, 3% Needs Improvement, and 1% Warning/Failure. The 2014 MCAS results for all students in Math were 64% Advanced, 24% Proficient, 10% Needs Improvement, and 2% Warning/Failure. The 2014 MCAS results for all students in Science were 43% Advanced, 47% Proficient, 8% Needs Improvement, and 2% Warning/Failure.

In the class of 2014, sixty-five percent of graduates are attending four-year colleges, with ten percent enrolling in two year colleges, 1 percent enrolling in other post-secondary education, twelve percent entering the workforce, and 1 percent entering the military. Graduates take advantage of the considerable local educational opportunities available as they choose from such colleges and universities as Bristol Community College, Rhode Island College, Community College of Rhode Island, and Bridgewater State University.

North Attleboro High School has established partnerships with local businesses, including an annual Credit for Life Program in which students learn to budget money in preparation for the future. Many clubs and activities run various fundraising events for local charities to help improve the community. North Attleboro High School has also established an effective partnership with Rhode Island College, the Early Enrollment Program (EEP). Students in the EEP may earn college credit for completing courses taught at North Attleboro High School.

Students are recognized for their accomplishments through an annual Academic Awards Assembly held in the spring. Students are recognized for individual achievements in academics, music, drama, attendance, and community service awards. The Fisher-Kelly Banquet is held in May to acknowledge athletic awards to senior student-athletes. In addition the National Honor Society holds an induction banquet every March to welcome new juniors and seniors to the National Honor Society.

Core Values, Beliefs and Learning Expectations

North Attleboro High School MISSION STATEMENT/CORE VALUES/BELIEFS

The mission of North Attleboro High School is to work collaboratively with our students, their families, and the community to provide an exceptional educational experience that prepares students to be contributing members of the global community. In preparing these students for participation in the 21st century, we commit to the following set of core values and beliefs about learning:

Our core values are what drive us to develop in all students the qualities they need to achieve excellence, emphasizing:

• Respect

• Collaboration

• Hard work

• Accountability

• Independence

NAHS prides itself on the following beliefs:

Page 13 of 111 • Fostering a safe learning environment

• Providing a differentiated educational experience

• Ensuring that all students learn 21st Century skills

21 CENTURY LEARNING EXPECTATIONS

Academic

It is important for students to:

Communicate effectively using writing. Communicate effectively using speech. Read effectively. Use and apply analytical and creative skills to solve problems. Use technology to support their learning.

Social

It is important for students to:

Develop life and career skills. Be respectful, responsible, knowledgeable, and ethical/moral members of the school and community.

Civic

It is important for students to:

Demonstrate good citizenship within the school and in our 21st century world.

Page 14 of 111 Introduction

Introduction

The New England Association of Schools and Colleges (NEASC) is the oldest of the six regional accrediting agencies in the United States. Since its inception in 1885, the Association has awarded membership and accreditation to those educational institutions in the six-state New England region who seek voluntary affiliation.

The governing body of the Association is its Board of Trustees which supervises the work of four Commissions: the Commission on Institutions of Higher Education (CIHE), the Commission on Independent Schools (CIS), the Commission on Public Schools which is comprised of the Committee on Public Secondary Schools (CPSS), the Commission on Technical and Career Institutions (CTCI), and the Commission on Public Elementary and Middle Schools (CPEMS), and the Commission on International Education (CIE).

As the responsible agency for matters of the evaluation and accreditation of public secondary school member institutions, CPSS requires visiting committees to assess the degree to which the evaluated schools meet the qualitative Standards for Accreditation of the Committee. Those Standards are:

Teaching and Learning Standards

Core Values, Beliefs, and Learning Expectations

Curriculum

Instruction

Assessment of and for Student Learning

Support of Teaching and Learning Standards

School Culture and Leadership

School Resources for Learning

Community Resources for Learning

The accreditation program for public schools involves a threefold process: the self-study conducted by the local professional staff, the on-site evaluation conducted by the Committee's visiting committee, and the follow-up program carried out by the school to implement the findings of its own self-study and the valid recommendations of the visiting committee and those identified by the Committee in the Follow-Up process. Continued accreditation requires that the school be reevaluated at least once every ten years and that it show continued progress addressing identified needs.

Preparation for the Accreditation Visit - The School Self-Study

A steering committee of the professional staff was appointed to supervise the myriad details inherent in the school's self-study. At North Attleboro High School, a committee of fourteen members, including the principal, supervised all aspects of the self-study. The steering committee assigned all teachers and administrators in the school to appropriate subcommittees to determine the quality of all programs, activities and facilities available for young people. In addition to faculty members, the self-study committees included North Attleboro administrators.

Page 15 of 111 The self-study of North Attleboro High School extended over a period of 16 school months from February 2012 to March 2013 and from September 2015 to March 2016 . The visiting committee was pleased to note that students, parents, and alumni joined the professional staff in the self-study deliberations.

Public schools evaluated by the Committee on Public Secondary Schools must complete appropriate materials to assess their adherence to the Standards for Accreditation and the quality of their educational offerings in light of the school's mission, learning expectations, and unique student population. In addition to using the Self-Study Guides developed by a representative group of New England educators and approved by the Committee, North Attleboro High School also used questionnaires developed by The Research Center at Endicott College to reflect the concepts contained in the Standards for Accreditation. These materials provided discussion items for a comprehensive assessment of the school by the professional staff during the self-study.

It is important that the reader understand that every subcommittee appointed by the steering committee was required to present its report to the entire professional staff for approval. No single report developed in the self- study became part of the official self-study documents until it had been approved by the entire professional staff.

The Process Used by the Visiting Committee

A visiting committee of Sixteen evaluators was assigned by the Committee on Public Secondary Schools to evaluate the North Attleboro High School. The Committee members spent four days in North Attleboro, reviewed the self-study documents which had been prepared for their examination, met with administrators, teachers, other school and system personnel, students and parents, shadowed students, visited classes, and interviewed teachers to determine the degree to which the school meets the Committee's Standards for Accreditation. Since the evaluators represented public schools, central office administrators, and vocational institutions, diverse points of view were brought to bear on the evaluation of North Attleboro High School.

The visiting committee built its professional judgment on evidence collected from the following sources:

review of the school's self-study materials

45 hours shadowing 16 students for a half day

a total of 16 hours of classroom observation (in addition to time shadowing students)

numerous informal observations in and around the school

tours of the facility

individual meetings with 28 teachers about their work, instructional approaches, and the assessment of student learning

group meetings with students, parents, school and district administrators, and teachers

the examination of student work including a selection of work collected by the school

Each conclusion in the report was agreed to by visiting committee consensus. Sources of evidence for each conclusion drawn by the visiting committee appear in parenthesis in the Standards sections of the report. The seven Standards for Accreditation reports include commendations and recommendations that in the visiting committee's judgment will be helpful to the school as it works to improve teaching and learning and to better meet Committee Standards.

This report of the findings of the visiting committee will be forwarded to the Committee on Public Secondary Schools which will make a decision on the accreditation of North Attleboro High School.

Page 16 of 111 Standard 1 Indicator 1

Conclusions

The North Attleboro High School (NAHS) community engages in a dynamic, collaborative and inclusive process somewhat informed by current research-based best practices to identify and commit to its core values and beliefs about learning. The NAHS Core Values, Beliefs about Learning and 21st Century Expectations committee met and engaged in a dynamic and iterative process from February 2012 to March 2013. The cross-disciplinary school team, organized by administrators to include teachers and department heads, used eight research articles to frame their thinking around the development and adoption of the school's core values, beliefs about learning, 21st century learning expectations, and analytic rubrics. In addition to research, the team utilized guidance documents from NEASC and exemplars from other school districts in the development and implementation of the core values, beliefs about learning, and 21st century learning expectations. Using the research culled from the articles and information from the committee, the former NAHS principal surveyed students, alumni, staff, parents and community members asking for their feedback regarding preferences for updated core values. Responses were collected, tallied, ranked, and presented to the staff to select their top five favorite core values and beliefs about learning from the list provided. The core value selection included the use of surveys and ultimate selection by a committee. After finalized by the committee, the core values, beliefs about learning and 21st century learning expectations were adopted by a unanimous faculty vote. The finalized core values, beliefs about learning, and 21 century learning expectations as adopted are Respect, Collaboration, Hard Work, Accountability, and Independence. They are published in the student handbook, listed on school letterhead, printed on classroom banners, set as screen savers, and painted on the cafeteria wall as daily reminders to the school community. The NAHS team also incorporated additional data points in the process. These data points include faculty, parent, students, and alumni input. One hundred percent of the faculty, 97.1 percent of parents, 94.6 percent of alumni, and 95 percent of students voted in favor of the adoption of the core values and beliefs about learning. Similarly, 96.2 percent of faculty, 97 percent of parents, 96.6 percent of alumni, and 90.8 percent of students voted in favor of the 21st century learning expectations. According to the Endicott survey, 85 percent of students and 83 percent of parents are familiar with the school's core values and beliefs about learning. The principal engaged in a collaborative process, consulting with students, staff, parents and community members, demonstrating an inclusive process when incorporating core values. In addition, the school committee indicated their full support of the core values, beliefs about learning, and 21st century learning expectation once prompted with the list. Because the vast majority of students and parents indicate familiarity with the school's core values and beliefs, the school community is poised to use these guiding documents as a strong foundation for all decision-making.

Sources of Evidence self-study teachers school board school leadership school support staff Endicott survey

Page 17 of 111 Standard 1 Indicator 2

Conclusions

NAHS has challenging and measurable 21st century learning expectations for all students which address academic, social, and civic competencies, and are defined by school-wide analytic rubrics that identify targeted high levels of achievement. Academic analytic rubrics include a writing, speaking, reading, problem solving and technology rubric. Social rubrics measure life skills and ethical and moral responsibility within the school and community. Civics rubrics measure 21st century citizenship. The Endicott survey suggests that 60 percent of students agree that the 21st century learning expectations are challenging. Similarly, 73 percent of teachers and 72.3 percent of parents agree that the 21st century learning expectations are challenging and measurable. According to the Endicott survey, 76 percent of students, 78 percent of staff, and 84 percent of parents indicate that they are familiar with the role of these rubrics to assess assignments. In addition, 78 percent of staff indicate that they have adopted and implemented the school-wide rubrics. Teachers from diverse disciplines utilize the school-wide rubrics on a variety of assignments to provide feedback to students. For example, history teachers apply the school-wide reading rubric to a common departmental document-based questionnaires (DBQs) on a regular basis. Each department has taken primary ownership of a rubric. For example history has adopted the reading rubric, English has adopted the writing rubric, math and science have adopted the problem-solving rubrics. As evidenced by the extensive student, staff, and parent awareness of the rubrics, the school has introduced the majority of rubrics into the school community. Teachers use the reading, writing, critical thinking and problem-solving rubric, as adopted by their department, on two common assessments per year. However, although the students, teachers, and parents are largely familiar with the rubrics, only nineteen of the 60 student work samples were assessed using the school-wide rubrics. Significantly, the majority of teachers interviewed do not use the school-wide rubrics beyond the requisite two common assessments, as there is no mechanism for reporting the results. Building and district administrators confirmed that student performance on the rubrics is not collected, and that they are not certain if the rubrics are being used consistently across departments or classrooms. Moreover, a vast majority of teachers indicated a preference to create their own rubrics to assess student work. However, there is limited evidence to demonstrate application of or familiarity with the technology or civic and social rubrics. Like the other analytic rubrics, departments throughout the school, such as guidance, have ownership; however, these rubrics are not implemented. Of the 60 work samples examined, only one work sample was assessed using the civic and social rubrics. Teachers indicate that parents need more education regarding the purpose and role of the rubrics. For example, although parents are aware of the learning expectations, they are not aware of the connection between the rubrics and the learning expectations. Further, teachers indicate a need to develop a school-wide process to report student progress on all of the school-wide rubrics. When teachers and counselors assess students using the school-wide rubrics across all disciplines, students will have consistent and requisite feedback necessary to improve their acquisition of the 21st century learning expectations.

Sources of Evidence self-study teachers students school leadership Endicott survey

Page 18 of 111 Standard 1 Indicator 3

Conclusions

NAHS's Core Values, Beliefs about Learning, and 21st Century Learning Expectations are actively reflected in the culture of the school, however, currently they do not drive curriculum, instruction and assessment or guide school policies, procedures, decisions, and resource allocations. Although observations and interviews revealed that the beliefs and 21st century expectations are applied in the day-to-day operations of the school, teachers, parents, and students do not report a consistent understanding of the terminology. The 21st century skills and beliefs about learning are visible in the majority of classroom observations; however, these beliefs and 21st century learning expectations are not frequently identified by the teachers to the students. For example, during the majority of classroom observations, no connection to 21st century learning expectations was verbalized. In addition, the majority of student work samples observed during shadowing and classroom observations did not include attached rubrics. On the other hand, throughout the facility, NAHS's Core Values banners are visible in every classroom and are also present in student-created murals in the cafeteria and on the school's letterhead. Students indicate that the core values, beliefs and 21st century learning expectations are actively present in the school, and that they believe they are logical and beneficial skills. Although not frequently observed, interviews with staff revealed that many teachers reference the core values at natural, organic moments in lessons. In addition, reviews of twenty-five samples of student work reveal that nineteen of the artifacts reflect the core values, fifteen reflect the school's beliefs, and sixteen reflect the 21st century learning expectations. Although the majority of teachers do not engage in formal reporting of student progress toward meeting the core values, beliefs about learning, and 21st century expectations, special education teachers report on Individual Education Program's their students' progress in exhibiting core values and beliefs. On the whole, NAHS does not have a mechanism to report on the core values, beliefs about learning, and 21st century learning expectations. Although NAHS lacks a formal process to report the core values, beliefs abut learning and 21st century learning expectation, because the core values, beliefs about learning, and 21st century learning expectations are highly visible, the students appreciate their positive connection to coursework, behavior, and relationships at the school.

Prior to the 2015-2016 school year, teachers reported progress on the rubrics to the department heads and central office, for the purpose of analyzing student progress in achieving the core values, beliefs about learning, and 21st century learning expectations. In addition, these common commitments were used to drive programmatic decisions. For example, the guidance department expanded its offerings to include grade-level monthly meetings with students to work on post-secondary planning and to implement systems of documenting student progress toward these goals, such as Naviance. In addition, the special education department has increased post-secondary transition planning activities for students, including the Circles Program and Skills that Pay the Bills. Further, the special education department reports on student progress toward meeting the core values, beliefs about learning, and 21st century learning expectations in the Individual Education Programs. However, although NAHS has adopted five rigorous academic, social, and civic expectations and related rubrics, NAHS does not have a formal mechanism to ensure they are consistently used across curriculum, and programs. In addition, NAHS does not have a formal mechanism to ensure that the school-wide rubrics are used to provide regular student feedback. In addition, neither teachers nor administrators collectively analyze data from the rubrics to determine school-wide or departmental curriculum, instructional, and assessment strengths and needs. Teachers report that the process of using the rubrics to drive curriculum, instruction and assessment ended with the elimination of the department heads during the 2015-2016 school year. For the past seven years, NAHS has received significant budget cuts from the town, with an additional four percent decrease for the 2016-2017 school year. The budget cuts result in decreases in staff, outdated materials, and limited resources. For example, NAHS no longer has the leadership necessary to guide curriculum and assessment decisions. In addition, during the 2016-2017 school year, NAHS will no longer have adjustment counselors to address student emotional and social well-being. As such, with the continued reductions in staff and resources, there is limited evidence to suggest that the core values, beliefs about learning, and 21st century learning expectations drive decisions.

Page 19 of 111 Teachers and administrators express concern that the continued reductions are resulting in programmatic compromises and strains on the adult culture within the school. When there is a formal process for NAHS's Core Values, Beliefs About Learning, and 21st Century Learning Expectations to drive curriculum, instruction, and assessment in every classroom, and to guide the school's policies, procedures, decisions, and resource allocations, NAHS will be poised to ensure a positive school culture committed to meeting the needs of all stakeholders.

Sources of Evidence teacher interview teachers school leadership Endicott survey Standard sub-committee

Page 20 of 111 Standard 1 Indicator 4

Conclusions

NAHS engages in some review and revision of its core values, beliefs, and 21st century learning expectations based on research, multiple data sources, as well as on district and school community priorities. According to the self-study, the “Leadership is well aware of the need to develop such a plan, and has already started discussions regarding what it might look like and involve.” However, NAHS does not have or engage in a consistent process or schedule for school-wide reviews and revisions. In 2013, the NAHS faculty originally developed and adopted the core values, beliefs about learning, and 21st century learning expectations with the previous administration. The NAHS team relied heavily on eight research articles in the development of the core values, beliefs about learning, and 21st century learning expectations. Until the NEASC self-study process began in the fall of 2015, NAHS had not revisited the core values, beliefs about learning, and 21st century learning expectations. Although no formal review process exists, the faculty and administration met in the fall of 2015 to review and clarify the core values, beliefs, 21st century learning expectations, Standards, strengths, and weaknesses of the self-study findings. As a part of this process, NAHS administration provided staff with a seven-day window to read the completed self-study and to provide feedback. Faculty met to review the self- study, to analyze the critical strengths and needs, and to vote on the report. Although some teachers reported they were not involved in the review of the self-study, evidence from meeting minutes and agendas on November 2, 2015 indicate an inclusive review and approval process for the self-study, including opportunity for input, and review and revision of the core values, beliefs about learning, and 21st century learning expectations. When the school develops and implements an inclusive process and timeline for regular review and revision of its core values, beliefs, and 21st century learning expectations, they will serve as explicit foundational commitments to students and the community.

Sources of Evidence self-study teachers school leadership Standard sub-committee

Page 21 of 111 Standard 1 Commendations

Commendation

The inclusive nature of the process in identifying and committing to the school's core values, beliefs about learning, and 21st century learning expectations which supports widespread commitment to the values

Commendation

The development, introduction, and initial implementation of the school-wide rubrics, providing a foundation for the core values, beliefs about learning and 21st century skills

Commendation

The familiarity of students, staff, and parents with the core values, adding to the positive school culture

Commendation

The measurement of core values, beliefs about learning, and 21st century learning expectations through Individualized Education Programs in the special education department

Commendation

The exceptionally high visibility of the core values throughout the school, ensuring community awareness of the core values

Commendation

The research-driven process used to develop the core values, beliefs, and 21st century learning expectations

Page 22 of 111 Standard 1 Recommendations

Recommendation

Develop a consistent process for the measurement of student progress toward meeting the 21st century learning expectations

Recommendation

Create and implement a process to routinely collect and utilize data from school-wide rubrics to drive curriculum, instruction, and assessment

Recommendation

Create and implement a timeline to review the core values, beliefs, and 21st century learning expectations alongside students, parents and community members

Recommendation

Develop a process for teachers and students to become actively aware of the language of the beliefs and 21st century learning expectations

Recommendation

Continue to work to implement all of the school-wide analytic rubrics

Recommendation

Develop and implement a process to ensure that the school's core values, beliefs and 21st century learning expectations guide the school's policies, procedures, decisions and resource allocations

Page 23 of 111 Standard 2 Indicator 1

Conclusions

The NAHS taught curriculum is purposefully designed ensures that all students practice and achieve each of the school's 21st century learning expectations in their courses; however the written curriculum does not always reflect this purposeful design. NAHS offers students with a wide array of academic classes, but a limited number of career and technical electives. However, some students do not find the course offerings relevant to their future college and career paths. Although NAHS has adopted the 21st century learning expectations, the school has not updated all of the curriculum since the adoption of the expectations in 2013. Still, the staff at North Attleboro High School (NAHS) is aware of the 21st century learning expectations adopted by the school. NAHS staff have listed the expectations on some of the curriculum guides. For example, the English department curriculum has listed but not integrated the reading, writing, and speaking expectations into their curriculum guides. Departments adopted specific 21st century learning expectations, and have included them into some of the curriculum documents. For example, the history department adopted the reading expectations and English adopted the writing expectations. In the literature classes, students analyze and critique articles and fictional pieces, synthesizing their analysis in the form of a written response. Whereas in history, students read primary source documents and respond to document-based questions (DBQs). In addition to the core content areas, the elective areas also adopted specific 21st century learning expectations as the primary responsibility for their department. For example, the art department adopted the school-wide problem-solving rubric. For example, students in the fine arts course create a self-portrait using a systematic grid structure, and conduct a self-assessment of their work using the school-wide problem-solving rubric. Similarly, the music department adopted the school-wide technology rubric. Students in music critique their own performances of sight singing using this rubric.

Although teachers voted to adopt and departments selected expectations to integrate the expectations, many teachers are not aware of the rationale for integrating the 21st century learning expectations when creating and implementing curriculum. In addition, NAHS developed school-wide rubrics; one for each of the 21st century learning expectations. Although teachers developed a civic and social 21st century expectation rubric, no department has implemented or embedded it in any curriculum. The rubrics are included in the program of studies along with a chart outlining which department would take primary responsibility for the specific expectations. The majority of teachers adhere to the expectation of administration to use of school-wide 21st century rubrics to assess two assessments/tasks per year. However, the majority of teachers indicate that they do not believe the school-wide rubrics have power to affect student learning. Many teachers have opted not to integrate the rubrics in the curriculum, citing teacher-created rubrics offer greater alignment to learning objectives. The Endicott survey reveals that 65 percent of staff believes that the school's formal curriculum design ensures that all students practice and achieve all of the school's learning expectations; 14 percent disagrees and 21 percent of staff is unsure about whether the curriculum design involves students in the school's learning expectations. When all staff members have an opportunity to collaboratively explore and integrate applications the school's 21st century learning expectations into guaranteed and viable curriculum, students will have greater access to practice and achieve those expectations.

Sources of Evidence self-study student work teachers

Page 24 of 111 school leadership Standard sub-committee

Page 25 of 111 Standard 2 Indicator 2

Conclusions

The curriculum guides are sporadically written in a common format that includes units of study with essential questions, concepts, content and skills, instructional strategies, assessment practices including rubrics, and 21st century learning expectations. The most recent curriculum guide template includes a section for alignment to the 21st century learning expectations. The current written curriculum does include essential questions, concepts, content, and skills, but not all departments are following the common template format. Common instructional practices, strategies, and assessments are not included in many documents. Some of the curriculum includes a list of strategies, but the lists are not specific to the unit of study. For example, the updated English curriculum listed strategies such as peer tutoring and differentiation, but did not explain or target how or when to use these strategies. Moreover, most curriculum guides do not include scope and sequence curriculum maps. Only 43 percent of curriculum guides have been revised to reflect the new format and to show the changes in the curriculum that have been recently implemented, including alignment to the Massachusetts Frameworks and the Next Generation Science Standards. Further, the Endicott survey indicates that only 50 percent of teachers agree that there is a common, formal, curriculum template that is used in all subject areas. Space to record this curriculum is included in the Aspen X2 software used for teacher grade books; however, NAHS is not currently utilizing the curriculum portal to develop, store or share curriculum. Curriculum is housed in a variety of files, which many teachers indicate are difficult to access.

As such, curriculum in all departments is in varying stages of completion. For example, the world languages department updated the curriculum for Spanish V, Hispanic Culture, Spanish IV Honors, Spanish III, Spanish II, Spanish I, and French III. French II and Chinese I. The department has not updated the curriculum in the other world language courses including French V, French IV, French I, Chinese II, Chinese III, and Chinese IV. The other departments, similarly, have updated some of the curriculum, but not all.

The math department has updated curriculum guides for Geometry levels 1, 2 & honors, Algebra I levels 1, 2 and honors, Algebra II levels 1, 2 and honors. The Calculus and Trigonometry/ Pre-Calculus courses are 50 percent complete. Most of these courses have curriculum sequences that are aligned to the 21st century learning standards. The Algebra curriculum may change due to sending schools adjusted obligation but that is still to be determined.

The science department has completed and updated its Anatomy, Environmental Science, Earth Science, Biology I, and Physics I curriculum guides. The Advanced Placement Biology curriculum guide is completed, but has not been transferred into the new format. The updates on the Foundations of Science I and II, Biology II, and Advanced Placement Chemistry curriculum guides have been started, but are not yet complete. The Advanced Placement Physics courses, which were recently added to the program of studies, do not have curriculum guides.

The music department has completed curriculum guides for Concert Choir, Symphonic Band/ Choir, World Music Drumming I, Music Appreciation, Piano I, Piano II, Music Theory I, and Voice Class. The curriculum guides for Concert Band, Symphonic Band, Advanced Placement Music Theory, Jazz Improvisation, World Music Drumming II, and Music Theory II have not been completed.

The visual arts department has completed curriculum guides for Art and Design I, Art Explorations, and Advanced Art I: Drawing and Painting. The visual arts department has recently changed its courses and is in the process of completing the guides that accompany the new course. The art department has not yet completed the curriculum guides for Art History, Art and Design II, Advanced Drawing and Painting II, Sculpture, Junior Studio Art, and Senior Studio Art.

Page 26 of 111 Some curriculum guides in English have been revised to fit the new template. The English department has updated the following course curriculum guides: Freshman English, Sophomore English, Fantasy and Science Fiction, Protest Literature, Utopias, Basic Composition, Creative Writing, Public Communications, and Integrated American Studies. The department has not updated curriculum guides for Junior English (Advanced Placement), American Sports Literature, Gothic Literature, Humor and Satire, The Short Story, Shakespeare, The Mystery Story, The Media and Society, Critical Thinking and Writing, Effective Writing, and Writing Workshop. In addition, there are no curriculum guides for Honors Junior English, Senior Advanced Placement English, Journalism I, and Journalism II do not have curriculum guides at this time. The curriculum guide for Basic Video has not been updated. The department has not updated the Basic Video and enrichment course curriculum guides.

The history and social studies department has updated the some of their curriculum guides including World History, United States History I, United States History II, American Government/ Civics, Advanced Placement Psychology, Law and Justice, General Psychology, Current Events, and Integrated American Studies. The department has updated the curriculum guides for the courses Choices in the Modern World and Advanced Placement United States History, but has not included connections to the 21st century learning expectations. The department has not updated course guides for Advanced Placement European History, Military History, Economics, and World Religions.

Physical education and health has made progress in updating its curriculum guides. Guides for physical education have been updated for all grades. The curriculum guide for Health I has yet to be updated. The department has not developed curriculum guides for Health II, Concepts and Skills in Health Careers, and Physical Education Leadership.

The business department has updated the guide for Consumer Education. However, Accounting I, Accounting II, and Sports Marketing have not been completed. The department also updated guides for Introduction to Computer Graphics, Microsoft PowerPoint, Computer Applications I, Basic Programming I, and Web Page Design I. The department has not completed guides for Advanced Computer Graphics, Computer Applications II, Computers and Society, Basic Programming II, Object Oriented Programming, Advanced Object-Oriented Programming, Object-Oriented Game Development, and Web Page Design II.

As such, NAHS curriculum guides are in various stages of existence, completion and alignment. When curriculum guides are revised to a common format that supports course content, concepts and skills, and use of essential questions, 21st century learning expectations, instructional strategies and assessment practices that include school-wide analytical rubrics and course-specific rubrics students will have access to a guaranteed and viable curriculum that is both measurable and consistent across teachers, subjects, and courses.

Sources of Evidence self-study teacher interview teachers central office personnel school leadership Endicott survey Standard sub-committee

Page 27 of 111 Standard 2 Indicator 3

Conclusions

The curriculum often emphasizes depth of understanding and application of knowledge through inquiry, problem solving, and higher order thinking; sporadically uses cross-disciplinary learning; sometimes uses authentic learning both in and out of school; and when possible, practices informed and ethical use of technology. Out of twenty student work samples reviewed, twelve demonstrated use of inquiry and problem-solving skills. Students participate in a wide array of learning opportunities that emphasize depth of understand and application of knowledge. For example, activities include determining the value of pre-tax contributions versus post-tax contributions to retirement accounts in an Algebra 1 class and assessment of motive and reliability in theSerial Podcast in The Mystery Story elective. The Endicott survey indicates that 83.8 percent of parents and 77 percent of teachers agree or strongly agree that the curriculum emphasizes and promotes inquiry, problem solving, and higher order thinking.The emphasis on higher order thinking across the curriculum prepares students for future college and career challenges.

The curriculum rarely emphasizes depth of understanding and application of knowledge through cross- disciplinary learning. The scheduling of courses and lack of cross-disciplinary common planning time restrict opportunities for cross-disciplinary learning. NAHS provides one interdisciplinary course, American Studies, a course taught currently with credit offered in both history and English. The Endicott survey indicates that while 47 percent of staff feels that curriculum emphasizes cross-disciplinary learning, 21 percent is unsure and 32 percent does not feel such emphasis exists. The curriculum, in its current state, provides very limited opportunities for connections between subject areas. When the district provides time to organize and support interdisciplinary coursework, teachers will be able to provide opportunities for students to apply learning across content areas increasing their ability to transfer knowledge and skills.

The curriculum includes some emphasis on depth of understanding and application of knowledge through authentic learning opportunitiesin andout of school. The Endicott survey indicates that 74 percent of teachers agree that the curriculum emphasizes authentic application of knowledge and skills; however, the majority of application of learning occurs within the confines of the classroom. In twenty-five samples of student work, fifteen included examples of authentic learning opportunities. For example, students use microscopes to identify organisms in science, perform solo pieces in music, and formulate opinions on ethical behavior in medicine. Also, all students are required to take a Consumer Education course designed to teach students about personal finance. Two authentic learning opportunities beyond the walls of the classroom include the Reality Check Day and the Best Pals program. During Reality Check Day volunteers from various professions in the community set up booths to demonstrate various career paths to students. Students take a survey prior to the day which match them with a best-fit career. They are provided a personal profile including their career, salary, debt and other parameters. They then must make life choices based on the information in their profile. These choices include decisions on housing, transportation, food, clothing, and leisure time. It provides students with a “reality check” about what it is like to live within a budget and other types of choices they will need to make in their future. In the Best Pals program, typical students are paired with special education students, and they spend time together during their non-academic periods doing different activities and learning from each other. The special education students are able to learn from their “Best Pal” and vice versa. This program bridges the gap between these two student populations. In addition to in-school experiences, students attend regional music competitions and festivals in which their ability to complete their task is based on applying their learning for improvement. Special education students also attend transition activities and field trips off campus. For example, the students visit the City Hall to learn about the workings of town government. As students regularly experience activities that will prepare them for applying their knowledge to real life situations, they will acquire the requisite skills necessary for life beyond NAHS.

The curriculum emphasizes depth of understanding and application of knowledge through informed and ethical use of technology

Page 28 of 111 whenever possible. While the lack of consistently working technology is an issue, 83.5 percent of the students at NAHS indicate that they are informed about the ethical use of technology. Students complete several lessons about media literacy using CommonSense.org with the librarian through their health classes. All freshmen complete a Common Assessment Opportunity lesson in their history classes that helps them understand appropriate use of technology in the schools. Students receive clear indication of their obligations to use technology responsibly early in their time at NAHS. Ensuring that curriculum emphasizes depth of understanding and application of knowledge, cross-disciplinary learning, and informed and ethical use of technology will improve student achievement of the school's 21st century learning expectations and will reflect the school's core values.

Sources of Evidence classroom observations self-study student work teacher interview Endicott survey school website

Page 29 of 111 Standard 2 Indicator 4

Conclusions

The alignment between the written and taught curriculum is limited. The self-study reports that 57 percent of the curriculum is not written or updated. Review of the written curriculum indicates that not all areas of written curriculum are present or complete. Most teachers interviewed did not know where written curriculum could be located. The Endicott survey reveals that 50 percent of the staff does not know or disagrees that a common, formal, curriculum template is used in all subject areas. Although the self-study reports that there is a clear alignment between written and taught curriculum, and cites the collection of plan books by administration as the tool for ensuring this alignment, there was limited evidence to suggest alignment. For example, while the plan books are turned in and returned with the initials of the administrator, they are assessed for curriculum alignment and curriculum and instruction feedback is not provided. Further, some teachers are currently units ahead of their colleagues teaching the same course, and the discrepancy in student experience is not monitored or addressed. For example, students and teachers report that students may receive different course content if they are in different classrooms for the same courses, and that there are varying expectations regarding grading, homework, and the type of assignments given. In addition, not all units in the curriculum are taught. For example, the health curriculum clearly includes a unit on sexual health education, which is not taught to students at NAHS. Although Department Heads were in place in 2014-2015, observations were conducted however not all of the formative and summative evaluation forms were completed by the Principal.

During the 2014-2015 school year, all teachers received a proficient rating after a memorandum of agreement was crafted between the union and administration because teachers had not been evaluated. During May 2016, the majority of teachers interviewed still had not gone through the evaluation process, a major component of which is observation and feedback related to teaching and learning. Still, with the development of common assessments aligned to the school-wide rubrics, some teachers indicate improvement toward ensuring alignment between the written and taught curriculum. However, with the elimination of department heads, a system does not exists to collect, analyze or disaggregate this data to ensure alignment between the written and taught curriculum.When teachers receive time to fully implement a curriculum template agreed upon across the district; time to work with colleagues within the school and sending schools; and opportunity to establish regular review and alignment of written and taught curriculum, students will be ensured equitable access to a guaranteed and viable curriculum.

Sources of Evidence teacher interview Endicott survey school website

Page 30 of 111 Standard 2 Indicator 5

Conclusions

Effective curricular coordination and vertical articulation inconsistently exists between and among all academic areas within the school as well as with sending schools in the district. Teachers are not provided time or direction to meet with teachers at the middle school, so meetings have not occurred in several years for most departments. The math department has had an opportunity to meet with the middle school to address concerns about recommendations for Algebra placement. Many teachers do not know where to locate the written curriculum, as the K-12 district guides are maintained in separate locations. For example, in one teacher meeting, ten out of thirteen teachers stated that they would go to a colleague who is currently teaching the course to learn about the content of the course instead of accessing the written curriculum. Further, multiple courses are offered with no written curriculum or incomplete written curriculum. For example, Honors Junior English, Advanced Placement Physics, Art History, Health II are just a few of the courses that do not have curriculum guides. Further, all departments have incomplete curriculum guides including, but not limited to, Trigonometry, Foundations of Science I, American Sports Literature, Modern World History, and Advanced Computer Graphics. According to the self-study 43 percent of the courses listed in the program of studies have updated curriculum guides. Significantly, with the elimination of department heads and secondary curriculum leaders, all curriculum work has ceased, and many curricula have not been updated since 2013. Each building administrator is now responsible for certain departments within the building. Since the departments meet on the same day and time, the building administrator is not able to carry out the functions of a curriculum leader for their assigned departments. When given the time and leadership to assist their coordination of this effort, teachers will be able to coordinate curriculum to support student learning and achievement through consistent and purposeful vertical, horizontal and cross-curricular articulation and development.

Sources of Evidence self-study teacher interview school website Standard sub-committee

Page 31 of 111 Standard 2 Indicator 6

Conclusions

Staffing levels, instructional materials, technology, equipment, supplies, facilities, and the resources of the library/media center are not sufficient to fully implement the curriculum, including the co-curricular programs and other learning opportunities. The Endicott survey indicates that 64 percent of the staff either disagrees or strongly disagrees that the school has sufficient professional staff to implement the curriculum. Parents indicate that their students' schedules are negatively impacted by the small number of sections being offered for desired or needed courses; a situation they attribute to having too few teachers. Moreover, elective courses outside of the core, such as Family Consumer Science, Woods, Small Machines, and Automotive are no longer offered. Some students lament the lack of these types of courses in the program of studies. In addition, the Endicott survey indicates that 80 percent of staff feel they do not have sufficient instructional materials to implement the curriculum, including the co-curricular programs and other learning opportunities. All departments, with the exception of music, indicate that they are using curricular materials dating back to the 1980s and 1990s as regular classroom materials, and the most current fiction used in the English department dates to 2003. Even when texts, regardless of age, are available many departments lack a sufficient number of texts to service all students. Moreover, 47.2 percent of parents feel that the school's technology resources are not adequate. While many of the classrooms have interactive projectors, teachers report that their use is unreliable. Teachers are tethered to the front of the classroom by outdated desktop computers connected to their overhead projectors. Teachers do not have access to laptops for collaborative work with their teacher teams, or for work beyond the school day. Student laptops are insufficient in quantity and quality, and require a significant amount of time to login. Laptops carts are compromised, housing laptops that do not function on a regular basis, and rarely meet the needs of an entire class. In addition, at the end of the 2014-2015 school year, a lack of paper and working copiers limited teacher ability to deliver curriculum. Copying issues were mechanical with the machines and has been documented both through an administrative assistant in the main office, email communications from building principal to District Business Administration.

Because the textbooks are outdated, teachers rely heavily on photocopies as a primary teaching resource, requiring them to print hundreds of thousands of copies annually, with the number of copies remaining high for the past two years. As such, teachers frequently purchase curriculum materials with their own money. The library budget has decreased significantly over the past five years as well, limiting the ability to replace outdated materials. For example, the library has a deficit in the area of science related texts and resources. Despite the budget decrease, the librarian regularly works with teachers to plan research projects and actively seeks available resources to support curriculum wherever possible. Students pay annual fees to participate in co- curricular activities and ride the bus. The fee amount varies depending on the activity: $150 per sport, $150 per club, $75 each for music and theater with a family cap of $600 and a bus fee of $300 with a family cap of $600.

In the event of extenuating circumstances, these fees may be waived. The district does not prevent a student from participating due to the inability to pay. Students who qualify for free lunch may have the fee waived. In addition to sports team and club fees, parking and bus fees have also been assessed. Positions that support curriculum revision and implementation, including secondary curriculum coordinators and department heads, have also been cut from the budget.When a reasonable budget is restored to the school for curriculum materials, appropriate updates in textbooks and technology will help teachers implement curriculum in a positive and dynamic way resulting in student exposure to the most current information and modes of learning.

Sources of Evidence

Page 32 of 111 teacher interview students school leadership school support staff Endicott survey

Page 33 of 111 Standard 2 Indicator 7

Conclusions

The district rarely provides the school's professional staff with sufficient personnel, time, and financial resources for ongoing and collaborative development, evaluation, and revision of the curriculum using assessment results and current research. North Attelboro eliminated all secondary curriculum coordinators. In addition, during the 2015-2016 school year, NAHS eliminated all department heads, who held primary responsibility for curriculum, instruction, and assessment at the high school. Since the elimination of the department heads, the professional learning community (PLC) agendas are not teacher created but are driven by the building administration. Since November 2014, the vast majority of scheduled meetings have focused on district assessments (DDMs) and the NEASC self study process. Although the building expectation is for teachers to follow the tenets of PLC, teachers have had a brief one day training provided by the building administrator. With the elimination of department heads, limited planning time has been dedicated to the ongoing collaborative development, evaluation, and revision of the curriculum using assessment results and current research. For example, without department heads there has been a lack of dissemination of state testing results (MCAS) to English and math teachers. As such, these assessment results have not been recently analyzed to revise curriculum or to adjust instruction. The current school schedule does not support common planning time or formal opportunities for teachers to collaboratively develop, evaluate, and revise curriculum. As such, limited curriculum work has occurred since 2013, and many curriculum guides are not complete or have not been created.When teachers have adequate time, resources, and leadership in the area of curriculum development and revision, they will be more likely to use assessment data and best-practice research to inform curriculum and instruction.

Sources of Evidence teacher interview students school leadership

Page 34 of 111 Standard 2 Commendations

Commendation

The interest in developing coordinated curriculum throughout the district which follows a consistent schedule and protocol for ongoing curriculum review

Commendation

The desire to increase collaborative planning time to impact student achievement

Commendation

The consistent message regarding the ethical use of technology

Commendation

The widespread use of the library resources to support curriculum

Commendation

The collaboration between teachers and the librarian to develop research curriculum that supports 21st century learning expectations

Page 35 of 111 Standard 2 Recommendations

Recommendation

Create and implement a common template for curriculum guides that can be used across departments in all content areas and includes units of study with essential questions, concepts, content and skills; the school's 21st century learning expectations; instructional strategies; and assessment practices

Recommendation

Implement a structure to allow for ongoing teacher collaboration on the development and review of curriculum

Recommendation

Analyze student assessment data and use results to drive curriculum decisions

Recommendation

Increase support and opportunities for cross-disciplinary curriculum development and delivery

Recommendation

Expand opportunities for students to gain authentic learning experiences beyond the regular classroom

Recommendation

Implement regular use of teacher evaluation processes to ensure alignment between written and taught curriculum

Recommendation

Provide a structure or platform for teachers to easily access the written curriculum

Recommendation

Provide updated relevant curricular materials for all courses including updated textbooks and sufficient instructional supplies

Recommendation

Page 36 of 111 Provide reliable technology to be integrated into instructional practice including a dependable wireless network and the necessary infrastructure improvements as well as updated student devices that function properly

Recommendation

Develop and implement a curriculum revision cycle, including the provision of materials necessary to support the curriculum as it is revised

Page 37 of 111 Standard 3 Indicator 1

Conclusions

Teachers' instructional practices are infrequently examined to ensure consistency with the school's core values, beliefs, and 21st century learning expectations. Sixty-two percent of the staff agree that they continuously examine their instructional practices to ensure consistency with the school's core values and beliefs about learning. For example, some teachers use strategies such as think-pair-share in their individual classrooms to promote and support student collaboration and accountability. Although 62 percent of teachers indicate that they reflected in order to examine their practices against the school's beliefs about learning in department meetings, through professional development, and with school-wide rubrics, these practices were not observed in classrooms or through other sources of evidence during the visit. With the loss of department heads, NAHS does not follow a formal process to examine instruction. During the 2014-2015 and 2015-2016 school years, the evaluation of teachers and the requisite feedback on instructional practice was sporadic, and most teachers have not received the formal evaluation adopted by the school. In fact, during the 2014-2015 school year, all teachers received an evaluation rating of proficient without being evaluated. Further, there is no formal mechanism to evaluate the teachers' alignment of instructional practices to the core values, beliefs about learning, and 21st century learning expectations. However, some teachers reference the core values at the start and end of class when reviewing class objectives. Although teachers frequently referenced the core values, beliefs about learning, and 21st century learning expectations when the school first adopted them, they rarely mention them during instruction now. Still there are many examples of lesson plans that include examples of collaborative work that involves independent learning opportunities, as well as active engagement. For example, the history Common Assessment Opportunity compare and contrast essay assignment is another such example. Further, the Geometry in Architecture project is a collaborative, independent learning assignment. In this assignment students work together to choose the cities and buildings that their clients will visit, and take on the following roles: historical building specialist, architectural style specialist, and geometry in architecture specialist.

Teachers rarely engage in peer observation but do individually reflect in order to examine their practices against the school's 21st century learning expectations as well as the school's beliefs about learning, as illustrated through teacher interviews. With the existence of department heads, teachers collaboratively reflected on instructional practices. For example, during English department meetings, the 2015 Freshmen English Common Exam was written in collaboration among English teachers and was used to evaluate student work.

Teachers and administrators frequently reference the core values, beliefs about learning, and 21st century learning expectations outside of the classroom. For example, teachers and staff reference the core values at every assembly and special events. When a formal process is followed to assess and provide feedback regarding the implementation of instructional practices aligned to the core values, beliefs about learning, and 21st century learning expectations, teachers will be able to ensure that their instructional practices support student acquisition of the school's expectations, beliefs, and values.

Sources of Evidence self-study student shadowing teacher interview school leadership Endicott survey

Page 38 of 111 Standard 3 Indicator 2

Conclusions

Some teachers' instructional practices support the achievement of the school's 21st century learning expectations by personalizing instruction, engaging students in cross-disciplinary learning, engaging students as active and self-directed learners, emphasizing inquiry, problem solving, and higher order thinking, applying knowledge and skills to authentic tasks, engaging students in self-assessment and reflection, and integrating technology.

The majority of teachers define personalization as meeting the needs of students with learning needs, as opposed to providing all students with individualize pacing and choice. Based on the NAHS definition of personalization, personalized learning occurs primarily through Individualized Education Programs and 504 plans, and English as a second language (ESL) needs. Teachers use their knowledge of their students' strengths and weaknesses to personalize instruction. For example, in a class on PowerPoint class, teachers provide students with handouts to supplement lectures that address auditory, visual, and tactile learners. Moreover, general education teachers and special education teachers frequently collaborate to discuss students and strategies through email and progress reports. Special education teachers modify curriculum and assessment materials for students in general education classes. ESL teachers also collaborate with general education teachers by communicating ACCESS test results for ESL students in their classes. This can help the general education teachers differentiate their instruction and make accommodations for ESL students to be successful. Observations revealed personalization of instruction in seven of twenty-one classes. In addition, nine of twenty- five student work samples provided included evidence of differentiation. Of the 1,050 students asked on the Endicott survey, 643 students state that their teachers personalize instruction through the provision of topic choice. Examples of personalized instruction include a creative writing assignment that allows students to personalize and create their own restaurant menu, and a historic Supreme Court U.S. History I assignment where students select a famous court case to present. Students in Honors Geometry select a bug to create based on biological and geometric principles.

Further, opportunities for cross-disciplinary learning are limited, and time for planning and implementation of thematic units is not available. One Integrated American Studies course exists that formally provides opportunities for English teachers and social studies teachers to deliver cross-disciplinary lessons. However, the majority of the teachers indicate that planning co-curricular units is very difficult due to limited common planning time. Some attempts at cross-disciplinary learning occur in several courses. For example, students create a PowerPoint presentation with an MLA Works Cited page that examines a protest song about the Vietnam War in social studies. Students must use MLA format when writing a compare and contrast term paper in US History I. Geometry Honors students must incorporate history, architectural style, and geometric shapes into a travel guide. The Fine Arts Festival brings together the theater, music, and art departments to showcase their work.

Similarly, some teachers' instructional practices engage students as active and self-directed learners. For example, students in Consumer Education research a career of their choosing and present their findings including the impact of this career on their ability to maintain a desired standard of living. In art class, students select their own assignments, establish appropriate deadlines and develop their work independently. In physical education classes, upperclassmen serve as gym leaders leading stretches and facilitating class activities.

Observations revealed problem solving and higher order thinking, application of knowledge and skills to authentic tasks in five of twenty-one classes visited. Work samples also included evidence of critical thinking, problem solving and authentic tasks. For example, Advanced Placement Chemistry students perform inquiry labs in which the students had to determine the identity of eight unknown, white solids using the chemical principles. Students learn how to invest, purchase, and sell stocks in the Consumer Education class, a required course for all juniors.

Page 39 of 111 In addition, teachers' instructional practices support engaging students in self-assessment and reflection. Fourteen of twenty-five student work samples examined show self-assessment and reflection. Classroom observations revealed student self-reflection in five of twenty-one classes. According to the Endicott survey, 592 of 1,050 students agree that teachers provide opportunities for them to assess their own work. For example, as part of MCAS preparation, students in Foundations of Science II and Biology participate in open response writing exercises. During these exercises, the students evaluate their peers and themselves using a MCAS rubric. In English classes, students use self-assessment and peer assessment. For example, in the Freshmen Honors English students are given an assignment on medical ethics to illustrate a major theme in the book Flowers for Algernon. In this assignment, 25 percent of a student's grade is peer evaluation. Students also complete checklists to self-assess their own papers prior to teacher evaluation.

Observations and interviews revealed that teachers do not consistently integrate technology into instruction. The availability of appropriate technology to enhance instruction is scattered and disproportionate to the number of students. However, all rooms have overhead projectors, primarily used to show PowerPoint or as a substitute for chalkboards. Science and math classrooms include interactive whiteboards, however, and teachers frequently use these projection systems to simulate and demonstrate problem solving. According to students and teachers, students have limited opportunities to utilize appropriate technology in the building due to access and condition of the computers, laptops in carts, and lack of Wi-Fi. However, many teachers regularly use applications such as Quizlet, Edmodo, Moodle, or Edline to enhance instruction. For example, in the Creative Writing course, students regularly use the GALE databases for research purposes. Many teachers across departments use Remind to communicate directions and important information to students. Some students state that they prefer asking questions via online platforms than in class. A broad range of instructional practices and strategies, with specific focus on increased cross-disciplinary practices, continued focus on inquiry, higher order thinking, and problem-solving as well as on self-assessment and technology integration, will more effectively support students as they strive to achieve the learning expectations.

Sources of Evidence classroom observations student work teacher interview students Endicott survey

Page 40 of 111 Standard 3 Indicator 3

Conclusions

Although teachers frequently use formative assessment practices at NAHS, teachers sometimes adjust their instructional practices to meet the needs of each student in their classes based upon the data from these assessments; they rarely use strategic differentiation practices; frequently organize group learning activities; and provide additional support and sometimes use alternative strategies in the classroom.

Teachers use a variety of formative assessment strategies including discussions, peer and self-assessments, practice presentations, and practice quizzes. For example, in Spanish class, students prepare for oral exams by taking part in a world marketplace role-play activity. Teachers and peers provide each student with a variety of feedback related to grammar use. In addition, teachers across departments use Edmodo to offer student frequent opportunities to take online quizzes. Students receive immediate feedback from the online system. However, many teachers rely primarily on teacher-directed instruction with some evidence of adjusting instruction based upon formative assessment data. For example, in several math classes students were not provided wait time during question and answer opportunities, and teachers provided them the answers almost immediately. In these same classes, teachers asked students to follow along with their calculators. Although teachers asked students if they found the right answer, they did not ask students for explanation, nor did they provide instruction to those students who did not correctly solve the problem. In addition, only 20 percent of reviewed student work samples included evidence of formative assessments. Teachers in honors and Advanced Placement (AP) classes use formative assessment frequently to provide feedback. For example, teachers in AP English Literature provide direct feedback to support students in the revision of their writing, providing personalized feedback and instruction. For example, during observations, one student received feedback about concluding statements, while another student received formatting comments. When all teachers regularly engage in formative assessment, and use the resulting data to drive instruction, students will have the requisite feedback to improve their learning.

At NAHS teachers rarely differentiate their lessons. Only 15.4 percent of observed classes included evidence of differentiated instruction. While differentiation was limited, some teachers use differentiation to reach all learners. Some examples of differentiation include the modification of a stock market game lesson that students previously struggled with and a chemistry lesson in which students had the freedom to choose their method of reporting out findings. In the majority of observed classes, teachers spent significant time lecturing or providing worksheets to students. In addition, evidence of student choice and self-directed learning was limited within these lessons. Parents express a need for differentiation within mixed-level classes to maintain rigor in these courses. While differentiated instruction is limited within many classrooms, the School Support Team provides some strategies loosely identified as differentiation to teachers with students identified through the Response to Intervention (RTI) program. Common examples of suggestions made through this program are the use of visual aids, peer tutoring, the providing of a glossary of terms, longer wait times, and the use of various technology applications. Further, limited evidence exists related to differentiated lesson planning and tiered instructional strategies. Teachers and administrators report a need for further professional development in the area of effective differentiation. When teachers employ differentiated instructional practices in all classes at NAHS, all students will have the instructional support to reach their full potential.

At NAHS teachers adjust their instruction practices to meet the needs of each student by purposefully organizing group learning activities. Only 15.4 percent of observed classes included group learning activities; however, a majority of the student work samples suggested grouping within classrooms. For example, 9th grade World History teachers formed student groups to collaboratively design and create a self-contained space station that reflected the utopian ideas of the European philosophers. Teachers place Honors Physics students in groups to complete projects such as the creation of a marble roller coaster following requisite principles. Teachers also

Page 41 of 111 group students for PowerPoint presentations, working on worksheets and science labs. Eighty-five percent of surveyed students state that teachers use group activities within their classrooms. Because teachers provide frequent opportunities for group learning, students have opportunities to achieve the school's collaboration and communication 21st century learning expectations.

Teachers often provide additional support beyond the classroom; however, they infrequently demonstrate consistent use of alternative strategies within the regular classroom. Eighty-four percent of surveyed parents believe that teachers provide additional support for their sons and daughters. A student panel showed consensus that teachers are available daily before or after school for extra support. Students report that many of their teachers request they stay for extra help when their classroom and assessment data indicates a need. Teachers across departments use Edmodo, Google Drive, Moodle, and Edline to place their notes, agendas, handouts and PowerPoints online to provide additional support. In Advanced Placement (AP) courses, teachers provide intensive supports beyond the school day. For example, AP Psychology students meet with their teacher at the school over the weekend to review for their upcoming AP exam. In addition, teachers encourage students to engage in peer tutoring. For example, The National Honors Society advisor, a Spanish teacher, provides facilitated peer tutoring every Wednesday after school. The National Honors Society also provides a peer-tutoring program across all departments. Within the regular classroom, paraprofessionals and special education teachers provide extra support and alternative strategies. Examples include keeping the students on task, lending organizational support, and meeting the accommodations of student Individual Education Programs. Although teachers provide many supports before and after class, observations and interviews revealed limited evidence of differentiation, and instruction was primarily teacher directed.

When teachers consistently adjust their instructional practices by using additional alternative strategies, formative assessments, and by strategically differentiating instruction and continuing to practice group learning opportunities, teaching and learning within the regular classroom will better meet the educational needs of the students.

Sources of Evidence classroom observations student shadowing students Endicott survey

Page 42 of 111 Standard 3 Indicator 4

Conclusions

Teachers improve their instructional practices by occasionally using student achievement data and examining student work; by inconsistently receiving feedback from students, other teachers, supervisors and parents; and by periodically and collectively reviewing current research. At NAHS, until the 2015-2016 school year, teachers participated in regular department meetings to discuss and analyze assessment data to improve instruction. Department meetings occurred after school, and twice a month on Mondays. Departments used item analysis to determine the validity of mid-year and final questions. Teachers reported common assessment data each semester. Teachers then used this data to formulate student-learning goals and later to update instructional practices. During the 2015-2016 school year, administration eliminated the role of department heads due to budget cuts. As a result, common assessment data is not collected or analyzed. Without the leadership of department heads, teachers do not collectively reflect on this data for instructional improvements. Many teachers informally use item analysis to update their individual instruction based upon student instruction. For example, multiple physics teachers use an application called Zipgrade to create item analysis from their summative assessments. Overall, teachers are rarely provided formal meeting time for the purpose of reviewing assessment data. Administrators lead subsections of departments. They have dedicated this time to prioritize budgets, develop district assessments (DDMs) and complete accreditation self-study requirements. The DDMs and Self-Study started 2014-2015 year with department heads still in place. Along with Department Heads the decision was made, after DDM vetting process through Central Administration and Union, to focus meeting time on revising DDMs first with each department meeting to how much time they would need to complete these revisions. Once DDM revisions were completed in April 2015, the Self-Study process started with standard committee meetings. These schedules were also impacted by losing three to four scheduled meetings due to snow days in February and March 2015.Because all departments meet on Mondays, the building administrators are unable to lead the department meetings on a bi-weekly basis. In almost all cases, departments as a whole no longer meet, but break into smaller groups based upon courses. When NAHS institutes a formal process for the review and analysis of student assessment data, teachers will be better able to make informed instructional decisions.

Teachers inconsistently receive feedback from students, other teachers, supervisors and parents that result in the modification of their instruction. Some students indicate that their teachers request feedback about their instructional practices. For example, a chemistry teacher regularly asks for feedback about what would help them learn more effectively, resulting in increased note taking. A level one calculus teacher increased the use of instructional video as a result of student feedback. An English teacher now provides students with synonyms to support vocabulary acquisition resulting from student feedback. In addition to verbal feedback, many teachers provide students with opportunity to provide instructional feedback through an end-of-the-year survey. However, only 25.1 percent of surveyed students state that their teachers ask for ideas about how to modify their instructional practices. Some teachers also receive feedback from their peers. For example, the district English as a second language teacher often provides instructional feedback to support teachers' instructional practices for English language learners. In addition, teachers have access to a strong mentoring program that provides support for new teachers. However, there is limited opportunity for most teachers to collaborate or to provide each other with feedback. NAHS does not have a process that allows for peer observations. In addition, only some teachers receive feedback from their evaluators. Teachers create student learning and professional practice goals and have to provide up to ten pieces of evidence to support their achievement of those goals. However, teachers expressed frustration that in the 2014-2015 school year, the administrators did not evaluate them. Instead the union and administrators negotiated for all teachers to be rated as proficient. During the 2015- 2016 school year, administrators have not fully evaluated teachers on their caseload, providing only one or fewer observations. Teachers also receive some feedback from parents at an Open House and two parent conference sessions. Teachers regularly communicate with parents over email and often in person through special education

Page 43 of 111 meetings, providing parents an opportunity for direct feedback.

Teachers sometimes collectively review current research during the four district-wide professional development days, faculty meetings, and department meetings. During these opportunities, teachers engage in professional discourse. For example, on April 5, 2016, Jessica Minahan, co-author of The Behavior Code spoke to staff about effective strategies for students with anxiety-related behaviors, leading to extended professional discussion. However, teachers indicate the desire for more opportunities for ongoing professional learning and peer-to-peer sharing. In addition, teachers note that without the existence of department heads, they lack the guidance and facilitation necessary to align professional learning to instructional and departmental goals. When NAHS teachers are afforded with consistent strategies for feedback, practice regular examination of student work and current research, and engage in professional discourse focused on instructional practice, they will be better poised to improve instruction and support a positive culture consistent with the tenets of professional learning communities.

Sources of Evidence classroom observations self-study student shadowing panel presentation student work teacher interview Endicott survey

Page 44 of 111 Standard 3 Indicator 5

Conclusions

The majority of teachers, as adult learners and reflective practitioners, maintain expertise in their content area and in content-specific instructional practices. Massachusetts School and District Profile 2013 Report Card for North Attleboro lists the percentage of core academic classes taught by teachers who are highly qualified as 99.7 percent. In some situations however, teachers instruct courses for which they are not certified. According to the Endicott survey, 88 percent of the staff believe they maintain expertise in their content area. Although the majority of teachers maintain expertise in their content area, funding for professional development and course reimbursement is insufficient. The district funds only a small percentage of these activities. Teachers may submit for a $75 reimbursement for professional development and a $450 reimbursement for graduate courses. As such, due to the small percentage of reimbursement available from the district, some teachers indicate they are restricted to the few days of professional development allotted by the district. When teachers are afforded ongoing professional development opportunities aligned to strong instructional practices, they will be better able to maintain expertise in their content area and will improve instruction to increase student success and engagement.

Sources of Evidence self-study teacher interview Endicott survey

Page 45 of 111 Standard 3 Commendations

Commendation

The desire of teachers to work with colleagues from other disciplines to create inter-disciplinary learning experiences for students

Commendation

The creation of Common Assessment Opportunities (CAO) to ensure that students meet mastery across teachers and courses

Commendation

The authentic learning experiences practiced within the Consumer Education class

Commendation

The use of learning management systems to provide communication and document student services

Commendation

The committment of the teachers to provide extra help for students before and after school

Commendation

The availability of peer tutoring programs

Commendation

The faculty's desire for increased opportunity for collaboration and peer feedback to improve instructional practices

Commendation

The efforts of teachers adjust their instruction practices to meet the needs of each student by purposefully organizing group learning activities

Commendation

Page 46 of 111 The evidence of critical thinking, problem solving and authentic tasks in some lessons and work samples

Page 47 of 111 Standard 3 Recommendations

Recommendation

Provide greater opportunities for students to provide feedback to their teachers concerning effective instruction

Recommendation

Commit to and integrate common instructional practices and 21st century learning expectations within courses

Recommendation

Provide common planning time for instructional and cross-disciplinary collaboration

Recommendation

Provide reliable student and teacher technology to support teachers in the purposeful integration of technology to meet the needs of students in achieving the 21st century learning expectations

Recommendation

Provide systems and resources to ensure regular evaluation of teachers

Recommendation

Provide professional development to support teachers in developing skills in the areas of differentiation, personalization, student engagement, and research-based instructional strategies

Recommendation

Increase instructional practices that promote student voice and self-directed learning

Recommendation

Evaluate the current model of professional development to ensure it is meeting the professional growth needs of all teachers

Recommendation

Page 48 of 111 Create a formal structure for professional development, discourse, peer observation, and sharing pedagogy

Page 49 of 111 Standard 4 Indicator 1

Conclusions

Some teachers use school-wide rubrics in their courses to assess individual student achievement of the school- wide 21st century learning expectations. North Attleboro High School (NAHS) does not have, nor do they employ, a formal process to use and collect data from these rubrics. As such, not all students are assessed on all of the school's learning expectations. Some teachers use the school-wide rubrics frequently, while others use the school-wide rubrics once a semester. In a sampling of 38 teachers, 61 percent has used school-wide rubrics at least once this year. The Endicott survey results indicate that 46 percent of teachers use the school-wide analytic rubrics to assess student work. Some content areas have made greater strides in the use of school-wide rubrics than others. For example, history teachers regularly use the reading rubrics as part of their scoring for common department assessments. Several English teachers use the school-wide rubric as a "foundation” to develop rubrics specific to their learning objectives. Teachers informally compare and discuss the results of these assessments. Since the loss of department heads, departments have not formally collected or analyzed the data from the school-wide rubrics. Each department adopted one of the school-wide rubrics. They are responsible for assessing the school-wide learning expectations using the specific rubrics selected by the department. For example, English adopted the writing rubric and social studies adopted the reading rubric. Although, guidance has committed to responsibility for the civic and social expectations, they have not used this rubric to assess whole-school and individual student progress in achieving the school's 21st century learning expectations. When all teachers and all members of the faculty consistently use school-wide rubrics and a formal process is developed and used to collect the data from the assessments, the school will be able to assess whole-school and individual student progress in achieving its 21st century learning expectations to drive instructional and curricula improvements.

Sources of Evidence teacher interview teachers central office personnel school leadership Endicott survey Standard sub-committee

Page 50 of 111 Standard 4 Indicator 2

Conclusions

The school's professional staff rarely communicates individual student progress in achieving the school's 21st century learning expectations to students and their families, and they do not communicate the school's progress to the school community. At the start of the 2014-2015 school year, NAHS updated the school-wide rubrics designed to measure student performance on the school's 21st century learning expectations. During that school year, staff implemented the rubrics inconsistently; however, teachers who used the rubrics did report the results to their department heads. The department heads submitted these results to administration at the end of both the first and second semesters of the 2014-2015 school year; however, NAHS has never shared this information with the students, their families, or with the school community. Moreover, with the loss of department heads in the 2015-2016 school year, teachers no longer submit the results from the school-wide rubrics. Although the Endicott survey indicates that 56.3 percent of parents report that, the school provides them with a formal report, in addition to course grades, which explains student progress in achieving school-wide 21st century learning expectations, NAHS does not report on these expectations. NAHS provides parents with traditional grades on the progress and quarterly report cards. Additionally, an informal survey conducted by the Assessment self-study committee revealed that out of the 53 teacher respondents, 68 percent do not communicate student progress in achieving 21st century learning expectations to students and their families. In addition, 96 percent of teachers do not communicate student progress with the community. Parents and members of the school committee are unable to articulate the school's 21st century learning expectations. When a system of reporting individual student progress and whole-school progress in achieving 21st century learning expectations is developed and utilized, successful and meaningful communication will occur, leading to the ability of the parents and community to support the school's expectations in and beyond the classroom.

Sources of Evidence self-study student work teacher interview teachers school board central office personnel school leadership Endicott survey Standard sub-committee

Page 51 of 111 Standard 4 Indicator 3

Conclusions

The professional staff collects data and some staff members disaggregate and analyze that data to identify and respond to inequities in student achievement. During the 2014-15 school year, the history department consistently collected data for Common Assessment Opportunities (CAOs). The department heads distributed the data to identify the inequities in student achievement. For example, the English, history/social studies, math, and science departments regularly reviewed results from common course and common grade level assessments to identify specific student needs. Also during the 2014-15 school year, teachers collected and organized individual data from assessments utilizing school-wide rubrics, and sent the data to the principal. With the elimination of the department heads in the 2015-2016 school year, no one disaggregated or analyzed the departmental data. In previous years, teachers participated in formal opportunities to analyze reports of student data to respond to inequities in student achievement. For example, in 2012-2013, in response to the data analysis of the previous year's Massachusetts Comprehensive Assessment System (MCAS) results, science teachers prepared a PowerPoint presentation on “MCAS Test-Taking Strategies” and math teachers designed monthly MCAS math packets. In addition, NAHS offered MCAS tutoring via the Academic Support Grant to all students who failed their previous MCAS test. When funding allows, NAHS offers tutoring to students who have scored in the "needs improvement" category based on their current teacher's recommendation. NAHS also offers inclusion classes in several departments to meet the needs of the students with Individual Education Programs, 504s and English language learner status. A general education content teacher and a special education paraprofessional provide targeted instruction in these classes based on student data. Special education teachers regularly review individual student data to meet the diverse needs of each of their students. Additionally, prior to the 2015-2016 school year, the guidance department reviewed student performance on the MCAS and PSAT exams to identify students for Advanced Placement classes. In addition, guidance counselors use SAT data to assist students in their college search. According to the Endicott survey, 52 percent of staff agrees that professional staff collects, disaggregates, and analyzes data to identify and respond to inequities in student achievement, while 18 percent of staff indicates that they do not, and 30 percent of staff is unsure. Significantly, a formal process for data collection, disaggregation, and analysis of local or state assessment data no longer exists. When the professional staff is given designated time to collaboratively collect, aggregate, and analyze the data, then they will be able to appropriately identify and respond to inequities in student achievement.

Sources of Evidence self-study teacher interview teachers central office personnel school leadership Standard sub-committee

Page 52 of 111 Standard 4 Indicator 4

Conclusions

Prior to each unit of study, teachers infrequently communicate to students the school's applicable 21st century learning expectations, yet frequently communicate unit-specific learning goals to be assessed. NAHS includes the 21st century learning expectations in the student handbook for all students to access throughout the school year. Of the ten assignments and unit overviews provided, one pre-unit overview for an English class included a list of the specific 21st century learning expectations assessed in the unit. Multiple student work samples included unit-specific goals, but no examples included the specific 21st century learning expectations. For example, a French assessment included a criteria rubric outlining the criteria for language research, but not the 21st century learning expectations. However, teachers consistently provide unit-specific learning goals via digital or paper unit overviews. These overviews include a variety of information, such as an introduction to the main topics of the unit, the standards assessed, and the learning outcomes. For example, teachers of level two Biology note the unit-specific MCAS Biology standards and learning goals on their unit overviews, US history/social studies and some English teachers provide a weekly syllabus with learning standards listed for each course. Yet, teachers inconsistently communicate the school's 21st century learning expectations to students. According to the Endicott survey, 47 percent of teachers agree that they communicate the school's 21st century learning expectations and corresponding rubrics to be used. When teachers clearly communicate the school's applicable 21st century learning expectations, and related unit-specific learning goals to be assessed, then students will be aware of, and therefore, more able to meet the learning expectations.

Sources of Evidence self-study student work teachers students Endicott survey

Page 53 of 111 Standard 4 Indicator 5

Conclusions

Prior to summative assessments, the vast majority of teachers provide students with teacher-designed rubrics. On a less frequent basis, the teachers provide students with the school-wide rubrics prior to an assignment or assessment. In particular, most teachers consciously provide students with these rubrics prior to using them on summative assessments, so students can use them to formulate their assignments and understand what their teachers expect of them. Endicott survey results indicate 77.1 percent of students understand in advance what work they have to complete to meet the teachers' expectations. Teachers consistently apply teacher-designed rubrics prior to summative assessments. Additionally, in a random sampling of analyzed student work, teachers included some form of a rubric with 70 percent of the assessments. The use of content-specific rubrics is evident in all departments. Teachers use school-wide rubrics less frequently, indicating that they do not provide students with the feedback they require to improve their learning. For the most part, teachers primarily use the school-wide rubrics to assess the minimum two requisite assessments per year. For example, an art teacher included the school-wide rubric for problem solving on one assessment, while using a list of objectives specific to principles of design, composition, drawing media, and research on another assessment. It is unclear if students understand which assessments teachers align to the school-wide rubrics. Continued use of corresponding rubrics prior to summative assessments, and an increased use of school-wide rubrics, will help students to meet both content- specific course objectives as well as the 21st century learning expectations.

Sources of Evidence student work teacher interview teachers Endicott survey

Page 54 of 111 Standard 4 Indicator 6

Conclusions

In each unit of study, most teachers employ a range of assessment strategies including formative and summative assessments. According to the Endicott survey, 88 percent of teachers use a variety and range of assessment strategies including formative and summative assessments. Student work samples vary and include a wide range of projects, tests, tasks, activities, independent/collaborative assignments, PowerPoint, research assignments, and labs. During student shadowing, classes were observed answering recall of information questions, using online application programs to quickly check for understanding of ideas (i.e., Socrative), and competing “fitness- week” logs (physical education). In addition, teachers deliver district assessments across content areas. Some departments, including math, have developed and deliver common summative mid-year and end-of-year exams. World languages students complete a postcard project in Spanish, conduct interviews in French, and create a video project on celebrity fashion in Chinese class. In history/social studies, students write document-based essays and complete reading rubric exercises. Algebra II students solve word problems and play Battleship by factoring quadratic equations. Music students in Concert Band have their sight reading skills assessed with a rubric. Students in art work on a project called “Multiple Views of a Single Object” where they draw one object from varying viewpoints. In Health, students complete a variety of activities during the unit on alcohol from writing a letter to a drunk driver to creating a poster discussing the effects of alcohol. In Consumer Education, students measure their budgeting skills with a pre-assessment on checkbook reconciliation. Continued use of varied types of assessments will allow teachers to select and utilize data to drive instructional decisions increasing opportunities for students to demonstrate mastery of their academic, civic, and social learning goals.

Sources of Evidence classroom observations student shadowing student work teachers central office personnel school leadership Endicott survey Standard sub-committee

Page 55 of 111 Standard 4 Indicator 7

Conclusions

Teachers collaborate regularly, but informally, on the creation, analysis, and revision of formative and summative assessments, including common assessments. According to the Endicott survey, 59 percent of staff agrees that teachers meet formally to discuss and improve both formative and summative assessment strategies. Evidence gathered between 2012-2015 suggests a formal collaboration process and includes meeting agendas and common assessments results with attached feedback and suggestions for improving instruction and curriculum development, and teacher reflections. According to teachers they do not engage in this formal process any longer because of the lack of facilitated leadership resulting from the elimination of the department heads. During the 2015-2016 school year, dedicated department meeting for creating, analyzing, and revising assessments have not occurred. Teachers, informally and inconsistently, collaborate on assessments. In the past, some departments, such as history/social studies, met periodically to review and discuss possible adjustments to the common sections of the department's yearly midterm and final exams. The department collaborated during department meeting time to analyze student results and to assess the students' areas of weakness. World history/social studies teachers met to revamp their department project rubric. The science department met throughout the spring and fall of 2014, in respective professional learning community and course-specific groups, to discuss District Determined Measures (DDMs), the use of school-wide rubrics, and common assessments. Physics and chemistry teachers met to add common portions to their respective midterm and final exams, and biology teachers used their PLC meeting time to analyze MCAS results. In addition, English teachers met during the fall of the 2014-2015 school year to analyze the previous year's Common Assessment Opportunities (CAOs), common exams, and MCAS results. The meetings reviewed detailed data of student performance and addressed areas of strengths and weaknesses. Later in the fall and during the spring, English teachers met formally during department meeting time to design DDMs for all English classes. Many of these DDMs served as the common portion of the course final exam. The world languages department collaborated informally prior to the 2015-2016 school year, to address common portions of the midterm and final exams. The math department did not meet to collaborate on common assessments and their results in 2014-2015 or 2015-2016. The special education department has not held collaborative meetings to address common assessments. When formal collaboration time is regularly scheduled among content-specific teachers, the teachers will be able to create, analyze, and revise formative and summative assessments, including common assessments, providing students with consistent and timely feedback across the content areas allowing for continuous improvements in student achievement of learning objectives.

Sources of Evidence self-study teacher interview teachers school leadership Endicott survey Standard sub-committee

Page 56 of 111 Standard 4 Indicator 8

Conclusions

Teachers provide timely feedback that is sometimes specific, including corrective feedback to ensure students revise and improve their work. NAHS teachers frequently provide students verbal feedback during class. During student shadowing, teachers returned work with specific feedback, scheduled revision sessions, provided students with updated ASPEN grade printouts, and used daily formative assessments to provide immediate feedback. In many instances, teachers provide written feedback on teacher-created rubrics. Many teachers offer students opportunities to revise their work based upon teacher feedback to provide students greater opportunities to achieve the standards and objectives. Most teachers provide regular opportunities for students to receive supports in the revision process before and after school. Classroom observations revealed that many teachers posted classroom printed rosters of grades by student identifications in their classrooms. Most teachers update ASPEN bi-weekly, as a minimum; however, teachers and administrators note that there is no policy requiring regular grade updates in the portal. Results from the Endicott survey indicate that 60 percent of students agree with the statement, “My teachers assess/correct my school work in a reasonable amount of time,” and 58 percent of students agree, “My teachers offers suggestions to help me improve my schoolwork.” Students indicate that teachers generally return assessments in a timely manner; however, the feedback is often insufficient, and lacking the specificity for them to make necessary improvements. Importantly, students also report that teachers provide frequent opportunities for extra help and revision of work. When teachers provide regular specific, timely, and corrective feedback, then the students become more self-directed and independent, increasing mastery through revision of their work.

Sources of Evidence classroom observations self-study student shadowing student work teachers students school leadership Endicott survey

Page 57 of 111 Standard 4 Indicator 9

Conclusions

Most teachers regularly use formative assessment to inform and adapt their instruction for the purpose of improving student learning. Teachers employ a wide variety of formative assessment strategies to improve student learning. Several departments allow students to revise their work based on formative teacher feedback, especially on extended written responses. Many departments engage in formative assessment strategies to target student understanding. For example, math teachers review basic skills needed for a new concept after realizing students lacked the requisite skills. The science department uses bell work/bell ringer activities that allow the instructor to gauge student mastery, and teachers modify instruction to revisit concepts with which students are having difficulty. Many teachers also use homework as a formative assessment. In many classes, teachers use technology to assist with formative assessment. For example, science teachers utilize a phone application, Socrative, as a formative assessment. Students explain that teachers frequently use Socrative to check for student understanding of science concepts, vocabulary, and application. As such, teachers review student progress and adjust classroom lessons to meet student needs. According to the self-study, the history/ social studies department utilizes activities such as word splashes and student-submitted post presentation notes, which examine what students think they know, and allow for instruction modification based on the results. Similarly, health teachers administer an initial questionnaire to students and use the results to inform and modify instruction. Most teachers note that they collaborate informally, to discuss results of formative assessment and possible changes to instructional methods based on these results. Continued use of formative assessments and the evaluation of results, allow teachers to inform and adapt their instruction to improve student learning.

Sources of Evidence classroom observations student shadowing teacher interview teachers students Endicott survey Standard sub-committee

Page 58 of 111 Standard 4 Indicator 10

Conclusions

Teachers and administrators, individually and collaboratively, are not currently examining a range of evidence of student learning for the purpose of revising curriculum and improving instructional practice; however, there is evidence that this examination of evidence happened in some areas of the school prior to the 2015 - 2016 school year. Self-study evidence provided from 2012-2015, shows that teachers from multiple subjects formally examined results of common course and common grade-level assessments and standardized assessments (i.e., Massachusetts Comprehensive Assessment System/MCAS), for the purpose of informing instruction. For example, prior to the 2015-2016 school year, teachers in the English, history/social studies, math, science, physical education and special education departments have formally analyzed the results of common course and common grade level assessments, including midterm and final exams and other Common Assessment Opportunities (CAOs), resulting in a variety of changes to curriculum and instruction. During the fall semester and again in the spring of the 2014-15 school year, administrators directed teachers in all departments to assess all students using department-assigned school-wide rubrics to assess individual and school-wide progress in achieving the school's 21st century learning expectations. Department heads collected these results and submitted them to the principal; however, there have been no follow-up discussions or analysis of these results. Department heads in English, math and science performed extensive analysis of 2012 and 2013 MCAS data for the principal; however, no follow-up discussions with administration to discuss the 2013 results has occurred. Prior to 2015, teachers in the MCAS tested departments collaborated annually during departmental meeting time to revise curriculum and instruction based on MCAS data analysis. In addition, teachers in English, history/social studies and science revised curriculum and instruction based on their analysis of recent AP test results. NAHS teachers do not have access to data from sending schools, receiving schools and post-secondary institutions, or survey data from current students and alumni. However, math teachers did meet with middle school math teachers in the fall of 2015 to discuss 8th grade student results in Algebra I. Also, teachers do not have access to student data from PSAT and SAT exams. However, teachers do have access to their own students' MCAS scores via ASPEN. Additionally, administrators compile and distribute MCAS data to the teachers, but there is no evidence of administrators and teachers meeting collaboratively in a formal way to use the MCAS data or other common assessment data to revise curriculum or instruction. During the fall and spring of the 2014-2015 school year, teachers gathered evidence to assess individual and school-wide progress in achieving the school's 21st century learning expectations. Although administration collected and distributed data, teachers and administrators did not engage in follow-up discussions leading to a revision of curriculum or improvement of instructional practice. Teachers informally review the results of student work to inform instruction and revise curriculum. Formal collaboration and analysis of evidence of student learning ended with the elimination of the department heads. In addition, teachers do not have access to data from sending schools, receiving schools, or post-secondary institutions. NAHS does not collect post-secondary student survey data. When teachers and administrators, individually and collaboratively, examine a range of evidence of student learning, they will be able to appropriately and meaningfully revise curriculum and improve instructional practice to meet the needs of all students.

Sources of Evidence self-study teacher interview teachers school leadership Endicott survey

Page 59 of 111 Standard sub-committee

Page 60 of 111 Standard 4 Indicator 11

Conclusions

Grading and reporting practices are rarely reviewed and revised to ensure alignment with the school's core values and beliefs about learning. Administration informed the NAHS staff that they would be reviewing the grading and reporting practices to ensure alignment with core values. However, there have been no additional steps taken beyond the initial mention of the review since the elimination of department heads. The Endicott survey reveals that 31 percent of the staff agrees, “school-wide grading and reporting practices are regularly reviewed and revised.” Thirty-seven percent disagree and 32 percent are undecided. Mid-year and final exam grades on the report cards each represent 10 percent of the final grade for all students. In this way, teachers calculate final grades in a consistent manner for all students in all classes. However, the departments have not developed consistent grading practices beyond the mid-year and final exam percentages. In addition, although all teachers have access to the Aspen grade book, teachers do not follow a consistent protocol for frequency of uploading grades or breakdown of grading categories. Moreover, teachers do not have adequate collaborative time to discuss the consistency of specific grading practices. Although grading practices are inconsistent, reporting practices are established. Guidance sends out progress reports and report cards on a regular schedule based on a traditional letter grading scale of A, B, C, D or F. When NAHS regular reviews and revises its grading practices, it will ensure alignment with the school's core values and beliefs about learning, promote consistency across subject-areas, teachers, and curricular areas, and ensure students understand all expectations.

Sources of Evidence self-study teacher interview school leadership Endicott survey

Page 61 of 111 Standard 4 Commendations

Commendation

The use of the school-wide rubrics related to problem solving, reading, and writing in varying subject areas

Commendation

The initial, informal, steps taken by some teachers to review assessment results in light of the 21st century learning expectations

Commendation

The communication of unit-specific goals to students via pre-unit overviews and assignment sheets

Commendation

The range of formative and summative assessments used by teachers to inform and adapt instruction

Commendation

The availability of extra help and revision opportunities for students

Commendation

The practice of providing students with rubrics prior to summative assessments so that students know what is expected of them

Commendation

The use of formative assessment to inform and adapt instruction for the purpose of improving student learning

Page 62 of 111 Standard 4 Recommendations

Recommendation

Develop and implement a formal process, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school's 21st century learning expectations

Recommendation

Develop a schedule and implement a process that allows for common planning time, so teachers can analyze the data collected from various assessments

Recommendation

Develop and implement a system of reporting individual student progress in achieving the 21st century learning expectations to students and their families

Recommendation

Develop a structure and a formal process to collect, disaggregate, and analyze data to identify and respond to inequities in student achievement

Recommendation

Create and implement a plan to embed the 21st century learning expectations into the school culture to increase the use of school-wide rubrics

Recommendation

Create and implement a regular schedule where same-course teachers create, analyze, and revise assessments

Recommendation

Provide students with clear and specific feedback on all assessments

Recommendation

Develop and implement a regular schedule in which instructional leaders and teachers can formally meet to examine evidence of student learning, for the purpose of curriculum revisions and improvement of instructional practice

Page 63 of 111 Recommendation

Review and evaluate grading and reporting practices for consistency

Page 64 of 111 Standard 5 Indicator 1

Conclusions

The school community collectively builds a mostly safe, positive, respectful, and supportive culture that fosters responsibility for learning for most students and results in shared ownership, pride, and high expectations. NAHS provides written expectations of behavior to students, parents, and teachers. NAHS distributes planners at the beginning of each year for students, which incorporate the NAHS Student Handbook. Advisory teachers review portions of this handbook on the first day of school to highlight to students the key rules and regulations of NAHS. Students review the handbook with their parents, sign, and parents acknowledge understanding through a signature. Data reveals a decrease in conduct referrals since the publication of the handbooks. For example, in the 2012-2013 school year, students received 1,075 conduct referrals. The number of conduct referrals decreased again in the 2013-2014 to 909 conduct referrals, and to 861 during the 2014-2015 school year. However, some teachers noted that the decrease in referrals is the result of frustration with the administrative response to referrals. For example, some students report that they receive fewer consequences than their peers depending on which administrator receives the referral. Similar to student handbooks, administration provides teachers a contract when they begin employment at the school, and distribute new contracts to teachers when the contract changes or expires. These contracts outline the professional responsibilities and expectations for teachers.

While many of the students and faculty at North Attleboro High School (NAHS) refer with pride to “Big Red” and the school's numerous accomplishments in sports, music, and theater, only 40.4 percent of the students surveyed agree that they are proud of their school. The student athletes are very proud of their school's achievements, including the numerous awards displayed in the lobby and gymnasium.

Student ownership is visible throughout the halls, which contains highly visible pieces of student artwork. Many clubs engage in activities to promote the well-being of the school community. For example, the Student Council, which consists of sixteen elected representatives, organizes blood drives, fundraisers, and other school events. The Leo Club, made up of 160 students, is committed to community service through volunteerism and community projects. The Peer Leaders group promotes unity among the student population through their peer mediation training. The Students Against Destructive Decision group includes 85 students who meet regularly to discuss ways to discourage drinking, drug use, and other decisions by students in the community. The Gay-Straight Alliance, made up of seven students, promotes equality of all students despite their sexuality. The Student Coalition Against Racism group promotes equality for all races. In addition to clubs and activities, students are proud of their athletic teams. For example, many students wear their uniforms and school regalia throughout the NAHS halls and attend events on a regular basis. Overall, 66 students participate in music, 62 in theater, 438 in fall sports, 429 in winter sports, 420 in spring sports this year, and 238 in clubs requiring participation fees.

According to the Endicott survey, 65 percent of the staff and 90.9 percent percent of parents believe that the school encourages students to take responsibility for their learning. NAHS encourages student learning in a variety of ways. First, teachers encourage students to take responsibility for their work and encourage independence in work completion and meeting deadlines. NAHS provides students with Structured Learning Periods (SLPs), where students work on homework, seek help from available teachers, or conduct research in the library. NAHS also encourages students to take honors and AP classes, and recognizes their achievements every year at the Awards Ceremony.

The relationships between student and teachers, students and administrators, parents and teachers, and parents and administrators are strong. The positive culture in and among these groups is visible in interactions throughout the school. When interviewed, students and teachers emphasized a strong sense of mutual respect. Parents also reported a strong sense of mutual respect and positive culture.

Page 65 of 111 The vast majority of the staff believes that the school encourages students to take responsibility for their learning, according to the Endicott survey and teacher interviews. However, some students indicate that the focus on football is a detriment to other groups of students. On the other hand, the coach encourages the football team to support the other activities within the school. For example, football players are encouraged to attend band events. Students, teachers, and administrators identify the school culture as “cliquey.” Additionally, some interviews revealed an extant population of students who feel that they, as non-athletes or non-musicians, “didn't matter.” However, other students who self-identified as having “no group” still say, “everyone mostly gets along.” For example, a teacher with 20 years of experience noted that they could not recall any incidents of alienation among students of different backgrounds or orientations. Still, on the Endicott survey, while 53 percent of students disagreed that bullying was an issue, only 41.2 percent of students agree that students respect each other. However, according to this same survey, 77.8 percent of all students feel safe at school. Big Red pride is visible throughout the building; however, not all students indicate that they feel included. The strong culture of North creates a generally inclusive atmosphere and positive environment and school culture.

Sources of Evidence classroom observations student shadowing teacher interview Endicott survey Standard sub-committee

Page 66 of 111 Standard 5 Indicator 2

Conclusions

NAHS is somewhat equitable and inclusive, ensuring access to challenging academic experiences for many students, making certain that courses are populated with students reflecting the diversity of the student body, occasionally fostering heterogeneity, and occasionally supporting the achievement of the school's 21st century learning expectations. However, the school has a vibrant culture, which community members generally describe in positive terms. Students respond well to the administrative staff, especially the principal. A small number of classes foster heterogeneity by including students from different levels in some classes, such as juniors and seniors taking a math class together. However, most students take courses where the student population is homogeneous and divided into five different levels. The levels include Level I, Level II, Level I & II combined, honors, and Advanced Placement. Although teachers and guidance recommend course levels, students and parents are allowed to select course levels. Although NAHS does not track students, not all students participate in heterogeneous classes. NAHS also offers some self-contained courses and a separate program for students with behavioral issues off site at the Allen Avenue School; however, most students with special needs are integrated in general education classes. In the Endicott survey results, 64 percent of staff agrees that NAHS “requires every student to enroll in a minimum of one heterogeneously grouped core course.” However, when asked, the guidance department was unable to provide any heterogeneously grouped core classes, although they did note multiple heterogeneously grouped electives. Regardless of level, teachers support 21st century learning goals in some classes, but do not always make these expectations clear to all students. While the majority of classes are representative of the population, when a formal process supports heterogeneous grouping, the school will be able to serve its full population with equity.

Sources of Evidence classroom observations student shadowing facility tour teacher interview teachers students Endicott survey

Page 67 of 111 Standard 5 Indicator 3

Conclusions

There is an informal, loosely structured, ongoing process through which most students have an adult in the school, in addition to the school counselor, who knows the student well and assists the student in achieving the school's 21st century learning expectations. This advisory takes the form of a modified homeroom, which meets for three minutes Monday through Thursday and for ten minutes on Friday. Teachers call this time “advisory” and “homeroom” interchangeably. Teachers' use of this time varies; some examples include doing group crosswords, watching videos, finishing assignments, or providing students free time. NAHS created the advisory program in response to a previous NEASC report, which recommended the institution of such a structure. NAHS decided on the final format of the advisory after a long bargaining process, including representatives from the staff, the union, and the administration. According to school leadership, the current form of the advisory was a compromise, which allowed for some extended homeroom time, while not requiring a major change in the existing schedule or requiring teachers to take on additional planning responsibilities. Teachers reveal that advisory lacks a common curriculum or required activities, thus the advisories do not have a common goal or vision. Some teachers note that the most useful part of advisory is the time before the period starts, when students and teachers socialize prior to the start of the school day. All students interviewed said they had a teacher they knew well and could approach with problems, although through the Endicott survey only 35.9 percent of students say this is due to the formal program. Teachers affectionately referred to students as “their kids.” However, only 37 percent of teachers surveyed agree that they actively participate as an advisor/mentor in this program. When the school community develops and implements a clear vision for an advisory, the students will feel more supported by their advisors and will have more guided support in achieving the 21st century learning expectations.

Sources of Evidence self-study teacher interview teachers students school leadership Endicott survey

Page 68 of 111 Standard 5 Indicator 4

Conclusions

In order to improve student learning through professional development, the principal and professional staff occasionally dedicate formal time to implementing professional development, however, they sporadically apply skills, practices, and ideas in order to improve curriculum, instruction, and assessment. NAHS provides teachers with three after-school sessions a month for meetings and professional development. Teachers spend two of those meetings in departmental professional learning communities (PLCs) and one as a whole faculty. The principal structures both PLCs and faculty meetings, with agendas and a focus on questions of key academic importance. These questions guide PLC work for every meeting. In addition, the staff meets three days for professional development; one prior to the start of school, and two on election days. During the 2015-2016 school year, the first PD day included a full-staff session followed by meetings, the second PD day allowed staff to choose from twenty different sessions, and the third focused on PLCs. After the second PD day, administration sent a survey to teachers to solicit topics; nevertheless, the faculty reports that NAHS professional development does not successfully contribute to improvement of curriculum, instruction, and assessment. For example, seven of seven teachers noted that they feel “insulted and confused” by these professional development seminars. While school leadership indicated that the sessions had specific goals, several faculty members feel PD session goals were not clear. However, eight of thirteen teachers stated that professional development has improved their teaching and assessment. Thus, teachers offer varied opinions of NAHS professional development. Similarly, the administration refers to the overall professional development plan as “a hodge-podge of topics.” In the 2014 school year, the school budget included $11 per pupil spent on professional development, compared to the state average of $217. Thirty-six percent of staff respondents to the Endicott survey agree that professional develop programs enable teachers to acquire and use skills to improve instruction and assessment. In the 2014 TELL survey, 38 percent of teachers agree that there are sufficient resources for PD, 42 percent agrees that appropriate time is provided, 41.8 percent says it improves their content knowledge, and 36.4 percent agrees that their professional development results are evaluated and communicated. Still many teachers indicate that the provision of $75 workshop reimbursement and $450 course reimbursement is insufficient. When professional development is fully funded by the district and its topics and areas of focus are clearly generated in collaboration with staff and administration, school staff will be better able to leverage their knowledge and apply their professional learning and improve curriculum and instruction.

In order to improve student learning through professional development, the principal and professional staff rarely engage in professional discourse for reflection, inquiry, and analysis of teaching and learning, and rarely use resources outside of the school to maintain currency with best practices. The primary mode for formal professional discourse is the teacher PLC; however, teachers and administrators agree that teachers have received very little training on the tenets of PLC. School leaders describe PLC as being designed to foster collaboration as support; however, some teachers interviewed state that they are more “useless paperwork." The administration provided teachers with documentation, research, and one day of training on the PLCs at the beginning of the 2015-2016 academic year. Many teachers express confusion on exactly how a PLC should operate; although, representatives from one department said that their PLC was “a very collaborative environment.” Many teachers express dissatisfaction with the PLCs. For example, one teacher stated, “In over ten years of teaching, I can't remember having an honest discussion on professional practice.” Still another stated, “PD does not center on student learning, but on what administration needs to get done.” The administration believes that the PLCs are a vehicle for enabling staff learning and collaboration. Beyond the district's internal structures, there are no extant community partnerships for offering professional development. NAHS does not have a professional development committee. Teachers note that the reimbursements are too low, given the cost of workshops and graduate level courses. When the expectations of professional development programs are fully realized and outside partnerships are established, professional discourse will be able to flourish for the purpose of increasing analysis of teaching and learning via the existing framework.

Page 69 of 111

Sources of Evidence self-study teacher interview teachers school board school leadership Endicott survey Standard sub-committee

Page 70 of 111 Standard 5 Indicator 5

Conclusions

School leaders sporadically use research-based evaluation and supervision processes that focus on improved student learning. With the recent removal of traditional department heads, the responsibility of completing staff evaluations and planning checks falls on the three administrators, who are now responsible for multiple departments. Administration engages in supervision through monthly plan checks, in which teachers submit their plans for review, and through formal educator evaluations. Although administrators state that they regularly review these plans, teachers do not believe this is occurring due to lack of feedback. Additionally, administrators are responsible for teacher evaluations. On the 2014 TELL survey, 65.6 percent of teachers agreed that evaluation procedures were consistent, but the NAHS self-study states “at the end of the 2014-2015 school year, all teachers who were completing their summative evaluations were rated as ‘proficient' due to lack of time.” Thirteen out of eighteen teachers interviewed indicated that administrators had not yet evaluated them for the 2015-2016 academic year. Teachers and administrators interviewed agree that administration does not follow the state evaluation model with fidelity. Prior to 2015, teachers received regular evaluations in accordance with the model. Teachers receive limited formal and informal feedback to improve teaching and learning from administrators. When the existing Massachusetts Teacher Evaluation model framework is implemented with more fidelity, teachers will be supported in their reflection on practice, their professional growth, and their focus on improved student learning.

Sources of Evidence self-study teacher interview students school leadership Endicott survey Standard sub-committee

Page 71 of 111 Standard 5 Indicator 6

Conclusions

The organization of time occasionally supports research-based instruction, rarely support professional collaboration among teachers, and mostly support the learning needs of all students. NAHS follows a fixed schedule of seven 48-minute periods, in addition to a lunch and an eight-minute morning break. Students and staff follow the same schedule each day, except for the additional ten minutes of advisory on Fridays. When asked about the schedule, some students noted that the North Attleboro Middle School had a rotating schedule, and they were “disappointed” to find that their high school schedule did not rotate. Some students also noted that their Structured Learning Periods, or study halls, were not always effective in assisting their focus and success on academics. Students and teachers report that the SLPs are not always effective in supporting student learning. One student related that the media center had to implement stricter hall pass enforcement due to “tons of kids just hanging out there on their SLPs.” Several teachers stated that they have asked the prior and current administration to create a committee to investigate the implementation of a rotating schedule; however, administration has not formed such a committee. Teachers and administrators are visible in the halls during passing time and students follow the rules of the school when passing. NAHS does not provide teachers with common planning time as part of their schedule. According to the TELL survey, only 32.9 percent of teachers agree that they have time available to collaborate with colleagues, although 50.7 percent believes that the non- instructional time provided for teachers is sufficient. The majority of teachers interviewed state that they spend informal planning time with other teachers before or after school, although eleven out of thirteen teachers interviewed during the teacher meeting say they feel “isolated” from their departments without traditional department meetings. Similarly, 65 percent of the thirteen teachers interviewed say the schedule does not support collaboration and student learning. The majority of teachers interviewed do believe that their 48-minute periods are sufficient, with 60.9 percent of teachers in the Endicott survey agreeing that they have enough instructional time to meet the needs of all students. The advisories are limited in time. Students attend advisory three minutes daily and ten minutes on Friday. Teachers believe short advisory periods are necessary to decrease loss of instructional time. While the schedule provides adequate instructional time to meet student needs and when it more fully represents the needs of the faculty and students, it will allow for professional collaboration opportunities among teachers, and assist teachers in meeting the learning needs of all students.

Sources of Evidence classroom observations self-study teacher interview teachers students central office personnel Standard sub-committee

Page 72 of 111 Standard 5 Indicator 7

Conclusions

Student load and class size enable most teachers to meet the learning needs of individual students. The average class size is 14.9, lower than the state average of 18.1. The average for the advisory period is slightly higher, with each teacher working with an average of 16 students. Most classes on the master schedule have a cap of 25 students, although some psychology and physical education classes have a cap of 28. Currently nineteen classes are registered as over their cap; however, no classes include more than 28 students. While some teachers interviewed state that 25-person level II classes were “difficult to manage,” 69.6 percent of teachers on the TELL survey agreed that class sizes are reasonable. Observations revealed that the majority of classes fall within the average range for the school. The Endicott survey indicates that 52 percent of staff and 86.7 percent of students agree, “My student load and class sizes enable me to meet the learning needs,” with an additional 20 percent of staff undecided. Teachers and students believe that small class sizes allow them to develop strong, personal relationships. In addition, some special education classes include a small student-to-teacher ratio, allowing the delivery of specific services and interventions in accordance with Individual Education Programs. For example, the average size of a special education class is 12.1 students to one teacher. Because of the appropriate class sizes, NAHS fosters individualized relationships to meet the learning needs of individual students.

Sources of Evidence classroom observations teachers students school support staff Endicott survey Standard sub-committee

Page 73 of 111 Standard 5 Indicator 8

Conclusions

The principal, working with other building leaders, does not provide instructional leadership that is rooted in the school's core values, beliefs, and learning expectations. The principal, two assistant principals, and the athletic director make up the administrative team at the high school. According to building leaders, although they are scheduled to meet on a weekly basis and discuss day-to-day occurrences such as traffic routes, cafeteria policies, and end-of-day dismissal, they frequently do not meet. Over the past two years, the administrative team has focused on developing new policies for fire evacuations and lockdowns as well as for maintaining a safe educational experience for its student body. Moreover, building leaders report a collaborative structure does not currently exist for the building leaders to engage in instructional decision-making and leadership. Staff and students report feeling safe in school. According to the Endicott survey, about half (56 percent) of the staff believes the principal and other school-based administrators provide instructional leadership that is consistent with the school's core values, beliefs, and learning expectations. According to the TELL Survey, less than half of the faculty believes there is a shared vision between the leadership and faculty or an atmosphere of trust and mutual respect in the school. Teachers indicate communication between faculty and administration is not timely or clear. For example, although teachers note that administration did not provide teachers with a relocation schedule when removed from their rooms due to exams. The Principal, on the other hand notes that since February 2014, teachers have received three emails about relocated classrooms due to MCAS testing. These emails were dated from February 2nd, March 8th, and May 6th from both assistant principals. Still teachers state that they had to identify other teachers who had a preparation period and ask to borrow their room. Some support staff echo feelings of unease when bringing student support and discipline issues to the attention of administrators. The slight majority (51.5 percent) of teachers report that they do not feel supported by the leadership in the building. Teachers and administration report that building and district-based leadership do not have clear common goals or directives. For example, the district opted not to create a strategic plan for the 2015- 2016 school year, but is currently in the process; as such, there is limited alignment between district and school goals. The Principal revised the School Improvement Plan to reflect the previously existing District Improvement Plan. The School Improvement Plan reflected changes from the prior year in areas of need and priority while new strategic plan is developed.

When communication between administration and faculty is streamlined and clarified, and a collaborative structure exists for the administrative team, it will allow the principal and other building leaders to meet the needs of the community and will provide leadership that is rooted in the school's core values and learning expectations.

Sources of Evidence self-study teacher interview teachers school leadership school support staff Endicott survey Standard sub-committee

Page 74 of 111 Standard 5 Indicator 9

Conclusions

Teachers, students, and parents have informal roles and limited involvement in the decision-making, which rarely promotes responsibility and ownership in the NAHS community. NAHS previously had an active faculty council, which met once a month. The faculty council no longer meets. NAHS has a school council that consists of staff, parents, and students, as well as the Parent Teacher Organization. Both of these committees meet once a month. NAHS does not have school improvement teams or committees that advise the principal on improved teaching or learning. Based on the Endicott survey, 24.8 percent of students feel they have an input in important decisions at NAHS, 38 percent of teachers feel they have input in important decisions at NAHS, and 45 percent of parents feel they have input in important decisions at NAHS. Based on the TELL Survey, 92.2 percent of parents feel that they are influential in decisions made at NAHS. However, only 35.3 percent of the faculty feel they are part of the process for making important decisions at NAHS, and 36.5 percent of teachers feel they sometimes have influence on decision-making at NAHS. Administration often makes decisions without faculty input, and decisions are often communicated after-the-fact. Parents would like increased support when preparing their children's schedule for the next year. Because of the rising participation fees, parents have decreased additional support including volunteering. District administration is concerned that parent dissatisfaction reflects the recent increase in student activity fees, as well as the increase in students leaving the district for other high schools at the start of ninth grade. When formal methods exist to engage teachers, students, and parents in the decision-making process, stakeholders will feel an increase of responsibility and ownership within the NAHS community.

Sources of Evidence self-study teachers students parents Endicott survey Standard sub-committee

Page 75 of 111 Standard 5 Indicator 10

Conclusions

Teachers throughout the school exercise some initiative within their departments; however, they rarely exercise formal leadership essential to the improvement of the school and students' engagement in learning. Of the teachers surveyed, none indicate that teachers have a leadership role in the school or the ability to affect the overall school structures. Department heads previously acted as instructional coordinators, team leaders, interdepartmental mediators, and conduits to administration. With the removal of department heads, there is no longer a teacher leadership component in the staff. Thirteen out of fourteen teachers interviewed state that this elimination of department heads has led to teachers forming stronger working relationships; however, they also indicate that essential review of student learning across teachers has stopped. Some teachers have taken on leadership roles and organized culture-building events for the staff. Many teachers lead clubs and activities, while others actively participate as coaches. Further, teachers and administrators note that the current school schedule does not afford sufficient opportunities for common planning time, limiting the ability for teachers to exercise strong initiative and leadership within their departments and across the school to increase student engagement. Although teachers have taken some initiative to build capacity through major organizational changes, when more formal opportunities exist for teacher leadership and common planning time, NAHS will be able to measure and improve student engagement and learning.

Sources of Evidence self-study teacher interview teachers school leadership Endicott survey Standard sub-committee

Page 76 of 111 Standard 5 Indicator 11

Conclusions

The school committee, superintendent, and principal are mostly collaborative, and somewhat reflective, and constructive in achieving the school's 21st century learning expectations. The North Attleboro superintendent, assistant superintendent, and high school principal actively participate in school committee meetings by reporting on developments within their jurisdiction, including policies that affect 21st century learning expectations. Within the past school year, the contributions of both superintendent and principal have included completing Freshman Step-Up Day, preparing for the NEASC self-study, moving toward paperless report cards and progress reports, and discussing updates on athletic, district, and school budgets. The Endicott survey reveals that 51 percent of the staff agrees with the statement “The school committee, superintendent, and principal collaborate in the process of achieving learning expectations.” Of that 51 percent, 10 percent agrees strongly and 41 percent agrees. The administration described the recent process as inclusive. The school committee indicates that the superintendent and principal consciously and continuously reflect an atmosphere of collaboration in achieving the school's 21st century learning expectations.

However, the superintendent, principal and school committee are not always inclusive in their decision making processes. Some community members express concerns over the transparency and fidelity of hiring policies in the district, especially related to the recent promotion of the superintendent, assistant superintendent, and high school principal. For example, many note concerns regarding the lack of an official search committee and the feeling that people were simply “moved up” without community input. School committee members agree that the central office administrative staff, principal, and school committee engage in collaborative processes around teaching and learning. According to the school committee, it is their role to support the administrators' educational decisions, as they are the experts in the field. However, the principal and administrators are not currently following the protocols required in the Massachusetts teacher evaluation model, and many teachers report concerns about the lack of inclusive leadership at the school. Interviews reveal a collegial relationship among the school committee, superintendent, and principal. The school committee commends the district and school administration, as well as the teachers, for their ability to positively impact teaching and learning within the constraints of dwindling resources. With an increase in transparency, inclusiveness, and constructive reflection, the strong relationship established among the school committee, superintendent, and principal have the potential to streamline communications and collaboration, and to expedite administrative progress toward meeting the 21st century learning expectations in the district, thereby increasing students' achievement.

Sources of Evidence panel presentation teacher interview teachers school board school leadership

Page 77 of 111 Standard 5 Indicator 12

Conclusions

The school committee and superintendent collectively provide the principal with sufficient decision-making authority to lead the school. The North Attleboro School Committee makes policy and planning decisions with input from the superintendent, assistant superintendent, chair of the school committee, and principals. The school committee has consistently supported the NAHS leadership model, which gives the principal decision- making authority. The school committee expects the superintendent to establish clear understandings on the part of all personnel of the working relationships in the school system. The principal has had to make difficult decisions due to budgetary issues. For example, rather than filling a full-time English teacher's position, he used savings from the retirement to fill a 0.6 French position. In addition, the principal recently restructured the staff, eliminating department heads. While the elimination of department heads left a void in the area of curriculum and instructional leadership, the principal reorganized the administrative staff to fill these voids. According to teachers and administrators, the new organizational structure does not provide sufficient leadership in the areas of curriculum, instruction, and assessment. The principal indicates he created administrative channels in lieu of the department heads, affording administrators the authority to make the decisions necessary to perform the tasks previously assigned to the department heads. Administration and teachers agree, although the administrative staff has the authority to conduct these tasks, they do not have the time or the resources necessary to complete these responsibilities. Although, the vast majority of teachers surveyed are not in favor of the elimination of the department heads, the Endicott survey reveals that 63 percent of the NAHS staff and 73.7 percent of parents of NAHS students are in total agreement with the statement, “The school board and superintendent provide the principal with sufficient decision-making authority to lead the school.” The principal maintains sufficient authority in the school, allowing him to act as a leader who is capable of making instructional and leadership decisions.

Sources of Evidence self-study teacher interview teachers school board central office personnel school leadership Standard sub-committee

Page 78 of 111 Standard 5 Commendations

Commendation

The numerous positive and respectful relationships between teachers and students which provide a supportive environment for students

Commendation

The visible teacher commitment to student learning as evidenced by frequent opportunities for students to receive help before, during and after school

Commendation

The school pride and positive school culture which is widely evident throughout the campus

Commendation

The opportunity for teachers to consistently meet with the same students over the four years through advisory to develop relationships that support the achievement of the 21st century learning expecations

Commendation

The positive ownership of student achievements which is visible throughout the school including the numerous awards displayed in the lobby and gymnasium and the pieces of student artwork throughout the school

Commendation

The choice for teachers of personalized options in professional development

Commendation

The teacher-generated events held to improve staff and community culture

Commendation

The principal's physical presence in and around the building

Page 79 of 111 Standard 5 Recommendations

Recommendation

Implement robust culture-building across student groups to increase inclusion of the full student body and engage all community stakeholders

Recommendation

Review and decrease the number or course levels to increase access to heterogeneous grouping

Recommendation

Implement inclusive structures to develop professional learning plans aligned to district and building strategic goals

Recommendation

Increase the level of teacher voice and leadership in professional learning communities

Recommendation

Develop cooperative, structured, and respectful channels to communicate needs and expectations for all adults at NAHS

Recommendation

Establish a positive and collaborative culture between administrators and teachers

Recommendation

Solicit and incorporate student, faculty, and community input for a formal re-evaluation of the schedule, including the integration and implementation of advisory and common planning time for teachers

Recommendation

Solicit and incorpoate student, faculty, and community input for a formal re-evaluation of the advisory period to meet the needs of students and faculty

Recommendation

Page 80 of 111 Analyze the effectiveness of the Structured Learning Periods to increase student achievement and close achievement gaps

Recommendation

Provide departmental leadership and create effective structures and processes for leadership of curriculum, instruction and assessment

Ensure the principal provides effective instructional leadership for the school that is rooted in the core values, beliefs and learning expectations

Page 81 of 111 Standard 6 Indicator 1

Conclusions

North Attleboro High School (NAHS) inconsistently delivers timely, coordinated, and direct intervention strategies for all students, including identified and at-risk students, that support each student's achievement of the school's 21st century learning expectations. The Endicott survey results indicate that while 75 percent of staff feels that the “school has timely, coordinated, and direct intervention strategies for all students,” only 30 percent of students feel that the school “meets the needs of all students.” In addition, 55 percent of parents believe the school has “timely and coordinated strategies.” Students with Individualized Education Programs (IEPs) are monitored within the special education department. The advisory program provides students with a teacher they see consistently every day for four years, but only meets for a total of twenty-two minutes per week. The new Student Support Team (SST) meets regularly with guidance counselors every Friday, and provides effective intervention strategies as a result. According to the Principal, these meetings were stopped due to the large size of meetings and the thoughts of many that it was a time to just voice complaints. These meetings were restarted this year, and both Adjustment Counselors/Nurses were included in meetings as needed. Notices were also sent to guidance, adjustment counselors, and nurses of students who were on the agenda, so if they had concerns they were able to attend a specific meeting. According to teachers and staff, the elimination of support service representatives from the SST meetings has created a lack of transparency and a breakdown in communication. Teachers also report a marked decrease in the number of formal referrals due to the “burdensome” process. Some of the interventions available to and utilized by the Student Support Team include peer tutoring, the academic support center, weekly progress reports, Structured Learning Periods, the school-to-work program, health services, the library media center, credit recovery programs such as Gradpoint, night school transition, Virtual High School, the North Attleboro Virtual Connections Academy, the new Pathways program, as well as special education and counseling services. Further, NAHS is eliminating the school's two adjustment counselors for the 2016-2017 school year. Further, NAHS has not developed a service delivery plan for the IEP and mental health services currently delivered by these staff members. When clear, transparent, and inclusive communication with adequate counseling resources are in place, student support services will more consistently support each student's achievement of the school's 21st century learning expectations and individual goals.

Sources of Evidence self-study teachers students school leadership Endicott survey

Page 82 of 111 Standard 6 Indicator 2

Conclusions

NAHS provides information to families, especially to those most in need, about available student support services. Results from the Endicott survey indicate that approximately 65 percent of parents and 60 percent of students agree that the school provides the information necessary to access the school's support services, the vast majority of which is in an electronic format. For example, the school's website grants families access to the school calendar, daily announcements, program of studies, monthly newsletter, and social media updates. The high school publishes a monthly newsletter of school-related information and events, which is sent via email, posted on the website, Facebook and Twitter. NHS provides specific and urgent information through Connect Ed calls, with follow up emails of the message. Families without Internet access may miss important information about support services, as information about these services is primarily available through the website, email, and electronic newsletters. However, the student handbook also provides families with information regarding special education services, guidance department services and availability, student health services, and library media center services. Additionally, the handbook contains a listing of hotlines/local phone numbers for community services and programs. Any written memos and letters sent home on NAHS letterhead includes information in four languages, explaining the availability of translation services, if necessary. The school's web service, Edline, provides webpage translations, as well. The guidance department provides multiple opportunities for parents to obtain information first hand, with Eighth Grade Parent Orientation, Open Houses for parents of all grade levels, Parent Breakfast, Senior Parent Night and Financial Aid Night for parents of college bound students. Students indicate that they have a clear understanding of the pathways available to them. Yet, some parents interviewed indicated that they lack important information related to available support services and the processes to access such services. It is unclear how NAHS provides information regarding alternative education programs to families of students before students opt to exit the school system. In addition, the nurses' office provides pamphlets providing information on a variety of topics. The frequency and variety of information NAHS makes available to families, especially to those most in need, provides them the necessary supports to achieve the 21st century learning expectations and skills necessary for success beyond the high school.

Sources of Evidence self-study teachers students parents school leadership Endicott survey school website

Page 83 of 111 Standard 6 Indicator 3

Conclusions

NAHS support services staff use technology to deliver an effective range of coordinated services for each student. NAHS uses multiple media to disseminate information for the coordinated services to students. Office 365 allows staff members to communicate with each other, students, and parents, as well as to access and share files whether on or off campus. All members of the support staff have regular access to a desktop computer. The adoption of Aspen X2 allows the staff to track attendance, student progress, student MCAS scores, Individual Education Programs (IEP), 504 plans, and visits to the health center. Staff coordinate programs for students using the Aspen X2 platform. Building administrators use 365 to maintain a shared Microsoft excel spreadsheet to collect and track at-risk students. The school's webpage disseminates information regarding available services and, in some cases, links the community to the available support services such as the library's webpage, Online Public Access Catalog and databases, medical forms for new students, and the guidance department's webpage. Staff desktop computers, computer labs, and laptop carts allow staff to accommodate IEP/504 plans for students who need computers for work or testing, such as the WIAT-3111 test. Guidance has successfully implemented Naviance in the group guidance courses to guide students through the college application process and to track student progress. The library includes a large computer monitor for instruction. Teachers have access to a LCD projector for instruction in every classroom. Support services utilize Gradpoint, Edgenuity, Virtual High School, and North Attleboro Virtual Connections Academy to offer students with credit recovery or alternative online education opportunities. By utilizing technology to deliver an effective range of coordinated services for each student, the support services staff help to enhance and improve student learning, enabling each student to achieve the school's 21st century learning expectations.

Sources of Evidence self-study teacher interview parents school website Standard sub-committee

Page 84 of 111 Standard 6 Indicator 4

Conclusions

The NAHS counseling services have an adequate number of certified/licensed personnel and support staff to deliver a wide array of support services to students; however, it is uncertain if the staffing level will be sufficient in the 2016-2017 school year with the elimination of two adjustment counselors. Five guidance counselors service approximately the 1,176 students at NAHS. Four counselors have a student load of 270 students, and one counselor, who also acts as head of guidance, provides services for the remaining 100 students, spread across four grade levels. Two adjustment counselors work to meet the social-emotional needs of at-risk students.

Guidance uses ongoing, relevant assessment data including MCAS results, direct referrals, teacher reports, Individual Education Program (IEP) meetings, and progress report grades to inform delivery of individual services. Counselors use relevant assessment data, taken from MCAS results, progress report grades, IEP meetings, teacher reports, and direct referrals, in an ongoing manner to track the progress of all students in grades 9-12. If there continues to be inadequate progress for any student, counselors develop a plan to communicate with the student, parents/guardians, teachers, and/or adjustment counselors. Using available data, counselors collaborate with the student, parents/guardians, staff members and adjustment counselors in order to develop an intervention plan to support the student. The high school distributes surveys to graduating seniors to assess the effectiveness of support services and to gather feedback. Currently, there is no formal process to track counselor visits, and not all students utilize the resources of counseling services. For example, data is collected and analyzed related to student college acceptance and high school dropout rates. Student enrollment in post-secondary programs increased, while dropout rates decreased, over the past five years. During the 2009- 2010 academic year, 67 percent of graduating seniors were accepted to a four-year college and 15 percent were accepted into technical or community college. During 2014-2015, 74 percent of students were accepted to a four- year college program, with 11 percent accepted to technical or community college. During the 2012 school year, 3.2 percent of students dropped out of NAHS. During the 2013-2014 academic period, student dropouts reduced to 1.0 percent.

Guidance counselors meet individually with freshmen prior to the end of October to develop academic goals for high school. Guidance counselors also meet individually with students through a student-initiated appointment process. Beginning in the 2015-2016 school year, guidance counselors deliver “group guidance” sessions for all grade levels. Group guidance classes meet with a guidance counselor for this class once a week for one quarter. Seniors meet in the first two months of school in order to assist in college planning and post-secondary services. Other than freshmen, NAHS guidance does not have a formal program to meet individually with students, although individual counseling services are available by appointment or walk-in. The number of individual student requests increase in the junior and senior years, with the increasing demands of college and career planning. Although a formal guidance curriculum does not exist, an informal process is in place to address student needs at each grade level. Additionally, the guidance department coordinates Senior Parent Night, several College Mini- Fairs and Financial Aid Night to assist students and families with post-secondary decision-making. The recent implementation of the Naviance guidance software has provides students with a common site to produce and house resumes and other college application materials. Students appreciate the training and access to Naviance through group guidance, reporting that it helps them feel more comfortable with the college planning process. Many students report that the guidance department effectively supports the college application process. Parents interviewed, however, feel that the onus for college search information and application processes falls disproportionately upon the seniors and their parents. According to the Endicott survey, 56.2 percent of students say they are comfortable going to the guidance counselor; however, 23.1 percent disagrees. Some students believe that available support is inconsistent among counselors. In fact, many students prefer to seek out a trusted classroom teacher for personal or social issues, instead of going to a guidance counselor.

Page 85 of 111 In addition to guidance counselors, NAHS currently employs two adjustment counselors, who provide personal and group counseling to students identified through a referral process because of social or psychological need. These counselors deliver needed services for students with severe or chronic adjustment issues. In addition, adjustment counselors formed effective connections with outside community resources including Bradley Hospital, Attleboro Enterprises, etc. Adjustment counselors meet with students in a variety of settings including individually and in a group-counseling environment on a weekly basis. However, due to budget cuts, district administration eliminated all adjustment counseling positions at NAHS, as well as throughout the district, as of the 2016-17 school year. Although district administration eliminated the position, there is no evidence of a plan to provide support to the students these counselors currently service.

Peer tutoring by National Honor Society (NHS) and Advanced Placement (AP) is available for general and special education students. However, parents and teachers indicate that content-specific tutoring services are difficult to access due to tutor availability, schedule, and an unclear process. Additionally, NAHS lacks clear procedures to find adequate, timely tutoring services for students after an extended medical absence. In fact, it is unclear which department(s) takes responsibility for this task. However, there is limited evidence available to verify the collection and use of feedback from the school community for these purposes, with the noted exception of the post IEP parent questionnaire. When more efficient and transparent procedures are in place and when a written developmental program is instituted for all students, the guidance department will be better equipped to provide the supports and services necessary for all students to achieve the school's 21st century learning expectations.

Sources of Evidence self-study teacher interview students parents Endicott survey

Page 86 of 111 Standard 6 Indicator 5

Conclusions

NAHS health services have an adequate number of certified/licensed personnel and support staff to provide preventative health services and direct intervention services, and provide ongoing student health assessments. The two full-time nurses provide preventive health services, direct intervention services and ongoing health assessments to the student population. Direct care involves emergency response, injury assessments, pain management, evaluation of illnesses, and mental health evaluation/treatments. Preventative care includes hearing, vision and postural screenings, BMI assessments, and illness and injury prevention. Ongoing care involves health care planning, staff education about medical conditions and treatments, and assessment of student and staff medical needs. According to the March 2015 Aspen X2 report, the nurses see an average of more than 50 patients per day. Nurses record all pertinent medical information into the Aspen X2 database for each individual visit, communicate with physicians, staff, and families, and track immunizations and screening information. There is limited evidence available, however, to verify the use of ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the school's 21st century learning expectations.

The health office utilizes the school newsletter and maintains an online presence through the school's website through which parents and students can find information on illness prevention and guidelines, screening dates and flu clinic. Many students visit the health office for medical services related to mental health issues such as anxiety. The nurses note the need to take additional time to speak with these students. NAHS has an inconsistent process for the referral and communication process between and among the adjustment counselors, guidance counselors, and nurses for students with mental health concerns. The nurses are no longer standing members of the Student Support Team, on which guidance counselors and adjustment counselors discuss student mental health issues. One nurse also serve on the Crisis Response Team, and one nurse serves as a zone leader during evacuations. The nurses have a standard referral process and ongoing relationship with a multitude of community agencies and resources. The nurses make decisions on a daily basis regarding referrals and utilize a number of community agencies to help better serve the students. The Elias Health Care Center, Attleboro Family Planning, local urgent care centers, primary care physicians and the Sturdy Hospital emergency room are a few examples of places nurses refer students/families. The school enrollment office does not consistently notify the nurses of new students. As such, the nurses do not always have access to new student health records before the students begin attending NAHS.

Students report feeling comfortable and safe when visiting the health office. The nurses regularly attend meetings and provide services to these students through IEPs, 504s, and health plans. The nurses also track and report on student data, such as concussion data. In tracking such data and participating in student meetings, the nurses provide relevant information to teachers regarding the instructional needs of these students. Because of the dedicated, certified health professionals providing a wide range of available services, NAHS students have access to comprehensive and responsive health services, which support their emotional and physical well-being and contributes to their ability to successfully access their academics.

Sources of Evidence self-study teachers students Endicott survey

Page 87 of 111 Standard 6 Indicator 6

Conclusions

The NAHS library/media services are deliberately and frequently integrated into curriculum and instructional practices, and have an adequate number of certified/licensed personnel and support staff who are actively engaged in the implementation of the school's curriculum. The librarian works with teachers and classes to provide information literacy support and instruction in the form of lessons, freshman orientation, online pathfinders, reserves shelves and research skills for many teacher-directed English and health research projects, as well as the history department's Common Assessment Opportunities (CAOs). The librarian has adapted curriculum from commonsensemedia.org to teach media literacy via online lessons available through the library's website. In addition, the library provides a wide range of materials, technologies, and other information services in support of the school's curriculum. These resources include the Online Public Access Catalog (OPAC) and print collection, Statewide Databases, the Boston Public Library's digital resources, reference eBooks, digital pathfinders with links, networked desktops, laptops, and netbooks, Discovery Education, a large touch monitor, as well as a free student printer and copy machine. The library's website provides students with tutorials, links, and assignment or course-specific pathfinders to guide students as they begin research whether in the library or off campus. According to the Endicott survey, almost 77 percent of students feel the library provides them with a wide range of materials, technology, and other information services. In addition, 90 percent of students agree that the library staff is willing to help them find the information they need or want. As such, students and teachers frequently use the library. In addition to accessing the resources and space, English and history departments often collaborate with the librarian. Math and science courses do not frequent the library as often. Due to the librarian's schedule, she is unable to participate in team meetings and/or department meetings for these disciplines. Moreover, the science section of the collection is weaker than other areas, due to increasing budget constraints. Conversely, the English and history resources are strong and regularly used. Students are able to check out reference and reserve library materials. According to the Endicott survey, 71 percent of students feel that the library has the resources they need. The established integration of the library/media services into the curriculum through structured collaboration and on a point-of-need level helps to ensure each student achieves the school's 21st century learning expectations.

The NAHS Library/media center facility is available and staffed for students and teachers before, during, and after school. While the posted hours for the library are from 7:00 a.m. to 2:50 p.m., the library is often open earlier and later for students. According to the Endicott survey, 79 percent of students agree that the library is available to them before, during, and after school hours. The library's website grants students and teachers access to the library calendar and schedule so students and staff can see the library's availability. The librarian and parts of the library facility are responsive to students' interests and needs in order to support independent learning. The facility includes twelve study carrel configurations with space for 48 students, eleven tables with seating for at least 44 students, and two small-group study rooms. In addition to these independent and group study areas, the library has the capacity, when the Wi-Fi, network, and hardware are functioning, to serve up to 40 students using a mix of desktop computers, laptops, and netbooks. Although the physical space is able to accommodate classes, in addition to Virtual High School and Structured Learning Period (SLP) students, the furniture is in disrepair and has become a safety hazard with multiple reports of breakage while being used. Also, the library floor plan does not provide the librarian a clear line of sight to all spaces. The availability of the library, as well as, group and individual instruction provides students with diverse resources to meet their study interests and needs in order to support independent learning.

The library conducts some formal and informal ongoing assessment using relevant data, including feedback from the school community, to improve services and ensure each student achieves the school's 21st century learning expectations. In order to complete the Long Range Plan on file with the Massachusetts Board of Library Commissioners, students and staff completed a survey in 2012, and the librarian created associated goals. The

Page 88 of 111 NAHS library submits a report each year to show progress toward these goals. In addition, the library gathers data regarding teacher and student usage of the library, the state of the print collection, and the use of the databases. The librarian meets with the principal annually to discuss the library program and address issues. At this time, there is no regular, formal means identified to gather feedback from students and teachers, but ongoing formative assessments such as exit tickets, drive library programming changes and initiatives. For example, this feedback led to a change in how SLP students obtain passes to the library, and programming to keep the library a relevant destination for students. With a limited amount of funds available, the library media services have consistently provided a wealth of tools and resources supporting staff and students to meet the demands of 21st century learning.

Sources of Evidence self-study facility tour teacher interview students Endicott survey

Page 89 of 111 Standard 6 Indicator 7

Conclusions

Support services for identified students, including special education, Section 504 of the ADA, and English language learners, have an adequate number of certified/licensed personnel and support staff who collaborate with all teachers, counselors, targeted services, and other support staff in order to achieve the school's 21st century learning expectations. Results of the Endicott survey show that 53 percent of the staff say the school has adequate certified support services personnel for identified students. Parents (56.5 percent) also believe staffing to be sufficient. NAHS has nine full-time special education teachers/liaisons, twelve instructional assistants, two part-time occupational therapists, two part-time speech and language therapists, one part-time assistive technology specialist, a school psychologist, a head guidance counselor, two school adjustment counselors who also act as liaisons for ten students from their official caseload, and one English language learner teacher. Caseloads range from three to twenty-five. Although NAHS currently employs two adjustment counselors, district administration is eliminating these positions in the 2016-2017 school year. There is no clear plan in place to accommodate the students that the current school adjustment counselors service in the 2016-17 school year. According to the Endicott survey, 57 percent of staff agrees that support services collaborate with all teachers, counselors, targeted services, and other support staff. These activities include email, phone conversations, and in-person contact to discuss student progress. Collaboration also occurs through the Clinical Team meetings to discuss accommodations with parents and students beyond the classroom. These meeting include the school psychologist, teachers, adjustment counselors, the special education director, and special education team chair. NAHS is home to several programs designed to support the learning of identified and at-risk students. The Best Pals program, the Access, Transitions, and Bridges programs, and the new Pathways program all provide unique, specific, and inclusive learning opportunities. For example, the Pathways program, which began in the 2015-16 school year, identified students with social or psychological circumstances that prevent them from coming to the regular high school setting. As a viable alternative, students attend an alternative, individuated program housed at the former Allen Ave. Elementary School. The special education department provides inclusion services for identified students through various modalities. Students in the program have an academic support period, but are otherwise included in general education classes with either a supporting para- professional or co-teacher. In the Bridges program, a “reverse inclusion” model is used. Students work in school selling candy, recycling, participating in the Best Pals program, engaging in music with the Learning Center class, and attending social school events. Opportunities for out-of-school inclusion includes excursions to restaurants, shopping, etc. Students attend Wrentham St. School for adaptive physical education twice a week. In the Learning Center program, students are included for physical education and electives. Some of the students in the Learning Center are included in science and history, while English and math remain taught by the learning center teacher. The special education department performs ongoing assessment using relevant data collected from quarterly progress notes and goals and Individual Education Program (IEP) meeting data. Teachers collect parent feedback immediately following each IEP meeting through a parent questionnaire. The special education department also reports student progress on the school-wide rubrics through the IEP progress report. Because NAHS has a variety of professional services and personnel who provide inclusive learning opportunities, ongoing assessment, and collaborate with staff within the school, they are able to support all learners in meeting their individual goals, as well as the 21st century learning expectations.

Sources of Evidence self-study

Page 90 of 111 teachers Endicott survey

Page 91 of 111 Standard 6 Commendations

Commendation

The creation of the new Pathways program to provide alternative opportunities for students with learning needs

Commendation

The comprehensive services of the school guidance department including the frequent parent information sessions

Commendation

The frequency and variety of communication with families about available student support services

Commendation

The development of grade-level group guidance courses and the use of the Naviance college and career software program

Commendation

The adoption of Aspen X2 as a communication portal between the support services staff and the school community

Commendation

The comprehensive health services which support students' emotional and physical well-being and contributes to their ability to successfully access their academics

Commendation

The library media specialist's ongoing interdisciplinary collaboration with teachers and commitment to providing effective library services

Commendation

The availability of the library media center before, during, and after school hours

Commendation

Page 92 of 111 The programs designed to meet the needs of students with special needs such as the Best Pals, Access, Transitions, and Bridges programs

Commendation

Page 93 of 111 Standard 6 Recommendations

Recommendation

Develop and implement a plan to meet the needs of students who will be impacted by the loss of the adjustment counselors

Recommendation

Develop a process to ensure that the Student Support Team (SST) meets regularly, includes members of all support services and reports recommendations to all teachers impacted by SST decisions

Recommendation

Recommendation

Develop a transparent process for communicating the availability and applicability of support services to parents

Recommendation

Ensure opportunities for the librarian to be involved in curriculum planning with all disiplines

Recommendation

Provide equipment and safe furniture to create an environment that promotes learning within the library

Recommendation

Evaluate the effectiveness of the current guidance curriculum, program, services, and communication to ensure all students have access to and awareness of the supports, services, and programs available

Recommendation

Establish an efficient protocol for transparent and regular communication regarding pertinent student health information between and among the support services

Page 94 of 111 Standard 7 Indicator 1

Conclusions

The community and the town's governing body provides limited funding for school programs and services; insufficient professional and support staff; minimal ongoing professional development and curriculum; some technology support; insufficient equipment; and insufficient instructional materials and supplies. Whereas 47.6 percent of students surveyed feel their school has a wide range of programs and services, 84 percent of teachers surveyed do not believe that the school offers a wide range of school programs. Although the superintendent and school committee are in support of increased funding for the school, the town's governing body does not support the school district with dependable funding. The level funding over the past few years has left the district with a budget shortfall. The budget shortfall over the past seven years, including the 4 percent cut for the 2016-2017 school year, does not provide school officials opportunities to improve programs and services. NAHS has eliminated all career and technical programs, including their culinary, automotive, woods, and machine shop due to budget limitations. On the other hand, NAHS has used PSAT data to help promote and encourage Advanced Placement (AP) course enrollment. This has led to an increase in AP courses and participation since 2012. NAHS now offers eleven live AP courses and three Virtual High School (VHS) AP courses. VHS courses allow students to participate in the AP program even if NAHS does not offer the course. The school allocates funds to support most special education services, and NAHS offers a continuum of services from academic supports to life skills and behavioral programs on the NAHS campus and at the Allen Avenue School. Although NAHS also offers many sports, club and extracurricular programs, students and families must pay fees to participate in the wide array of athletics and extracurricular activities. Even with financial support provided by the athletic booster clubs for most sports, NAHS charges fees for the transportation services to school, athletic programs, student parking, club programs, and summer and after-school academic support programs. These fees place a financial burden on families of up to $1,200 annually. NAHS extends fees beyond programs into day-to-day services. For example, students now must pay $3 for a copy of their transcript.

In addition to program cuts, NAHS has cut several professional and support staff including teachers, custodians, school adjustment counselors, and department heads. Most recently, the district eliminated the adjustment counselors at NAHS, and throughout the North Attleboro District, for the 2016-2017 school year due to yet another decrease of 4 percent to the district's operating budget. District administration has not developed a plan to provide services to students currently served by the adjustment counselors.

In addition, professional development (PD) is limited, due to both limited funding and insufficient time. In addition to the staff day at the start of the school year, teachers receive only two days of professional development during the school year. Administration indicates that dates of PD are determined by election dates because the town uses the school as a polling site. Administration is not able to schedule PD at most opportune times for staff. For example, administration introduced Microsoft 365 in September 2014 and professional development did not follow until October 2014. The budget for the past seven years includes a maximum of $250 per teacher on average for professional development. Although teachers are eligible for reimbursement up to $75 per professional workshop and $450 per graduate level course, many teachers do not seek workshops or courses as sources of professional development, as the reimbursement is only a fraction of the actual cost.

Further, curriculum revision opportunities have declined since the elimination of department heads. Moreover, the district eliminated all curriculum coordinators at the 6-12 grade levels. In addition, the schedule does not provide teachers with sufficient structured time to revise curriculum. In fact, teachers, building administrators and district administrators agree that there is no curriculum revision cycle in place, and that they do not have sufficient staff to ensure that effective curriculum revision and K-12 alignment occurs on an ongoing basis.

In addition, the district does not provide NAHS with sufficient technology funding or resources. The district

Page 95 of 111 houses the technology funding in the capital improvement line item of the budget annually in the estimated amount of $200,000 -250,000. The town has only recently added this line item to the budget. The district grossly underfunds technology due to the lack of a line item for previous years resulting in significant needs in both infrastructure and instructional equipment. For example, NAHS shares the Wi-Fi services with the town, straining the broadband, and causing interruptions in access to online content. Teachers and students rarely use the laptop carts due to the age and speed at which students are able to log-in. Although teachers have desktop computers hardwired into the Internet and connected to a LCD projector, these computers do not meet the requirements of a 21st century classroom. Teachers' desktop computers keep them tethered to the front of the classroom, which is more suited to teaching methods such as lecture and teacher-directed lessons. Teachers do not have access to school provided devices beyond the school day. In addition, the administration reports that although there is staff to service equipment and infrastructure, there is no funding available for a technology integration specialist to ensure proper integration and alignment into the curriculum and teaching and learning. Significantly, 79 percent of staff surveyed report that they feel the district does not provide adequate funding for technology support. In addition, because teachers have very limited voice in the budget implementation, they report that they have little say in technology purchases and philosophy.

Teachers also report that they have little to no funds for instructional supplies annually. For example, a survey of curriculum materials and resources conducted by building and district administration revealed that the vast majority of texts are outdated, over twenty years old, and are not aligned to current standards. Further, teachers and administrators report the need to print hundreds of thousands of copies annually in order to deliver the curriculum without updated curriculum resources. Still, NAHS does have control over the decisions related to the limited funds that are provided by the town and district. When dependable funding is provided by the community, the school will be able to support teachers and will provide students with the materials and resources necessary for an education aligned with 21st century learning expectations.

Sources of Evidence self-study facility tour teacher interview teachers school board central office personnel school leadership Endicott survey

Page 96 of 111 Standard 7 Indicator 2

Conclusions

The school has limited resources to develop, plan, and fund programs, and has a somewhat informal process for maintaining, cataloging, and replacing equipment. Due to lack of funding, NAHS has not updated the equipment catalog or maintained the equipment replacement cycle. Faculty and staff request repairs and maintenance through a newly purchased software program, SchoolDude. Because the program is new, staff has not fully operationalized it to electronically store or analyze equipment needs or repairs. The technology department also tracks and maintains equipment and repair requests through an electronic tracking system. The tour of the building and interview with maintenance personnel revealed significant concerns regarding the school plant, which was constructed in 1973. For example, the school installed portable classrooms in 1988, which were intended to be temporary, but remain in use by the social studies department. The tile flooring and carpeting throughout the portable classrooms are pulling up. In several areas, water leaks are also visible from the 40 year- old mechanical system. Further, observations revealed a lack of handicap accessibility in the auditorium orchestra pit, cafeteria areas, playing fields, athletic field bleachers, press box, concession stands, and restrooms. Although not accessible, these areas are grandfathered in, technically meeting compliance, until renovations occur. Since no renovations are scheduled, there is no plan to update these areas. Further, the one elevator in the building is limited in size, not affording sufficient space for some types of wheelchairs. Although the school recently replaced the dishwashing equipment in the cafeteria, observations and interviews revealed several pieces of equipment in the kitchen are outdated and that there is no plan to fund upgrades and replacements.

Despite the lack of resources to replace equipment, the existing custodial staff maintains a clean and tidy school. In addition, the maintenance department works diligently to create solutions for maintenance and repair with an inadequate budget. For example, the maintenance department utilizes carpet remnants to create safe, although mismatched, flooring in the guidance area and library. Staff address immediate health and safety concerns through the minimal capital improvement budget, diverting funds from planned projects. For example, when the heavy snowfall during the 2014-2015 school year caused an exterior wall to fail, the school immediately repaired the issue. This repair limited the funds to update the HVAC system, which runs on electricity, causes much water damage, and is inefficient and costly to operate. Significantly, the director of facilities and grounds notes that NAHS spends approximately $25,000 monthly on utilities, which are mostly electrical. NAHS has no Green Energy initiative in place now, nor are their plans in the future, due to limited funding for upfront costs. When NAHS allocates sufficient funding for maintenance, repair, and equipment, a facility will be created that is accessible and meets all requirements for a safe and inviting 21st century learning environment.

Sources of Evidence self-study facility tour central office personnel school leadership school support staff

Page 97 of 111 Standard 7 Indicator 3

Conclusions

The community insufficiently funds the school's implementation of a long-range plan that addresses programs and services, enrollment changes and staffing needs, facility needs, technology, and capital improvements. The principal proposed, as part of his 2014-2016 school improvement plan, the inspection and update of locks, keys, HVAC system, replacement of materials, and an update of Beaupre Field. The principal also developed a long- range plan for enhancing a wireless infrastructure within the high school. In addition to the principal's budgetary requests, the director of technology proposed a technology plan at town meeting, and funds in the amount of $250,000 were added to the capital budget to begin to bring the out-of-date infrastructure and equipment up to date in the district. This multi-year technology plan discusses district needs and proposes a replacement cycle. As this funding is for the entire district, it will take several years before NAHS makes a noticeable impact on the school's equipment and infrastructure. Furthermore, the principal requested a technology integration specialist, specifically for the high school; however, the district did not fund this position. The director of facilities and grounds has a capital improvement plan with other unfunded requests as well. The unfunded requests include the HVAC system, repair and resurface of the tennis courts, and updating of the bathroom stalls to name a few. Although long-range plans are in place from the district, principal, director of technology, and director of facilities and grounds, the school consistently suffered budget cuts for the last seven years. In fact, the school continues to face budget cuts, as the most recent town budget requires a 4 percent cut in the current school budget. The school and district leadership note that because of the annual budget cuts, there are numerous capital improvements and goals in their long-range plans that have been identified as needed but not funded. For example, although the HVAC systems is in the plans for an update, the facilities director annually implements stop-gap measures to service the 40-year-old system that relies on an antiquated electrical system.

NAHS has cut numerous positions due to annual budget cuts. For example, NAHS has eliminated department heads, custodial staff, curriculum coordinators, teachers, and adjustment counselors. In addition, although the principal developed a building alignment document for staffing, the school lacks a formal staffing plan based on enrollment and student need. For example, although students, staff, and parents agree that there is a mental health need for the increasing number of students requiring adjustment counseling, with the most recent budget cuts, central administration eliminated all adjustment counselors throughout the district from the budget for 2016- 2017. At times, the principal is able to shift staff to meet student enrollment needs. For example, from the savings from the elimination of department heads and savings from teacher retirements, he added a .6 world language teacher to the school during the 2015-2016 school year; however, this is not the norm. When the community sufficiently funds the school's implementation of a long-range plan that addresses programs and services, enrollment changes and staffing needs, facility needs, technology, and capital improvements, students will have access to the facilities, staffing, and resources necessary to achieve 21st century learning expectations.

Sources of Evidence classroom observations self-study facility tour teachers central office personnel school leadership school support staff Endicott survey

Page 98 of 111 Standard 7 Indicator 4

Conclusions

Some of the faculty and building administrators are actively involved in their development and implementation of the budget. Although the principal makes significant contributions to the budget request process, the assistant principals are limited in their role in the development and implementation of the budget. In the past, teachers made budget requests to their respective department head, who passed on the recommendations to the principal. This line of communication for requests is no longer viable, as the building administration has eliminated the department head positions. In April 2016, departments started to submit orders for 2016-2017 through the Assistant Principals and Principal. The assistant principals create solutions when the budgets are cut, but do not to develop or recommend the original budget. The teachers provide data about inventory and condition and age of books in their classes. Additionally, 79 percent of the teachers surveyed indicate that they “have no input into the school budget.” For example, it was noted by the Principal that due to budget cuts, the building administration eliminated the department head positions without input from the teachers. According to the majority of teachers, the department heads were integral in making budget recommendations to the principal. As such, teachers believe that they do not have a voice in the budget process. Yet, the Principal also notes that the building budget has remained relatively identical over the past three years. According to the Principal, the only significant increase in requests was a result for budgeting for the NEASC Accreditation visit, and all requests by teachers have been filled. Importantly, the Principal makes final decisions on where and how to allocate and prioritize this money. However, due to consistent budget cuts over the past seven years, the district administration is often forced to alter the building principal's recommendations based on the final budget allocations from the town. When NAHS initiates a more inclusive budget development process, the administrators and faculty will be able to develop a collaborative budget that includes agreed upon priorities.

Sources of Evidence self-study teacher interview teachers central office personnel school leadership Endicott survey

Page 99 of 111 Standard 7 Indicator 5

Conclusions

The school site and plant inconsistently support the delivery of high quality school programs and services. Overall, the school plant and facility ensures the health, well-being, and safety of occupants as evidenced by the public safety documents provided by the director of facilities and grounds. However, there is a great deal of variance in terms of the facility's appropriateness for quality school programs. Endicott survey results reveal that approximately 58 percent of students agree that the facility is adequate in terms of supporting school programs. However, only 28 percent of the staff agrees that the facility supports high quality programs. The Endicott survey also suggests that 61 percent of students do not feel that the furniture and equipment in their classrooms is in good condition with the exception of the new, grant-funded science labs. The athletic department and recreation department utilize all natural grass fields to excess, creating worn fields. The fields, specifically Beaupre Field, are hilly and unsafe for student play. As a result, students use only portions of some of the fields for practice. Major sports teams, like football, play their games off campus. Additionally the wooden stands are unsafe and outdated, as evidenced by planks replacing seats and stairs, preventing use. A set of temporary, portable classrooms installed in 1988, continue to be utilized by the social studies department, over 30 years after their initial installation. The mechanical system has frequent leaks, damaged ceiling tiles and causes moisture on the floor. The carpets in numerous classrooms and school areas, including the portable classrooms, are pulling up and have significant tears. Although NAHS has requested some of these items as part of the capital improvements, funding is usually directed to an area requiring immediate attention. The restrooms are clean; however, they have not been updated and include stall doors that show student heads, limiting privacy and resulting in student discomfort and dissatisfaction with the facilities. The sound-proof rooms in the music department are not sound proof. The furniture in most areas is the same age as the school. Students and teachers report chairs breaking while students are sitting in them. The auditorium only holds one grade at a time. Students in wheelchairs are unable to participate in music activities that take place in the orchestra pit. In addition, the school lacks a formal language lab for practicing and receiving feedback on speaking and listening. The special education behavior room, a converted auto mechanics lab, lacks windows and is used to store furniture that does not meet fire code requirements. Overall, teachers across departments, including the library and art rooms, report a lack of dedicated storage, impeding their ability to easily access teaching and learning resources. Finally, the machinery, woods, and the auto mechanics lab are no longer used for teaching and learning, and are now primarily used for storage and maintenance. Students report dissatisfaction with the inability to access hands-on programs such as woodworking, machinery, engineering, and auto-mechanics. On the other hand, the school's science labs and the majority of the math rooms have been updated within the last few years and include the requisite equipment and furniture to support teaching and learning in those areas.

As far as cleanliness and maintenance, 37 percent of students, 68 percent of parents, and 53 percent of staff agree that the building is clean and well-maintained. The facilities tour confirmed a clean building and bathrooms; however, the tour also revealed that necessary updates are lacking. NAHS uses certain areas of the building for storage purposes such as beneath the steps in the main entrance, in the special education bathrooms, and in the behavior room. Still, parents, teachers, and students offer various and specific criticisms concerning the building's maintenance. Some of these concerns include the limited number of custodial staff affecting the timeliness of repairs. NAHS has reduced custodial staff over the past decade. Six custodial staff members work a staggered schedule seven days of the week. A new system called School Dude, allows staff to submit work order requests through the main office, streamlining the work. Some staff are unclear as to how this work is organized and prioritized. When the school has the capital funding and staffing necessary to update the immediate health and safety concerns of the building, the maintenance needs of the building, and the storage needs of the building, students will have access to the requisite environment necessary to deliver a guaranteed and viable curriculum for all students.

Page 100 of 111 Sources of Evidence classroom observations self-study facility tour teacher interview teachers students parents central office personnel school leadership school support staff Endicott survey

Page 101 of 111 Standard 7 Indicator 6

Conclusions

The school adequately maintains most documentation that the physical plant and facilities meet all applicable federal and state laws and are in compliance with local fire, health, and safety regulations; however, the school does not have documentation to support compliance with handicap accessibility requirements. The high school has a yearly inspection by the North Attleboro Fire Department, which includes inspection and maintenance of fire extinguishers, sprinklers, and air ducts. The yearly inspection also addresses chemical returns and light bulb and battery recycling. The high school's on-site mechanical engineer and electrician maintains the heat, ventilation, and temperature controls for the entire district. According to building and district leaders, per state law, the entire facility is handicap accessible based on being grandfathered. All elevators and lifts are inspected regularly by 3 Phase Elevator and certified for use by the Commonwealth of Massachusetts. With the exception of updating compliance for handicap accessibility regulations, if the building is ever not in compliance with applicable laws and regulations, the school makes immediate plans to address the problems including necessary repairs and modifications or uses temporary alternative facilities. The chain of command is principal, director of facilities and grounds, and superintendent. Twice yearly, NAHS completes inventory and orders for custodial supplies through MD Stetson to ensure that the building is safe, healthy and clean. In total, the high school has six custodians with staggered school schedules. Also, NAHS employs two grounds keepers shared throughout the district, one mechanic/electrician and one plumber. On-site staff handle all equipment, unless it is something that requires outside repairs. The district uses several vendors for repair and maintenance of equipment. Because the school maintains documentation and processes for regular safety inspections, most students are able to access their learning in a safe and healthy learning environment. When the school updates areas to comply with handicap codes, as part of regular building renovations, all students will be better able to access all aspects of the curriculum, learning environments, and extra-curricular activities.

Sources of Evidence self-study facility tour central office personnel school support staff

Page 102 of 111 Standard 7 Indicator 7

Conclusions

The professional staff engage parents and families as partners in the students' education, and to some degree, reach out specifically to those families who have been less connected to the school. For example, communication with families includes face-to-face and technology-based communication avenues, a weekly newsletter provided by high school administration, various Twitter accounts, teachers' webpages, updated school's website, email and phone contact, along with automated email and phone calls. In addition, NAHS hosts an annual open house, two separate days of parent-teacher conferences annually and various evening guidance planning events. Moreover, transition nights and summer activities are provided for families of incoming freshmen. The high school also uses technology to engage with families. This includes a maintained and updated webpage, which presents a multitude of pertinent information. For more pressing or time sensitive communication, the school uses a ConnectEd service, which reaches households by phone in addition to email. According to the Endicott survey, approximately 86 percent of students agree that their parents have the opportunity to meet and engage with teachers, building administrators, and school counselors. The survey also reveals that 69 percent of staff believes the professional staff engages with families as partners in student education while approximately 48 percent of parents believe this to be true. Of students polled, 21 percent agrees that their parents participate in school programs. Some parents report frustration with NAHS tutoring services and have sought out private tutoring services. In addition, some parents report lack of clarity around obtaining some support services. Additionally, the specific results of the MA TELL 2014 Survey reveal percentages ranging from 72 to 97 percent of students, parents, and staff who agree that there is active engagement occurring between the school and families. Adjustment counselors, guidance counselors, support staff, administrators, teachers and health service providers forge personal relationships with families who have been less connected to the school. However, district administration have eliminated adjustment counselors from the budget, and this service will not be available to students and their families in the 2016-2017 school year. Because NAHS has a system of comprehensive communication with students and families, NAHS has created an overall successful partnership with families to ensure that students and families are informed and have access to school programs.

Sources of Evidence self-study parents school support staff Endicott survey school website Standard sub-committee

Page 103 of 111 Standard 7 Indicator 8

Conclusions

The school adequately develops productive parent, community, business, and higher education partnerships that support student learning. Staff (53 percent) and parents (58 percent) agree that NAHS has effective partnerships with community organizations, businesses, and higher education to support student learning. Furthermore, the MA TELL 2014 Survey reported that 53 percent agree that community members are supportive of the school and teachers. During the 2013-2014 school year, the school-to-career counselor worked extensively with local businesses and organized job placements, internship opportunities and career exploration events. These programs provided services to over 45 families and 500 students. Roughly 300 students, the majority of the junior class, participated in Reality Check Day. Reality Check is an annual fair that supports students in their understanding of financial decisions that will impact their future. The full-time school- to-career counselor position was removed from the budget as of June 30, 2014 and then reinstated as a part-time position for the 2015-2016 school year. Despite budget cuts, the school has made an effort to maintain opportunities for partnerships between students and businesses and higher education. For example, during the 2015-2016 school year, the school-to-work program provided twenty-four students opportunities to earn credits while obtaining a hands-on experience at community work sites. In addition, twenty-five students attended a New England Technology field trip and twenty participated in a Future Educators Day. The school-to-career coordinator reports that she has continued to provide services to families and has reached 480 students, made-up primarily of the junior class, which participated in Reality Check Day. Moreover, NAHS participates in a state run/funded Dual Enrollment Program that allows students to take courses and earn credits at a local community college and at the high school. This provides students with the opportunity to graduate from high school while earning up to 30 college credits. Students are also able to enroll in Early Education Program courses at NAHS, providing eligibility for credits from Rhode Island College. Additionally, guidance developed a student seminar in 2015. At this seminar, counselors meet with non-senior students monthly to provide information related to students' post-high school plans. In 2014, NAHS hosted three college fairs, with 70 post-secondary schools participating. Additionally, guidance hosted the 6th annual Reality Check Day, for the junior class in May 2015. This three-hour, highly interactive event assists students with financial management skills. Reality Check Day welcomed over 60 volunteers and fourteen vendor booths of local businesses and organizations. Once a mechanism is instituted to ensure all students have access to school-to-career services and opportunities, the parent, business, higher education and community partnerships will afford students essential authentic learning opportunities in the real world.

Sources of Evidence self-study teachers school leadership school support staff Endicott survey

Page 104 of 111 Standard 7 Commendations

Commendation

The custodial staff's efforts in maintaining a clean school building

Commendation

The increase in Advanced Placement courses and enrollment since 2012

Commendation

The newly renovated science labs and math classrooms that include the requisite equipment and furniture to support delivery of the curriculum

Commendation

The addition of SchoolDude software for maintenance and custodial work orders

Commendation

The re-institution of the capital improvement technology line item of the 2015-2016 budget into the projected 2016-2017 budget

Commendation

The provision of LCD projectors or interactive white boards in each classroom

Commendation

The active, supportive, collaborative relationships with Booster Clubs and other local business organizations

Commendation

The efforts of the school-to-career coordinator who works extensively with local businesses, organizes job placements and internship opportunities for students and assists with the organization of events such as Reality Check Day

Page 105 of 111 Commendation

The partnerships with local colleges that allows students to participate in dual enrollment courses

Page 106 of 111 Standard 7 Recommendations

Recommendation

Provide dependable funding for a wide range of school programs and services including ongoing professional development and curriculum development, sufficient equipment, instructional materials and supplies

Recommendation

Provide administrators with increased autonomy regarding professional development time and funding activities

Recommendation

Address deficiencies in the school site and building including the following:

Remove portable classrooms that are aging and in need of repair Replace broken furniture in the library and other parts of the school Ensure the school's athletic fields are well taken care of and safe for student use Replace the wooden viewing stands that pose a safety hazard for spectators Replace worn and torn carpeting throughout the school Repair the leaks in the mechanical system that cause damage ceiling tiles and moisture on the floor Update the school restrooms including ensuring adequate privacy for students Provide adequate sound-proofing in the music room Provide additional storage in the art and library departments

Recommendation

Research green energy initiatives and grants to provide savings in utility costs

Recommendation

Work collaboratively with the town and district to develop, implement, and fund the long-range strategic and technology plans

Recommendation

Utilize student data, including enrollment, assessment, and social-emotional data, to develop and fund a staffing plan aligned to student needs

Recommendation

Develop and implement a plan to increase transparency and collaboration in the building budget

Page 107 of 111 recommendations

Page 108 of 111 FOLLOW-UP RESPONSIBILITIES

This comprehensive evaluation report reflects the findings of the school's self-study and those of the visiting committee. It provides a blueprint for the faculty, administration, and other officials to use to improve the quality of programs and services for the students in this school. The faculty, school board, and superintendent should be apprised by the building administration yearly of progress made addressing visiting committee recommendations.

Since it is in the best interest of the students that the citizens of the district become aware of the strengths and limitations of the school and suggested recommendations for improvement, the Commission requires that the evaluation report be made public in accordance with the Commission's Policy on Distribution, Use, and Scope of the Visiting Committee Report.

A school's initial/continued accreditation is based on satisfactory progress implementing valid recommendations of the visiting committee and others identified by the Commission as it monitors the school's progress and changes which occur at the school throughout the decennial cycle. To monitor the school's progress in the Follow-Up Program, the Commission requires that the principal submit routine Two- and Five-Year Progress Reports documenting the current status of all evaluation report recommendations, with particular detail provided for any recommendation which may have been rejected or those items on which no action has been taken. In addition, responses must be detailed on all recommendations highlighted by the Commission in its notification letters to the school. School officials are expected to have completed or be in the final stages of completion of all valid visiting committee recommendations by the time the Five-Year Progress Report is submitted. The Commission may request additional Special Progress Reports if one or more of the Standards are not being met in a satisfactory manner or if additional information is needed on matters relating to evaluation report recommendations or substantive changes in the school.

To ensure that it has current information about the school, the Commission has an established Policy on Substantive Change requiring that principals of member schools report to the Commission within sixty days (60) of occurrence any substantive change which negatively impacts the school's adherence to the Commission's Standards for Accreditation. The report of substantive change must describe the change itself and detail any impact which the change has had on the school's ability to meet the Standards for Accreditation. The Commission's Substantive Change Policy is included on the next page. All other substantive changes should be included in the Two- and Five-Year Progress Reports and/or the Annual Report which is required of each member school to ensure that the Commission office has current statistical data on the school.

The Commission urges school officials to establish a formal follow-up program at once to review and implement all findings of the self-study and valid recommendations identified in the evaluation report. An outline of the Follow-Up Program is available in the Commission’s Accreditation Handbook, which was given to the school at the onset of the self-study. Additional direction regarding suggested procedures and reporting requirements is provided at Follow-Up Seminars offered by Commission staff following the on-site visit.

The visiting committee would like to express thanks to the community for the hospitality and welcome. The school community completed an exemplary self-study that clearly identified the school’s strengths and areas of need. The time and effort dedicated to the self-study and preparation for the visit ensured a successful accreditation visit.

Page 109 of 111 SUBSTANTIVE CHANGE POLICY

NEW ENGLAND ASSOCIATION OF SCHOOLS & COLLEGES Commission on Public Secondary Schools

Principals of member schools must report to the Commission within sixty (60) days of occurrence any substantive change in the school which has a negative impact on the school's ability to meet any of the Commission's Standards for Accreditation. The report of a substantive change must describe the change itself as well as detail the impact on the school’s ability to meet the Standards. The following are potential areas where there might be negative substantive changes which must be reported:

elimination of fine arts, practical arts, and student activities diminished upkeep and maintenance of facilities significantly decreased funding - cuts in the level of administrative and supervisory staffing cuts in the number of teachers and/or guidance counselors grade level responsibilities of the principal cuts in the number of support staff decreases in student services cuts in the educational media staffing increases in student enrollment that cannot be accommodated takeover by the state inordinate user fees changes in the student population that warrant program or staffing modification(s) that cannot be accommodated, e.g., the number of special needs students or vocational students or students with limited English proficiency

Page 110 of 111 Roster of Team Members

Chair Paula Dillon - Barrington Public Schools

Assistant Chair Justin Roy - Spaulding High School

Visiting Committee Members Joseph Attubato - Burlington High School

Rachel Barnes - Monomoy Regional High School

Mary Curran - Somers High School

Melissa Dabney - Millbury Memorial Junior-Senior High School

Andrea DiCicco-Holsombach - Cranston High School East

Brandon Foye - Tewksbury Memorial High School

Kyle Fredericks - Braintree High School

Keith Kenyon - Nauset Regional High School

Ami Kleindienst - Waltham High School

James Kobialka - University Park Campus School

Jenna Morin - Murdock High School

John Ramsey - Pembroke High School

Kristen Rubin - Lewis S. Mills High School

Maureen Wiklund - Sandwich Public Schools

Page 111 of 111