VISITING COMMITTEE REPORT for
Concord-Carlisle Regional High School Concord, MA
Mr. Peter Badalament Principal Concord-Carlisle Regional High School 500 Walden Street Concord, MA 01742
Dr. Ellin Booras Chair Sandwich High School 365 Quaker Meetinghouse Road East Sandwich, MA 02537
James Tremblay Assistant Chair Exeter High School 1 Blue Hawk Drive Exeter, NH 03833
11/01/2015 - 11/04/2015
Page 1 of 96 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 96 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 96 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 96 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 96 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 96 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 96 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 96 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 improve services and ensure each student achieves the school’s 21st century learning expectations.
Page 9 of 96 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 10 of 96 School and Community Summary
School and Community Summary
Concord-Carlisle Regional High School (CCHS) is situated approximately twenty miles northwest of Boston, and about a quarter-mile north of the intersections of Routes 126 and 2. The area is home to the North Bridge, site of “the shot heard round the world” and place where the American Revolution began, and to the legacies of such significant contributors to the literary history of our nation as Alcott, Emerson, Hawthorne, and Thoreau. The school sits on a 94-acre campus, about a mile from Concord center and seven miles south of Carlisle center, on Walden Street, with two points of ingress/egress, one off Walden Street and the other off Thoreau Street. At the time of this report, the school is a group of six rambling one-story buildings connected by open walkways and covered passages, and anchored by a three-level Learning Commons. It is surrounded by playing fields and tennis courts. A new school is under construction on-site, behind the existing facility. Upon completion of the new building, the present campus will be replaced with fields and outdoor seating areas. About a half-mile west of the high school, down Thoreau Street, is a train station offering service east to Boston and west to Fitchburg. Walden Pond is about a half-mile to the south.
Originally a farming community with a population that has remained relatively stable in recent times, Concord has seen its demographics change significantly over the past half century, shifting from rural, younger, blue-collar to more affluent, suburban, older, white-collar as it has become a bedroom community for professionals from Boston and the high tech industries along Route 128 (I-95) and I-495. Today, Concord has a population of nearly 18,000, with many drawn here, in part, by the fine reputation of its public schools. As such, single-family home prices have increased. In 2012, the average price of a family home was $718,000. The median income in Concord is currently $130,000, with 71% of workers identified as white-collar and 29% as blue-collar.
Carlisle has a population of just under 5,000, and it, too, is an affluent community. The median price of a single-family home in Carlisle as of 2012 was $739,000. The median income in Carlisle is currently $175,000, with 71% of workers identified as white-collar and 29% as blue-collar.
About 6% of Concord land is devoted to industrial or commercial use in three thriving retail centers: Concord center, Concord depot, and West Concord. Although the tourist industry supports much of Concord center, the outlying retail areas have supermarkets, pharmacies, restaurants, and other establishments supported by residents. Carlisle, on the other hand, is almost exclusively residential with most of its land open space. Less than 0.4% is industrial or commercial; Fern's General Store, three real estate offices, and a bank ATM stand in Carlisle center.
As of July 2013, Carlisle had 5.2% unemployment and Concord had 4.9% unemployment. In 2009, 3.9% of Concord families were below the Federal poverty level of $22,000 for a family of four ; in Carlisle the rate was 2.4%.
The state average for per pupil expenditures for year 2012-2013 was $13,636. In those same years the Concord-Carlisle Regional School District has spent $20,525 per pupil.
For the school year 2013-2014, the total enrollment at CCHS consisted of 1,228 students as of Jan. 29, 2014, 59 of whom are in the METCO Program. No one is attending CCHS through tuition or school choice. The town of Concord includes three public elementary schools and one middle school on two campuses. The Carlisle School is a K-8 system in a single building. Combined, the public schools have a total enrollment of 2,186. In addition, there are: two independent K-8 schools with a total enrollment of 628 students, of whom 233 live in the towns; a public vocational school in a nearby town with 743 pupils, 5 of whom live in town; and two independent secondary schools with 758 students, 67 of whom live in town.
The primary feeder schools for CCHS are the Carlisle School (K-8) and the Concord Middle School (6-8) with a combined total 1259 scholars as of Jan. 1, 2014. 15% of the high-school-aged children in the two communities attend independent schools. As of November, 2014, CCHS has the following enrollment numbers: grade 9 has 338 students, grade 10 has 311, grade 11 has 310, and grade 12 has 296 for a total of 1,255.
Page 11 of 96 The Concord-Carlisle Regional School District (CCRSD) continues to maintain excellent academic programs while meeting challenging funding goals. Despite increasing enrollment, unstable special education costs, and lack of increases in State funding levels, CCHS has been able to sustain current programs without exceeding Finance Committee guidelines. CCHS resources have seen relatively flat increases in in special education needs and relatively stable enrollment levels. The CCRSD goal approved by the School Committee provided direction to the budget process to support student learning opportunities. The district administration and school committees' work was reflective of the new $92.5M high school project's cost impact on taxpayers, and they collaboratively worked with the Finance Committees of Concord and Carlisle to develop responsible FY13 budgets. The FY13 CCHS school budget was $23,647,387, an increase of 1.8% above the FY12 level. The CCHS budget request was below levy limits and matched guidelines developed by the Finance Committees, and for the sixth consecutive year did not require an override. The CCHS Technology Stabilization Fund was increased by $500,000. The Regional School District's Excess and Deficiency (E&D) fund balance for the past fiscal year has been maintained above the 4.7% level. The AAA bond rating has been maintained and the December $9,000,000 Bond Anticipatory Note (BAN) sale was assigned the highest possible rating by Moody's Investors Service and the sale resulted in an effective interest rate of 0.2041% on the borrowed funds.
In 2012-2013 the average daily student attendance rate was stable at 95.4%. Eighty-four percent of the student body is white, 6% African-American, 6% Asian-Pacific Islander, and 3% Hispanic. There has been little significant change in these numbers over the last few years. As of 2014 there are fifty-nine students enrolled through METCO. One METCO student is a 5th-year senior scheduled to graduate after the first semester.
There are no unusual age/grade placements this year. All students attending the High School are between 14-18 years old. In some years, the CCHS range may expand from ages 14-21 because the Pathways Program serves some non-diploma students who stay in special education until age 22.
Massachusetts DESE 2013 graduation data indicates that in a cohort of 314 students, 96.5% graduated and 2.2% remained in school. The 2.2% represented students with disabilities. The graduation rate for females was 96.1%, and for males it was 96.9%. There was a 1.3% drop out rate.
There are fifty-eight co-curricular activities in the school, as well as twenty-six varsity interscholastic sports and numerous sub-varsity squads. Participating in the non-athletics co-curricular activities at last count were approximately 1,500 students, a number which includes individuals involved in several activities.
The average class size across the school is twenty-three students with a range from twelve to thirty-one.
The Concord-Carlisle Regional School District and Concord Public Schools (K-8) hires and retains exceptional educators (p. 19).
Educator retention rate (only for educators who voluntarily resign); 97% for CPS; 97.6% for CCHS Primary reason for separation (other than retirement) continues to be family relocation or family reasons 100% of CPS and CCHS teachers are “highly qualified” as defined by the federal No Child Left Behind Act Twenty educators and twenty support staff have worked in one or both districts for twenty-five or more years Four CCRSD support staff retired representing eighty-seven years of service New teachers at CCHS: six
CCHS Years of Service - Educators:
Servicing the needs of the students are 105 full-time equivalent teachers, twenty-five part-time teachers, three full-time administrators; and forty-eight nonprofessional staff, and three building service workers. Because of the 7x5 block schedule and four-class load for teachers in the large departments, teachers have opportunity for common planning time. Five blocks meet four times a week for fifty-eight to sixty minutes, and three blocks meet forty-seven minutes five times a week. At the time of writing, there is a 90:1 student-teacher ratio school-wide, although some departments, such as English, World Language and Math, have exceeded that ratio because of scheduling issues and the desire to meet student schedule requests when possible.
Page 12 of 96 The CCHS Guidance Department sponsors mini college fairs in the school cafeteria during lunch periods throughout the first semester. Approximately 175 colleges attend and the fair is open for any student to attend. Middlesex Vocational Technical School on Route 2A in Lexington is a viable opportunity for students in the community so inclined, but few take advantage of this educational option. The community of Concord offers a very complete Community Education Program with more than two hundred courses and experiences that students can select from. The Summer Opportunities Fair takes place the second semester of each year to allow students to find interesting employment as counselors or explore employment in local establishments.
Concord-Carlisle Community Connections is a collaborative community-mentoring series that connects students with business and community leaders and residents in a variety of disciplines, thus improving student appreciation and understanding of the challenges, inner-workings, and skill sets necessary for success in real-world professional environments. The program seeks to underscore the value to students of making real-life connections outside of the classroom in order to develop life skills and insights into the professional world. It is expected that student participation in this program will facilitate an intergenerational exchange of ideas and life experiences between students and members of the local business community and retirees from a variety of business and academic careers. It is expected that these connections will provide an opportunity for students to learn more about the challenges and adversities faced by people and organizations in their daily pursuits, the competing choices and sacrifices often required, and the adversity often faced and overcome in achieving personal and business goals. Community mentors will be encouraged to expose students to notions of the importance of teamwork, developing interpersonal and problem-solving skills, building personal networks, and the need for personal interaction in the workplace.
There are many examples of a close relationship between the school and the community:
The Ruettgers Foundation sponsors an ongoing series of five or six presentations each year by faculty to students and staff alike on topics that interest the school community. In addition, foundation monies are used each semester to sponsor after-school seminars for twelve to fifteen students, focusing on interdisciplinary topics not covered by the formal curriculum. Initiated in 1994, Senior Project offers second-semester credit to twelfth graders pursuing projects of interest on an independent basis with a faculty mentor. These projects may be related to service, academics, career, or creative exploration. The Parents' Association (PA) sponsors a grant program to fund teacher-initiated projects and programs for the student and parent community. In addition the PA has a parent board that works with each of the classes and their elected representatives. The PA provides support when needed for all school initiatives. The Concord Education Fund has collected extraordinary amounts of money to fund projects throughout the entire school system. Collaboration between members of the Concord Education Fund, the administration, and several teachers in the science department resulted in the creation of an Engineering Program and Robotics Team at CCHS.
All students must accumulate one hundred credits and meet distribution requirements to graduate. Each student must also perform a minimum of forty hours of community service between the date of entrance as a new student and the last day as a senior. At CCHS, students demonstrated their commitment to social responsibility through participation in numerous activities, raising funds to aid relief efforts in numerous countries and participating in exchanges with Denmark, Ecuador, France, Japan, and Turkmenistan. In the summer of 2012, students traveled to Tanzania to perform community service in rural areas; in 2013, students went to Bolivia. Locally, our students completed more than 54,000 hours of service in the surrounding communities during the school year. This volunteer community service is another example of CCHS students internalizing the core values of the school district. Student volunteer efforts are coordinated by 2Volunteer.org, a community- based organization that partners with Concord-Carlisle to help students learn the value and importance of service. In order to establish the best possible experience between student and organization, 2Volunteer facilitates the best possible match.
The hours accumulated by each class as of September, 2014:
Class of 2015 - 28,763
Page 13 of 96 Class of 2016 - 18,532
Class of 2017 - 6,001
Class of 2018 - 1,397
The math, world languages, and science departments use ability grouping throughout their curricula to establish classes that will fit the academic needs of their students. In the English courses, students are grouped from ninth grade through the fall of their senior year in classes that fit the academic needs of the students. In the spring of senior year, students may choose from among five elective courses designed to allow them to pursue their academic interests. Social Studies does not have ability grouping; there are, however, ninth and tenth grade Social Studies programs that all students must take, and extensive elective courses allow students to pursue their personal intellectual interests without regard to formal grouping.
In 2012, Advanced Java Programming and the Musical were implemented as new courses. In the 2014-2015 academic year Python Programming will be introduced. A new interdisciplinary program, Rivers and Revolutions, was launched for fifty students each semester. Honors English courses were offered for freshmen, sophomores, and juniors. English, social studies, and special education teachers worked together to develop and implement common assessments. At the beginning of the school year, all freshmen participated in a technology orientation course to become familiar with their First Class, X2, and Moodle accounts. Three hundred students and teachers use the Moodle site on a daily basis. Students use digital tools to access online course work, check email conference folders for class and school information, contribute to wiki forum discussions, and work with a variety of web-based platforms. Information literacy classes taught by the library media specialist instructed all students in advanced web searches, source evaluation, citation and web-based tools for collaborating, synthesizing and sharing work. Twenty-five students participated in Virtual High School classes.
In 2014 the AP Capstone program was adopted. Juniors and seniors are eligible to participate in the first year, called AP Seminar. This course is unlevelled and open to all students. It is a skills intensive program that focuses on critical reading strategies, search skills, academic writing, collaboration, and presentation. Senior who have take AP Seminar are eligible to take AP Research in their senior year. AP Research is an intensive, year-long program that culminates in a full thesis, presentation, and defense.
Working with Concord researcher Dr. Bryan Windmiller, thirty Biology students participated in an on-going Environmental Field Studies Group project to protect Blanding's turtles through early release in Great Meadows National Wildlife Refuge. Other projects included working with Jeff Collins of Mass Audubon and Amber Carr of the U.S. Fish and Wildlife Service to map invasive plant species in Concord, and helping identify houses in town that are south-facing and prime candidates for solar paneling as part of a community initiative to be 20% powered by renewable energy by 2025.
In 2012, the robotics team built an amazing robot to successfully compete for the first time at the national level in the FIRST competition in St. Louis. The club has continued to grow and improve. The CCHS Meteorology students and teacher presented at the American Meteorological Society conference.
At CCHS, increasing the programs for social/emotional interventions (Alternative Program, Lighthouse Program and Pathways) has resulted in moderating costly out-of-district placements. Special and regular educators collaborated in differentiating instruction with accommodations and curriculum modifications to ensure that all students were able to access the core curriculum, instruction, and technology. Of the total in-house CCHS population, approximately 16% receive special education services. The total special education enrollment is 1,258 (16%), with 197 in-house at CCHS and the balance in out- of-district-placements.
Special Education Data
CCHS currently has fourteen students receiving ELL services, approximately 1.1% of the population. There are no bilingual courses. ELL services consist of three academic classes: Fundamentals of English I, Fundamentals of English II, and Fundamentals of U.S. History. Tutorial support is also available.
Page 14 of 96 As part of an ongoing, school-wide effort to close the achievement gap that exists, CCHS has done a thorough examination in several areas, including membership in upper-level classes. Recent data shows that while there is some representation of students of color and students with learning challenges in these classes, these groups are still under-represented (i.e. students on IEP's only account for 5% students in upper-level classes, but they are 14% of the overall population.)
From 2009-2013, 91.3% of graduates went to four-year colleges, 1.8% went to two-year colleges. 0.3% went to technical schools, 1.4% took post-graduate years at independent schools, 0.7% took a gap year, 0.8% chose immediate employment, and 2.7% were undecided or unknown.
Recent school initiatives include a truly interdisciplinary program known as Rivers & Revolutions in which 100 students participate in an immersive experience. This program integrates the core curriculum from English, Mathematics, Social Studies, Science, and Art to investigate the following units of study: Rivers, Revolutions, Air, Fire, Love, Migration, Seasons, and Equilibrium. Student stewardship roles and fieldwork are critical components of the program to foster connections between course content and the local communities. CCHS is also determining learning outcomes for every course and devising strategies to differentiate instruction. A required professional orientation program for new teachers includes courses on anti-racism and Sheltered English Immersion (SEI).
In the last two years CCHS has exceeded both national and statewide average College Board scores and MCAS scores. In 2014 (MCAS Tests Spring of 2014) 97% of 10th grade students scored proficient or advanced on ELA MCAS, 95% scored proficient or advanced on Math MCAS, and 94% passed one of the Science MCAS exams. 100% of the classes of 2012 and 2013 received a Competency Determination as a result of passing both ELA and Math MCAS. From 2012-2013 CCHS had eleven National Merit Scholarship winners, eleven Semifinalists and one-hundred and fifty-seven Letters of Commendation.
The median SAT score for the Class of 2013 was 1840 (with 1529 as the state average). Six students in the Class of 2013 qualified as National Merit Scholar Finalists. 97% of Advanced Placement (AP) exams taken by CCHS students received a passing score, and overall 85% of AP exams were scored at a 4 or 5 (the highest score). From 2009-2013, the average number of CCHS graduates planning to continue their education in post-secondary placements exceeded 95%. In a 2013 survey of graduating seniors, 82% reported that they were admitted to their first or second college choice and 94% of seniors were admitted to their first, second or third college choice. CCHS students continue to be successful in the college admissions process. From 2009-2013, 37% of students who were planning to go on to college matriculated at very selective institutions (colleges that admit 40% or fewer applicants) and 42% matriculated at selective institutions (colleges that admit 41-70% of applicants.)
Core Values, Beliefs and Learning Expectations
Committed to excellence in and out of the classroom, the CCHS community believes that it is our mission to inspire our students from Concord, Carlisle and Boston to strive for and meet high levels of academic and personal achievement. We believe that the respectful, supportive, and engaging learning environment at CCHS instills intellectual curiosity, a passion for learning, as well as an understanding of one's role in the local community and in a diverse global society.
We are committed to the following beliefs about learning:
Students learn best from engaging, relevant instruction that blends the best of the traditional with the innovative. Students learn best when they apply their knowledge and skills to authentic tasks. Students learn best when instruction is differentiated to meet the needs of all learners. Students learn best from a caring and committed learning community that helps them cope with the challenges in their life with guidance and empathy.
We believe that students learn best when the school's rigorous curricula provide opportunities for:
Students to develop critical and creative thinking skills. Students to pursue their individual interests.
Page 15 of 96 Students to engage in peer-to-peer and student-to-faculty collaboration. Students to develop self-monitoring skills and independence.
We further believe that students learn best:
In an environment that encourages risk-taking and supports personal well-being. In a school that fosters respectful relationships among all members of the community. In a community that provides opportunities for faculty, staff, and administration to engage in continual professional development, creating authentic collaboration in the service of student learning.
Page 16 of 96 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 Concord Carlisle High School, a committee of 6 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.
The self-study of Concord Carlisle High School extended over a period of 25 school months from January, 2013 to May, 2015. The visiting committee was pleased to note that a group representing a variety of stakeholders including faculty, students, and school administration joined the professional staff in the self-study deliberations.
Page 17 of 96 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, Concord Carlisle 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 Concord Carlisle High School. The Committee members spent four days in Concord, MA, 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 school based health care professionals, diverse points of view were brought to bear on the evaluation of Concord Carlisle School.
The visiting committee built its professional judgment on evidence collected from the following sources:
review of the school's self-study materials
42 hours shadowing 16 students for a half day
a total of 35 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 32 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 Concord Carlisle School.
Page 18 of 96
Page 19 of 96 Standard 1 Indicator 1
Conclusions
Concord-Carlisle High School has been engaged in a mostly inclusive and dynamic process based on best practices to identify, to develop, and to commit to its core values and beliefs about learning. In January 2012, CCHS began an inclusive process to revise its existing core values, beliefs, and learning expectations. In May 2012, faculty, students, parents, and representatives from central administration participated in a professional day to approve the core values, beliefs, and learning expectations document. The revised version of this document was ratified at the May 22, 2012 faculty meeting. In discussions with faculty who participated in the process of creating the document, it appears there was an emphasis on considering what the school environment and academic goals for the students already were at the time of the document's creation. It does not appear that current research-based best practices were used to inform the final document or that the document deliberately informs instruction. According to the Endicott survey reported February 20, 2014, 77.7 percent of students and 83 percent of parents at CCHS state that they are familiar with the school's core values, beliefs and learning expectations about learning while 63.5 percent of staff members state that the school's core values, beliefs, and 21st century learning expectations are clear to them. Despite these percentages, when asked to provide examples of the core values and beliefs in place at CCHS, students, teachers, members of administration and parents had difficulty identifying them. Instead, they indicated in general terms how the school culture and curriculum help students become global citizens, guide a supportive atmosphere for student learning and growth, and provide students with 21st century skills. There is undeniable widespread pride among the CCHS students, parents, and staff for their school, an exquisite learning environment. Yet, there appears to be a disconnection between what they believe occurs in the school, and what is believed to be related to core values, beliefs, and learning expectations. Only 44.1 percent of faculty members feel that the school's core values and beliefs are actively reflected in the school's culture. Only 41.5 percent of faculty members agree that they consider the school's core values and beliefs about learning when making important teaching decisions. The approved document containing core values and beliefs does not appear to be widely available in the school nor used in the classroom. The most recently approved core values, beliefs, and learning expectations are not posted anywhere in the school nor do they appear on the school's website. The principal mentioned his frequent but indirect use of the document in his meetings with the leadership team, but also noted that there have been no changes ratified or held to faculty review since 2012. CCHS has created a set of core values and a collection of learning outcomes that are understood in general terms, but are not used, visible, or used widely in framing decision-making.
Sources of Evidence
classroom observation's self-study student shadowing facility tour teacher interview students parents department leaders school leadership Endicott survey school website Standard sub-committee
Page 20 of 96 Standard 1 Indicator 2
Conclusions
Concord-Carlisle High School has created challenging and measurable 21st century learning expectations for all students which address academic, social, and civic competencies. However they are not defined or measured by school-wide analytic rubrics that identify targeted levels of achievement. Based on the learning outcomes defined for Concord-Carlisle High School, the school possesses learning expectations that can be easily labeled as academic, civic, or social and be applied to 21st century skills. The perspective of the degree of difficulty and measurability of these outcomes, however, varies within the school. According to the Endicott survey, 69 percent of students believe the outcomes are challenging and measurable, but only 53.4 percent of the staff agrees. Faculty supported the ideas contained within the core values, beliefs, and learning expectations. Faculty members indicated widespread misunderstandings as to how the document would be utilized to inform instruction at CCHS. Subsequent to the approval of the core values, belief, and learning expectations, a set of CCHS learning outcomes evolved for which corresponding rubrics were created. In an effort to make the learning outcomes measurable, it is reported that a team representing all academic disciplines convened several times to generate analytic rubrics for the five learning outcomes that included the use of same terminology and indication of the expected level of student achievement, as requested by the NEASC accreditation process. The topic of common school-wide rubrics across all disciplines has prompted a level of animated discourse among faculty members at CCHS. On two separate occasions in March 4, 2014, and May 6, 2014, a majority of the staff voted against implementing school-wide rubrics. While teachers reported support for departmental rubrics and provided examples, teacher interviews have consistently illustrated that faculty members do not consider school-wide rubrics to be beneficial to their teaching practice and to students' learning. Their concerns were articulated through a thoughtful review of the literature pertaining to the scholarship regarding the efficacy of school-wide rubrics. Teachers and department chairs agree that school-wide rubrics, as presented, are too broad to be useful throughout the school. Instead, they routinely create rubrics that best fit their instructional needs for a specific assessment or a departmental assessment. Teachers defend their position that collaboratively designed discipline and course-specific rubrics are effective assessment tools. As a result of extensive conversations among faculty and administration, research on current best practices, and a commitment to a high level of achievement, CCHS has determined the best way for CCHS to address 21st century skills is to maintain a focus of uniformity within the departments without the use of school-wide analytic rubrics.
Sources of Evidence
classroom observations self-study teacher interview students parents department leaders school leadership Endicott survey Standard sub-committee
Page 21 of 96 Standard 1 Indicator 3
Conclusions
Concord-Carlisle High School's core values, beliefs, and 21st century learning expectations are actively reflected in the culture of the school. Without a deliberate effort to do so, these core principles drive curriculum, instruction, and assessment. While the school's policies, procedures, decisions, and resource allocations reflect the school's core values, they do not appear to be guided by them. It is evident through conversations with school leaders and faculty that the culture of the school spawns strong relationships between faculty and the student body as well as emphasizes the relationship between the CCHS community and the global society. One example of how the school promotes understanding of students' role in a diverse global society is through the continued support of the two-way student exchange programs with Denmark, France, Turkmenistan, and Ecuador. CCHS sponsors a student and cultural exchange program with Concord's sister school in Nanae, Japan. These programs allow CCHS students to practice their communication skills in another language, as well as to increase their awareness of other countries and cultures while developing their capacity as independent learners. Such opportunities reinforce the school's commitment to providing engaging and relevant instruction. Other examples of CCHS developing curriculum that corresponds to the 21st century learning expectations are the recently implemented Biostatistics course, the robotics club, the Java coding classes, and the more established River and Revolutions, an outstanding interdisciplinary program of remarkable definition and impact. These academic opportunities provide students with the resources and guidance to become complex thinkers that are able to analyze and synthesize information as well as to collaborate with others in the school community. These courses additionally utilize authentic assessments that use real-world data and require creative solutions from students. While these programs reflect the CCHS 21st century learning outcomes, they are not necessarily guided, inspired, or assessed by the tenets espoused in the documents. CCHS operates several programs for underperforming struggling students including Alternate Program (Alt Pro),Lighthouse, and Planning Room that respect and support students' academic, social and emotional needs. Of special note is Planning Room, an in school suspension program, that provides academic, social and emotional support for students. CCHS students who need academic support can receive assistance in the math resource center and social studies English resource center rooms, among other programs. As a result of a shared general understanding of core values and beliefs and 21st century learning expectations, as opposed to a commitment to a specific document, the school's curriculum, instruction, assessment, policies, procedures, decisions, and resource allocations reflect the supportive and challenging learning environment defining CCHS.
Sources of Evidence
self-study panel presentation teacher interview teachers students school support staff school website Standard sub-committee
Page 22 of 96 Standard 1 Indicator 4
Conclusions
CCHS does not regularly review and revise its core values, beliefs, and 21st century learning expectations based on research, multiple data sources, as well as on district and school community priorities. There is no designated process and timeline for their regular review, but the school's leadership team, comprised of the building administration and the department chairs has begun discussions focused on creating a plan to review the core values every year. The school leaders and faculty members indicate that there is regularly scheduled meeting time within departments to discuss research on learning. The amount of time dedicated to this varies among departments. In addition to reviewing academic research, the CCHS faculty regularly review data about student achievement and analyze results to identify areas for attention and possibly change. This frequently takes place within departments where staff review the results of an assessment or skill set and discuss students' performance, the effectiveness of the assessment, and possible adjustments to practice that would lead to increased student learning. Department chairs noted that the principal regularly on an ongoing basis, shares his analysis of standardized and other larger assessments. Interviews with the principal confirm that his methodical review and analysis of student performance data is found to be helpful. Department chairs report that the principal shares his investigation of results with them which they find helpful. Aligning such practices to the core values, beliefs, and 21st century learning expectations does not appear to be widespread. Without systems in place to elicit input from the district or the community regarding core values, beliefs, and 21st century learning expectations, a plan is not in place for review and revision to make sure the core values, beliefs, and learning expectations are aligned with the current vision and goals in place at CCHS.
Sources of Evidence
self-study teacher interview teachers students parents department leaders school leadership Endicott survey Standard sub-committee
Page 23 of 96 Standard 1 Commendations
Commendation
The unified dedication to student growth and well being by all members of the school community
Commendation
The creation of a learning environment that demonstrates regard for both individuals and the learning process both inside and outside of the classroom
Commendation
The thoughtful review of the scholarship that is used in determining ways to address student work and 21st century learning expectations through department and task-specific rubrics
Commendation
The level of community respect for the CCHS faculty and its dedication to engaging students in meaningful learning experiences
Commendation
The widespread commitment from the CCHS community in supporting and ensuring a respectful and engaging learning environment focused on providing a wide array of opportunities for students to achieve in academics, arts, and athletics
Page 24 of 96 Standard 1 Recommendations
Recommendation
Convene a committee to focus on making the core values, beliefs, and learning expectations, as supported by the CCHS learning outcomes, a more recognized part of the school community and ensure that they 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
Recommendation
Develop and implement a process to regularly review and revise the core values, beliefs and 21st century learning expectations based on research, multiple data sources, as well as district and school community priorities
Page 25 of 96 Standard 2 Indicator 1
Conclusions
The curriculum does not demonstrate an explicit purposeful design to ensure that all students practice and achieve each of the school's 21st century learning expectations. The Endicott survey results indicate that 63 percent of staff agrees that the formal curriculum design ensures that all students practice and achieve all of the school's learning expectations. In interviews with teachers and department chairs, they indicated that they have some exposure to what the learning expectations are proposed to be, but that it is their understanding that they are still evolving. The school has a document which identifies the 21st century learning expectations although not all departments have assumed responsibility to ensure its curriculum, instruction, and assessment reflect the CCHS core values, beliefs, and learning expectations. While there are no rubrics which correspond to the core values, beliefs and learning expectations, there are rubrics designed to measure learning outcomes. A self study committee volunteered to begin the process of aligning rubrics to the learner outcomes, CCHS educators engaged in multiple contact points to provide commentary on these rubrics which were approved at a faculty meeting in 2012. Each rubric is aligned with a learner outcome. District staff confirmed the CCHS learning outcomes as Independent Learner, Communicator, Complex Thinker, Collaborator, and Responsible Citizen, which were derived from core values and beliefs. Teachers reported either not being aware of the 21st century learning expectations, or being under the assumption that the expectations are still in draft form. There exists a confusion around discerning the difference between learning outcomes and core values, beliefs and learning expectations. Each department has developed its curriculum around essential questions that emphasize higher order thinking. However, there is no evidence to cite explicit use of the language of the 21st century learning expectations. The school has collected and reviewed data/results regarding the school's learning expectations, however no evidence indicates that the data is used in making decisions to add or delete courses or units from the curriculum. Through panel presentations and interviews teachers reported that the addition of courses was traditionally driven by teacher interest and expertise. Changes to curriculum were also reported as being either teacher driven (i.e., groups of teachers applying to do summer work focused on curriculum revisions) or by external factors such as the revision of standards (i.e., the influence of the Common Core or the Next Generation Science Standards). It is not clear in the curriculum by grade level and course level where students specifically practice the 21st century learning expectations. Teachers, students, and parents all report that they feel students are given opportunities to achieve the school's 21st century learning expectations (62 percent of teachers and 88 percent of parents). Within the curriculum format itself, no evidence cites explicit reference to how students are practicing the 21st century learning expectations. The language of the 21st century learning expectations is not utilized within the curriculum. The curriculum guides do not explicitly identify clear connections between course content and the learning expectations. The school utilizes a common format for developing curriculum; within that format learner outcomes are mentioned and are somewhat aligned with the language of 21st century learning expectations. There are several courses in multiple curricular areas that provide experiences related to each of the school's learning expectations. No documentation shows courses intentionally linked to support the school's learning expectations. Individual teachers do not consistently demonstrate understanding of which learning expectations they are responsible for teaching. Teachers reported that they feel they have always naturally incorporated what they believe the 21st century learning expectations to be into their curriculum. However, they also reported not having a full working knowledge of what the school's learning expectations are in their most recent form. By fully incorporating the school's 21st century learning expectations into the curriculum, the school community will be clear about what students are expected to know and be able to do, and ultimately, students will be able to demonstrate their achievement of the 21st century learning expectations.
Sources of Evidence
classroom observations self-study teacher interview teachers
Page 26 of 96 department leaders central office personnel school website Standard sub-committee
Page 27 of 96 Standard 2 Indicator 2
Conclusions
The curriculum is written in a common format that includes units of studies with essential questions, concepts, content, and skills; instructional strategies; and assessment practices. The curriculum does not include the school's 21st century learning expectations, nor does it include school-wide analytic and course-specific rubrics. The self-study report acknowledges that, at the time of the self-study, the core values, beliefs, and learning expectations had not been approved and therefore were not widely used to guide curriculum writing and revising. The school has a template with a common format for use in writing all curriculum documents. The template does not yet include references to the school's 21st century learning expectations, nor does it include analytic rubrics or course-specific rubrics. The self-study report states that the school is not yet ready to incorporate the learning expectations or the rubrics into the common template. District staff reported the future plan of incorporating the learning expectations into the curriculum template. The common template is shared on the school's online portal: Atlas Curriculum Mapping program. Within this software, all teachers have access to a document called Style Guide. This document, in the format of a common template, provides examples and explanations of the components of the template, providing teachers with an outline. The curriculum guides include instructional practices and the Style Guide provides a description and suggested format for including instructional strategies. The template itself provides a drop-down menu for selecting instructional strategies. The curriculum guides include assessment practices with drop down menus for assessment method and assessment type and the document provides several text boxes for teachers to describe their assessments. The curriculum guide does not include references to school-wide analytic rubrics nor course-specific rubrics. The school acknowledges that some departments have fully implemented the mapping software while others are still progressing toward fulfilling this district-wide goal. Detailed curriculum guides that include essential questions, instructional strategies, and assessment practices that include the use of school-wide analytical and course-specific rubrics that address the 21st century learning expectations will enhance the students' ability to successfully achieve these expectations.
Sources of Evidence
classroom observations self-study teacher interview teachers department leaders central office personnel school leadership school website
Page 28 of 96 Standard 2 Indicator 3
Conclusions
The curriculum consistently emphasizes inquiry, problem solving, higher order thinking, authentic learning opportunities, and to a lesser extent, informed and ethical use of technology and incorporation of cross-disciplinary learning. Eighty-six percent of students self-report that their courses challenge them to think critically and to solve problems. The curriculum template includes enduring understandings and essential questions which encourage depth of understanding and application of knowledge. The curriculum template includes the sub-heading, Curriculum Overlap where teachers are encouraged to consider how a unit may address a standard from more than one discipline. The most shining example of cross-curricular connectivity is the school-within-a-school program, Rivers and Revolutions, which illustrates clear connections from one content area to another. The Rivers and Revolutions program allows for an in-depth interdisciplinary exploration of curriculum and for students to grow in their ability to make in-depth connections across disciplines. According to the self- study, 44 percent of teachers agree that the general curriculum does not emphasize cross-disciplinary learning. In interviews, teachers reported that they feel there is not enough structured time to collaborate with colleagues across disciplines. Although the curriculum document itself does not emphasize authentic learning opportunities both in and out of school, it was evidenced through interviews with parents, teachers, and students, that students are afforded authentic learning opportunities both in and out of school. This was also evidenced through review of the self-study which cited specific examples, as well as within the panel presentation during which videos of these opportunities were presented. Eighty-seven percent of teachers believe that the curriculum emphasizes the informed and ethical use of technology. The curriculum template includes a sub-heading of technology integration where teachers are asked to detail the technological tools that students utilize to enhance their learning and to display their knowledge. In interviews, teachers reported that they feel they are given a plethora of technological resources to incorporate into their instruction. Examples include google docs, google classroom, and graduate level courses offered on technology platforms. Each summer, the district provides a catalogue of professional development including differentiated courses in technology. There are also lunch sessions and courses offered for increment credit. Teachers reported that they need additional professional development to support the 1:1 technology initiative. Students reported that while they are not explicitly taught how to incorporate their devices into their learning, they feel supported by the IT help desk if they need troubleshooting with their devices. While there is work to be done in the area of technology integration, there is a high rate of success and satisfaction associated with the current curriculum. When the curriculum emphasizes depth of understanding and application of knowledge through inquiry, problem solving, higher order thinking, authentic learning opportunities, cross-disciplinary learning and informed and ethical use of technology, students are practicing and achieving 21st century skills.
Sources of Evidence
self-study panel presentation teacher interview students central office personnel school leadership Endicott survey school website
Page 29 of 96 Standard 2 Indicator 4
Conclusions
Concord Carlisle High School has alignment between written and taught curriculum. The consistency, depth, and processes of such alignment varies from department to department. According to the Endicott survey results, 75 percent of staff agrees that CCHS has a variety of effective strategies to ensure clear alignment between the written and the taught curriculum. As noted in the self-study, every department utilizes common formative and summative assessments throughout the school year to assess student mastery of the curriculum, and use the learning expectations identified as the focus of the course. In the English department, course content is unified around literary texts by grade level. Additionally, the freshman English teachers administer three common writing assessments during each school year, use a common department rubric to grade each assessment, and meet to discuss results and how they impact curriculum. Within the science department, subject- specific groups assign common quarterly projects such as the HMNH Project in Biology. In Health and Fitness, students engage in common fitness assessments within grade levels 9, 10, and 11, moving this data forward to their Senior Wellness Projects. Department chairs reported they hold teachers accountable for teaching the curriculum as written on the Atlas Curriculum Mapping program but continue to have difficulty finding ways to make the program more dynamic. Teachers meet formally and informally to discuss curriculum, best practices, instructional strategies, individual assignments, and themes that will be common throughout all sections of the same course. Collaboration often happens through the use of web- based technology such as Dropbox, Google Docs, and Google Classroom. Students reported that curriculum is consistent among different teachers of the same course. Despite the lack of a formal process in some departments, CCHS alignment between written and taught curriculum results in many common assessment practices that have a positive impact on providing students with shared experiences.
Sources of Evidence
self-study student shadowing teacher interview teachers students department leaders school leadership Endicott survey
Page 30 of 96 Standard 2 Indicator 5
Conclusions
Concord-Carlisle High School has effective curricular coordination and vertical articulation between and among all academic areas within the school as well as with sending schools in the district. Professional staff at CCHS write and review curriculum based on student needs, interests, and best practices. Earth Science teachers invited field experts to evaluate the usefulness of the leaf project and made changes based on their recommendations. Department chairs communicate regularly with the sending schools both in person and through email to ensure vertical alignment. All attempts are made to communicate with both sending school districts regarding curriculum alignment. A variety of supports are in place to assist students in achieving success with the CCHS curriculum. The Atlas Curriculum Mapping program is being used to map curriculum and to make it public, but is not currently being used by all teachers in all disciplines. Teachers use common lunch times, department meetings, and informal conversations to collaborate within departments. The Rivers and Revolutions program is an exemplar for interdisciplinary collaboration. Other examples of such cross-curricular courses are rare. In the Endicott survey, 29.8 percent of staff agrees that the curriculum emphasizes cross-disciplinary learning, and 37.7 percent of students agree that their teachers include topics from other subject areas in their classes. However, 60.8 percent of students agree that information they learn in one class can be used in other classes. Teachers create new courses based on student interests and attempt to connect the curriculum to the outside world but rarely as a result of data analysis. A summer algebra course was created in response to grade 9 standardized testing results, and teachers report an external pressure to align curriculum for students to be successful on standardized testing. Department chairs receive standardized testing data from administration but have no requirement to revise curriculum based on the data. A Professional Learning Council was created by the Director of Teaching and Learning to align curriculum K-12. This year the focus is STEM, health, and a special focus on the biology curriculum based on Next Generation Science Standards. Despite the limited examples of interdisciplinary courses in place at CCHS, there is a clear vertical alignment of the curriculum allowing the curriculum to be fully accessed by all students.
Sources of Evidence
self-study student shadowing student work teacher interview teachers students department leaders central office personnel Endicott survey school website
Page 31 of 96 Standard 2 Indicator 6
Conclusions
CCHS staffing levels, instructional materials, technology, equipment, supplies, and the resources of the library media center are sufficient to fully implement the curriculum, including the co-curricular programs and other learning opportunities. The 2014-2017 Collective Bargaining Agreement for CCHS negotiated a 90:1 student-to-teacher ratio by department. Pupil- teacher ratios for music and health are 160:1 and 240:1, respectively due to the nature of the discipline. Variances in the number of sections may create schedule conflicts which cause fluctuation in class size. Thus classes which go over the recommended 20-25 are few, and often the result of accommodating individual students. Health and fitness teachers reported that they have difficulty delivering a relevant 21st century curriculum due to class size concerns. They claim scheduling conflicts can cause class sizes to be large causing difficulty in delivering the curriculum to all students. CCHS instituted 1:1 computing giving all students access to technology. A school goal of innovative instructional practices allows professional staff to explore new ways to deliver the curriculum. A state-of-the-art library media center with building-wide Internet access allows both students and teachers to access the curriculum from anywhere. The second gymnasium allows for 5 teaching stations relieving the pressure on class size. The parents speak with great pride about the eco-friendly building design. While teachers are excited about their new school and all its attributes, some reported difficulty in delivering the curriculum to all students. Teaches are adjusting to the centralized copying center set in place to support teaching and learning. There are significant instructional materials, equipment, supplies, limited physical education facilities, and state-of- the-art library media resources. As a result of the sufficient staffing levels, instructional materials, technology, equipment, supplies, facilities, and resources of the library/media center, teachers are committed to implementing the curriculum and to meeting the needs of students including providing co-curriucular programs and a wide range of other learning opportunities.
Sources of Evidence
self-study student shadowing teacher interview teachers students parents department leaders school leadership Endicott survey
Page 32 of 96 Standard 2 Indicator 7
Conclusions
The Concord-Carlisle School District provides the school's professional staff with sufficient personnel, and significant financial resources for ongoing and collaborative development, evaluation, and revision of the curriculum using assessment results and current research. The concern raised by faculty is in the area of insufficient common planning time dedicated to departmental initiatives and collaboration. The district has a Director of Teaching and Learning who is responsible for the K- 12 curriculum. CCHS students come from Concord, Carlisle and Boston. Meetings and outreach among curriculum coordinators from the sending districts which include regular email conversations allow for adequate vertical alignment of curriculum.The CCHS budget indicates that $50,000 during FY15 and $34,653 during FY16 will be spent on professional development for curriculum development. Specifically, teachers are compensated in the summer to work on curricular initiatives. While teachers reported that paid summer curriculum work and its ongoing review of curriculum is productive, opportunities to collaborate and during the school year are limited. However, teachers are given time at department meetings to look at student work and to calibrate district determined measures. Currently, no formal curriculum review cycle is in place. In 2008, the district contracted Tony Wagner, author of The Global Achievement Gap, to speak to the CCHS faculty about 21st century learning. Follow up included book discussions offered to faculty to allow for research based evaluation of current curriculum. At this time, application of formal research based curriculum review remains inconsistent. Only 26.3 percent of CCHS faculty members agree that they have sufficient time to engage in formal curriculum evaluation, review, and revision work. Although this time may be limited, 69.6 percent of faculty report that when they do meet, they are directly involved in curriculum evaluation, review, and revision work. Despite adequate personnel and significant financial resources, informal collaboration, and a significant commitment from the faculty to implement a meaningful curriculum to students, there is no formal process for the evaluation and revision of curriculum.
.
Sources of Evidence
self-study teacher interview teachers department leaders school leadership Endicott survey Standard sub-committee
Page 33 of 96 Standard 2 Commendations
Commendation
The passion and dedication exhibited by the faculty in providing meaningful curricular design and in promoting active learning among students at CCHS
Commendation
The efforts of multiple departments encouraging teachers to collect and review data/results to use in making decisions informing course content
Commendation
The staffing levels, instructional materials, technology, equipment, supplies, and resources of the library media center that are sufficient to fully implement the curriculum
Commendation
The Rivers and Revolution program which is an exemplar in providing learning expectations for student experiences which maximize opportunities for inquiry, problem solving, and higher level thinking and promote a high level of student engagement while creating cross curricular connections, experiential learning, and authentic assessments while developing and supporting student voice
Commendation
The common template for creating curriculum across all subjects using the Rubicon Atlas platform
Commendation
The use of essential questions when writing curriculum that emphasizes depth of understanding and application of knowledge
Commendation
The increasing school-wide efforts to connect individual course content to real-world experiences
Commendation
Page 34 of 96 Commendation
The state-of-the-art Learning Commons which affords students the opportunity to access knowledge from an infinite number of sources while recognizing the nature of global learning
Page 35 of 96 Standard 2 Recommendations
Recommendation
Include the school's 21st century learning expectations and the use of the school-wide analytic and course specific rubrics in the curriculum template
Recommendation
Ensure the curriculum is purposefully designed so that all students practice and achieve each of the school's 21st century learning expectations
Recommendation
Provide teacher training in the understanding of the 21st century learning expectations and their responsibility in teaching them
Recommendation
Revise the curriculum to emphasize cross-disciplinary learning,
Recommendation
Provide time and training for staff to utilize and update Atlas Curriculum Mapping program
Recommendation
Develop and implement a formal process and cycle for curriculum review based on current research and data
Page 36 of 96 Standard 3 Indicator 1
Conclusions
Concord-Carlisle High School teachers' instructional practices are informally, yet routinely, examined to ensure consistency with the school's core values, beliefs, and 21st century learning expectations. It was evident in classroom observations and teacher interviews that the faculty at CCHS are cognizant of the core values and beliefs about learning. Teachers across the curriculum are able to demonstrate and discuss the core values and the role these values play in their planning. Authentic applications, critical writing, community connections and other values are alive and well in the daily instruction in the school. However, there is a lack of a school-wide commitment to discussing the connection between instruction and core values and expectations. Lacking is a sense of uniformity among the instructional staff on learning expectations relevant to their discipline. Teachers cited lunch conversations and informal planning discussions based around core values and expectations, but department leaders lamented a lack of meeting time to foster more common planning. Both teachers and department chairs agree that there is not enough time set aside for this type of reflection. Although many examples of quality examination of instructional practices have been observed, the work is largely localized to individual departments and programs. Broad-based efforts to develop, to inspire, and to maintain a school-wide focus based upon the shared core values, beliefs, and expectations remains a work in progress. Thus, there is the potential for inconsistency in student experiences as measured by the core values, beliefs, and learning expectations.
Sources of Evidence
classroom observations self-study student shadowing teacher interview teachers students parents department leaders
Page 37 of 96 Standard 3 Indicator 2
Conclusions
At Concord-Carlisle High School, teachers' instructional practices consistently support the achievement of the school's 21st century learning expectations. Teachers regularly engage in practices that promote inquiry, challenge students to think deeply and critically, and engage all students. The professional climate within the faculty encourages and demands excellence in this regard. Through self-reflection, collaboration, professional development, and independent inquiry, teachers excel at crafting rich classroom experiences that help students meet 21st century learning expectations. Teachers integrate instructional methods and practices to personalize instruction on a regular basis. Teachers include practices that offer differentiated strategies such as choice of topics and projects based on interest. In a World Religion class, students chose their preferred method of presenting information they have learned in ways such as a 3-D model to writing poems to writing a traditional essay. Students are engaged in independent research. Teachers meet regularly with individuals and small groups of students to address individual learning needs. In English classes, students receive feedback via Turnitin.com where teachers leave extensive comments for students. Many teachers across disciplines offer choice of prompts for writing assignments. While not pervasive throughout the school, there are some examples of cross discipline learning. In some departments, instruction includes topics from other content areas. As noted in the self-study, students are offered a formal opportunity to engage in cross-disciplinary learning through the Rivers and Revolutions school-within-a-school at CCHS. Rivers and Revolutions is an interdisciplinary program, open to fifty juniors and seniors each semester. The Rivers and Revolutions curriculum employs a thematic approach, integrating the study of five disciplines (English, social studies, math, science, and art). Students in the Rivers and Revolution program regularly incorporate self assessment and reflection throughout the semester. The instruction combines classroom work with extensive fieldwork and project-based learning experiences to investigate the connections between seemingly disparate concepts. Teachers engage students as active and self-directed learners. This is evidenced through the use of an array of pedagogical strategies including small and large group work, role play and learning partners. In an English class, students contributed to a whole-class discussion completing a Venn diagram on a novel that they had read for homework. Students are engaged in hands-on, project-based learning and discovery lessons which challenge their thinking. Students work in cooperative groups. In an engineering class, students worked in groups on a hands-on task as an introduction to a unit on levers. According to the Endicott survey, 86 percent of parents agree that teachers engage students as active learners. Teachers emphasize inquiry, problem solving, and higher order thinking through emphasizing skills that extend beyond acquisition of knowledge and skills on Bloom's Taxonomy of Learning. Teachers regularly ask students to analyze what they have learned, synthesize concepts, compare/contrast, and evaluate. In a social studies class, students were asked to analyze a thesis statement and explain the possible flaws with that statement. Concord-Carlisle teachers continue to develop instructional practices that encourage students to apply knowledge and skills to authentic tasks. Teachers regularly ask students to apply knowledge to other experiences and situations. The Biostatistics class researched the Blanding's turtles dwindling population. The Rivers and Revolutions program regularly sends students into the community to work on stewardship projects. In a world language class, students produce and present skits that utilize practical conversational language. In a computer science programming class, students create an APP for the “greater good” such as an app for learning times tables. In English class, juniors work on college essays using the common application prompts. Some teachers consistently engage students in self-assessment and reflection. According to the Endicott survey, 66 percent of students agree that teachers provide opportunities for self-assessment. Many teachers use appropriate technology to enhance instruction. According to the self-study, 86 percent of students report that teachers ask students to use technology in their assignments. Across the building, teachers and students utilize technology in instruction in a variety of ways. Many math teachers utilize Geogebra, a mathematics program that allows students to use or design geometry, algebra, and graphical explorations. Physics students regularly engage in computer modeling labs and engineering courses utilize software to complement the physical lab work. Social studies teachers and students use blogs, iMovie, website creation software, and various iPad apps to create and share content. The English and social studies departments use TurnItIn.com and Google Docs to share work, emphasize academic integrity, and provide teacher feedback. Additionally, all classrooms at CCHS are set up with ActivBoards. Concord-Carlisle has moved to a 1:1 technology model this school year. Student learning is enhanced when instruction is purposefully designed to meet the individual needs of students through engagement, problem solving, inquiry, authentic tasks, and appropriate use of technology that drives students to self-assessment, reflection, and personal improvement.
Page 38 of 96 Sources of Evidence
classroom observations self-study student shadowing teachers parents department leaders Endicott survey
Page 39 of 96 Standard 3 Indicator 3
Conclusions
Concord-Carlisle teachers adjust their instructional practices to meet the needs of each student by using formative assessment, during and beyond instructional time. Teachers are consistent with strategic differentiation, purposeful organizing of group learning activities and the provision of additional support and alternative strategies within the regular classroom. Although the self-study and meetings with the department chairs cite an ongoing process of developing formative assessments, classroom observations, teacher interviews and informal discussions with students and faculty showed that the implementation and use of these assessments as informal, ungraded checks remains uneven throughout the instructional day. It is clear that some teachers utilize these non-graded assessments during instructional time. For example, teachers use student response systems like Kahoot.com, 3-2-1 checks, small writing prompts followed by sharing, graded quizzes based on homework, online assessments and homework, and notebook checks. CCHS teachers are consistently utilizing written feedback to help students. In one example of teacher feedback, writing instruction appears to permeate the classrooms across the disciplines. Teachers employ a wide range of engaging writing activities for their students. Teachers demonstrate a commitment to critical and higher order thinking skills in the teaching of the writing process. Timely feedback was seen in teacher interviews, evidence demonstrated on Turnitin.com as well as during student shadowing. Teachers and students alike showed examples of written feedback, revision meetings, and writing portfolios that show growth over time. Beyond writing instruction, there is evidence of differentiated instruction. As mentioned above, the process of developing these assessments is ongoing. That being said, the differentiation of instruction is not linked to formative assessment analysis and is not universal across the facility. Differentiation of instruction was evident in classroom observations as teachers utilized the sixty minute block to promote discussion and a variety of activities that frequently offered student choice. Teachers were observed offering a menu of review options as students prepared for a test. In teacher interviews, assignments were produced that allowed the students to choose the method of presentation. However, interviews with support staff indicated that differentiation across the ability levels still varies among teachers. There are several examples of teachers organizing group learning and hands-on activities to engage students in in-depth learning. In the social studies and world language departments, heterogeneous grouping affords the teacher opportunities to utilize small group formations that enable students to learn from one another. In mathematics, science and English, teachers can focus on the learning needs of specific groups of students. Additionally, conversations with students revealed rich instructional practices of hands-on projects involving video production, and science experimentation. Student shadowing indicated a teaching practice of rearranging classroom seating arrangements for the purpose of challenging students to get out of their comfort zones and to engage in a variety of learning opportunities. The building's new Learning Commons is a constant reminder of the school's commitment to student collaboration. One-to-one technology has made group assignments easier across the grade levels as students can work together on assignments in real time wherever they may be. Still, observations, student shadowing and discussions with teachers and support staff revealed pockets of the faculty who rely on direct instruction and a reluctance to allow some classes to take risks in the classroom and to be more self-directed learners. Instructional technology in every classroom affords teachers the ease of augmenting verbal instruction with visually interactive material. Activities were observed in the classroom that offered different options for students who access the curriculum in different ways. Classrooms with tutors and other instructional support staff provide the classroom teacher with additional trained staff to assist students while instruction in actually taking place. Conversations with parents reported efforts by specific teachers and the administration to further engage students who have exceeded the curriculum sequence outlined in the Program of Studies. The Endicott survey shows that 88.7 percent of parents agree that the teachers provide additional support in the classroom. Many teachers are using formative assessments. However, due to the various levels of commitment to formative assessments across the regular classrooms at CCHS, it is difficult to measure whether such assessments are being used in all classes to provide data and inform instructional practices. When all teachers adjust instructional practices by using formative assessment during instructional time, the information from these valuable assessments can be used to meet the needs of each student.
Page 40 of 96 Sources of Evidence
classroom observations self-study teacher interview teachers students parents community members department leaders
Page 41 of 96 Standard 3 Indicator 4
Conclusions
Working with the principal, teachers, individually and collaboratively, improve their instructional practices by using student achievement data from selected formative and summative assessments through informal meetings and the use of limited meeting time. Administration regularly provides data on student achievement which include progress updates including but not limited to MCAS analysis. Data obtained from summative assessments such as MCAS and final assessments are used to improve instruction. What is not as clear is whether there is a uniform commitment to develop localized assessments using school-wide rubrics and common assessments in order to use the data for instructional improvement. Meetings with teachers and department chairs indicated a frustration with meeting this indicator given the demands on teacher time. The CCHS faculty is currently implementing a system for collecting and analyzing achievement data from formative and summative assessments. Individually, teachers reported reviewing student work samples. Teachers were observed using student products in order to inform coming assessments. The self-study indicates that teachers utilize their common lunch blocks in social studies, English, world languages, and mathematics to review student work. In addition, efforts have been made to formalize this process. However, teachers and chairs agree that there is not enough time set aside for dedicated reviews of student work due to the impact of increased state and federal initiatives. Teachers at CCHS improve their instructional practice by continually seeking feedback from parents, supervisors, and other teachers. Through teacher interviews, individually and in small group settings, it was evident that parent input and professional expertise are accessed and valued in informing instruction. Teachers seek parental including email and phone check-ins. Through conferences, Back To School Nights, special education team meetings, and meetings and programs with administration and the guidance department, parents can provide useful information regarding their children's learning style. Students themselves are given opportunities by some teachers to offer feedback at the conclusion of units and projects as well through year-end evaluations. Teachers improve their instructional practices by using feedback from peers and supervisors. Perhaps the most valued source of thoughtful reflection on instructional practice at CCHS comes from the collaboration among colleagues. As the school acquaints itself with recent changes in teacher evaluation, teachers report that planned and unannounced classroom observations by department leaders remain a valued way to gain constructive feedback. However, in formal and informal interviews with teachers, it was clear that there are not enough opportunities for teachers to observe other teachers designing and providing instruction. Most discussion of current research takes place informally among teachers. The self- study reports that the most robust and helpful conversations take place in the departmental shared office spaces and in the common lunch periods. Efforts documented over time indicate the principals commitment to foster professional discourse. Faculty groups reported a disagreement about what constitutes fruitful professional discourse for the purpose of improving instruction at CCHS. To date, there is no widely shared vision concerning central, compelling themes that guides the instructional practices of the school. Shared understandings about best practice are more common within departments than throughout the entire school. When teachers have consistent time to improve instructional practices by using student achievement data, examining student work, using feedback from a variety of sources, examining current research and engaging in professional discourse, they will better be able to meet students needs and their instructional practices will be strengthened.
Sources of Evidence
classroom observations self-study student work teacher interview teachers students parents department leaders
Page 42 of 96 school leadership Endicott survey
Page 43 of 96 Standard 3 Indicator 5
Conclusions
Concord-Carlisle teachers, as adult learners and reflective practitioners, maintain expertise in their content area and in content-specific instructional practices. According to the Endicott survey, 90 percent of students and parents agree that teachers are knowledgeable within their discipline. Teachers, informally and formally, meet within their departments to discuss instructional practices. However, there is no formal implementation of common planning time both within and across disciplines. According to the self-study, teachers consistently pursue educational and professional development opportunities in their content area through local universities, live or virtual conferences, academic journals, and continuing education programs. Although there is a strong commitment to professional development and growth, there is little opportunity during the school day for teachers to learn together. Student scheduling needs do not permit faculty from all content areas to have a unified prep period. Twenty-five percent of Concord-Carlisle teachers have a master's degree or a PhD in their subject area. Because the faculty at CCHS maintain expertise in their content area and in content-specific instructional practices, students are being taught by qualified professionals who are experts in their fields.
Sources of Evidence
self-study teachers students parents school board department leaders school leadership Endicott survey
Page 44 of 96 Standard 3 Commendations
Commendation
The innovative, creative, and engaging instructional practices of teachers that support student achievement
Commendation
The extensive use of teaching strategies designed to personalize learning for students
Commendation
The consistent opportunities for students to develop writing skills across all subject areas and apply knowledge and skills to authentic tasks
Commendation
The implementation of creative and thoughtful differentiated activities available to all students
Commendation
The commitment by the teaching staff to continually seek out ways to informally discuss instructional practices
Page 45 of 96 Standard 3 Recommendations
Recommendation
Develop and implement a process to examine teachers' instructional practices to ensure consistency with the school's core values, beliefs, and 21st century learning expectations
Recommendation
Increase efforts of teachers in all content areas to make connections across disciplines in order to improve and to enhance student learning
Recommendation
Develop and implement school-wide professional development that addresses implementation and integration of technology to enhance instruction in every classroom
Recommendation
Increase efforts to incorporate formative assessments in every classroom that provide data to inform teachers' instructional practices
Recommendation
Provide opportunities within the school day for all teachers to engage in common planning time both within and across disciplines
Recommendation
Create opportunities for teachers to observe their peers during the school day to share instructional practices
Page 46 of 96 Standard 4 Indicator 1
Conclusions
The professional staff does not currently employ 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. The self-study states that CCHS does not currently have a formal process that uses the school-wide rubrics to assess whole-school progress in achieving our 21st-century learning expectations. Most teachers are aware of the existing school-wide rubrics which are composed to measure the CCHS learning outcomes. However, the faculty voted twice not to formally adopt school-wide rubrics and presented thoughtful scholarship in the form of a literature review of the efficacy of such measurement tools. Some teachers expressed awareness of the school-wide learner expectations, but there is sporadic evidence demonstrating that assessment is linked to school-wide learner expectations. Thus, there is no consistent understanding and use of either the learning expectations or the school-wide rubrics among faculty. Likewise, some students are aware of the school-wide rubrics and learner outcomes, but there is not a consistent understanding among students of the role these rubrics play in assessment practices. The faculty at CCHS does use rubrics for individual and department assessments. The faculty has made the evidence-driven decision to use unit, task, and department-specific rubrics in lieu of using school-wide rubrics. As a result, individual student progress in each course is still formally assessed, but there is not a mechanism in place to assess or to report out on whole school student progress in achieving the school's 21st century learning expectations as assessed through school-wide rubrics. When the school develops a formal process to assess student progress on achieving 21st century learning expectations, they will have individual and school data to support whether students are achieving these important goals.
Sources of Evidence
self-study student shadowing student work teacher interview teachers students parents school leadership Endicott survey
Page 47 of 96 Standard 4 Indicator 2
Conclusions
The school's professional staff communicates individual student progress to students and their families, although the communication does not articulate students' progress in achieving the school's 21st century learning expectations. The school communicates student progress formally eight times a year via Aspen. This electronic grading system can be accessed by students and parents, allowing all parties to continually monitor student performance. Parents reported that teachers have increased their use of Aspen over the years and that it is a more common practice now to maintain and to share running records keeping students' grades current. Teachers are highly committed to providing a personalized learning experience for students. A hallmark of CCHS is the faculty's commitment to providing individualized written and verbal feedback on student progress. Parents reported the exceptional professionalism of the teaching staff, commenting on the pervasiveness of general good will and wanting to help. Parents reported that if a teacher senses that a parent wants to have information or insight regarding any issue or event, the level of teacher outreach is excellent. While the school has articulated a set of school-wide learner outcomes, there is little evidence that they are living documents guiding assessment at CCHS. The articulated learner expectations that exist in the self-study and serve as cover sheets to samples of student work provided for the purpose of the NEASC visit do not exist in other documentation provided by the school, teachers, or students. In short, the school's learning outcomes have not come to represent a general view of what the school wants the students to know and to learn. The school's professional staff communicates the school's progress in student achievement to the school community, although not in regard to the school's 21st century learning expectations. The district communicates school-wide performance data on MCAS, SAT and student GPA to the school community through the Concord Public Schools and Concord Carlisle Regional School District Performance Annual Report. CCHS also includes in its school profile performance data on AP scores, SATs, GPAs, and post-secondary placements. These reports are distributed annually. The self-study references placement of student achievement measured by CCHS learning expectations on the school website, although they could not be located. While the school does communicate individual progress and school-wide achievement on standardized test scores and GPAs, not linking communication regarding student achievement to school-wide 21st century learning expectations limits students' and parents' ability to place value on the Learning Outcomes and their relevancy to encouraging and measuring the development of 21st century skills.
Sources of Evidence
self-study student shadowing student work teacher interview teachers department leaders Endicott survey
Page 48 of 96 Standard 4 Indicator 3
Conclusions
The principal collects, disaggregates, and analyzes data to identify and to respond to variances and trends in student achievement. Administration disaggregate GPA by gender and discipline, sending town, and IEP/504. Likewise, administrators collect and disaggregate standardized test data, including MCAS and SAT. Teachers informally review test results, and as a result of various formal and informal meetings, CCHS made addressing inequities a school goal in 2013- 2014. As stated in the self-study, CCHS makes a significant commitment to programs that address inequities and deficiencies in academic, social and civic learning goals. Programs such as the summer enrichment program for students of color implemented by the math and social studies departments and the Achievement Strategies program implemented by the METCO Director have also been developed to help to close the gap in performance between and among stakeholder groups. In addition, the school participates in the Anti-Defamation League: A World of Difference Program. During the 2013-2014 school year, the school worked with ADL to promote acceptance and to celebrate differences among people. Furthermore, the self-study highlights the faculty's demonstrated ability and commitment to address students' needs, stating, CCHS has shown its commitment to exploring new and emerging issues in areas of equity. Student review meetings take place at the instigation of parents, teachers, administrators or staff members and are not limited to students using IEPs or 504s. Parents and school committee members value the innovative and responsive programming that the school continually creates to address the needs of their children.
Evidence does show that CCHS analyzes other achievement data. The leadership team including department chairs analyze D and F lists to design outreach for underperforming students and to recommend areas in need of professional development for teachers. As evidenced in the agendas for the leadership team, GPA data is analyzed twice year through a variety of lenses including those of the leadership team. More attention could be dedicated to data analysis including disaggregated data by sending district, IEP, gender including MCAS scores, SAT participation rates and scores, graduation rates and transiency rates, and college attendance rates and levels of competitiveness. However, as a result of CCHS's multi-faceted programs and the faculty's attentiveness, students' needs are being addressed in a variety of ways. While CCHS has taken steps to identify and to address the achievement gap, data analysis is limited to GPA. At times, there is no definitive data and analysis as to whether the interventions have affected a decrease in the noted gap; however, ongoing efforts to broaden and to apply data analysis are recognized.
Sources of Evidence
self-study teachers school support staff Endicott survey school website Standard sub-committee
Page 49 of 96 Standard 4 Indicator 4
Conclusions
Prior to each unit of study, some teachers communicate to students the related unit-specific learning goals to be assessed. Typically, such information is not organized according to school-wide learning outcomes. In addition, students receive study guides and rubrics prior to assessment task and sometimes at the beginning of the unit that communicate to students the learning goals for the unit or task. Some sample unit overviews demonstrate that teachers articulate unit learning goals to students as part of the introduction to a unit. It is more part of teachers' regular practice, however, to communicate to students expectations for assessments. While 61.5 percent of students and 76.6 percent of parents report that teachers communicate learning expectations prior to beginning a unit, only 38.5 percent of teachers report that they communicate CCHS learning expectations and rubrics prior to a unit. This is demonstrated in the Atlas Curriculum Maps that articulate unit learning goals, but not assessment information at this time. The Course Expectations format not require teachers to articulate learner outcomes in their Course Expectations Sheets, and consequently, teachers' Course Expectations Sheets do not address learning expectations/outcomes for course or unit-specific learning goals. As a result of wide variance in how and when learning outcomes are communicated and measured, some students, but not all, may benefit from this alignment and may become more self-directed and aware of their learning.
Sources of Evidence
self-study student shadowing teacher interview teachers students school leadership Endicott survey
Page 50 of 96 Standard 4 Indicator 5
Conclusions
Prior to summative assessments, teachers provide students with the corresponding rubrics. Both in the Endicott survey and in interviews, students report that they understand in advance what they need to accomplish to meet their teacher's expectations. The use of analytic rubrics for certain types of summative assessments is common, but not consistent or widespread. In many cases, teachers who share the same course, use the same rubrics for common or similar types of summative assessments, though it is common for teachers of the same course not to apply the same rubric or grading criteria for similar types of assessments. Furthermore, since tests are a more common form of summative assessment, the use of analytic rubrics, in comparison to point scales and checklists, is less frequently employed. In the sampling of social studies rubrics provided in the self-study, 50 percent of rubrics had level indicators (analytic) while 50 percent had either a checklist or point scale with no level descriptors. The sample rubric for math was for a computer programming course, not a core mathematics course, and evidence for the use of analytic rubrics in mathematics courses was sporadic. Humanities essays, science lab reports and art projects are graded with rubrics, though some rubrics are not analytic. Because teachers provide clear assessment criteria prior to the assessment, students experience a high degree of success in achieving those criteria. When indicators for the various levels of achievement are explicit as they are in analytic rubrics, students will be able to identify areas of strength and need in their own work, and will receive clear feedback to improve their performance.
Sources of Evidence
self-study student shadowing student work teacher interview students department leaders Endicott survey
Page 51 of 96 Standard 4 Indicator 6
Conclusions
In each unit of study, teachers employ a range of assessment strategies, including formative and summative assessments. While traditional tests and quizzes, particularly in math and science, are pervasive forms of summative assessments, students experience a wide variety of authentic and engaging assessment opportunities. In humanities, essays are common, as well as other forms of performance-based assessments which include choral readings and Socratic seminars. In science, lab reports are a common form of summative assessment. Across the disciplines, summative assessments also include creative expressions in social studies, models in engineering, and the Rivers and Revolutions program projects. When asked about the effectiveness of various forms of assessment in determining skills and abilities, a student identified writing as the most effective, saying essays assess both his skills and knowledge (unlike tests), allowing him to demonstrate his ability to organize thoughts logically, use evidence, and afford him a degree of freedom to apply his learning. Although written tests and quizzes are the dominant form of assessment at CCHS, some students indicated that they are the least effective in allowing them to demonstrate knowledge and skills, following papers and projects.
Formative assessments are on going and varied through the use of reading quizzes, homework, and in-class activities such as discussions, journal-writing and instant polls. When CCHS teachers employ a range of assessment strategies, students receive the scaffolding necessary to be successful, they engage at high levels in their learning, and they are able to demonstrate a fuller range and depth of their knowledge and skills.
Sources of Evidence
self-study student shadowing student work teacher interview teachers school leadership
Page 52 of 96 Standard 4 Indicator 7
Conclusions
Teachers collaborate regularly in informal ways on the creation, analysis, and revision of formative and summative assessments, including common assessments. However, formal collaboration is not widespread on a consistent basis. The Endicott survey indicates that 67.6 percent of teachers say they meet formally to discuss and improve both formative and summative assessment strategies. Science and math teachers report that they meet to analyze data from formal assessments to midterm and final exams. There is evidence of teachers developing collaborative units of study, and the Rivers and Revolutions program regularly plans interdisciplinary assessments. Teachers reported utilizing processes that demonstrate reflective practice that results in task analysis and revision.
The only common non-teaching block, however, that course colleagues share is lunch. Due to a lack of common planning time, teachers often use their lunch blocks and after school time to meet in course groups to plan common assessments. Teachers do have scheduled department meetings, a portion of which is occasionally dedicated to developing assessments. There is support for using department meeting time for looking at student work while recognizing time constraints to do so. Formal common planning time, therefore, is limited by the schedule. Although opportunities for formal collaboration are limited, teachers demonstrate commitment to collaboration through their use of informal meetings with department colleagues. When teachers do meet, the result of this commitment is the development of engaging assessment tasks that provide some measure of equity for students within course sections.
Sources of Evidence
self-study teacher interview teachers Endicott survey Standard sub-committee
Page 53 of 96 Standard 4 Indicator 8
Conclusions
Teachers provide specific, timely, and corrective feedback to ensure students revise and improve their work. There is widespread evidence that teachers invest a great deal of time and energy providing students targeted and personalized feedback on their work. Students report extraordinary levels of appreciation and gratitude for the care and concern teachers show toward them as learners. Similarly, students, parents and school committee members hold teachers in the highest esteem, stating repeatedly that teachers are available to students for help, meeting them in the new common spaces for informal discussions and feedback. Other examples of teachers providing feedback include one-to-one conferencing with students, and teacher annotations on student work. Google docs fosters the ability for teachers to provide students abundant feedback on their work. The Endicott survey indicates that 64.5 percent of students feel their teachers return work in a reasonable amount of time; 64 percent of students report that teachers offer suggestions for improvement. Among parents, 75.1 percent report that teachers give timely and corrective feedback to assist in revising and improving work. While most evidence points to consistent and frequent feedback practices, the survey results indicate further opportunities for growth exist. Due to the fact that teachers, in large part, provide specific, timely and corrective feedback, students are able to revise and improve their work and enjoy a strengthened relationship with faculty. Teachers' commitment to their students' learning and success is evidenced by the quality and quantity of individual feedback provided to students both verbally and in writing.
Sources of Evidence
self-study student work teacher interview students parents Endicott survey
Page 54 of 96 Standard 4 Indicator 9
Conclusions
Many teachers regularly use formative assessment to inform and adapt their instruction for the purpose of improving student learning. Students reported teachers give homework and quizzes in all disciplines. Shadowed student reported that formative assessments tend to pinpoint what a teacher is looking for. Teachers utilize in-class response oriented activities such as discussions, as well as technology-driven instant polling software (i.e., ActiVote, Active Expressions), which utilizes the 1:1 technology environment. As stated in the self-study, formative assessments in ELA classes consist of quizzes, Socratic seminars, group presentations, in-class writing, and reading journals. Formative assessments in math includes the daily use of Activotes in class, think-pair-share exercises, dip sticking, and quizzes, as well as warm-up activities to activate prior knowledge and to gauge student understanding. In science classes, students are often asked to complete an online formative assessment for homework in order to gauge the level of student understanding of a concept. Formative assessments in social studies generally consist of homework assignments; free writing assignments, review games, writing drafts, and end-of- lesson summary questions. There is some evidence that results of class activities are used to plan and to modify class work going forward, but class activities used expressly to inform and alter instruction is sporadic across the building. As a result of the formative assessment practices utilized in their classrooms, many teachers at CCHS are able to adapt their instruction so that students perform successfully on summative assessments. Thus, in many classrooms it is demonstrated that formative assessment does inform instruction.
Sources of Evidence
self-study teacher interview teachers students school leadership
Page 55 of 96 Standard 4 Indicator 10
Conclusions
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 student work, common course and grade- level assessments, and longitudinal data. While CCHS uses Naviance to collect and analyze post-secondary acceptance rate data, they are not using any data from post-secondary institutions to inform curriculum decisions and instructional practice. Measuring individual and school-wide progress in achieving the school's 21st century learning expectations is limited. Teachers report a lack of familiarity with the school-wide learner outcomes and rubrics and generally do not articulate to their students, a correlation between the skills and knowledge being assessed and the broad learner expectations held by the school as a whole.
CCHS has extensive programming designed to address the learning needs of students and to adjust their instructional programs accordingly. Resource centers including the Homework Club, SSERC and MARC, courses such as METCO Achievement Strategies, MCAS Review courses, and support programs such as The Network Program, Alt Pro, and Planning Room are all examples of the profound set of targeted and supportive services CCHS provides students in response to needs as they arise. The Network Program is an example of using data from sending schools to support students as they enter 9th grade, while Achievement Strategies uses an affinity model to support METCO students in practicing self- advocacy and leadership skills. The Rivers and Revolutions program utilizes a program alumni survey for both current and graduate students to gather information on the impact of the program on students, as well as on how it has influenced them in terms of interdisciplinary attitudes toward learning. They use the data from this annual survey to drive decision-making and instructional practices. While school-level programming is extensive and data-driven, likewise, teachers are reflective practitioners both individually and collaboratively. There are many examples where teachers meet to examine student work and revise and improve their practice accordingly. Most departments and subdepartments review student work on midterm and final assessments. Many teachers gave anecdotal evidence of individually using student work data to inform their practice, though using student performance data to inform practice on a regular basis, outside of common assessments, is inconsistent. As a result of teachers and administrators, individually and collaboratively, examining evidence of student learning, the overwhelming majority of students receive targeted supports and interventions that lead to high levels of success.
Sources of Evidence
self-study teacher interview teachers school leadership Endicott survey Standard sub-committee
Page 56 of 96 Standard 4 Indicator 11
Conclusions
While the school does not have a regular process for reviewing grading and reporting practices, such review does occur informally, and frequently aligns with the school's core values and beliefs about learning. While 77.3 percent of parents report that grading practices align with the school's beliefs about learning, only 35.8 percent of teachers report that school- wide grading and reporting practices are regularly reviewed and revised. Teachers started using Aspen online grading system eight to nine years ago. The practice of posting to Aspen across the school varies from posting grades at the end of the semester to posting some or all assignments throughout the term. The school is currently involved in a process to evaluate the impact of grading practices on student stress, which aligns to the school's core values. Informally, some teachers meet with their course colleagues to share grading practices for midterm and final assessments, and in the art, math and science departments, teachers meet to calibrate scores on common assessments. Teachers reported that meeting to look at student work has decreased in recent years due to the impact of responding to state initiatives during contractual meeting time. Teachers reported that as regular and school-wide processes for reviewing grading and reporting practices decreases, the reliability of assessment scores decreases. Among teachers, reports of progress on learning are inconsistently communicated to students. Teachers value time spent as department looking at student work and reported that the process by which they review grading practices on common assessments is meaningful and influential to their practice. When all teachers regularly review and revise grading and reporting practices to align with the school's core values and beliefs about learning, students will understand the connection between the grades they earn and the 21st century learning skills.
Sources of Evidence
self-study student shadowing student work teacher interview teachers parents school leadership Endicott survey Standard sub-committee
Page 57 of 96 Standard 4 Commendations
Commendation
The commitment of faculty to communicate frequently with students and parents about students' progress
Commendation
The practice of sharing of grading criteria with students prior to assessments
Commendation
The use of technology for in-class formative assessments
Commendation
The interdisciplinary performance assessment tasks embedded in the Rivers and Revolutions program
Commendation
The commitment among faculty to find informal meeting time to develop assessments and to analyze assessment results
Commendation
The quality and quantity of written and verbal feedback to students to assist them in revising and improving their work
Commendation
The variety of tools and mechanisms utilized to provide timely and specific corrective feedback
Commendation
The use of new common space in the building to forge stronger relationships among students while encouraging them to use these spaces to engage in conversations about their work
Page 58 of 96 Standard 4 Recommendations
Recommendation
Develop greater consistency in the use of analytic rubrics for common courses within departments and on common tasks
Recommendation
Ensure teachers communicate the school's applicable 21st century learning expectations and related unit-specific learning goals prior to each unit of study
Recommendation
Ensure that the learning outcomes for each course clearly reflect the school's 21st century learning expectations
Recommendation
Develop and implement a formal process for assessing students individually and monitoring whole-school progress of 21st century learning expectations
Recommendation
Infuse and invest the culture of the school and its assessment practices with the language of school-wide 21st century learning expectations
Recommendation
Continue to expand the process for disaggregation and analysis of data of student performance in core subjects such as ELA, math, science, and social studies to reveal and to respond to emerging patterns and trends.
Recommendation
Develop common assessments that are engaging and rigorous and that emphasize application of knowledge and skills
Page 59 of 96 Standard 5 Indicator 1
Conclusions
The Concord-Carlisle High School community consciously and continuously builds and maintains a safe, positive, respectful, and supportive culture that fosters student responsibility for learning, and results in shared ownership, pride, and high expectations for all. The visiting team found several examples of this throughout this visit. The Endicott survey indicates 87.8 percent of students feel safe at school. The new building supports a safe environment. The building was purposefully designed to funnel students through the main entrance which has a camera and intercom. The parking lot is staffed by security personnel. Campus security monitors roam the building during the school day and after school hours, and all rooms are equipped with phones on the wall. The Endicott survey indicates 95 percent of parents feel that the school encourages students to take responsibility for their learning. Interviews with students reveal there are high expectations set for them. Discipline and attendance policies illustrate high expectations and student responsibilities. Teaching and student work reveal high expectations for all students. Interviews with students showed that students feel they are being both pushed and supported to meet the high expectations in place at CCHS. The school partnered with the Anti-Defamation League to train faculty and students in addressing issues of diversity to improve school climate during the 2013-2014 school year. As part of the advisory curriculum, tenth graders addressed topics on bullying, race, and biases. The school facilitated a panel discussion focused on race-based issues. The panel was lead by METCO students during the spring of 2013. It appears that these steps have helped improve the school climate for all students. CCHS students reported that they do not see bullying occurring in the school and feel strongly that if students at CCHS witness bullying, they speak up. They understand their responsibilities as bystanders and that bullying is not tolerated at CCHS. The student handbook reveals that the school has more than 50 clubs, 17 sports, and a radio station. Parents, teachers, and students feel strongly that there is something for every student. Students take great pride in their clubs, sports, and activities. Examples of school pride include Spirit Week, students volunteering to serve lunches/dinners with the Council on Aging at Thanksgiving and Saint Patrick's Day, the participation in the various exchange programs, the twice a year wearing of numerous articles of school clothing bearing the CCHS name, graduates returning to talk with current students, and the strong athletic and music programs. The dedicated and caring staff play a major role as part of the Concord-Carlisle school community which 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.
Sources of Evidence
classroom observations self-study student shadowing panel presentation student work teacher interview teachers students parents community members Endicott survey school website
Page 60 of 96 Standard 5 Indicator 2
Conclusions
Concord-Carlisle High School is an equitable and inclusive school, ensuring access to challenging academic experiences for all students. CCHS offers courses throughout the curriculum that 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. CCHS is committed to all students participating in two heterogeneously grouped courses in the social studies department, U.S. History and World Cultures and Civilizations. In addition, while in their senior year, students must choose an English elective. All English and social studies electives are heterogeneously grouped. All CCHS students also have a unique opportunity to enroll in Rivers and Revolutions, a course taught through interdisciplinary collaborative approach, a school- within-a-school model. Significant resources are provided to students with special education needs, specifically tutoring services in the MARC and SSERC programs, as well as resource programs, such as Alt Pro, Planning Room, Lighthouse, Challenge, Pathways, Study Skills, Life Skills, Literacy Strategies. The course selection reflects a variety of course opportunities that foster a range of academic experiences. Guidance offers coffee meetings for parents, and schedules appointments with students to review course selection. Special attention is placed on post-secondary planning. The District Curriculum Accommodation Plan reflects the integration of a 1:1 laptop system in the 2015-2016 school year. Each department has a technology liaison who was trained and then facilitated departmental trainings for peers in preparation or the one to transition to 1:1 technology in the classrooms. In addition, there is a full time technology specialist available to all staff. CCHS has created an environment that is equitable and inclusive, ensuring access to academic experiences for the diverse student body, fostering heterogeneity, and supporting 21st century skills.
Sources of Evidence
classroom observations self-study student shadowing facility tour student work teacher interview teachers department leaders school website
Page 61 of 96 Standard 5 Indicator 3
Conclusions
Concord Carlisle High School has a formal, ongoing program 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. CCHS offers a formal advisory program, which meets bi-weekly and provides regular contact to connect each student to an adult member of the school community. This formal program was implemented grades 9-12 in the 2010-2011 school year. The advisory program establishes a specific connection with freshman students, also utilizing an upper class team approach with student leaders. The school has also implemented an advisory program that assimilates students into the school culture and promotes the school's 21st century learning expectations. This positive learning environment is evident in the many friendly and informal interactions between students and faculty and the fact that 96 percent of students profess they have at least one close relationship with a faculty member. Adult connections continue through the duration of the students' high school career. In the senior exit survey, 98 percent of graduating seniors have established a connection with at least one member of the faculty, 85 percent report a positive connection with two or more faculty members. CCHS has an engaging and diverse program of clubs and activities. With more than fifty clubs supported by staff, there are ample opportunities for facilitating a relation with an adult staff member. Students reported a high level of satisfaction with extracurricular offerings. Guidance counselors meet with students in their first year, and reinforce the opportunities available. CCHS also has over seventeen sports programs, in which over 70 percent of the student body participate in one or more sports per year. CCHS also is home to a radio station, art studio, fitness room, and two performance theaters including a black box theater. In talking with parents, teachers and students, they feel very strongly that there is something for everyone at CCHS. Students take great pride in their clubs, sports and activities. Formal, ongoing programs such as advisory and co-curricular offerings are reinforcing connections with students with staff members, and are supporting student success toward demonstrating 21st century learning expectations.
Sources of Evidence
self-study student shadowing students parents school leadership Endicott survey school website
Page 62 of 96 Standard 5 Indicator 4
Conclusions
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; and apply the skills, practices, and ideas gained in order to improve curriculum, instruction and assessment. The Endicott survey reports that only 51 percent of staff feel that the school's professional development program enables teachers to acquire and use skills to improve instruction and assessment. Teachers feel that they are given ample amount of professional development days to attend conferences/classes outside of the school day. The contract allows teachers five days for professional development per year to attend conferences/classes with the principal's approval. Teachers take courses from over ten different organizations. The MA TELL survey reports that only 25 percent of CCHS teachers indicate they have sufficient collaboration time with colleagues. Interviews with teachers also revealed that the majority of teachers feel they do not have enough collaboration time. However, four out of five departments reported having some common time to plan collaboratively during their lunch period, but most teachers feel it is more informal. In the world languages department the teachers collaborate extensively with other teachers of their language. The math department also reported doing a lot of collaboration on common assessments and constantly reviewing data and making revisions. The guidance department and special education departments meet weekly. Departments also have departmental meetings twice a month for one hour, however, teachers reported that the agendas for those meetings have been impacted by state and district initiatives as well as the proximity of the NEASC decennial visit. The principal and department chairs meet at least once a week to reflect, discuss, and engage in professional discourse. The principal also created a study committee made up of teachers, administrators and students to investigate the balance among academic rigor, time spent doing homework, and student well being. The principal shows concerted effort to involve all stakeholders and increase dialogue. Results have included requiring teachers to post homework using a common format on google calendar and suggested testing dates by academic discipline.. One example of school-wide professional development for staff was over this past summer when staff were given the option to choose from suggested novels. This led to three opportunities for staff to meet together to discuss the themes. Many staff members enjoyed the book discussions and opportunity for cross-departmental interactions. CCHS currently does not have adequately scheduled collaboration time for all teachers, however, despite this, teachers are very committed to professional development and applying skills learned through professional development outside of school in order to improve curriculum, instruction, and assessment.
Sources of Evidence
self-study teacher interview teachers department leaders school leadership Endicott survey school website Standard sub-committee
Page 63 of 96 Standard 5 Indicator 5
Conclusions
Concord-Carlisle High School leaders and teachers have implemented the required Massachusetts Department of Education model for research-based evaluation and supervision processes that focus on improved student learning. CCHS uses an on line platform designed to document and to organize the Ed Eval process. Leadership, including department chairs, had training on the implementation of this process. Teachers were provided with professional development to learn all aspects of the four standards used to scaffold the process. Now, in its third year, teachers have become accustomed to setting annual goals with their department chairs. Leadership shared that teachers were encouraged to focus their goals on two initiatives - innovative practice and student achievement. This required process is in its third year statewide and data gleaned from its implementation does not include confirmed patterns and trends related to its impact on student achievement. The principal manages a large percentage of the formal teacher observation process. While department chairs conduct many of the teacher observations, the principal approves all evaluations. Administration allows teachers to freely develop and review research for improvement of student learning. Teachers articulated their resistance to some adjustments and changes in professional development that references evidence-based research as guidelines for improving and enhancing their practices. It was noted that while building administration is open and excited to facilitate change, faculty challenge the impact of governance at many levels including the building, district, state, and federal level. CCHS staff have opportunities to bring about improved student success by the implementation of a researched-based evaluation and supervision process in support of an ongoing commitment to students.
Sources of Evidence
self-study teacher interview teachers department leaders central office personnel school leadership Standard sub-committee
Page 64 of 96 Standard 5 Indicator 6
Conclusions
Organization of time at CCHS only partly supports research-based instruction, professional collaboration among teachers, and the learning needs of all students. During the 2014-2015 school year, a Time on Learning Committee was convened for a semester-long study focused on potential new schedules. This committee was made up of faculty members from each department. The committee surveyed the faculty, reviewed schedules, and selected a schedule to present to the administrative team. The faculty survey indicated that the largest need was for more collaboration time among colleagues during the school day. The committee made recommendations to the principal . The goal was for a revised schedule was slated for implementation for the 2016-2017 school year. After committee deliberations and recommendations were forwarded to the principal, it was expected that the new schedule model would be implemented in September 2016. The new schedule model allows for 58 additional minutes for faculty/departmental meeting times per week during the school day. The current schedule does not support implementation of effective instructional practices since there has not been consistent and structured common meeting time fostering collaboration within and across departments. While there is not formal time set aside for teacher collaboration, four of the five departments do have common lunch periods. Teaching four classes in a seven period day does allow teachers to have significant flexibility in use of their time. Teachers informally engage in collaboration and some departments are able to do this more than others. For instance, the World Languages department has both a departmental time and a time when teachers of a specific language can collaborate. There was not any evidence of formalized professional learning communities (PLCs) existing in the school. The design of the new building increases opportunities for collaboration across and within departments. There is one outstanding example of cross curricular teaching and learning currently in place. The Rivers and Revolutions Program is structured so that teachers from different disciplines not only teach together ,but also provide learning opportunities focused on interdisciplinary connections. One area of evidence of breaking a large school into smaller, more personalized communities is the existence of school advisory, which meets every other Wednesday in groups of 15-19 students who are led in 10th-12th grade by a teacher and in 9th grade by two upperclassmen and a teacher. Interviews with students reported that this has been a positive experience and they would like to meet in advisory more often. The principal is also considering forming a committee to explore options of the creation of a freshman academy and additional support with transitioning to the high school. Given the challenges and realities of uniting a freshman class coming from a variety of sending schools, and recognizing the unique needs for grade 9, the principal and staff continue to create opportunities for freshman transition. Although the school is large, there is an overwhelming sense that students feel supported and connected to teachers and that teachers are very caring and invested in not only educating their students but being there as a support to them. The school has explored and implemented summer programs to help bridge gaps in Biology and Algebra. Data from these programs have shown to improve achievement and bridge these gaps. It is hoped that the new schedule will afford teachers the opportunity to seek out peer input to identify students in need of additional support When a new schedule is implemented, there will be more consistent time for professional collaboration among teachers which will help to meet the learning needs of all students.
Sources of Evidence
classroom observations self-study teacher interview teachers students school board department leaders central office personnel
Page 65 of 96 school leadership Endicott survey Standard sub-committee
Page 66 of 96 Standard 5 Indicator 7
Conclusions
At CCHS, student load and class size enable teachers to meet the learning needs of individual students. Class sizes in the college prep courses range from 15-20 on average, 22-30 in honors level, and 26-28 in the health/fitness classes. According to the Endicott survey, 77.6 percent of students and 85 percent of parents believe that class size enables teachers to meet the learning needs of individual students. There are conflicting data reports from teachers from the same survey that reported 32.1 percent of teachers feel that they are not able to meet the needs of their students due to their class sizes and student caseloads. The Collective Bargaining Agreement sets the student-to-teacher ratio at 90:1 average by department. In order to meet the needs of the 2015-2016 enrollment, the principal advocated and received budgetary approval for an additional 1.5 FTE in order to maintain the current ratio. Fewer than five percent of teachers are above this ratio. While the realities of the master schedule and number of available sections of courses may result in some individual classes being at the high end of the above ranges, no department at CCHS exceeds recommended ratios. As a result of secured funding that keeps teacher caseloads low, teachers at CCHS are able to meet the learning needs of individual students.
Sources of Evidence
classroom observations self-study student shadowing teacher interview teachers school board department leaders central office personnel school leadership Endicott survey school website
Page 67 of 96 Standard 5 Indicator 8
Conclusions
The principal, working with other building leaders, provides instructional leadership that is rooted in the general understanding of Concord-Carlisle High School's core values, beliefs, and learning expectations. While the faculty is united in its commitment to providing an excellent education and working with students for whom they share great respect, the work at CCHS is not framed and measured under the context of the CCHS core values, beliefs, and learning expectations. The principal is supported by two assistant principals, and a team of department chairs. The department chairs are recommend to the principal who ultimately elects the team. Department chairs hold a certification in leadership. Department chairs hold their position for a three year time span, but can be retained for longer periods of time as long as the principal requests their remaining in their position. Administration is energetic and keenly aware of issues in the school regarding the faculty's level of dissatisfaction with initiatives emanating from district, state and federal initiatives, and linked to implementation at the building level. After an review of a MassTELL survey, the administration, member of the Concord Carlisle teachers' union, and department chairs facilitated a series of meetings with the goal of improving staff relations with administration. Parents and students believe that school determinations are made in the best interest of all students, and that the school is managed in a consistent and approachable manner. The administration and faculty have monthly meetings. Agendas focus on sharing out essential information, and providing an opportunity to sustain best practices. Academic success is expected and supported at CCHS. Teachers are trusted to seek out and engage in professional development, with the focus on improving student learning. As a credit to the professional staff at CCHS, plans are in process to work toward improved communication within the building. Working together toward enhanced collegiality will help to ensure that instructional leadership of Concord-Carlisle High School is rooted in widely shared core values, beliefs, and learning expectations.
Sources of Evidence
classroom observations self-study teachers parents central office personnel school leadership Endicott survey Standard sub-committee
Page 68 of 96 Standard 5 Indicator 9
Conclusions
Teachers, students, and parents are involved in meaningful and defined roles in decision-making at promoting responsibility and ownership at Concord-Carlisle High School. When major issues arise, the principal shares information with the department chairs who disseminate the information to the teachers in their department. Information gathered from teachers is mixed in this area as not all teachers feel that communication is at the level it should be. The principal has taken clear and concise steps to improve accessibility within the building with the creation of the School Advisory Council. This group was established, allowing parents and students to take on leadership roles within the school. More than 400 parents volunteer each year in some capacity. Students are actively engaged in volunteerism, including teacher assistant positions within the building, as well as representing their peers on the Student Senate. Surveys have been conducted with students prior to the end of courses, providing meaningful feedback to teachers. When MassTELL surveys revealed significant challenges within the building, the principal exercised initiative, creating a joint committee, and facilitating 15 hours of meetings to improve relations with staff and union representatives. The principal is engaged in and keenly aware of the importance of inclusive dialogue among constituent groups. He cares deeply about hearing and processing faculty ideas for improving the effectiveness of collaboration with and among staff and building and district leadership. The principal is accessible to and receptive of student input as well. Students report that since the ADL program, they have seen more mixing of peer groups and students reaching out more to different social groups. One student reported that during the 2014-2015 school year, they had a day during which every student sat at a different table in the cafe than they normally did. This also helped students get to know each other better. This student also reported that she feels the administration's implementation of diversity programs has helped to improve the school climate. Students reflect that bullying is not accepted at CCHS, and that students feel responsible to stand up to any challenging situation. Students at CCHS have completed 20-000-30,000 hours of community service performed in Concord, Carlisle and Boston on an annual basis. As a result of involvement among building administration and teachers, students, and parents, Concord-Carlisle High School has promoted positive responsibility and ownership.
Sources of Evidence
classroom observations self-study facility tour teacher interview students parents school leadership Endicott survey
Page 69 of 96 Standard 5 Indicator 10
Conclusions
At Concord-Carlisle High School, teachers exercise initiative and leadership essential to the improvement of the school and to increase students' engagement in learning. Throughout the building, it is evident that teachers are exercising initiative in their daily interactions at CCHS. Several staff members take on the role as acting chair for their departments. Other staff members oversee clubs and after-school programs, as well as coach and direct events (i.e., Sci-Fi, Moot Court Competition, History Reading Group, Homework Club, Art Club, Serious Repercussions, Shakespeare, Environmental Field Studies Group). While the sustained challenges in collaborating with administration permeate the environment, it is hoped that the new schedule will eliminate some of the concerns as it affords more time for formal collaboration with peers and with administration. Faculty consistently recommend, and implement new courses as a way to involve students in areas of teacher's expertise. Examples include Biostatistics, Rivers and Revolution, Constitutional Law, The Presidency, Forensics, Java Programming, Making Modern America, International Issues, AP. Honors Art, Men's Chorus, Creative Writing, and Visions of the Future. Because teachers are proactive in displaying initiative and leadership in bringing forth new course offerings and and are encouraged to do so by administration, they provide opportunities for increased student engagement in learning.
Sources of Evidence
classroom observations self-study teacher interview teachers students department leaders Standard sub-committee
Page 70 of 96 Standard 5 Indicator 11
Conclusions
While interviews with school committee, superintendent, and principal express affirmation that these respective groups are collaborative, reflective, and constructive in achieving the school's 21st century learning expectations, the perception among faculty differs. The school committee does give the superintendent and principal the autonomy to lead, and focuses more on gathering support from the community and listening to the community on issues of concern. School committee members are credited with getting the annual budget to pass. They focus on gathering the necessary community support to fund the budget. The Endicott survey reports that only 20 percent of staff feels that the superintendent, school board, and principal collaborate in the process of achieving the CCHS learning expectations. Evidence suggests that the perception of staff does not recognize the productive and mutually respectful norms in place among the three levels of governance. However, examples of collaboration among the superintendent, principal, and school board exist including serving together on the Building Committee which culminated in the addition of a beautiful, environmentally conscious school and working together on budgeting issues to support teaching and learning. The principal has made recommendations over the years for programs to support student need such as Rivers and Revolutions and Algebridge and was able to secure funding for these. In spite of such specific examples, the overall faculty expressed its belief that building based decisions reached through a collaborative process with a variety of stakeholders are often overturned at the district level. Despite staff perception that there is not collaboration among the superintendent, school board, and principal, building level administration has been very successful in working together to create a sustainable budget and to create a beautiful new building with outstanding conditions for learning.
Sources of Evidence
self-study facility tour teachers school board central office personnel Endicott survey
Page 71 of 96 Standard 5 Indicator 12
Conclusions
The school committee and superintendent provide the principal with decision-making authority to lead the school in selective areas. The Endicott survey reports that only 16.2 percent of staff feel that the school board and superintendent provide the principal with sufficient decision-making authority to lead the school. However, the principal is given some authority to make important decisions for the school. Examples include adding Advisory and approving programs touch as Rivers and Revolution to support student learning. Interviews with staff pointed out their perception that some decisions that affect day-to-day operations are made by the superintendent and not the principal. There was controversy over the choice of SMARTBoards in classroom as staff was not vested in their use. Staff commented on directives on classroom policies coming from beyond the principal. The staff is clearly aware of the principal's advocacy for his faculty and teachers express an awareness of his efforts surrounding adjustment to working conditions in the new building. The CCHS formal job description for the principal states that the principal will work closely with the Director of Teaching and Learning to ensure school goals and professional development practices dovetail with and reinforce district goals. It also states that the principal will establish and maintain a healthy school climate focusing on learning for all students and staff. The district leaders and the school committee work with the principal in his capacity to inform budget decisions affecting CCHS. For example, in trying to meet the teacher-to-student ratio and to keep class sizes down, the school committee approved the need for an additional 1.5 FTEs for the 2015-2016 school year. The principal supports teaching and learning needs at CCHS in order to see that all students succeed. While faculty appreciate the nuances of chain of command, they are aware that the principal has not been provided with sufficient decision-making authority to lead the school. When the principal is given sufficient decision-making authority to lead the school, decisions will be based in collaboration with faculty on school-wide priorities with a focus on student achievement.
Sources of Evidence
self-study teachers school board department leaders central office personnel school leadership Endicott survey school website
Page 72 of 96 Standard 5 Commendations
Commendation
The safe, positive, respectful and supportive culture that fosters student responsibility for learning and results in shared ownership among faculty and students
Commendation
The diverse offering of activities which afford every student the opportunity to feel a part of the school community
Commendation
The evidence of student support systems throughout CCHS, and in particular the success of special education students
Commendation
The availability of heterogeneous course opportunities for all students
Commendation
The commitment to the school's advisory program and the efforts of the staff to reach out to all students and develop supportive relationships
Commendation
The generous financial support from the community for the professional development of teachers
Commendation
The leadership of the principal and his coordinated efforts to facilitate group discussions with all stakeholders to improve the relationship between teachers and administration
Commendation
The plan to implement a new schedule which offers additional collaborative planning time for teachers
Commendation
The commitment to manageable student load and class size resulting in teachers having a 90:1 student/ teacher ratio.
Page 73 of 96 Standard 5 Recommendations
Recommendation
Continue to improve collaboration among administration and faculty so all parties feel their opinions have been considered
Recommendation
Ensure the principal has sufficient decision-making authority to lead the school
Recommendation
Ensure transparent communication to teachers regarding decisions made by the principal and superintendent
Page 74 of 96 Standard 6 Indicator 1
Conclusions
Concord-Carlisle High 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. Teachers, students and parents are in accord that services are integrated and coordinated. Stakeholders comment that staff is accessible, and follow up on referrals. Services might occur in individual and/or classroom settings to best assess and meet student needs. At-risk students are identified through various channels of communication. There is tight coordination between members of clinical teams made up of administrators, school adjustment counselor, guidance counselors, administrators, psychologists The nurse was frequently mentioned in discussions with teachers and student support services staff. Interventions are numerous and fall along a wide spectrum including academic, social, emotional or medical and services are available both in and out of the school setting. Based on evidence of need, the social studies/English resource center (SSERC) and math resource center (MARC) services have been made available for all students as needed. Because of this wide availability of student supports and strong coordination among school staff, opportunities exist for all students at Concord-Carlisle High School to achieve the school's 21st century learning expectations.
Sources of Evidence
self-study facility tour teachers students parents school board school support staff Endicott survey school website Standard sub-committee
Page 75 of 96 Standard 6 Indicator 2
Conclusions
Concord-Carlisle High School provides information to families, especially to those most in need, about available student support services. Regarding the availability of information and communication about student support services, 86 percent of parents, 84 percent of students and 88 percent of staff, report an understanding of how to access a variety of student supports. Evidence was provided to indicate use of a broad range of communication tools including but not limited to school newsletters, multiple staff and support service handbooks, pamphlets, CCHS website, student information Aspen bulletins, Naviance, alerting system, and direct contact. Teachers and student support staff cited routine examination of underperforming students during first and second quarters of freshman year and in response, expanded access to MARC and SSERC tutoring beyond identified students with plans. Upon occasion, the guidance department uses online surveys to obtain feedback from students and families regarding programming and interests. The guidance department offers programs targeted to parents with information pertinent to students' grade level focusing on extra help, strategies for academic success, post-secondary planning and other pertinent information. As a result of the variety and timing of communication, CCHS families are well informed about available student support services.
Sources of Evidence
self-study teachers students parents Endicott survey school website
Page 76 of 96 Standard 6 Indicator 3
Conclusions
Concord-Carlisle High School support services staff use technology to deliver an effective range of coordinated services for each student. The Aspen student management system is used to provide access to student health, special education, assessment, and education support plans. Aspen also serves to provide communication among students, parents, and school support personnel. Google mail is used for home-school communication. The Learning Commons staff has identified online resources supporting students with audiovisual reading supports such as audio books, eBooks and databases that can be delivered in multiple modalities. The guidance department uses Naviance and Google Docs to assist students in their pre- and post-secondary applications processes. The 1:1 laptop program has streamlined students' Common Application process. District special services' website provides program information as well as application and assessment information. Special education personnel provide a range of assistive technologies using Google Docs and Drive, iPad apps, and a variety of targeted software providing a range of reading, writing, and processing supports. All classrooms are equipped with soundfield systems to assist students with hearing and aural-processing impairments. The student health services' website offers a variety of school and community health information and resources as well as general information on a variety of teen health topics. The extensive use of technology enables effective coordination and delivery of a variety of student support services.
Sources of Evidence
self-study teacher interview teachers students parents school support staff school website Standard sub-committee
Page 77 of 96 Standard 6 Indicator 4
Conclusions
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 and deliver collaborative outreach and referral to community and area mental health agencies and social service providers. Given the enrollment of 1286 at CCHS, the guidance counselor ration is 200:1 allowing for a personalized service delivery model, The Planning Room, staffed by a LICSW, works in a supportive manner with students who benefit from the support provided in the Planning Room, as they prepare for a productive post secondary future. The social worker has worked very successfully with students and their families. The Guidance Department offers an expanded grade level developmental guidance program focusing on the unique needs of each grade level. Guidance and special education staff review needs and are in the process of defining a service model that recognizes the importance of the freshman transition experience. The Network program, currently serving 15 students, has particular focus on student success during first year of high school. Guidance counselors conduct small group and individual meetings. Survey results show that 65 percent of staff and parents feel there is an adequate number of school counselors, and yet only 22 percent of students report that they meet with their counselor regularly. The Guidance and Counseling Department at CCHS has a positive working relationship with many area social service agencies. Guidance Counselors and School Adjustment Counselors regularly refer families to community and area social service agencies and work collaboratively with outside providers in order to meet student needs. The school district provides families with referrals for mental health services. Students have been referred to individual providers and community agencies for services such as individual and family counseling, grief counseling, substance abuse, homelessness, economic support, abuse, and health care. The CCHS Guidance Department and outside providers process student needs, redirect when necessary, and make productive decisions focused on students' well being The referral handbook is periodically updated and available to the counseling staff. Agencies such as Advocates, a mobile crisis intervention team, Concord-Carlisle Community Chest, the Eliot Center, Bridge over Troubled Waters, and the Department of Children and Families are some of the agencies with which the school staff works. Collaboration may include verbal or written communication, as well as student review or IEP team meetings. The Guidance Department hosts evening meetings on all aspects of the college application process. As follow up to these information sessions, parents are invited to complete online program evaluations. This data is used to help shape and to refine future programs. Guidance staff regularly monitors student performance and uses data to ensure students are adequately supported. As a result of having a well-staffed Guidance Department with a wide array of resources available to them, students at Concord-Carlisle High School are well positioned to achieve academic and post-secondary goals.
Sources of Evidence
self-study teacher interview teachers students parents department leaders Endicott survey school website Standard sub-committee
Page 78 of 96 Standard 6 Indicator 5
Conclusions
Due to enrollment increases fall of the current school year, Concord-Carlisle High School's health service does not have an adequate number of certified/licensed personnel and support staff. However health services successfully provides preventative health services and direct intervention services; uses appropriate referral processes; conducts ongoing student health assessments; and uses 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. CCHS is staffed with 1.5 FTE nurses which is fewer than the state of Massachusetts articulates in its regulations. Increased student enrollment and increases in the acuity of medical and mental health concerns have increased the demands on the nursing staff significantly. Current nursing staff responds to the immediate needs of 1,273 students, faculty, staff, and visitors, and comply with state regulations and mandates, which include but are not limited to, immunization compliance, physicals compliance, screenings, head injury, field trips, mandated trainings, emergency response planning, AED program, and wellness guidelines. The health suite is adequate to provide for privacy and confidential meetings. Prevention services addressed by the nursing staff are most often completed in collaboration with others. Communication with teachers and other support providers regarding specific health needs impacting the classroom maximizes a student's opportunity to learn. The health care staff members are an integral part of the student support planning process. The referral process varies but includes a wide variety of health care providers in the community. In spite of the shortage of full-time nursing staff, students are well served by the CCHS health services office, through a caring and comprehensive network of supports.
Sources of Evidence
self-study facility tour students department leaders school support staff Endicott survey school website Standard sub-committee
Page 79 of 96 Standard 6 Indicator 6
Conclusions
Concord-Carlisle High School library/media services are integrated into curriculum and instructional practices.Existing staff 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; and 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. The library staff is engaged in the implementation of curriculum through project- and course-specific supports such as use of Misguides, bibliography instruction and support and available classroom space. Previously offered media production and technology support has abated due to the new 1:1 laptop program which was implemented with the new building and Learning Commons. One library aide with strong videography skills provides technical assistance and instruction to students and staff. The librarian regularly surveys staff regarding resources needed specifically for curricular initiatives. The library collection was reduced when CCHS moved into their new space, and now focuses primarily on cover-to-cover deep reading, an idea supported by brain research and strong developmental reading skills. Licensed databases support specific curricular areas and projects such as Lexis/Nexis and the Moot Trial, JSTOR for English, Gale Greener for support of science and social studies, and NY Times supporting social studies and other departments, as heavily requested. The certified librarian teaches the AP Capstone research course and is one of only two librarians in Massachusetts teaching this course thus providing an exciting opportunity for students at CCHS to develop 21st century skills. The response to the AP Capstone at CCHS has been very positive. Although the Learning Commons is covered during her teaching block, using support staff during all open hours, the additional teaching commitment of the librarian has an impact on the Learning Commons. This impact is recognized and under review. The Learning Commons is open from 6:15 a.m. to 6:00 p.m. using staggered staffing. Funding for these extended hours is provided from the approved budget in support of learning. Each day, the Learning Commons is heavily used by students before, during and after school. After school, the Learning Commons hosts club meetings such as Dungeons & Dragons, American Sign Language, Scrabble, NaNoWriMo, a novel writing workshop, and reading clubs to name a few. Learning Commons classroom spaces are available to teachers and students to reserve for projects and collaboration. The CCHS librarian regularly interfaces with faculty regarding curricular needs. She surveyed students prior to redesigning the library's website and responded to student feedback by implementing their input for brighter, more vivid design/colors. Because of the quality of the outstanding staff and the plethora of resources available, the CCHS Learning Commons is a well-regarded and highly valued resource for both students and staff. The newly designed Learning Commons is truly the hub of CCHS serving to connect students and teachers with new and emerging ways to access and to apply knowledge in ways which foster 21st century skills.
Sources of Evidence
self-study facility tour teacher interview teachers students parents Endicott survey school website Standard sub-committee
Page 80 of 96 Standard 6 Indicator 7
Conclusions
Concord-Carlisle High School support services for identified students, including special education, Section 504 of the ADA, and ELL students, have an adequate number of certified/licensed personnel and support staff. Student support service staff 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 improve services and ensure each student achieves the school's 21st century learning expectations. The CCHS special education, 504 and ELL services are adequately staffed. There are program specific services as well as integrated service delivery. Examples of programs available at CCHS include, but are not limited to, Pathways AltPro, Lighthouse, Network, Challenge, Literacy Strategies, and a variety of targeted tutoring opportunities. Many programs are available to general education students who demonstrate need. There is ample evidence of close and regular collaboration occurring at appropriate intersections between different branches of support and general education. Communication and service delivery workflows are effective and efficient. The special education department chair, special education teachers, speech/language pathologist and school psychologist act as case managers in addition to conducting assessments and carrying teaching loads. Caseloads for full-time staff have increased from approximately fourteen to twenty students. In the past four years there has been 21 percent increase in students qualifying for special education services. This increase is due the number of students who have come from out-of-district placements as well as students moving in to the school district from other towns. An endorsed transition specialist has been hired with responsibility for transition planning among the school district, parents, student and adult services agencies. Special education students are enrolled in inclusive settings and receive academic support from the special education team to ensure that they are able to successfully access the curriculum. Student with learning disabilities receive appropriate ELA, math and life skills instruction. There are many opportunities in which students with a full range of special needs are included in regular education instruction and a variety of co-curricular opportunities such as athletics and the radio station. Inclusion services are carefully tailored and monitored to meet the evolving needs of the individual student. Assistive technologies are determined and implemented through internal assessment, services from the Concord Area Special Education (CASE) Collaborative, as well as school-based technology accompanied by support from the library staff. Data on the CCHS service model is collected regularly through special education evaluations, senior exit surveys, special education parent surveys, evening program surveys, as well as data from standardized assessments, student performance, and outside evaluating agencies. Programming is developed and adjusted in response to survey/assessment results. As a result of the depth and breadth of student support services addressing a constantly evolving set of needs, the students at CCHS are well-positioned to achieve the school's and/or their individual learning expectations.
Sources of Evidence
classroom observations self-study teacher interview teachers students parents department leaders Endicott survey school website Standard sub-committee
Page 81 of 96 Standard 6 Commendations
Commendation
The comprehensive model of timely, coordinated and directive intervention strategies and support services available to all students
Commendation
The work of the student support team and the level of communication and collaboration between this team and all CCHS educators
Commendation
The wide range of communication tools used to raise awareness of the scope of student services
Commendation
The low student-to-counselor ratio that allows counselors to meet regularly with students
Commendation
The responsiveness of the entire CCHS school community to increased demand and complexity of student health issues
Commendation
The Learning Commons hours of operation which extend beyond the school day from 6:15 a.m. to 6:00 p.m.
Commendation
The rich connections to both curricular and co-curricular offerings which the Learning Commons provides
Commendation
The effective support services for special education students that ensure students are challenged each day
Commendation
The creation of Fab Labs both metal based and wood based put in place to encourage the development of 21s century skills among students
Page 82 of 96 Standard 6 Recommendations
Recommendation
Ensure that students meet regularly with guidance counselors and investigate the concern that students report a low frequency rate of meeting with guidance counselors in the Endicott survey
Recommendation
Provide additional health services personnel to ensure appropriate support for the health needs of all students
Recommendation
Ensure the library media specialist has sufficient time to provide support to students and faculty in light of her teaching duties and make other arrangements for her classes if necessary
Page 83 of 96 Standard 7 Indicator 1
Conclusions
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, and sufficient instructional materials and supplies. The school funds many varied programs and services providing a contemporary learning environment supportive of student engagement in learning. The school funds faculty, staff, and support staff including non-teaching personnel essential to the effective operations of CCHS. The district funds opportunities for professional developments and curriculum revision throughout the school year. A full range of technology support along with a plan to sustain technology is in place. Currently, there are sufficient equipment, instructional materials and supplies at the high school. Informing the budget, department chairs are asked to report on needs for instructional materials and supplies to the administration. In conversations with department heads, there are currently no significant issues requiring funding. CCHS provides sufficient professional and support staff. There is a concern that the Learning Commons would be enhanced by increased staffing. The school currently employs 123.93 FTEs providing a 90:1 student-to-teacher ratio. As evidenced by the budget document and corroborated through interviews, 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, state-of-the-art equipment, and sufficient instructional materials and supplies.
Sources of Evidence
self-study panel presentation facility tour teachers students department leaders school leadership Endicott survey school website
Page 84 of 96 Standard 7 Indicator 2
Conclusions
The school develops, plans, and funds programs to ensure the maintenance and repair of the building and school plant, to maintain, catalogue, and replace equipment and has a plan to keep the school clean on a daily basis. The director of operations and the facilities manager keep written and electronic maintenance plans in place for the maintenance of the building and school plant. The CCHS building is approximately eight months old, and has been occupied since April 2015. Most equipment is still under warranty with three-year service plans prepared to resume following the warranty. There is a plan in place to continue the service contracts and maintenance as allowed by state law. Funding is secured to maintain the building. A plan to repair/replace equipment and technology is also in place and funded. There is a technology replacement cycle of five years for desktops and four years for teacher and student laptops. Currently, there is a staff of eight full-time custodians with a staggered work schedule to cover all areas of the school. During the visit the school was clean and staff reported no complaints with the level of cleanliness in the building. Expanded use of the new building and the new fields by the community, as well as the increase in floor surface area, brings into question whether the current level of staffing for custodial services will be sufficient. As noted in the self-study, Dolphin Fleet management software is used to improve and to increase efficiency of the bus management system. It is a credit to the school and the district's governing body that there are clearly defined plans and projected funding to ensure the maintenance and repair of the buildings and grounds and equipment well into the future.
Sources of Evidence
self-study facility tour teachers school leadership Standard sub-committee
Page 85 of 96 Standard 7 Indicator 3
Conclusions
CCHS has both a two- and five-year plan in place that addresses the school's programs and services, enrollment changes and staffing needs, and technology needs. In the budget, the district also has a strategic plan in place to address capital improvements. Future enrollment changes are predicted and staffing needs are addressed in the annual budget. CCHS is housed in a brand new state-of-the-art building that was occupied on April 28, 2015. The building is having significant and positive impact around programs and services in several ways as indicated by the self-study and discussions with parents, faculty and students. Some of these include, but are not limited to, proximities of department areas including a humanities floor and a STEM floor, growth of science and engineering programs with addition of Fabrication Labs, engineering rooms and increase in the number of science labs from two to twelve. Student support services are in one suite with proximity to administration. Rivers and Revolutions, the interdisciplinary program, is now located in a double classroom in the building and centrally located. Rooms are equipped with Epson SMARTBoards and sound fields for hearing impaired people. The visual and performing arts programs are housed in state-of-the-art studios. Communication is increased and student work shared throughout the building on 22 digital monitors. The building is climate controlled and has 100 percent fresh air and natural light. Community support is evident throughout the building from parent volunteers to equipment purchase with grants to the formation of a public-private partnership CC@Play that supports the athletic community at CCHS. During the 2015-2016 school year, CCHS implemented to a 1:1 laptop program. There is a funded plan to repair/replace equipment and technology. Currently, there is a wide variety of LMS and reporting systems in use. A replacement cycle of five years for desktops and four years for teacher and student laptops has been in place for several years, and is expected to continue. The community (CCHS PA, Concord Education Fund, CC@Play) also support needs through generous support and grants. For instance, a large and state-of- the-art recording studio, digital screens where students can display their work, the south patio and fields were funded and are being maintained with the financial support of these groups. As evidenced by the continued and impressive support of the community through acceptance of the operating budget, augmenting the operating budget with generous donations, and other fundraising and support efforts, the school has a well funded long-range plan for facility needs, technology, and capital improvements.
Sources of Evidence
self-study facility tour teacher interview parents school board central office personnel Standard sub-committee
Page 86 of 96 Standard 7 Indicator 4
Conclusions
The principal and the department chairs are actively involved in the development and implementation of the budget. There appears to be a perception of disparate levels of input across departments. Department chairs are expected to meet with their teachers and collaborate on budget proposals to remedy identified needs. Next, department chairs are expected to meet with building principal ,who meets with the School Advisory Council, to provide insight into identified needs. The principal meets with the superintendent advisory team and with the deputy superintendent for finance and operation to determine the budget through a series of collaborative meetings. The principal's budget is proposed by the superintendent to the School Finance Committee for approval. Over the course of the past seven years, there have been no reductions in supplies or materials and personnel other than those reductions brought forth by attrition. CCHS enjoy a long history of funding and support fora variety of programs. Prior to reductions, it is expected that teachers through their department chairs will have the opportunity to comment on the impact of reductions. This protocol is not followed consistently. While there is adequate funding and support for a large variety of programs, some faculty, department chairs and administrators are not actively involved in the development and implementation of the budget. The core of tension appears to be not on the dollar amounts as staff members are quick to recognize the generosity and support of the citizens of Concord and Carlisle, but rather on the budget development process and its interpretation of inclusive involvement.
Sources of Evidence
self-study panel presentation teachers department leaders central office personnel school leadership Standard sub-committee
Page 87 of 96 Standard 7 Indicator 5
Conclusions
The school site and plant support the delivery of high quality school programs and services. The building that houses Concord-Carlisle High School (CCHS), although incomplete, is brand new. The parking lot is projected to be complete by mid-November of this year. There is a brand new auditorium, which can host over 600 people, one large and well-equipped gymnasium, and a smaller one, a brand new cafeteria with kitchen, several well-equipped art rooms and studios, twelve science labs, a multi-purpose room for yoga, wrestling and cheerleading, and a large Learning Commons area where students can meet, socialize, study, and conduct research. All equipment, materials, and appliances are new. Classrooms are bright, spacious and well-vented. The new building is designed to have centralized departmental workspace for teachers and department chairs. Each department also has an area for teachers to meet as well as a private area for teachers to meet with students. The new synthetic field as well as renovated baseball and softball fields and the soon to be completed parking lot will add to an already engaging and appealing campus. Although some faculty and students seem to be still emotionally connected to the old building, the new building appears to be a symbol of accomplishment and pride for the community, students, faculty, staff, and the school administration.
CCHS has a tradition of excellence that has been maintained over many years. With a rigorous program of studies, the school has been successful at preparing students for post-secondary education and the workforce. The favorable academic outcome of CCHS comes from an experienced and dedicated faculty. In fact, the school has been successful at attracting, and retaining excellent teachers who are well compensated. There is a large range of elective courses set forth by the different departments. An acclaimed and successful interdisciplinary course, Rivers and Revolutions, which incorporates English, art, science, social studies and math receives 50 students every semester. Students are well-invested in elective courses and teachers are thrilled by the work they are doing at CCHS. Consequently, the school exceeds the requirements set forth by the core classes. All the stakeholders believe that the new building adds to the pride and confidence of an already high achieving school. Based on the data and according to students and faculty, it can be corroborated that the school site and plant support the delivery of high quality school programs and services.
Sources of Evidence
classroom observations self-study facility tour teachers central office personnel school leadership Endicott survey school website
Page 88 of 96 Standard 7 Indicator 6
Conclusions
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. All binders and documentation regarding facility operating systems and warranties are kept in the head custodian's office. The storage areas for science are all up to code. Health and safety regulations are followed throughout the building. CCHS has an emergency response plan that includes guidelines for emergency or crisis situations. With all of the documentation in place, the physical plant and facilities are in compliance with federal and state laws.
Sources of Evidence
self-study facility tour central office personnel school leadership
Page 89 of 96 Standard 7 Indicator 7
Conclusions
The professional staff at Concord-Carlisle High School (CCHS) remains committed to its efforts to engage parents and families in each student's education and continues to make targeted efforts to reach out to families who are less connected to the school. Concord-Carlisle High School makes various overtures to engage all parents and to bring them to the school. These events include a Back to School Night, which takes place late September where parents typically follow their students' schedule. Parents are invited to meet different teachers; discuss and ask questions on curricula and course expectations. In December, parents have more opportunities to talk privately with teachers about their children at parent-teacher conference. Additionally, the principal holds a parent coffee every month where he has opportunities to gather with parents personally, listen to their concerns and ideas, and discuss school-related matters. The guidance and counseling department has a similar activity once a semester per class. Both the principal and the guidance and counseling department send out monthly newsletters to notify parents about educational programming and other community matters. In addition to the formal events listed above, all parents are welcome to contact teachers and to meet with at anytime during the entire school year. During the past five to eight years, the faculty's overall web presence has increased exponentially. This has also led to increased parental information regarding student needs. Parents are actively invited to be part of various school-related committees such as the School Advisory Council, which includes the principal, students, parents, and teachers. This committee works collaboratively to help review and to amend school policy.
Furthermore, CCHS has been trying to reach out specifically to families who have historically been less connected to the school. The METCO program director, along with a group of interested faculty, has been offering SAT prep, chemistry workshops. Twice a year, they go to the city to meet with the Boston families. METCO families receive specific letters with transcript information and GPA, notifying them of programs designed to support Boston students at all stages of their high school experience. Additionally, the METCO program director organizes and invites all parents to an annual recognition dinner. The METCO program director encourages parents to come, meet other parents and confer about their students' education. CCHS faculty and staff indicated that the dinner has been very successful over the years. As a consequence of systematic and rigorous outreach, CCHS parents are engaged and contribute greatly to their children's education.
Sources of Evidence
self-study student shadowing teachers students parents central office personnel Endicott survey school website
Page 90 of 96 Standard 7 Indicator 8
Conclusions
The school develops productive parent, community, business, and higher education partnerships that support student learning. Concord-Carlisle Regional High School has maintained and fostered productive partnerships with businesses and non-profit, community-based agencies that support student learning. CCHS consistently expands these relationships. Staff members state they frequently invite members of the professional community to give presentations to students. The art department often has professional artists work on display in their gallery. There is an extremely active and supportive parent association (CCHS PA). The Parents' Association (PA) sponsors a grant program to fund teacher-initiated projects and programs for the student and parent community. In addition the Parent Association, CCHS has a parent board that works with each of the classes and their elected representatives. The PA provides support when needed for all school initiatives. CC@Play and the sports boosters have raised funds to build and maintain turf fields as well as other equipment to support student learning. As stated in the self-study, Concord-Carlisle Community Connections is a collaborative community- mentoring series that connects students with business and community leaders and residents in a variety of disciplines, thus improving student appreciation and understanding of the challenges, inner-workings, and skill sets necessary for success in real-world professional environments. The Ruettgers Foundation sponsors an ongoing series of five or six presentations each year by faculty to students and staff alike on topics that interest the school community. In addition, foundation monies are used each semester to sponsor after-school seminars for twelve to fifteen students, focusing on interdisciplinary topics not covered by the formal curriculum. The Concord Education Fund has collected extraordinary amounts of money to fund projects throughout the entire school system. Collaboration between members of the Concord Education Fund, the administration, and several teachers in the science department resulted in the creation of an engineering program and robotics team at CCHS. A state-of-the-art recording studio, a nine panel video wall, a fully equipped Analog darkroom, a site-specific community-connected art installation and funding for digital photography are several examples of the generosity of the Concord Education Fund's support. There is an annual student art show displayed at Concord Art Association Concord Carlisle POPS supports the performing arts program and is viewed as the key to its success. Faculty has the opportunity to participate in TeachersAsScholars sponsored by the Concord Education Fund. Initiated in 1994, Senior Project offers second semester credit to twelfth graders pursuing projects of interest on an independent basis with a faculty mentor. These projects may be related to service, academics, career, or creative exploration. 2Volunteer is a community-based organization that partners with CCHS to match student volunteers with organizations in the community. The METCO family friends program provides families an opportunity to build relationships in a spirit of cooperation and sharing of experiences. CCHS also has a working radio station and the CCTV public access television station is on-site. Real- world application of knowledge for students results from the numerous opportunities where the school develops productive parent, community, business and higher education partnerships that support student learning.
Sources of Evidence
self-study panel presentation teachers students parents school board central office personnel school leadership
Page 91 of 96 Standard 7 Commendations
Commendation
The district's governing body that provides dependable local funding for a wide range of programs and services
Commendation
The sufficient professional and support staffing that ensures student needs are met
Commendation
The ongoing opportunities for professional development and curriculum revision that support teacher's efforts to be adult learners and reflective practitioners
Commendation
The funding for a full range of technology support, sufficient equipment, and sufficient instructional materials and supplies
Commendation
The dedication, generosity, and vision of the Concord-Carlisle community and school committee to design, build, and occupy a new and exceptional facility on a timely schedule
Commendation
The cohesive plans and the securing of funding to maintain the new school, equipment, and grounds
Commendation
The respect and investment of the community in its youth
Commendation
The abundance of new equipment and supplies that support student learning in the new building
Commendation
The wide variety of elective courses and co-curricular offerings that allow students to personalize their educational experience
Page 92 of 96 Standard 7 Recommendations
Recommendation
Evaluate custodial staffing needs as the entire campus of CCHS including building and ground comes on line and community use increases
Recommendation
Provide ongoing training for all staff on a unified learning management system to benefit all students
Recommendation
Increase the level of faculty involvement in the development of the annual budget
Recommendation
Maintain communication with parents while exploring other means to engage less-connected parents
Page 93 of 96 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 94 of 96 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 95 of 96 Roster of Team Members
Chair Dr. Ellin Booras - Sandwich High School
Assistant Chair James Tremblay - Exeter High School
Visiting Committee Members John Barry - Algonquin Regional High School
Paula Borsetti - Beverly High School
Angela Burke - Milton Public Schools
Lisa Donovan - Melrose High School
Melissa Goulet - Londonderry High School
Maurice Louis - Needham High School
Brian McNeill - Burlington High School
Sherryl Ripel - Salem High School
Nancy Rose - Merrimack School District SAU 26
Susan Shawn - Danvers High School
Jeanne Sturges - Souhegan High School
Sherri Turner - Belmont High School
Sara Vicenzi - Waltham High School
Jamie Wiggin - Braintree High School
Page 96 of 96