NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES, INC. COMMITTEE ON PUBLIC SCHOOLS
VISITING COMMITTEE REPORT for
Wilton High School Wilton, Connecticut
Dr. Robert O’Donnell Principal Wilton High School 395 Danbury Road Wilton, CT 06897
Dr. Nicholas J. Spera Chair Marine Science Magnet High School/LEARN 130 Shennecossett Road Groton, CT 06340
May 1 – 4, 2016
STATEMENT ON LIMITATIONS
THE DISTRIBUTION, USE, AND SCOPE OF THE VISITING COMMITTEE REPORT
The Committee on Public Secondary Schools of the New England Association of Schools and Colleges considers this visiting committee report of Wilton High School to be a privileged document submitted by the Committee 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 Wilton High School in terms of the Committee'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.
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TABLE OF CONTENTS
Page
Statement On Limitations…...... 2
Introduction…...... 4
School and Community Summary………………………………………………….7
School’s Core Values, Beliefs, and Learning Expectations…...... 12
Teaching and Learning Standards…...... 13
Core Values, Beliefs, and Learning Expectations……………………………14
Curriculum………………………………………………………………………20
Instruction……………………………………………………………………….27
Assessment of and for Student Learning…………………………………….34
Support of Teaching and Learning Standards………………………………….41
School Culture and Leadership………………………………………………..42
School Resources for Learning…...... 52
Community Resources for Learning………………………………………….61
Follow-Up Responsibilities...... 69
APPENDICES
A. Roster of Visiting Committee Members…………………………………..71 B. Committee Policy on Substantive Change………………………………..72 C. List of Commendations and Recommendations………………………....73
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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 Committee on Technical and Career Institutions (CTCI), the Committee on Public Elementary and Middle Schools (CPEMS), and the Commission on American and International Schools Abroad (CAISA). 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 shows continued progress addressing identified needs.
Wilton High School Page 4 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 Wilton High School, a committee of eleven members, including the principal, supervised all aspects of the self-study. The steering committee assigned all teachers in the school to appropriate subcommittees to determine the quality of all programs, activities, and facilities available for young people. The self-study of Wilton High School extended over a period of thirty-two school months. Teachers, school board, parents, students, and school administrators participated in the self-study to share in the development of core values and beliefs about learning at Wilton High School. 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, Wilton High School also used questionnaires developed by The Research Center at Endicott College to reflect the concepts contained in the Standards for Accreditation. These materials provided discussion items for a comprehensive assessment of the school by the professional staff during the self-study. It is important that the reader understand that every subcommittee appointed by the steering committee was required to present its report to the entire professional staff for approval. No single report developed in the self-study became part of the official self-study documents until it had been approved by the entire professional staff.
The Process Used by the Visiting Committee
The Committee on Public Secondary Schools assigned a visiting committee of fourteen evaluators to evaluate Wilton High School. The Committee members spent four days in Wilton, Connecticut, 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 and central office administrators, diverse points of view were brought to bear on the evaluation of Wilton High School.
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The visiting committee built its professional judgment on evidence collected from the following sources:
review of the school's self-study materials
26 hours shadowing 15 students for a half day
a total of 22 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 30 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 Wilton High School.
Wilton High School Page 6 SCHOOL AND COMMUNITY SUMMARY
Located along the Norwalk River in Connecticut’s Fairfield County, the town of Wilton provides residents convenient access to shoreline communities and the New York City metropolitan area while retaining the characteristics of a quintessential New England small town. Despite a transition in recent decades from an agrarian farming village to a more populous suburban community, the town has taken great care to preserve and protect memories of its rural heritage. With a current population of 18,062, Wilton has largely been kept free from suburban sprawl common in nearby towns in favor of large properties and natural wooded landscapes. The public school system is an important force within the town: consistently achieving state and national recognition for excellence. Wilton High School, a four-year comprehensive college-preparatory school, serves as the flagship of the district and is the pride of the community.
The population of Wilton is limited in diversity, with 90.0% of residents identifying as white, 4.5% Asian, 3.0% Hispanic, 0.9% black, 0.03% Native American and 1.6% identifying as other or multiracial. As of 2012, the reported median household income was nearly twice the county-wide figure at $161,906, with a majority of the population employed in management, business, finance, sales, and office or administrative support. In 2013, the local unemployment rate was 5.6%, with 2.5% of the district’s population living below the poverty level, well below the 8.8% poverty rate in Fairfield County.
Wilton High School currently serves a population of 1,337 students fed by the town’s only middle school, Middlebrook School, with 1,022 students in grades six through eight. At the intermediate level, nearby Cider Mill School serves 970 third through fifth graders; additionally, 817 kindergarten, first, and second grade students currently attend Miller-Driscoll School. The racial and ethnic makeup of the district population is similar to that of the surrounding community. Of the district’s 4,190
Wilton High School Page 7 students, 87.1% identify as white, 6.65% Asian, 2.9% Hispanic, and 1.21% black, and 0.5% as Native American.
Wilton High School’s student body is comprised of 327 freshmen (154 males / 173 females), 339 sophomores (162 males / 177 females), 336 juniors (150 males / 186 females) and 335 seniors (175 males / 160 females). In addition to serving students at the main campus, Wilton High School currently participates in the Wilton-Westport Evening School Program, although the structure of that program is undergoing revision for the 2016-2017 school year. A cohort of seven Wilton students, including four seniors (3 male / 1 female) and three juniors (2 male / 1 female), attended this alternative program during the 2014-2015 school year.
Wilton High School currently has a staff of 88.60 FTE teachers, resulting in a 15.46- to-1 student-to-faculty ratio. While class size varies depending on course and department, the school has experienced overall increases in average class size over the past decade. The largest increase can be found in social studies with a jump from 19.9 during the 2004-2005 school year to the current average of 22.5. Science and English course averages also rose from 18.4 to 19.9 and from 19.0 to 19.9, respectively, during the same period.
Wilton High School students consistently achieve academic success according to a variety of measures. Over the last five years, the graduation rate has averaged 98%, with a dropout rate of less than one percent over the last two years. On average, 96% of students attend school daily. In 2014, Wilton High School students performed well above average on the Scholastic Aptitude Test (SAT), ranking first in the state in both Critical Reading (with a mean score of 593) and Writing (with a mean score of 605), and fourth in the state in Mathematics (with a mean score of 597). During the 2013-2014 school year, 344 students took a total of 743 Advanced Placement (AP) exams with 86.4% earning a score of “3” or higher.
Wilton High School Page 8 Wilton High School prepares students very well for post-secondary opportunities as 92% of students attend four-year colleges, 2% attend two-year colleges, and 6% of students pursue other post-secondary opportunities, including entering the workforce or enlisting in the military.
For the current school year, the town has allocated 65.1% of its operating budget of $120,463,000 to education for a total school budget of $78,401,000. The town’s expenditure was $18,153 per pupil for the 2014-2015 school year, an increase from $17,337 the previous year. This expenditure was significantly higher than the state average of $11,896 per student.
Wilton students have extensive opportunities to pursue learning experiences outside of the school’s core academic program. A student who has completed all available coursework in a given program or seeks additional learning experiences beyond those offered in the program of studies can work with a faculty member to propose an independent study in a given area or enroll in one of several external online programs. The school provides opportunities for students to enroll in the Regional Center for the Arts (RCA), a half-day enrichment program in performing and visual arts sponsored by Cooperative Education Services (CES). Nearby Norwalk Community College offers students the opportunity to meet prerequisite course offerings in order to accelerate placement, recover missing credits, or enrich their individual program of study. As an alternative route, upperclassmen can also earn credits by attending the Wilton-Westport Evening School.
Wilton High School has also established numerous connections with local businesses and community organizations, allowing students to engage in a variety of authentic learning experiences that increase engagement with the community. Most notable among these partnerships is the senior internship program (SIP). Student and business participation in this program has grown steadily since it was piloted in 2007 with 94% of the Class of 2014 embarking on internships at nearly 250 businesses. In
Wilton High School Page 9 addition to the internship experience, various departments have cultivated learning partnerships with local organizations and embedded these experiences into their curricula. The science department’s organic garden project engages in a number of community initiatives: developing agricultural partnerships with local farms, supporting non-profit community service organizations, and promoting community centers. This program grows food for the school cafeteria, the culinary arts program, and local food pantries. Additionally, the organic garden donates plants to nearby inner city community gardens and other non-profit programs. The science department also established connections with local groups involved with environmental and wildlife concerns, as well as connections with a local chemical company. The fine and performing arts (FAPA) department holds performances and exhibits for a number of local organizations both public and private, including area museums, restaurants, and galleries. The FAPA and world languages departments also sponsor annual school-wide festivals celebrating culture and the arts, featuring a variety of area artisans, craftsmen, and performers. WHS established a variety of partnerships with local post-secondary institutions to provide opportunities for students. The University of Connecticut Early College Experience (UCONN ECE) provides academically motivated students with the opportunity to take university courses while in high school. The courses are offered through the following: AP Biology, AP European History, AP Spanish Language and Culture and Physics 3 (honors). Eleventh and twelfth grade students with a B average can also enroll in free courses at nearby Norwalk Community College.
The Wilton High School community routinely celebrates and recognizes the outstanding achievements of its students both formally and informally. Among our extracurricular clubs and activities are prestigious groups such as the National Honor Society, French Club, and German and Spanish Honor Societies. Every spring, the entire school, district administration, and community members gather for a formal Academic Awards Ceremony. On average, over 200 awards are presented to a wide range of students for academic achievement, community service, and personal accomplishments.
Wilton High School Page 10 In addition to the school-wide academic awards, students who excel in the fine and performing arts, as well as in interscholastic athletics, are recognized at separate awards ceremonies outside of the school day. Ongoing recognition by building and district administrators occurs regularly through a variety of means, including bulletin boards, congratulatory announcements on the school’s student produced news program, and slideshows that appear on screens throughout common spaces in the building. Furthermore, the principal begins each faculty meeting by inviting groups of students to be acknowledged for specific accomplishments, including academic achievement and school or community service.
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COMMITTEE ON PUBLIC SECONDARY SCHOOLS
STANDARDS FOR ACCREDITATION
TEACHING AND LEARNING STANDARDS
CORE VALUES, BELIEFS, AND LEARNING EXPECTATIONS
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CURRICULUM
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INSTRUCTION
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ASSESSMENT OF AND FOR STUDENT LEARNING
Wilton High School Page 13 Teaching and Learning Standard
1 Core Values, Beliefs, and Learning Expectations
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. Each expectation is defined by specific and measurable criteria for success, such as school-wide analytic rubrics, which define 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.
Wilton High School Page 14 Conclusions
The Wilton High School (WHS) community is working toward the comprehensive engagement of a dynamic, collaborative, and inclusive process informed by current research-based practices that identify and commit to core values and beliefs about learning. WHS began the creation of its core values, beliefs and 21st century learning expectations in 2011, and its current iteration was developed in August 2015 by the current NEASC Core Beliefs Subcommittee. The proposed document was reviewed by faculty, PTSA, the student government, central office, and the board of education (BOE) members before being adopted in the fall of 2015 by the WHS school community. The BOE subsequently approved the core values and beliefs statement in February 2016. Although little research was used in the creation of the core values, beliefs, and learning expectations, its creation was driven by the collective experience of veteran teachers and the NEASC Guide to Developing Core Values and Beliefs. The school has a clear set of written core values, beliefs, and 21st century learning expectations that are visible at the main entrance of the school, posted in every classroom and on the school’s website. Eighty-six percent of students and 87.6 percent of parents are familiar with core values and beliefs. Despite this data and the visibility of the core values and beliefs posted throughout the building, students, faculty, and parents had limited ability to state in general terms how these values and beliefs directly impacted the teaching and learning at WHS.
The four learning expectations developed by the school are “Inquiry, Interpret, Communicate, and Engage.” “Inquire” includes research and investigation evidence, beliefs, and ideas through authentic learning opportunities. Classroom visits provided opportunities to observe students demonstrate authentic learning opportunities: writing storybooks to be used as part of the classroom library in the pre-school program, developing a marketing plan for a specific product in the marketing class, and using a 3D printer to create a camera stand. The school also has a senior internship program which allows students the opportunity to explore an area of interest outside the constructs of their usual class schedule. The “Interpret” learning expectation requires students to assess quality, accuracy, validity, and connections through critical and creative thinking and application. In physical science, students use Lego Mindstorms software to program robots; in ninth-grade humanities, students were peer editing using a writing rubric, and a group of freshmen were selected to participate in a 1:1 Chromebook pilot program. The “Communicate” learning expectation requires students demonstrate confidence, appreciation, innovation and a willingness to take risks in devising and articulating novel approaches and solutions to problems. Students
Wilton High School Page 15 collaborated in the production of the promotional video about the Wilton High School experience. Student work demonstrating creative and innovative skills are showcased throughout the school. Students were developing film in Photography class after applying their technical understanding of color composition. The “Engage” learning expectation incorporates civic and social expectations requiring that students develop knowledge, skills, values, and motivation necessary to make a difference in the school, community or society. Project Change involves a diverse group of students coming together to make positive changes in the community. There are several service clubs, including Key Club, which enable students to develop a sense of community through participation and leadership. As the WHS community develops a strategic implementation plan to incorporate the core values, beliefs, and 21st century learning expectations, these values will become more tightly woven into the fabric of the school community. (self-study, facility tour, Endicott survey, students, teachers, parents, student shadowing, classroom observations)
Wilton High 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. The school has four primary 21st century learning expectations (Inquire, Interpret, Communicate and Engage) that are further developed as a school-wide rubric measuring standards of research, investigation, assessing sources, making connections, thinking critically and creatively, innovation, articulation, knowledge, motivation, values, perspective, and responsibility. Each analytic rubric has the desired level of achievement that the school expects students to attain in clearly marked terms: exceeds, meets, approaching, does not meet. The language and terminology of the achievement levels is consistent across all components of the school-wide analytic rubrics. The components within the “Engage” learning expectation are designated as the civic and social competencies. Approximately 83 percent of students, 70.4 percent of staff and 91.9 percent of parents believe these learning expectations are challenging. Staff indicates a belief that the learning expectations are designed to prepare students for the remainder of the 21st century, as they are broad-based skills that will be valuable in a global market. School-wide analytic rubrics are in the beginning stages of implementation on departmental levels as well as in individual classrooms. Forty-eight percent of faculty uses the 21st century learning expectations and skills within individual assignments. While there is inconsistent use of the analytic school-wide rubric to support the development and implementation of the 21st century learning expectations in teaching practices, there is consistent alignment between the learning expectations and the core values and beliefs. When teachers develop more clarity about
Wilton High School Page 16 the connection between the 21st century learning expectations identified in the school- wide rubric and their instructional practices, they will be able to expand the opportunities for all students to practice and achieve the school’s 21st century learning expectations. (analytic school-wide rubrics, Endicott survey, students, student shadowing, teacher interviews, self-study, administration)
Wilton High School is in the beginning stages of using the core values, beliefs, and 21st century learning expectations to drive curriculum, instruction, and assessment in every classroom, and of guiding the school’s culture, policies, procedures, decisions, and resource allocations. In some areas the culture of the school reflects the school’s core values, beliefs, and learning expectations. This is demonstrated in the creativity and articulation of novel approaches in Fashion Design classes where students design and create dresses out of folded paper, the high level of critical and creative thinking in several observed AP courses, the high degree of cooperation, participation, and sportsmanship as evidenced by the Fitness Day programming and student participation in team sports. The school’s core values, beliefs, and learning expectations are also reflected through the advisory program, through students tutoring students, through athletic coaches helping players with their academics, through the activities of Key Club and the participation of parents in Career Day. Approximately 66 percent of staff feels that the school’s core values and beliefs are actively reflected in the school’s culture. There were limited observations of specific changes made to the curriculum, instruction, and assessment practices in response to the school’s core values, beliefs, and 21st century learning expectations. Only 41 percent of staff has adopted school-wide analytic rubrics that define all of the 21st century learning expectations, and 56.5 percent of staff uses the core values and beliefs to guide decisions related to policies, procedures and the allocation of resources. Of the 94 classrooms visited, 59.6 percent of classrooms had instruction that exhibited a connection to the components of the school-wide expectations, and 77.7 percent of classrooms exhibited instruction connected to the school mission and core values. Teachers have not fully incorporated the school-wide rubrics. The new instructional coaching model will allow coaches to support teachers as they embed the school-wide rubrics into their daily practice. WHS policies, procedures and decisions are scheduled to be aligned with the core values, beliefs, and learning expectations during the summer of 2016 when the program of studies, student handbook and the subjects under curriculum review are slated to be revised. This work will include the development of learning tasks, transitions in major assignments, common language and the benchmark timelines for assessment of the learning expectations in grades 9 through 12. The high value placed on academic learning is evidenced by a graduation rate that has averaged 98 percent over the past five years, a
Wilton High School Page 17 dropout rate of less than 1 percent over the last two years, and a student daily attendance rate of 96 percent. SAT scores of 2014 ranked tops in the state in Critical Reading and Writing and fourth in the state in Mathematics. Once there is school-wide adoption and a deeper, consistent application of the core values, beliefs, and 21st century learning expectations within the adult practices at WHS, the curriculum, instruction, assessment, policies, procedures, decision-making, and resource allocation will reflect that commitment. (classroom observations, leadership team, Endicott survey, teachers, self-study)
WHS is making progress toward regularly reviewing and revising its core values, beliefs, and 21st century learning expectations based on district and school community priorities, research or multiple data sources. The BOE formally adopted the 21st century learning expectations and the revised core values and beliefs on February 25, 2016. The WHS Core Values and Beliefs are closely aligned with the district’s core beliefs and common language is evident in both statements. The timeline for the review and revision of the WHS tenets has yet to be developed due to the recent introduction to the school community. With this said, the leadership anticipates a review of the documents each year when the program of studies and student handbook are revised over the summer. As the 21st century learning expectations are not yet fully implemented, there has been little cohesion across departments with the review of student achievement data with regards to the learning expectations. Structures and staffing already exist, however, in the form of four full-day PD days, department meetings, IET meetings and the new position of district safe school climate coordinator, for the examination of student achievement of the learning expectations. The commitment to the character development of students is incorporated in the “Engage” component of the learning expectations. As part of the 2016 – 2017 meeting schedule, the leadership has anticipated a more intentional, consistent review of data and student achievement on the school-wide analytic rubrics. As a result of the adoption of the core values, beliefs, and 21st century learning expectations, the WHS community is well positioned to initiate an ongoing, formal implementation plan. (school website, WHS Core Values and Beliefs, teachers, student shadowing)
Wilton High School Page 18 Commendations:
1. The identification and adoption of the school’s core values and belief statement and 21st century learning expectations 2. The incorporation of the core values, beliefs, and 21st century learning expectations on the school’s website, in the online student handbook, and posted throughout the school facility 3. The multiple stakeholder feedback used to develop the current iteration of the core values and learning expectations 4. The observed 21st century learning expectations during classroom observations 5. The four 21st century learning expectations that are aligned with the vision statement and core values and beliefs statement 6. The learning expectations that encompass academic, civic, and social competencies 7. The inclusion of global and universal skills that students will need for post- secondary success 8. The classroom connections to the components of the school’s vision, core values and beliefs statement 9. The alignment between the WHS core values and beliefs statement and the district vision statement
Recommendations:
1. Provide opportunities for the school community to authentically engage with the core values, beliefs, and 21st century learning expectations 2. Develop and implement a process to review and revise a research-based core value and belief statement that involves all stakeholders 3. Develop resources for professional development for the implementation of the 21st century learning expectations and school-wide rubrics as they relate to instruction 4. Develop a collaborative process to ensure that all departments consistently use the school-wide analytic rubrics 5. Provide opportunities for teacher collaboration to calibrate their use of the 21st century learning expectations within departments 6. Provide structured time and resources for staff, students, and parents to further their knowledge, understanding, and application of the newly designed core values, beliefs, and 21st century learning expectations through a communication and sustainability plan
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Teaching and Learning Standard
2 Curriculum
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 specific and measurable criteria for success, such as school-wide analytic or 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.
Wilton High School Page 20 Conclusions: Wilton High School’s curriculum is in the beginning stages of design to ensure that all students practice and achieve each of the school’s 21st century learning expectations. Approximately 49 percent of staff and 78 percent of parents agree that the school’s formal curriculum design ensures that all students practice and achieve all the school’s learning expectations. The school has not allocated the responsibility for specific school-wide 21st century learning expectations to individual departments; therefore, the school has not begun collection or review of data for use in making decisions about adding or deleting courses or units from the curriculum. These learning expectations are not yet consistently found in the departmental scoring guides and common assessments. School leadership acknowledges that the implementation of these rubrics is in its earliest stages. The district has developed a curriculum guide to use in its revision cycle that makes clear connections between course content and learning expectations. Individual teachers are unclear of what learning expectations they are responsible for teaching. When curricula is implemented with the new school’s learning expectations, students will have full opportunities to practice and master the 21st century learning expectations. (Endicott survey, teachers, central office personnel) The school is in the process of adopting a common format for curriculum that will include units of study with essential questions, concepts, content, and skills, instructional strategies, and assessment practices. The school’s 21st century learning expectations are not evident in the current format. Approximately 39 percent of teachers report that a completed, shared, school-wide template for curriculum mapping does not currently exist; although central office and the Curriculum Standard Committee indicate that an Understanding by Design (UbD) template will be adopted. Each department’s documents include detailed units of study, essential questions, concepts, content, and skills, but the school’s learning expectations are absent from the document. The high school is currently transitioning from Atlas Rubicon to Google Docs as a method for cataloging the information. The current curriculum template is in “beta form” at the district level. Some courses are comprehensive in their inclusion of instructional strategies and assessment practices, while other courses are still engaged in the process of solidifying their curricula. Specific instructional practices for meeting these standards were not in the curriculum for all departments. Explicitly identified common assessments and the specific school-wide rubrics used in the scoring of these assessments are absent from most documents. The newly drafted 21st century learning expectations rubric is being piloted by a small number of teachers. Instructional leaders recognize that the work of writing and aligning curriculum to teaching and assessment is by nature an ongoing process and cite the lack of common planning and dedicated department time as a challenge in
Wilton High School Page 21 making progress in recent years. When a common template is used consistently among all departments for the purpose of curriculum formatting, students and teachers are provided with a clear understanding of how the school’s 21st century learning expectations can be achieved. (Endicott survey, central office, teachers, self-study, department leaders) The WHS curriculum frequently encourages students to pursue depth of understanding and application of knowledge through inquiry and problem solving, higher order thinking, authentic learning opportunities in and out of school, informed and ethical use of technology, and encourages informal cross-disciplinary learning. Approximately 76 percent of parents, 86.5 percent of students, and 80 percent of staff members agree that the curriculum at WHS emphasizes depth of understanding and higher order thinking. This emphasis on depth of knowledge is apparent in student work samples. Using Bloom’s Digital Taxonomy as a framework, the visiting committee noted 87.2 percent of observed instructional methodologies employed reflect higher order or middle order thinking and depth of understanding. Many students are provided with opportunities for practicing inquiry and problem solving. This type of teaching and learning is consistent among and between departments, classes, and levels. For example a statistics class was using relationship among variables to create a diagram of the type of relationship based on an article of choice.
WHS has limited cross-disciplinary learning in its curriculum, but there is a 9th grade English and history class for high achieving freshman students. Almost 44 percent of staff believes that the school places an emphasis on cross-disciplinary opportunities. Curriculum documents do not illustrate connections made from one content area to another. Scheduling constraints and lack of common planning time were noted as barriers. Approximately 83 percent of teachers indicate that the curriculum emphasizes authentic application of knowledge and skills. Only 49 percent of students feel that what they learn in classes is applicable to other courses and to life outside of the school. Across multiple disciplines and levels, ranging from level 2/college preparatory (CP) to level 3/honors (H) and Advanced Placement (AP), there is evidence that students are provided with opportunities for authentic learning. The senior internship project, River Watch Program, AP Presidential Inauguration and History Day competition as well as the visual and performing arts competitions and presentations are examples of authentic application of learning.
Seventy-three percent of staff and 88.2 percent of students agree that the curriculum at WHS promotes the effective and ethical use of technology. The Acceptable Use Policy is written in the student handbook and reinforced in computer and other
Wilton High School Page 22 classes. The library learning commons addresses digital citizenship across the school. The advisory program addresses digital citizenry. The code of conduct section of the student handbook addresses appropriate use of technology. Due to the consistent and widespread opportunities for students to apply inquiry, problem solving and higher order thinking skills, to participate in authentic learning opportunities, and to demonstrate the informed and ethical use of technology, students are able to demonstrate a depth of understanding and application of knowledge that assist them in achieving the school’s 21st century learning expectations. (Endicott survey, classroom observations, teachers, student work, self-study, student handbook)
WHS is in the beginning stages of developing a model for using instructional coaches to help with the alignment of the written and taught curricula. Approximately 62 percent of the staff agrees that the written and taught curricula are aligned. World languages, biology and chemistry have begun to create common formative and summative assessments. The instructional effectiveness team is the vehicle intended to give teachers time for collaborating. In addition, many teachers collaborate on their own time and informally share curriculum resources in support of the written curriculum. Some students report a disparity in curricular demands and expectations among staff members teaching the same course. Teachers indicate that the curriculum has been on line in Atlas Rubicon for about seven years, which makes it easily accessible to them to reference it by present and future teachers. When the high school’s written and taught curricula are fully aligned, students are assured equitable opportunities for practicing and mastering WHS’s 21st Century Learning Expectations. (Endicott survey, self-study, classroom observations, department leaders, students)
Some curricular coordination and vertical articulation exists between and among all academic areas within the school as well as with the sending schools in the district. However, the district is promoting vertical articulation with a K-12 curriculum revision cycle and commitment to bring in outside consultants to help with the curriculum writing process and development of a uniform template. Instructional leaders and administration coordinate voluntary curriculum development within departments during the summer. The self-study indicates teachers do not feel that vertical articulation exists K-12. The curriculum guide at the district level provides for the coordination for vertical articulation K-12. The school is making the transition from Atlas Rubicon to the Google Docs platform. Instructional leaders express a desire for vertical curriculum alignment, but there is currently limited opportunity for formal communication regarding curriculum articulation among the district’s sending schools and the high school. The middle school administrators indicates that collaboration with middle school
Wilton High School Page 23 and high school math and world languages teachers has begun so there is fidelity in the high school courses taught at the middle school level. Middle school administrators are working toward increasing the rigor of expectations in grade 8 curriculum to better prepare students for the transition to grade 9. When effective curriculum coordination exists within and among all academic areas within the school as well as with sending schools in the district, students have the best chance of meeting 21st century learning expectations. (self-study, students, district leadership, teachers)
Staffing levels, instructional materials, technology, equipment, supplies, facilities, and the resources of the library/media center are somewhat sufficient to support the school’s ability to fully implement the curriculum, including co-curricular programs and other learning opportunities. Approximately 23 percent of teachers believe that there is insufficient professional staff, and approximately 53 percent agrees that the school has sufficient instructional materials to implement the curriculum, including the co- curricular programs and other learning opportunities. In addition, 56.5 percent agrees that the facilities support curriculum, co-curricular programs, and other learning opportunities and 26.1 percent agrees the co-curricular programs are adequately funded. Approximately 73 percent of parents agree that the library media resources are adequate, while 84.2 percent agrees that their children have been provided with the materials needed for each class, and approximately 70 percent of parents feel the technology resources are adequate. While there is a difference in the perception of the staff and parents regarding the adequacy of staffing and funding, the fact that the district is increasing funding for technology indicates that central office recognizes the needs as well. Past, current, and proposed future budgets show sufficient funding for instructional materials, technology, equipment, supplies, facilities, and the resources for the library/media center. There is a five-year technology plan as well as money budgeted for curriculum development. The lack of adequate technology infrastructure and devices are impacting teachers’ ability to integrate the school’s 21st century learning expectations. The library/media center is implementing the library learning commons, which will move from print material to combined print and digital material. When staffing levels, instructional materials, technology, equipment, supplies, facilities, and the resources of the library/media center are sufficient to support the school’s ability to fully implement the curriculum, including co-curricular programs and other learning opportunities, WHS students will have access to a well-rounded educational experience inside and outside the classroom. (Endicott survey, self-study, school support staff)
The district is in the beginning stages of providing the school’s professional staff with personnel, time, and financial resources for ongoing and collaborative development,
Wilton High School Page 24 evaluation, and revision of the curriculum using assessment results and current research. Only approximately 4 percent of staff is in agreement that there is sufficient time to be engaged in curricular work, and almost 61 percent of staff reports that they are directly involved in curricular work. The lack of common planning time to engage in this work is a concern that is repeatedly echoed by teachers. Much of the regular collaboration occurs when teachers have a few minutes available. Almost 48 percent of parents agree that co-curricular programs are adequately funded. Over the past two years, central office has designed a curriculum guide and a seven-year review cycle, as well as a plan for developing a district-wide template. According to the revision cycle, each department will receive professional development around the use of the template and how to write curriculum. The district has invested professional development in its instructional leaders to develop curriculum philosophies. Central office has recognized that the current curriculum database (Atlas Rubicon) is not user friendly or completed consistently, therefore they are providing resources to transition to Google Docs. Central office is also planning for a curriculum academy in May, which will use outside consultants to build a shared vision, set priorities, and determine student outcomes. The curriculum council committee will use rubrics to assess the new curriculum and conduct a gap analysis K-12. Central office is allowing instructional leaders to submit a request for up to 125 days for curriculum writing this summer. As the Wilton School District devotes adequate personnel, time, and financial resources for ongoing and collaborative development, evaluation, and revision of the curriculum, students’ abilities to practice and achieve the school’s 21st century learning expectations will be enhanced. (Endicott survey, teachers, self-study, central office, department leaders)
Wilton High School Page 25 Commendations:
1. The wide variety of opportunities for students to participate in authentic learning opportunities both in and out of school 2. The school’s active commitment to the informed and ethical use of technology 3. The allocated resources for the revision of curriculum 4. The teachers who provide rigorous, relevant, and authentic learning for students 5. The school’s budgetary plan to provide for professional development for effective curriculum development 6. The recognition by central office for the need to support the curriculum and the need for a new platform 7. The teachers’ motivation to work on curriculum in the absence of formal and coordinated planning time
Recommendations:
1. Identify who is responsible for teaching each of the 21st century leaning expectations 2. Ensure the curriculum is written in a common format that includes units of study with essential questions, concepts and skills, the school’s 21st century learning expectations, instructional strategies, and assessment practices including use of school-wide rubrics 3. Provide professional development to teachers on curriculum writing 4. Continue to provide adequate time and resources for curriculum coordination and vertical articulation between and among all academic areas within the school and with the district’s sending schools 5. Secure sufficient funding to upgrade technology infrastructure and equipment to support effective delivery of curriculum 6. Increase technology support personnel at WHS 7. Formalize a plan for common planning and interdepartmental communication to develop, evaluate, and revise the curriculum using assessment results and current research
Wilton High School Page 26 Teaching and Learning Standard 3 Instruction
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.
Wilton High School Page 27 Conclusions
Teachers’ instructional practices are occasionally examined to ensure consistency with the school’s core values, beliefs, and 21st century learning expectations. Fifty-seven percent of teachers report that they continuously examine their instructional practices to ensure consistency with the school’s core values and beliefs about learning. Teachers’ instruction reflects core values and 21st century learning expectations in 74 percent of classroom observations. Teachers’ instruction reflects a connection to school-wide expectations 60 percent of the time. Teachers are currently reviewing and aligning their instructional practices with the 21st century learning expectations, which were recently adopted. Students feel that their teachers’ instruction supports core values, beliefs, and 21st century learning expectations. Within some departments, instructional practices are sometimes examined to ensure consistency with the school’s learning expectations. Administration has a plan in place to examine instructional practices through instructional rounds, instructional coaches, and continual professional development. When the school fully implements the 21st century learning expectations, there will be a clearer connection between instructional practices and Wilton High School’s Core Values and Beliefs. (Endicott survey, classroom observations, self-study, students, teacher interviews, teachers, school administration, school board, central office personnel)
In most areas there is evidence of teachers’ instructional practices supporting the achievement of the school’s 21st century learning expectations by personalizing instruction; engaging students in cross-disciplinary learning; engaging students as active and self-directed learners; emphasizing inquiry, problem solving, and higher order thinking; applying knowledge and skills to authentic tasks; engaging students in self-assessment and reflection; and integrating technology. Personalization was observed in 69 percent of 94 classes visited; however approximately 33 percent of students believe their teachers personalize instruction. Fifty-nine percent of students indicate they are given opportunities to choose topics based on their interests and this is evident in student work samples. Approximately 78 percent of teachers report that they personalize instruction to support the achievement of the school’s learning expectations.
Engaging students in cross-disciplinary learning is done infrequently throughout the building and throughout disciplines. Ninth grade English and ninth grade Western Civilization collaborate on cross-disciplinary units. Some teachers report they have few opportunities to incorporate cross-disciplinary learning due to limited time to
Wilton High School Page 28 collaborate. There is limited evidence in student work or from classroom observations of cross-disciplinary learning. Administration indicates that common planning time can be considered and possibly built into the schedule if requested. Curricular units are developed around essential questions and some evidence suggests essential questions and themes are used during class and on student work. Students say that a few teachers use “big ideas” to connect them to unit content. All Advance Placement courses employ the use of thematic units, including essential questions from the curriculum.
Active learning was observed in approximately 76 percent of classrooms. Students were seen acting as coaches, engaging in independent research and working in cooperative groups. Teachers report emphasizing inquiry, problem solving and higher order thinking 87 percent of the time. Out of the classes observed, 12.8 percent engaged in learning activities on the low end of Bloom’s Taxonomy, 43.6 percent engaged students in learning activities in the middle of Bloom’s Taxonomy, and approximately 43.6 percent engaged students in the high end of Bloom’s Taxonomy.
Students apply knowledge and skills to authentic tasks in some areas. Most seniors are involved in a senior internship program or school-to-career opportunities. Fifty-five percent of students believe they have the opportunity to apply what they are learning outside of the classroom. In the science department, students have the opportunity to engage in outside research opportunities with teachers. In the fine arts department, students have the opportunity to perform for audiences outside their school community.
Teachers engage students in self-assessment often. Sixty-one percent of students say that teachers provide them with opportunities to assess their own work through the use of classroom-specific scoring guides or rubrics. Student work samples indicate student self-reflection in some content areas. Students are provided with opportunities to write about how they would make improvements or changes to their written work and the work of peers. Some teachers use various forms of exit tickets or surveys for students to reflect on what they have learned and questions they may still have. There is minimal evidence that students self-critique through the use of portfolios or by applying school-wide rubrics to their own work or the work of their peers. Some teachers indicate they have students self-reflect while others indicate they do not.
Eighty-two percent of students indicate that teachers ask them to use technology in their assignments. Some student work samples indicate the use of technology such as PowerPoint presentations, computer graphics, and 3D printing. Many staff members indicate they were trained in Google Docs, PowerSchool, and Edline. The two dedicated
Wilton High School Page 29 language labs are frequently out of service due to technical problems. A tour of the facility indicates a limited number of computer lab/computer carts for the number of students in the building. Teachers indicate frequent lack of network connectivity, which causes major disruption in the delivery of instruction. When teachers consistently personalize instruction, engage students in cross-disciplinary learning, engage students as self-directed learners, integrate technology, and implement lessons that promote, inquiry, problem solving, higher order thinking, application of knowledge and skills to authentic tasks, and promote self-assessment, the instructional practices will support the achievement of Wilton High School’s 21st century learning expectations. (Endicott survey, classroom observations, teachers, school leadership, students, self-study)
Teachers occasionally adjust their instructional practices to meet the needs of each student by using formative assessment; especially during instructional time; strategically differentiating instruction; purposefully organizing group-learning activities; and providing additional support and alternative strategies within the regular classroom. Teachers often use some type of formative assessment. However, teachers lack the time to analyze and adjust instructional practices to meet the needs of each student. Northwest Evaluation Association (NWEA) assessments are beginning to be used as a universal screening tool. It is currently given three times a year to all 9th grade students. Some teachers are just beginning to learn how to read NWEA’s Measures of Academic Progress (MAP) reports and how to analyze data from these reports to help inform instruction. Teachers indicate they lack the time to use the data to identify specific student needs to inform instruction. Teachers also indicate wanting time to visit colleagues’ classrooms to witness best practices in instruction and model lessons.
While 63 percent of students report that their teachers use a variety of teaching strategies in their courses, some students feel that teachers do not take their learning styles into account when delivering instruction. These students report self-advocating with teachers and guidance counselors with minimal resolutions. The SRBI team is in the beginning stages of developing protocols for regular education teachers. Teachers report they are not familiar with Tier 1 and Tier 2 instructional strategies to help meet the instructional needs of all learners.
The FLEX program provides opportunities for differentiated instruction for a small number of students, with and without IEPs, the majority being identified special education. The academic lab allows students with IEPs to receive additional academic support for information presented in the classroom. The reading teachers support and provide strategies to students through a pull-out model. Although 72.2 percent of staff
Wilton High School Page 30 reports differentiating instruction, it was not consistently observed in student work or classroom observations that teachers strategically differentiate instruction. There is limited evidence that teachers are differentiating classroom instruction for various student levels.
Seventy-six percent of teachers state they use group activities; some teachers were observed using group activities during classroom visits. Eighty-seven percent of students indicate they use group activities in their classes and this was confirmed in student panel discussions.
Students report that teachers provide extra-help sessions for students who need additional time or supports to learn. These can occur before, after, or during school. In general, students report that teachers are very willing to provide individual help. When teachers use formative assessment to inform and differentiate instruction and provide additional supports and alternative strategies within the classroom period, the school will ensure it meets the needs of all students. (teacher interviews, classroom observations, teachers, Endicott survey, students)
Many teachers individually improve their instructional practices by using student achievement data from a variety of formative and summative assessments, examining student work, and examining current research. In addition, some teachers improve their instructional practices by using feedback from a variety of sources, including students, other teachers and supervisors, and engaging in professional discourse focused on instructional practice. There is limited evidence of teachers collaborating within departments and across disciplines to improve their instructional practices by using student achievement data from a variety of formative and summative assessments and examining student work. A few departments such as science, world languages, and language arts do collaborate regularly by subject area on a weekly or bi- weekly basis. Teachers have regular formal times to meet in departmental instructional effectiveness teams and department meetings to examine student work and engage in professional discourse. A teacher reported that department meetings are frequently used for school business. Approximately 42 percent of teachers have formal opportunities to examine student work to improve their instructional practices. Additionally, 60 percent of teachers report they improved their instructional practices by engaging in formal opportunities for professional discourse focused on instructional practices.
The district has implemented instructional coaches in math and humanities this year. Instructional coaches are beginning to provide some teachers current research and
Wilton High School Page 31 best practices related to instruction. The coaches are provided with common planning time to plan lessons, reflect on professional literature, and examine student work with teachers they are coaching. There was limited evidence observed or provided on how this new initiative is helping to improve instructional practices and build collaboration; however, one teacher reported his work with the instructional coach has been “invaluable.” The coaches use a district teacher survey twice a year, and at the end of every coaching lesson, the teacher and the coach reflect together. This data is used to help plan future lessons. Forty percent of students report that their teachers ask for their ideas/opinions on how to improve their teaching and this was supported in student interviews. Student input is solicited via surveys and verbal discussion. Only 9.5 percent of parents report that their son/daughter’s teachers have asked for feedback about their instructional practices. This was also supported in parent interviews.
When teachers individually and collaboratively use student achievement data from a variety of formative and summative assessments, regularly examine student work, use feedback from a variety of sources, including student, other teachers, supervisors, and parents, and engage in professional discourse focused on instructional practice, they will improve their instructional practices. (department leaders, teachers, school leadership, Endicott survey, students, parents)
There is some evidence that teachers, as adult learners and reflective practitioners, maintain expertise in their content area and in content-specific instructional practices. Approximately, 83 percent of students perceive that their teachers are knowledgeable about the subjects they teach and this was supported during student interviews. Eighty-four percent of teachers report that they maintain expertise in their content area and in content-specific instructional practices. The science department staff runs multiple research projects, allowing professional growth opportunities for students and staff. AP training is paid for by the school district. All teachers are required to attain a master’s degree and the district provides reimbursement for higher education. Of the 120 teachers at WHS, seven have bachelor’s degrees, 54 have master’s degrees, 46 have 6th year degrees, and 13 have doctorates. The district also provides tuition reimbursement for higher education. WHS has two newly appointed full-time instructional coaches to guide each teacher through a formal coaching cycle. When teachers, as adult learners and reflective practitioners, maintain expertise in their content area and in content-specific instructional practices, students benefit from having knowledgeable and effective teachers. (Endicott survey, students, teachers, school leadership)
Wilton High School Page 32 Commendations:
1. The teachers’ instructional practices that naturally coincide with the school’s core values, beliefs, and 21st century learning expectations 2. The emphasis on inquiry, problem solving, and higher order thinking to support student achievement of the 21st century learning expectations 3. The engagement of students as active and self-directed learners 4. The senior internship program that allows students to apply knowledge and skills to authentic tasks 5. The teachers who utilize assignment-specific scoring guides that clearly communicate learning expectations to the students 6. The teachers who examine student work and use data to improve instruction 7. The teachers’ commitment to support students 8. The dedicated funds provided for instructional coaches in the areas of math/science and the humanities 9. The commitment to life-long learning as demonstrated by the number of teachers who have pursued advanced degrees in their content area or in education
Recommendations:
1. Provide recurring formal opportunities for teachers to examine instructional practices to ensure consistency with the school’s core values and beliefs 2. Expand technology infrastructure to enable more technology-based instruction 3. Provide a formal process to analyze assessment data to inform and differentiate instruction 4. Provide structured time for faculty members to witness rigor, higher order thinking, and differentiation first hand 5. Develop formal cross-discipline and interdisciplinary collaborations to make connections across disciplines and within disciplines to improve student learning 6. Develop and implement a process with a recognized protocol and designated time to regularly examine student work collaboratively, discuss best practices and current research related to content area 7. Further develop the instructional coaching program to ensure teachers have knowledge of its purpose and access to coaching expertise 8. Provide content-specific professional development for teachers to maintain expertise in their field
Wilton High School Page 33 Teaching and Learning Standard
4 Assessment of and for Student Learning
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 to assess whole-school and individual student progress in achieving the school’s 21st century learning expectations based on specific and measurable criteria for success, such as school-wide analytic rubrics.
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 specific and measurable criteria for success, such as corresponding rubrics, which define targeted high levels of achievement.
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.
Wilton High School Page 34 Conclusions
The professional staff is in the beginning stages of employing 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. In the summer of 2015, the school developed a beginning draft of school-wide rubrics. These rubrics were presented to the staff members, who were given the choice to pilot them. Teachers report the rubrics are not widely used due to a deficit in universality of application. Although professional development for applying the school-wide rubrics across all curricula has not been offered to staff members, a few staff members have attempted to use these rubrics with various assignments. Only 18.3 percent of the staff members are in agreement that they use school-wide analytic rubrics when assessing student work. The vast majority of teachers are aware of school-wide rubrics but are not implementing them into the classroom. There is significant confusion between an assignment scoring guide and a school-wide rubric. In addition, the school does not have a fully implemented formal ongoing process using the school-wide analytic rubrics to assess whole-school and individual student achievement of each of the school's 21st century learning expectations. When all teachers consistently use the school-wide rubrics to assess individual student progress and whole-school progress in achieving the school’s 21st century learning expectations, teachers and students will be able to track students’ progress throughout their school careers and the school will be able to more effectively assess its programs. (self-study, teachers, Endicott survey, students)
The school’s professional staff has begun to communicate individual student progress in achieving the school’s 21st century learning expectations to students and families. There is little evidence that the school’s professional staff communicates the school’s progress in achieving the school’s 21st century learning expectations to the school community. PowerSchool is used so that students and families have immediate online access to grades, and is used for attendance, general comments, course recommendations, student progress, missing work, and grades. Some teachers use Edline and/or Google Classroom to communicate with parents and students on assigned work, announcements, and learning resources/materials. There are few examples that individual students are apprised of their progress toward 21st century learning expectations. Evidence that the school’s professional staff communicates the school’s progress in achieving the school’s 21st century learning expectations to the school community is limited. Thirty-eight percent of parents feel that the school provides them with a formal report, in addition to course grades, which explains their children’s progress in achieving school-wide 21st century learning expectations. When a
Wilton High School Page 35 formal reporting mechanism is in place to report progress on all of the school-wide learning expectations to students, families, and the school community, Wilton High School will have a clear idea of how well students are progressing toward achieving the school’s 21st century learning expectations. (self-study, teachers, students, Endicott survey)
Professional staff occasionally collects, disaggregates, and analyzes data to identify and respond to inequities in student achievement. Thirty-three percent of the professional staff feel they collect, disaggregate, and analyze data to identify and respond to inequities in student achievement. Teachers informally review student work; however, they rarely have common time for data analysis and to assess implementation of the school-wide analytic rubrics. Besides weekly departmental meetings, teachers do not have formal time set aside to review the assessments and assessment practices. The majority of teachers review summative and standardized assessments, specifically in midterms and finals, and instructional effectiveness teams informally discuss data in some content areas. Teachers who support students through the FLEX program, reading classes, writing skills classes, general studies lab, and academic lab use data to inform instruction and monitor progress. There is no formal process for teachers to analyze their formative and summative assessments to identify inequities in student achievement. When teachers regularly collect, disaggregate, and analyze data to identify inequities in student achievement, they can modify their curriculum and instruction to reduce inequities in student achievement. (Endicott survey, teachers, self-study)
Prior to each unit of study, teachers often communicate to students the applicable unit-specific goals, but infrequently refer to the school’s 21st century learning expectations to be assessed. Teachers often distribute schedules, assignments, and scoring guides in advance of the presentation of new material. Sixty-one percent of students feel the teachers explain what the learning expectations are before each unit of study, while 49.1 percent of parents feel that the teachers communicate the learning expectations prior to each unit of study. Very few teachers use the pertinent school- wide rubrics either as an introduction to, or as an assessment tool for the new units. When students are given the school’s 21st century learning expectations along with the applicable unit-specific goals, students will be more aware of the criteria they will be assessed on which will help them as they strive to meet the learning expectations. (classroom observations, Endicott survey, teachers, student work)
Prior to summative assessments, a small number of teachers provide students with the corresponding assignment specific scoring guides, rather than the school-wide
Wilton High School Page 36 analytic rubrics. Most teachers use an assignment-specific scoring guide that details point values to communicate specific requirements to the assignment. Most students believe that the assignment-specific scoring guides given by teachers for individual assignments are the analytic school-wide rubrics. Seventy-five percent of students understand in advance what work they have to accomplish to meet their teachers' expectations. Teachers from many subjects report that they give their students assignment-specific scoring guides when a summative assessment is assigned. Student work samples from a diverse array of subjects including English, math, science, social studies, and world languages, show assignment-specific scoring guides being used to assess work. When all teachers regularly provide students with assignment-specific scoring guides prior to their administration, students will be clear with what the criteria for success on each assessment will accurately determine their proficiency in their courses. (Endicott survey, teachers, students, student work)
In each unit of study, a vast majority of teachers employ a range of assessment strategies, including formative and summative assessments. Eighty-seven percent of teachers use a variety and range of assessment strategies including formative and summative assessments. Student work and reports from multiple courses show an assortment of performance-based assessments. Teachers from multiple courses report the use of frequent formative assessments, including exit slips and warm-ups to assess students’ understanding of the day’s lesson. The use of formative assessments was observed consistently in academic classes. Summative assessment in most classes are largely traditional, consisting in many areas of multiple-choice, short answer, and essay questions. Teachers encourage student reworking of assignments and provide exemplars for assignments and projects as evidenced by student work and classroom observations. Teachers incorporate a variety of assessment strategies that allow students to demonstrate their learning in multiple ways. (Endicott survey, student work, self-study, students, classroom observations, teachers)
Teachers rarely have time to collaborate regularly in formal ways on the creation, analysis, and revision of formative and summative assessments, including common assessments. Fifty percent of teachers agree that meetings take place to discuss and improve both formative and summative assessment strategies. Teachers express the need for designated time to collaborate in formal ways on the creation of common formative and summative assessments. Since there is limited formal collaboration among teachers, consistency cannot be achieved across the school in revision of assessments and the application of results to modifying curriculum and instruction. When there is a coordinated effort to collaborate on the creation, analysis, and revision
Wilton High School Page 37 of the assessments within all departments will ensure that formative and summative assessments are continually being updated and modified while providing students with a consistent learning experience. (Endicott survey, teachers, student work, self-study)
Teachers frequently provide specific, timely, and corrective feedback to ensure students revise and improve their work. Sixty-three percent of students say that teachers offer suggestions to help them improve their schoolwork. Although 55 percent of students think their teachers' grading is fair and consistent and their work is corrected in a reasonable amount of time, many students feel that teachers provide timely and appropriate feedback. Examples of student work show examples of specific and corrective feedback to students. The self-study indicates that teachers grade assignments in a timely fashion and encourage students to meet course standards. Teacher feedback takes multiple forms. These include commentary provided on scoring guides, suggestions written directly on assignments, and digital comments submitted through Google applications. Some teachers allow multiple opportunities for students to improve their performance. As a result of consistent and quality feedback from teachers, students are better able to identify and address their weaknesses. (Endicott survey, student work, self-study, teachers)
Across the school, teachers regularly use formative assessments to inform and adapt their instruction for the purpose of improving student learning. A variety of formative assessment strategies like fish bowls, exit slips, warm-ups and practice exams are demonstrated through student work examples and classroom observations. Formative assessments are commonly used to improve instruction across disciplines. Teachers report that due to the lack of time given for collaboration, they individually use formative assessment to determine appropriate, necessary changes in instructional practices. Most teachers do not use school-wide rubrics; therefore, information on formative assessment is not widely shared in a formal setting. Teachers often informally share formative assessment information. As a result, teachers regularly use formative assessment data to inform and adapt their individual instruction. (students, teachers, classroom observations)
Teachers and administrators, individually and collaboratively, informally examine a range of evidence of student learning for the purpose of revising curriculum and improving instructional practice. Seventy-six percent of students feel that teachers use a variety of methods to assess their learning, however, only 47.0 percent of teachers and administrators examine a variety and range of student work, common course assessment, common grade-level assessment, and standardized assessments to revise and improve curriculum and instructional practices. Teachers individually examine
Wilton High School Page 38 data of student learning. However, they rarely review school-wide progress in achieving the school's core values and beliefs, including 21st century learning expectations. Since the core values, beliefs, and 21st century learning expectations were finalized in June 2015 and shared with staff in August 2015, rubrics are still in the early stages of implementation. Although teachers have department meetings once a week, the agenda has not yet provided collaborative time to analyze student data. Teachers report they individually examine common assessments, and sometimes informally do so with their colleagues. Some teachers survey their students using end-of-course surveys, but there is no evidence of a formal process to collect and analyze student feedback. When teachers and administrators are given time to collaboratively examine a range of evidence of student learning, curriculum and instructional practice will be improved across the school. (Endicott survey, teachers, self-study, school leaders)
Grading and reporting practices are infrequently reviewed as a whole faculty and revised to ensure alignment with the school’s core values and beliefs about learning, however, grading and reporting practices often occur within departments and subject areas. Twenty-eight percent of the staff members use school-wide grading and reporting practices. Sixty-three percent of parents feel that teachers' grading practices are aligned with the school's beliefs about learning. Grading practices are reviewed within departments and then within subjects. There is limited evidence that the school's grading practices are aligned with the school's core values and beliefs about learning. The self-study indicates there is a lack of familiarity with the school's newly revised core values and beliefs that has prevented an alignment of these values with grading practices. The self-study also indicates that plans for such practices are being discussed. Teacher interviews suggest that there is some cooperation within individual departments. When common assessments are used in conjunction with either the common rubric or common scoring guides, there is more alignment in grading practices. When grading and reporting practices are regularly reviewed and revised to ensure alignment with the school’s core values, Wilton High School will be able to move toward achievement of their 21st century learning expectations. (teachers, Endicott survey, students, self-study)
Commendations:
1. The school’s support programs and labs that provide support for student learning and achievement 2. The communication of unit-specific learning goals to students prior to each unit of study
Wilton High School Page 39 3. The incorporation of assignment-specific scoring guides that clearly communicates the expectations of the students 4. The variety of assessment strategies used by teachers throughout all courses 5. The willingness of the faculty to meet regularly to create and analyze school- wide analytical rubric in common formative and summative assessments 6. The specific and corrective feedback that is provided to students consistently across disciplines 7. The teachers use of the results of their formative assessments to adapt their individual instructional strategies 8. The teachers’ efforts to utilize assessment data 9. The strong AP scores in the majority of courses
Recommendations:
1. Review and revise grading and reporting practices to align with the school's core values and beliefs about learning 2. Implement school-wide rubrics of the school’s 21st century learning expectations across all curricula 3. Implement a formal, ongoing process using the school-wide analytic rubrics to assess whole-school achievement of each of the school's 21st century learning expectations 4. Develop and implement a process to communicate individual student progress and the whole-school's progress in achieving the 21st century learning expectations to students, their families, and to the community at large 5. Develop and implement a formal process of collecting, disaggregating and analyzing data to identify and respond to inequities in student achievement 6. Communicate the pertinent 21st century learning expectations prior to each unit of study 7. Provide time for formal teacher collaboration, both within and among departments, on assessments and assessment practices 8. Analyze data collected from common formative assessments and student work to guide collaborative curricula decisions in a purposeful and deliberate manner 9. Develop a school-wide system to collect formative assessment data to guide instruction 10. Create opportunities for teachers and administrations to examine a range of evidence of student learning, curriculum, and instructional practice
Wilton High School Page 40
SUPPORT OF TEACHING AND LEARNING STANDARDS
SCHOOL CULTURE AND LEADERSHIP
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SCHOOL RESOURCES FOR LEARNING
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COMMUNITY RESOURCES FOR LEARNING
Wilton High School Page 41 5 School Culture and Leadership
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, inclusive, and fosters heterogeneity where every student over the course of the high school experience is enrolled in a minimum of one heterogeneously grouped core course (English/language arts, social studies, math, science, or world languages).
3. There is 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.
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.
Wilton High School Page 42 Conclusions Wilton High School continuously and consciously 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. Approximately 85 percent of students feel safe in school and 72 percent feel respected by teachers. In turn, 62 percent of students respect their teachers, and 60 percent of teachers believe this to be true. Similarly, 81 percent of parents identify the school culture as being safe and positive. Teachers state that a majority of the faculty in the building works well together and there is a strong sense of pride belonging to the WHS community. Many teachers commented that school leadership and support staff perform their day-to-day duties in a very professional, positive manner. Student-generated posters encouraging positive messages like “End the R Word” are visible throughout the school and help create an environment that promotes diversity and acceptance. Programs such as Rachel’s Challenge, motivational speakers like Chris Herren, and monthly activity periods are scheduled to enrich students’ social and emotional awareness. Other programs, like the Someday Program and Project Change, which provided the school-wide Waffle Breakfast, continually build a culture that is positive and supportive. Administrators, faculty, and students continue to collaborate with Dr. Bill Prebble and the staff from the Center for School Climate and Change to engage in an awareness of school climate through surveys for improvement. Wilton High School continuously and consciously creates a safe, positive, respectful, and supportive environment that promotes a dynamic school culture where there is clear student responsibility for learning and shared ownership, pride, and high expectations for all. (Endicott, classroom observations, self-study, teacher interviews, students, school leadership)
Wilton High School is consistently equitable, inclusive, and ensures access to challenging academic experiences to all students, making sure courses throughout the curriculum reflect the diversity of the student body, fostering heterogeneity, and supporting the achievement of the school’s 21st century expectations. Every student is enrolled in at least one heterogeneously grouped course. Approximately 65 percent of students say that they have a number of opportunities to take courses with students of differing abilities. Approximately 73 percent of the faculty recognizes the opportunities for each student to enroll in classes populated with diverse students. Students may elect to take most courses, including AP classes. As a result, over the past six years, AP enrollment has increased from 769 students to 836 with a peak of 920 in 2013. In 2015, 90 percent of students taking AP tests scored a “3” or higher. The school leadership believes that any student desiring to challenge themselves should be afforded the opportunity to take a higher-level class. The school offers elective courses in fine arts,
Wilton High School Page 43 applied arts, technology, and family and consumer sciences. All of these electives are populated with students of all grades and ability levels. English, science, social studies, and world languages also offer heterogeneously grouped classes across all grade levels. With equitable, inclusive, and challenging expectations for a diverse group of students, Wilton High School strongly supports the achievement of 21st century learning expectations. (self-study, Endicott survey, school leadership, program of studies)
There is an effective formal 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. The advisory program at WHS was established during the 2012-2013 school year. The advisory group meets every Wednesday for twenty-five minutes. Previously, advisory met twice a week but was limited to only 13 minutes per session, which staff and students said was too short a time to thoroughly complete discussions and activities. Monthly topics include, but are not limited to, time and stress management, diversity, Internet safety, college preparation, and bullying. Around 82 percent of students agree that there is an adult in the school, aside from their guidance counselor, whom they meet with regularly and knows them well. Most faculty members also support the program because 89 percent of staff believes that the program personalizes each student’s educational experience. Parents are supportive of the program with 74 percent agreeing that advisory gives their sons or daughters an additional support person in the building other than guidance or the classroom instructor. Teachers believe bullying has decreased as a direct result of the program. Teachers also believe students trust them and seek them out when serious issues arise during the day. Freshman students commented that the advisory program helped their transition to high school life. Because there is a successful, formal advisory program, students feel connected with an adult other than their counselor who also assists them in achieving the school’s 21st century learning expectations. (self-study, Endicott survey, teacher interviews, students)
In order to improve student learning through professional development (PD), the principal and professional staff at WHS occasionally engage in collaborative efforts, sometimes use resources outside of the school to maintain currency with best practices, and dedicate some formal time to implement professional development. However, the school does not have adequate time or a formal program for meaningful professional opportunities for staff development. School leadership use the four days of professional development during the calendar year to focus on student learning and instruction. School leadership also created a professional development committee that included
Wilton High School Page 44 teachers to drive personalized professional development. However, only 23.4 percent of the faculty reports that the amount of professional discourse, outside resources, and formal time to implement PD, and opportunities to apply the skills gained are adequate to help student learning. Not all PD is found to be valuable by all teachers provided by the district. Teachers expressed a desire to have input on PD and faculty meeting agenda development. Teachers believe that the best PD can come from colleagues within the school but do not have enough uninterrupted, common planning time consistently built into the schedule to share best practices. Many teachers agree that outside conferences are informative and inspiring. Many expressed a desire to observe other classrooms within WHS because they learn best from each other, but there is not enough time or opportunities to allow for that. Only 19 percent of teachers report visiting other schools to observe programs for potential implementation or adaption at WHS. Much of the PD that the teachers want seem to be initiated on their own time through independent opportunities. There is a discrepancy between Wilton’s Board of Education and the staff perception of PD. Between 2007 and 2014, the school’s professional development budget changed year to year. In 2012-2013, there was $15,200 allocated, which decreased every year until 2014-2015 to $8,900. During the 2015-16 year, the budget spiked again to $48,150. When the school provides the time and funding for ongoing professional development and collaborative application of professional learning, staff will be able to provide students at Wilton High School with the highest quality educational experience possible and achievement of the school’s 21st century learning expectations will improve. (school leadership, Endicott survey, teacher interviews, self-study, BOE budget)
WHS school leaders successfully use research-based evaluation and supervision processes that focus on improved student learning. The recently revised evaluation system uses multiple sources of information and evidence-based theories to achieve a fair, accurate, and complete picture of teachers’ performance. The evaluation plan consists of four categories of performance: student learning (45 percent), teacher performance and practice (40 percent), parent feedback (10 percent) and school-wide student learning (5 percent). School leadership believes that the evaluation process focuses on best practices for instruction. Furthermore, the school leadership developed a rubric that not only assesses teacher lessons but what the students are actually doing within the classroom. School leadership has also developed a system in which once every four years, teachers’ unit plans are evaluated, not just lesson plans. The unit evaluation includes a pre-unit meeting, several formal and informal lesson observations throughout the unit, and a post-unit conference. Teachers in the English department have also created common Student Learning Objectives (SLOs) across content-specific
Wilton High School Page 45 classes due to the evaluation process. The revised evaluation process has positively affected physical education teachers. They have changed their curriculum and philosophy from the old-school games and competition model of PE to more modern ideas of movements and yoga. Tenured teachers complimented the process because they were receiving valuable feedback on a year-to-year basis. A researched-based evaluation and supervision process that focuses on improved student learning has positively impacted the teaching staff and curriculum at WHS. (teacher evaluation and support plan, school leadership, self-study, teacher interviews)
The organization of time sporadically supports research-based instruction, professional collaboration among teachers, and the learning needs of all students. The faculty agrees that the rotating schedule meets the majority of student and teacher needs. The schedule ensures that students and teachers have classes at different times during the school day throughout the week, which help with morning/afternoon engagement issues. The rotating schedule also is designed so that each section has a one-hour period for one day in the eight-day cycle. On Wednesdays, classes are five minutes shorter (except the one-hour block) to accommodate the advisory program. However, organization of time hinders professional collaboration among teachers. Teachers are limited to meeting before and after school during scheduled Instructional Effectiveness Teams meetings (IET) and some common planning periods. Teachers would prefer the primary focus of the IET meetings be on curriculum and would like the opportunity to have more influence on creating the agenda. Furthermore, teachers must give up time in their prep period if they want to collaborate and create common assessments. School leadership believes some of the time in IETs is being used for common planning time and collaboration amongst teachers of the same course. School leadership also attempts to provide common planning time for teachers who request it but those requests are not always met due to scheduling conflicts. When the organization of time at WHS allows for uninterrupted, scheduled professional collaboration among teachers, students will have enhanced opportunities to achieve the learning expectations. (teacher interviews, self-study, students, school leadership)
Student load and class size enable teachers to meet the learning needs of individual students. Eighty-six percent of students along with 62 percent of parents agree that class sizes are manageable to meet their individual needs. In 2014-2015, average class sizes by department varied from 17.1 students to 24.9. School leaders attempt to cap courses such as science and English at 22. Students find that class sizes are manageable but commented that with smaller class sizes, there is more personalization to the type of instruction they are receiving. However, forty percent of
Wilton High School Page 46 teachers feel that current class sizes and caseloads are adequate to meet the needs of all students. Special Education caseload numbers are averaged at 22 students, which special education teachers feel are too high to meet individual needs and responsibilities such as making phone calls and collaborating with teachers. With manageable student load and class size, teachers can meet the learning needs of individual students. (Endicott survey, superintendent memo, school leadership, students, school support staff, self-study)
The principal, working with a variety of building leaders, consistently provides instructional leadership that is rooted in the school’s core values, beliefs, and learning expectations. Teachers and staff believe the principal shows true sincerity and concern for students, faculty and staff. They describe him as genuine, honest, and a man of integrity. They also agree that the principal makes it a priority to build relationships with everyone in the school. An administrative assistant told of how touched she was when the principal visited her office three times in one week to ask about a personal issue she was having at home. Teachers often say the principal models good citizenship by demonstrating sound ethics and character, while also formally recognizing both staff and students who practice these skills and habits. The principal consistently collaborates with administrators and instructional leaders to promote rigorous academics, a safe school climate, and positive, supportive relationships. The principal meets with other school administrators twice a week. The principal’s administrative team consists of one associate principal, two assistant principals, and one athletic director. He also meets regularly with his leadership team, which includes 14 instructional leaders and two new instructional coaches. The principal regularly attends the following meetings that focus on student learning and good instructional strategies: faculty meetings, instructional leadership meetings, and IET meetings. Teachers and students also say that the principal has frequent conversations with them about instruction and student learning activities going on within the classroom. Approximately 68 percent of students believe the principal is clear in what he wants the school to accomplish for all students, and only 12 percent disagrees that the principal is clear. The principal often spends most of time on Mondays and Wednesdays in the classroom observing teaching and learning. Because the principal successfully works with other school leaders, provides instructional leadership and always demonstrates model behavior, the school’s core values, beliefs, and learning expectations are reinforced. (teacher interviews, students, school support staff, self-study)
Teachers, students and parents are somewhat involved in meaningful and defined roles in decision making that promote responsibility and ownership. About 49
Wilton High School Page 47 percent of staff respondents agree that teachers, students, and parents are somewhat involved in meaningful and defined roles in decision making that promote responsibility and ownership. Another 44 percent of teachers have recommended new ideas to improve the school culture while 64 percent of those teachers say the school leadership is open to their ideas. Some teacher-initiated programs include quarterly faculty breakfasts, promoting and running the school gardens, and teacher participation as judges in Cupcake Wars. All faculty members are welcome in formal groups like the advisory steering committee and the SRBI team. Faculty members were also asked to be on a newly formed professional development committee. The administrative team also makes attempts to include teacher representatives on committees formed to tackle immediate issues like the introduction and use of PowerSchool or the creation of the school’s core values and beliefs. Although only 45 percent of students say they have input in important decisions, just 27.9 percent say no and 27.1 percent is undecided. Student leaders also said the principal is easy to access for student concerns. Student leaders recently conducted their own survey about the policy of missing and making up PE classes. They presented the survey to the principal, who supported their conclusions and helped change the policy to more effectively address student needs. School leadership has also been supportive in the creation of student clubs, organizations, and community outreach programs. Examples include Best Buddies, UNICEF Club, and Rachel’s Challenge. Almost 46 percent of parents believe they are provided opportunities to be involved in important decisions made at the school, while about 30 percent indicate no opportunities for involvement and about 26 percent is unsure about their opportunities for participation. Parents can attend an Open House night, annually held in mid-September. They meet teachers, hear about class expectations and grading policies, and have an opportunity to speak with school leaders. The principal also regularly attends the bimonthly PTSA meetings (parent- teacher-student association). Parents were asked by the principal to participate in the NEASC review process. When more opportunities are provided that allow all stakeholders to part of the decision-making process, responsibility and ownership is promoted. (Endicott survey, self-study, school leadership, teachers, students, school leadership)
Teachers consistently exercise initiative and leadership essential to the improvement of the school and to increase students’ engagement in learning. The school’s positive culture and climate is strongly influenced by a motivated, professional teaching staff. Teachers said that despite “initiative fatigue” over the last year, they still have a students-first mentality, work hard to create engaging learning activities, and lead clubs and organizations because of their school pride. Many teachers were visibly
Wilton High School Page 48 engaging, leading group projects or whole-group discussions and debates. Teachers are also leaders outside of the classroom, from advising student clubs and organizations to mentoring students in the advisory program. Teachers serve in a variety of other leadership roles such as instructional leaders, members of SRBI committee, and the school safety committees. Teachers actively seek professional development and advancements in educational degrees. Some examples of professional development include attending AP workshops, learning about SBAC Assessment Literacy, and attending All-State music conferences. Over 60 teachers have their sixth-year degree or doctorate. Students describe their teachers as hard working, positive, and inspiring. Many students agree that their teachers really care about them. Students say learning activities are interesting and fun. Most students said their teachers made honest efforts to make their classes worthwhile and interesting. Students said teachers often provide extra study sessions after school in many challenging courses. Because teachers show initiative and leadership in and out of the classroom, a positive school culture exists that motivates students to become engaged in the learning process. (classroom observations, self-study, teacher interviews, school leadership, students)
The school board, superintendent, and principal are collaborative, reflective, and constructive in achieving the school’s 21st century learning expectations. Forty-six percent of staff is in agreement that all three are collaborative, reflective, and constructive in achieving the school’s 21st century skills. Forty-two percent of respondents are undecided and 12 percent disagrees. There is an open door policy understood by the board, superintendent, and the principal to come across the bridge to discuss issues or observe classes. Board members expressed satisfaction in attending learning walks into classrooms with the school leadership team. There are formal meetings that the principal attends every Friday with K-12 district leaders to focus on instructional strategies and SRBI. The principal also collaborates in meetings that include Professional Evaluation and Learning (PEAL), District Instructional Effectiveness Team (DIET), and Tech Advisory. The WHS principal also holds round table meetings with all the district principals to discuss instruction and any other topical issue that impacts student success. The principal attends all board of education meetings and presents to the board on particular programs or changes within the school such as the advisory program and course proposals along with annual reports on PD, testing, and strategic planning progress. Budget issues are handled in a collaborative format with the principal and superintendent during which the principal feels that budget additions or cuts are made collaboratively and with the students’ best interests in mind. The principal also supports the vision of the superintendent with new focuses on instruction and educational best practices. By working together collaboratively, the
Wilton High School Page 49 school board, superintendent, and principal can engage in reflective and constructive achievement of the 21st century skills. (Endicott survey, school leadership, school board, self-study, teacher interviews)
The school board and the superintendent provide the principal with sufficient decision-making authority to lead the school. Although 50.4 percent of staff believes the principal is provided with autonomy, the principal believes he is given sufficient decision-making authority to allocate resources and to enact school initiatives. For instance, a particular program was going to be cut, but the principal felt it would negatively impact the students who needed the social-emotional support. With the input from the principal, the program was saved and the cuts were found elsewhere. The superintendent is very involved in the direction of the school, but the principal also feels he can make decisions as the superintendent respects his autonomy. The board has been pushing more public relation initiatives that ask the superintendent and principal to come up with programs to expand public relation outreach. Part of the principal connecting with the community includes asking PTSA to be involved in hiring of staff and administrators, attending meetings for the PTSA, and contributing to a weekly district newsletter along with producing a quarterly school newsletter. School leadership believes that its primary role is to set the tone for the instructional core that is connected with the core values, beliefs, and 21st century learning expectations. The principal has the authority over student, professional and nonprofessional employees, visitors, and persons hired to perform special tasks. He manages the following tasks: directing long range planning processes that identify needs and developing appropriate responses; implementing appropriate action plans and assessing results in order to develop a culture of continuous improvement, coordinating, preparing, and completing budget request, developing programs and activities that enhance communication and encourage meaningful involvement by staff, student, parents, and community; evaluating teachers in compliance with the WHS evaluation plan; coordinating evaluation of existing programs; and making final decisions on all staffing recommendations. By the school board and the superintendent providing the principal with a sufficient amount of decision-making authority, the principal is able to lead the school to best serve students. (Endicott survey, teacher interviews, weekly newsletter, district newsletter, school leadership, self-study)
Wilton High School Page 50 Commendations:
1. The positive, respectful, safe, and supportive culture 2. The programs that promote diversity, acceptance, and positivity 3. The heterogeneously grouped courses across disciplines and grade levels 4. The open enrollment in AP courses 5. The advisory program that fosters student/adult connections 6. The creation of the professional development committee that includes teachers 7. The researched-based evaluation program that is focused on student learning and instructional best practices 8. The average class size that meets the individual student needs with effective instructional practices 9. The principal’s character and integrity that contributes to a positive school culture 10. The teacher- and student-initiated projects supported by school leadership 11. The principal’s regular participation in PTSA meetings 12. The teachers’ overall dedication to their students and pride in their school 13. The teachers’ involvement in leadership positions outside the classroom 14. The teachers’ creativity and engagement in the learning process 15. The collaboration between district principals and district leaders through meetings or committees 16. The principal’s and the superintendent’s collaboration on budgetary decisions 17. The frequency of the principal’s board attendance and communication about school-wide initiatives 18. The decision-making autonomy of the principal
Recommendations:
1. Provide time, structures and support for the professional staff to engage in professional discourse for reflection, inquiry, and analysis of teaching and learning 2. Use resources outside of the school to maintain currency with best practices; dedicate formal time to implement professional development; 3. Apply the skills, practices, and ideas gained in order to improve curriculum, instruction, and assessment. 4. Provide additional opportunities for teachers, students, and parents to be a part of the decision-making process
Wilton High School Page 51 Support Standard
6 School Resources for Learning
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.
Wilton High School Page 52 Conclusions
Wilton High School has some 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. The current 21st century learning expectations were only formally implemented as of the 2015-2016 school year. However, similar expectations have been embedded in the school community and have guided instructional practice on an informal basis since 2011. Approximately 52 percent of students, 56 percent of staff, and 54 percent of parents acknowledge that there are adequate supports for student achievement of the school’s learning expectations. Teachers report that change in student behavior both academically and socially are addressed quickly with support staff and the collaboration with parents to best assist identified students. Academic lab is scheduled for the majority of special education students, and students are encouraged to use this support as a drop-in and self-advocacy tool as they approach the upper grades. A FLEX program for those students struggling with social and emotional needs exists in the four main content areas: English, mathematics, social studies, and science. The English/mathematics labs are staffed by certified teachers in these content areas and serve as a duty period during student lunch time. The SRBI team is in the process of developing protocols for reviewing student cases, while teachers report they are not familiar with Tier 1 instructional strategies and Tier 2 interventions. The school psychologists and social workers are available to meet with students during times of crisis, but struggle to meet the high demand for check-ins and less severe concerns on a daily basis. When the school has adequate support services delivered in a timely and coordinated manner, it will facilitate each student’s achievement of the school’s 21st century learning expectations. (school board, school leadership, self-study, Endicott survey, teachers, school support staff, parents) Wilton High School consistently provides information to families, especially to those most in need, about available student support services. Approximately 63 percent of staff reports that the school provides information to families about available student support services, which is supported by 73 percent of parents. This is accomplished through the school’s website, student handbook, advisory system, PowerSchool, School Messenger, and Naviance. In addition, the school uses an 8th to 9th grade transition night, a back-to-school night, and a general orientation for incoming 9th graders and new students to communicate basic information about the school and its resources. The school counseling department also holds curriculum nights, a college admission testing evening, college fair, financial aid night, and open house modules for all grades. “The Weekly Warrior” is also electronically distributed by the PTSA for notification of
Wilton High School Page 53 events. To students most in need, PPT and 504 meetings are held at least annually and parents receive feedback a minimum of four times a year. Students in the FLEX program are emailed weekly progress reports. As a result of these communication tools used by the schools, families are well informed about available student support services. (Endicott survey, self-study, school leadership, teachers, school support staff) Support services staff members at Wilton High School use technology to deliver a varied range of coordinated services for students. Examples of technology and its use in the school include an English/mathematics lab, world languages lab, digital labs, the library’s online automated catalog, and multiple computers available for student use in addition to various software applications. Two portable Chrome carts, each wireless, are available for teachers to sign out and use in their classrooms. Students and faculty members point out that the carts and Chromebooks are unreliable and difficult to sign out when needed because of high demand. However, the school plans to purchase an additional 120 Chromebooks that will increase the number of Chrome carts from two to six. A pilot was started this year in which a core group of freshmen were issued Chromebooks. The Naviance program is utilized by the school counseling department in order for students to complete post-secondary planning activities, scavenger hunts, career exploration, interest inventories, resume development, post-high school planning, scholarships, and college searches. School counselors would like to see Naviance develop an application for students to better use this resource and to have more access. Some teachers use Google Drive to deliver instructional materials, share information, receive completed assignments, collaborate on assignments, give assessments, grade assignments, and provide feedback for revisions of assignments. Students use Google apps in order to increase organization, work on collaboration, and utilize study tools. PowerSchool allows students to access their current grades, attendance, and class schedules. The IEP Direct program and 504 Direct program allow school counselors and other support services staff to access documents and record progress. This diverse collection of technology enables support services staff to assist students in meeting their 21st century learning expectations. (self-study, teachers, school leadership, students) Wilton High School’s counseling services have an adequate number of certified/licensed personnel and support staff who 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 providers; but do have a written, developmental program; and do not use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the
Wilton High School Page 54 school’s 21st century learning expectations. Approximately 66 percent of students feel comfortable going to the school counseling office. There are seven FTE, certified counselors for more than 1,350 students. Each counselor is responsible for approximately 200 students in grades 9-12. Students are assigned to counselors alphabetically for a four-year cycle. Utilizing this traditional model, school counselors provide a wide range of responsive services. School counselors serve as 504 case managers and are active members of the planning and placement team’s planning process. Wilton has two full-time psychologists and 1.7 FTE social workers. The school counseling department is limited in its delivery of a comprehensive developmentally based program, as this program is not formalized in writing. Counselors meet with students for college counseling and course selection, run parent evenings, and conduct individual student meetings. Although Wilton does not have a formal developmental curriculum that addresses the three domains of career, academic, and personal/social needs for all students, they do address these areas in a responsive service manner. Thus, the lack of more formal components limits the department’s delivery of a comprehensive developmentally based program. School counselors meet with students to provide personal, academic, career, and college counseling and engage in individual and group meetings with students. A wide variety of services is available such as academic planning, scheduling, personal/social counseling, and post-secondary planning. However, school counselors report that they are overwhelmed due to the struggle with clerical responsibilities. Some of the counselors report that their time with students is interrupted receiving phone calls about general information and invites for 504 meetings. Counselors have resources to deliver collaborative outreach and referral to the community and area mental health agencies and social service providers. Wilton has an outreach counselor and a youth services bureau connection. Students and families are referred to these additional services in the community and area mental health providers. There is limited use of ongoing, relevant assessment data, including feedback from the school community, to improve services and to ensure each student achieves the school’s 21st century learning expectations. The school counseling department relies on informal feedback from the students and parents to improve services but struggles with a formal process that utilizes assessment data. Because there is an adequate number of certified/licensed personnel and support staff who 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 providers many students have the support they need to succeed; when counselors also deliver a written, developmental program and use ongoing, relevant assessment data, including feedback
Wilton High School Page 55 from the school community, to improve services, each student will be assured access to the serviced needed to achieve the school’s 21st century learning expectations. (Endicott survey, self-study, counseling staff, students, parents) Wilton High School’s health services have an adequate number of certified /licensed personnel and support staff members who provide preventative health services and direct intervention services; use an appropriate referral process; conduct ongoing student health assessments; and are in the process of gathering 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. According to 76 percent of parents and 58 percent of staff, the school’s health services program provides an adequate number of certified/licensed personnel and support staff. Approximately 66 percent of students feel comfortable going to the school nurse. There are 1.5 FTE nurses to provide care for the 1,350 students at Wilton High School. There is one part-time health aide who assists the registered nurses. The health services staff provides informal preventative health services and direct intervention services. The registered nurses promote and maintain optimal levels of student and staff health through implementation of individualized health care plans for students, and providing emergency care and crisis intervention services. As a result of all these services, the health services staff provides adequate preventative and direct intervention services. The nurse uses an appropriate referral process when needed. The nurse communicates with school counselors and social workers as well as with parents. The nurse provides families with information on urgent, emergent, and chronic illnesses. As a result of the nurse’s efforts, students receive an appropriate level of care. The nurse conducts ongoing student health assessments with each student encounter. The nurses implement health screenings, maintain cumulative health records including immunizations, act as resources on health issues and health curriculum, maintain statistics in identifying health trends or problems, and participate in community education via presentation of in-service programs. The nurse attends IEP and 504 meetings as a health consultant. The health aide assists the school nurses with nursing care of students, administering first aid, managing acute medical emergencies, and implementing health-screening programs. The health aide maintains records, generates reports, and provides clerical supports. Consequently, the health department has demonstrated that they conduct ongoing student health assessments as required. Health services are in the process of implementing a plan to obtain ongoing, relevant assessment data, including feedback from the school community, to improve services and achieve the school’s 21st century learning expectations. The SNAP software program is used in the health office for records, screenings, and immunizations.
Wilton High School Page 56 Screening referral returns with medical follow-up treatment exists such as scoliosis and vision. Because there are an adequate number of certified /licensed personnel and support staff for health services at Wilton High School 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, and strive to improve services, students are ensured the support needed to achieves the school’s 21st century learning expectations. (Endicott survey, self-study, school support staff, health service staff) Wilton High School’s library/media services are somewhat integrated into curriculum and instructional practices and meet the minimum required number of certified/licensed personnel 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, including feedback from the school community, to improve services and ensure each student achieves the school’s 21st century learning expectations. The library is consistently scheduled with a variety of classes throughout the school year. Faculty and students indicate that the library program is an essential component to the overall high school experience. However, the library/media services program has insufficient support due to multiple reductions in staffing. The library/ media services program is actively engaged in the implementation of the school’s curriculum. According to faculty and students, the library media specialist works with individual students and entire classes, teaching students the fundamentals of information literacy and assisting in the research process. The library media specialist is available to work with classes of varying levels and across all disciplines. Approximately 45 percent of the school staff is in agreement that the library media services personnel and support staff is adequate. The librarian, faculty, and students report that the library has sufficient materials, technologies, and other information services such as electronic database subscriptions. The library’s collection is sufficient for the academic needs of the students and faculty. At this time, a consultant firm is working with the district initiative to investigate and implement the learning commons model that focuses on the physical and digital space of the library media center. Curriculum is currently being written collaboratively with school leadership. Approximately 86 percent of students and 87 percent of staff confirm that the library has a wide variety of materials, technology, and other information services. Collection statistics confirm that the library’s resources are used extensively. The library collection offers several periodicals as well as many different print and non-
Wilton High School Page 57 print resources, all of which have been selected based on students’ interests and academic needs. The collection is well rounded and has materials for a variety of disciplines. The library/media services program does not conduct formal ongoing assessments using relevant data but does utilize feedback from the school community to improve services and ensure each student achieves the school’s 21st century learning expectations. When the library learning commons is effectively integrated into curriculum and instructional practices and supports student achievement of the 21st century learning expectations, a significant resource will be added to the overall implementation of the curriculum and instructional tools will be enhanced. (self-study, library media staff, Endicott survey) Wilton High School’s support services for identified students, including special education, Section 504 of the ADA, and English language learners, have a limited 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 learning expectations; provide inclusive learning opportunities for all students; and 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. Only 23 percent of staff reports that there is adequate, certified support services personnel for identified students, including special education, 504, and English language learners. Currently, special education services include inclusion classes, small group classes, a FLEX program and academic labs for all students to receive support. However, at this time students that require more intensive programming and/or transitional opportunities are serviced outside of their home high school. The special education teacher caseloads are reported to fluctuate between 24 and 28 students but currently are at 23. Students receiving 504 services are case managed by their school counselor. Special education teachers consistently collaborate with all teachers, counselors, targeted services, and other support staff members in order to achieve the school’s 21st century learning expectations. However, teachers report that teams of teachers along with counselors and case managers should be given more time to work together to determine which students will be selected for courses and other services. Therefore, while the essential functions of special education have continued as a result of collaboration among the faculty, more time for collaboration is needed to ensure that the school achieves its 21st century learning expectations for all students. Special education informal meetings are ensuring coordination of services, providing additional support to students by addressing personal, academic, and social/emotional concerns, and modifying curriculum and assessments as needed. Special education provides inclusive learning opportunities for all students through co-
Wilton High School Page 58 taught classes for underclassmen. Special educators are embedded in ninth grade English and Western Civilization classes, tenth grade English and U.S. History classes, and a speech and language pathologist is embedded in the eleventh grade Writing Skills class to support special education students in their regular education classes. Paraprofessionals also assist students with organization and note-taking both in the mainstream and resource setting. Due to staffing limitations junior and senior transition support courses are not being offered, but are now embedded within the academic lab. The career practicum program as well as post-secondary education training where students engage in onsite training in the workplace has been eliminated, which has caused students to be placed outside of their home school. The special education faculty performs 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. Feedback from colleagues and standardized test scores play an essential role in determining which students are selected for special education and 504 services. Students’ goals and objectives are minimally rated four times a year by special educators, school counselors, mental health staff and related services staff. Progress monitoring is ongoing and this information is shared with the team. Annual and triennial review requirements are met consistently as well as district informal policies to hold monthly parent meetings to discuss progress based on IEP and 504 program recommendations. When support services have an adequate number of certified/licensed personal and support staff who all students will be able to achieve the school’s 21st century learning expectations. (Endicott survey, teachers, school support staff)
Wilton High School Page 59
Commendations:
1. The variety of communication strategies used to inform the parents and students regularly 2. The vast array of electronic databases in the library learning commons 3. The depth and breadth of services offered by the school counseling office 4. The transitional programs and opportunities for parents and students from 8th to 9th grade 5. The health services personnel’s commitment to ensuring the physical and mental health of all students 6. The exploration of the learning commons model to shift the library media center from printed to digital material and usage of physical space and design 7. The collaboration with all teachers, counselors, targeted services, and other support staff for support services for identified students
Recommendations:
1. Provide ongoing professional development for teachers of SRBI Tier 1 instructional strategies and Tier 2 interventions into their instruction 2. Establish and implement a written, developmental guidance program 3. Continue to implement the learning commons model with fidelity 4. Design and implement an SRBI model for WHS 5. Investigate scheduling and caseload assignments to address case manager time constraints 6. Ensure that Special Education and other identified students have access to targeted programs, including life skills and transition planning in the upper grade levels
Wilton High School Page 60 Support Standard
7 Community Resources for Learning
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: 1. a wide range of school programs and services 2. sufficient professional and support staff 3. ongoing professional development and curriculum revision 4. a full range of technology support 5. sufficient equipment 6. sufficient instructional materials and supplies.
2. The school develops, plans, and funds programs: 7. to ensure the maintenance and repair of the building and school plant 8. to properly maintain, catalogue, and replace equipment 9. to keep the school clean on a daily basis.
3. The community funds and the school implements a long-range plan that addresses: 10. programs and services 11. enrollment changes and staffing needs 12. facility needs 13. technology 14. 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 engages parents and families as partners in each student’s education and reach out specifically to those families who have been less Connect-Ed with the school.
8. The school develops productive parent, community, business, and higher education partnerships that support student learning.
Wilton High School Page 61 Conclusions
The Wilton High School community and district’s governing body provides dependable funding for a wide range of school programs and service, sufficient professional and support staff, on-going professional development, curriculum revision, and instructional materials and supplies, however it has provided limited funding toward providing a full range of technology support and sufficient technology equipment. Approximately 77 percent of students agree or strongly agree that the school provides a wide range of programs and services. There has been little to no elimination of courses available to students due to budgetary allocations and few reductions to teaching staff. Only 20.3 percent of students believe that the school is in need of more teachers. WHS employs 84.9 full-time certified teachers; 13.7 other certified and 41.7 support staff. In the past three years, the district has provided funding towards the revision of curriculum spending approximately $13,000 annually. There are plans to continue the revision of curriculum during the summer of 2016. The district has increased the school’s appropriated professional development funding from $8,900 in 2014-2015 to $48,150 in 2015-2016. However, only $5,534 was spent by the school in 2014-2015. Funding for technology equipment and support has been limited. All teachers were issued laptops in September 2015. The school has two mobile laptop carts, yet faculty members report difficulty in the availability and utilization of these carts. Almost every classroom is equipped with a SMARTBoard. Only 30.4 percent of the staff believes that the school’s governing body provides adequate funding for a wide range of technology support. Roll out of the 1:1 pilot began this year with plans to continue next year with another 45 Chromebooks deployed to incoming freshmen. The school is planning to purchase an additional 120 Chromebooks which will result in four additional Chromebook carts. While the district’s governing body provides dependable funding for a wide range of school programs and services, sufficient professional and support staff in most areas, and ongoing professional development; when it also provides adequate funding to support the school’s technology infrastructure, equipment, support, and specialists in support areas, students will be more effectively supported as they strive to achievement 21st century learning expectations. (Endicott survey, central office staff, teacher interviews, self-study, school support staff)
The school adequately develops, plans, and funds programs to ensure maintenance and repair of building and school plant, to properly maintain and replace equipment, and to keep the school clean on a daily basis. There are adequate funds and plans to ensure maintenance and repair of the building and school plant. Wilton High
Wilton High School Page 62 School has a custodial staff of 15, eight of whom work the evening shift, one full-time supervisor and a district plant manager. Seventy-eight percent and 76 percent of students and staff respectively agree that the school is clean and well maintained. Each custodial shift follows a detailed checklist of tasks that need to be completed on a daily, weekly or biweekly plan. Evidence shows that the school is properly maintaining equipment via logs of repairs and maintenance stored in the main office. The plant manager and supervisor state that there is a formal schedule in place for the upkeep and maintenance of current building rep. There is a five-year capital improvement plan (FY14-FY18) where projected costs exist for network infrastructure and carpet replacement. The School Dude online program is available to the teachers and staff for the submission of maintenance and repair requests. This program is used frequently, and faculty members report these requests are addressed in the order they are received. Approximately 62 percent of the faculty agrees that needed repairs are completed in a timely manner. Both the supervisor and district plant manager state there are sufficient funds and plans to maintain, catalogue and replace equipment, as well as to manage the daily maintenance and repairs of the building. However, due to the large square footage of the building, the staff has expressed concerns regarding workloads. Currently, each custodian is responsible for 38,889 square feet.
Wilton High School utilizes the EPA program, Tools for Schools; this along with the automated computer service (BCS) allows for proper logging of projects or reports concerning air quality, humidity and general maintenance issues, and feedback from faculty and staff. The 2013-2014 budget shows an expenditure of $105,000 for maintenance and servicing of the following systems: heating cooling, ventilation, boiler cleaning, oil burner, clocks, range hood steam cleaning, compressors, lift rental, bleachers, PA system, elevator, sidewalk repair, fire inspections. A service plan is in place for fire and intrusion alarms, emergency systems, and other safety inspections. Throughout the visit, the majority of the areas in the school were well maintained and cleaned. The district HVAC and OSHA specialist responds to requests related to air quality Tools for Schools reports, ventilation unit service as well as the chemical fume hoods, and conducts routine inspections. Staff custodians perform biannual HVAC air filter replacement throughout the building. These services are a part of the Tools for Schools system that are documented in School Dude. Preventative maintenance reports are stored with the custodian supervisor and the district plant manager.
The maintenance department gathers feedback through a variety of biannual surveys, including specific surveys for teachers and administrators in an effort to review their performance and practices. The school maintenance department keeps
Wilton High School Page 63 comprehensive records for preventive maintenance, water and air quality testing results, and Material Safety Data Sheet (MSDS) binders. MSDS on chemicals are located in the science hallways where chemicals are labeled, organized and stored in a locked room monitored by the school’s chemical hygiene officer. Because the district provides adequate funding, creates and utilizes long range planning documents in the areas of capital bonding, regular maintenance and cleaning check lists, School Dude records and survey data, the support staff is able to monitor and record data that ensures for consistent maintenance practices and a safe and clean facility. (facility tour, custodial staff, Endicott survey, self-study) The community funds and the school implements a long-range plan that addresses programs and services, enrollment changes, staffing needs, facility needs, technology and capital improvement. A five-year capital improvement plan is in place to address programs and services, enrollment changes and staffing needs, facility needs, including upgrades to the interior and to the carpet of the school. The detailed plan reflects the core values and visions of WHS. The school developed this five-year capital improvement plan due to the need to replace outdated equipment, to complete building repairs, and for technology upgrades. The plan addresses the anticipated costs for each project with a detailed description, rationale, and timeline for completion. The capital improvement long-range plan runs through 2018 and contains budgeting for anticipated building maintenance. The long-range plan is reviewed annually and the board of education’s budgets reflect deferrals and expenditures when completed. Each year funds are allocated toward specific building maintenance such as installation of a security booth and renovation of the bathrooms. The plan includes improvements to the WHS technology infrastructure and the school’s technology programs. The school is currently constructing a fiber optic network to increase wireless access capacity for all professional and support staff and to enable students to achieve the 21st century learning skills with greater access to a digital platform. Projected enrollment records show that the next year’s enrollment will be down by approximately 40 students and there will be a reduction of two FTE staff members. Because the community has funded long-range plans that address the needs of the facility and staffing, technology updates, enrollment changes, and capital improvement, teachers and staff members have the ability to provide high quality instruction and programs to their students. (self-study, school leadership, district leaders)
Facility and building administrators are actively involved in the development and implementation of the budget. The budgeting process begins in October of the year prior to the following fiscal year’s budget. Budget preparation includes information provided by instructional leaders in consultation with members of their department
Wilton High School Page 64 and administration. The principal and the building administrators present the completed working budget to the superintendent and the board of education. The board votes in February at a public meeting to approve the presented budget. The superintendent and the board then present the budget to the board of finance for discussion. The board of finance considers and grants requests for its capital budget, the town government budget, and the school board budget and evaluates sources of funding from the grand list and taxable assets. If the board of finance requests a reduction in the overall proposed school budget, the superintendent in collaboration with the principal determines cuts and restructures a budget that is sufficient to meet board of finance approval. After the board of finance approves the budget, the town votes, historically, during the first week of May before implementation of the school budget begins.
The principal determines the priorities of allocation of school funds to be shared among all members within departments. A final decision to expend allocated funds at the department level is made by the instructional leaders. Purchase orders are submitted by instructional leaders to the principal. The principal remains apprised of the final cost throughout the budgeted year. Because the faculty and building administrators actively collaborate on the development and implementation of the budget, the school is able to align the use of resources with the school’s core values, beliefs, and learning expectations. (school leadership team, self-study, teachers, district leadership)
The school site and plant adequately supports the delivery of high quality school programs and services. Seventy-three percent of students feel the school’s facility adequately supports its programs and services in respect to classrooms, science labs, computer labs, the library learning commons, guidance office, the field house, two theaters and cafeteria. In addition, Memorial Stadium, science department labs and the little theater were all renovated. Fifty-eight percent of staff believe the school’s physical plant and site supports the delivery of high quality services in order to meet 21st century learning expectations. The site and instructional areas support the delivery of high quality instruction and services. Suitable areas inside and outside of the school exist to support the athletic programs. Sufficient teacher workspaces, classrooms, and laboratory spaces support the academic needs of the school. The dining areas, meeting spaces, administrative and support service offices, and work areas are appropriate. The health office provides students with a safe and confidential area to discuss personal concerns and receive services. The greenhouse, garden, and culinary arts classroom provide students with unique hands-on learning opportunities. The band and choral
Wilton High School Page 65 classrooms allow for large groups of students to fit comfortably in a space built with respect to optimal acoustics. A traditional classroom, pre-school room, and playground are dedicated to the child development program. An area of concern, however, is the inconsistent availability of Wi-Fi throughout the building. However, there is a three- phase plan in place to address the infrastructure. Substantial funding and support of learning spaces allow for academic, civic, and personal engagement both in and out of the classroom. (Endicott survey, teachers, facility tour, school board) The school maintains up-to-date 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 and meets all applicable federal and state laws regarding ADA regulations. The school has been updated to meet ADA regulations. The entire facility offers access for all of the handicapped members of the school community. The inspection of the facility, elevators, boilers, and HVAC occur annually. The custodial supervisor and district facilities manager utilize the BCS, building automation system, to get a monthly report on the air quality, climate and moisture levels of the building. The Department of Health inspects the cafeteria three times per year and no concerns have been raised. Cafeteria workers monitor the refrigeration units in order to maintain temperatures necessary for safe food consumption. Custodial staff responds to maintenance issues in timely fashion using School Dude software to record all maintenance and repairs. As a result of scheduled preventative maintenance and adequate school maintenance documentation, safety and compliance are ensured. (facility tour, self-study) 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. There is a discrepancy with staff and parents differing in opinion with 76.5 percent of staff and 43.3 percent of parents agreeing with the aforementioned statement. However, the school has developed a variety of tools to reach all families. The website homepage features direct links to a wide range of school-related resources. The website is assessed and redesigned on a regular basis based on user feedback. The high school website provides significant information for parents and students including, but not limited to, the Wilton High School Student Handbook/Athletic Handbook, Edline and PowerSchool. In addition, the guidance department utilizes Naviance, an Internet-based program used by students and parents in career and college planning. Every summer, a committee of building, district, and central office personnel make major adjustments to the website with providing parents and family connectivity as one of its goals. Parent outreach takes many different forms at Wilton High School. Parents are encouraged to join the parent-teacher-student
Wilton High School Page 66 association (PTSA) as well as the Wilton Education Foundation (WEF). The WEF is an organization that offers financial support for the education of Wilton students where shortcomings arise due to budgetary constraints. The PTSA publishes an electronic newsletter for parents and students called “The Weekly Warrior.”
An open house is held at the start of each year where parents can walk through their students’ schedule and meet the teachers. In January, parents of eighth grade students are invited to an orientation to help prepare both parents and students for the high school experience. In December, juniors and their parents have post-graduate meetings with staff. Every year, the college/career center co-hosts (with Ridgefield High School) an elite college fair. Approximately 240 colleges (represented by directors or admissions officers) attend the event. As a result of all professional staff’s actively engaging parents and families as partners in each student’s education and reaching out specifically via email and phone calls to those families who have been less connected, the school is effective in ensuring students are well informed and have a variety of communication methods in place to support successful learning outcomes. (panel presentation, teacher interviews, self-study, school support staff, parents, Endicott survey)
The school develops productive parent, community, business, and higher education partnerships that support student learning. WHS has extensive parent, community, business and higher education partnerships that support student learning. Thirty-five percent of students report that their parents participate in school programs and 74 percent of students agree that their parents have the opportunity to meet with teachers, building administration, and school counselors. Sixty percent of staff and 52 percent of parents report that the school has effective partnerships with parents, community organizations, businesses, and higher education to support student learning. Senior students participate in the senior internship where they are required to seek out and volunteer with local business and community organizations. Over 45 local and national business participate in this partnership. Some of these internships allow students travel opportunities, such as internships at The Smithsonian in Washington D.C and local businesses in the community. The project consists of a research paper, hands-on activities, and culminating presentation to a panel of community members. Parents are actively involved in athletic booster clubs and PTSA. Students have the opportunity to participate in dual enrollment programs with local colleges and universities including Norwalk Community College and the UCONN ECE program. Because of partnerships between WHS and parents, community members, businesses, and institutions of higher education, students will have enhanced opportunities to
Wilton High School Page 67 reach beyond the walls of their school and to develop 21st century learning outcomes. (Endicott survey, self-study, panel presentation, parents, teachers)
Commendations:
1. The offering of a wide range of school programs and services
2. The funding for ongoing curriculum development and revision
3. The utilization of long-range budget and plans
4. The adequate and appropriate space to ensure full implementation of the educational program
5. The use of multiple tools and methods to communicate with parents
6. The strong ties to local businesses and community organizations that extend student learning beyond the school building
7. The high percentage of seniors that participate in the senior internship program
8. The partnership with local colleges and universities
Recommendations:
1. Ensure dependable funding for a full-range of technology support
2. Provide adequate access to the school’s Wi-Fi for all students and staff
Wilton High School Page 68 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 at Wilton High School. The faculty, school committee, 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 Committee requires that the evaluation report be made public in accordance with the Committee'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 Committee 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 Committee requires that the principal of Wilton High School 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 Committee 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 Committee 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 Committee has an established Policy on Substantive Change requiring that principals of member schools report to the Committee within sixty days (60) of occurrence any substantive change, which negatively impacts, on the school's adherence to the Committee'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
Wilton High School Page 69 Standards for Accreditation. The Committee's Substantive Change Policy is included in the Appendix on page 70. 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 Committee office has current statistical data on the school.
The Committee 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 Committee’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 Committee staff following the on-site visit.
Finally, the visiting committee would be remiss if it did not express its appreciation for the hospitality, openness, and candid responses extended to committee members by the school committee, central office and school leadership teams, faculty and staff members, parents, and students. The members of the Wilton High School community made us feel welcome.
Wilton High School Page 70 APPENDIX A
Wilton High School NEASC Accreditation Visit May 1-4, 2016 Visiting Committee
Dr. Nicholas J. Spera, Chair Rachel Keleher LEARN - Marine Science Magnet High School Fairfield Ludlowe High School Groton, CT Fairfield, CT
Erica Baumgartner Michael Lewis Waterford High School Watertown High School Waterford, CT Watertown, CT
Robert Darby Nicole Raiola Shelton High School Amity Regional High School Shelton, CT Woodbridge, CT
Kristen Taverne Davidson Vonetta Romeo-Rivers Glastonbury High School Manchester Public Schools Glastonbury, CT Manchester, CT
Joy G. Dimaggio Janice E. Saam Enfield High School Naugatuck High School Enfield, CT Naugatuck, CT
Dennis Fowler Tiana Catherine Sekoll Lewis S. Mills High School Arts at the Capitol Theatre Burlington, CT Willimantic, CT
Amy Hubertus JoAnn Titus Exeter-West Greenwich Senior HS Plainfield High School West Greenwich, RI Plainfield, CT
Wilton High School Page 71 APPENDIX B
NEW ENGLAND ASSOCIATION OF SCHOOLS & COLLEGES
Committee on Public Secondary Schools
SUBSTANTIVE CHANGE POLICY
Principals of member schools must report to the Committee 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 Committee'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
Wilton High School Page 72 APPENDIX C
Wilton High School
Commendations:
Core Values, Beliefs, and Learning Expectations 1. The identification and adoption of the school’s core values and belief statement and 21st century learning expectations 2. The incorporation of the core values, beliefs, and 21st century learning expectations on the school’s website, in the online student handbook, and posted throughout the school facility 3. The multiple stakeholder feedback used to develop the current iteration of the core values and learning expectations 4. The observed 21st century learning expectations during classroom observations 5. The four 21st century learning expectations that are aligned with the vision statement and core values and beliefs statement 6. The learning expectations that encompass academic, civic, and social competencies 7. The inclusion of global and universal skills that students will need for post- secondary success 8. The classroom connections to the components of the school’s vision, core values and beliefs statement 9. The alignment between the WHS core values and beliefs statement and the district vision statement
Curriculum 1. The wide variety of opportunities for students to participate in authentic learning opportunities both in and out of school 2. The school’s active commitment to the informed and ethical use of technology 3. The allocated resources for the revision of curriculum 4. The teachers who provide rigorous, relevant, and authentic learning for students 5. The school’s budgetary plan to provide for professional development for effective curriculum development 6. The recognition by central office for the need to support the curriculum and the need for a new platform 7. The teachers’ motivation to work on curriculum in the absence of formal and coordinated planning time
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Instruction 1. The teachers’ instructional practices that naturally coincide with the school’s core values, beliefs, and 21st century learning expectations 2. The emphasis on inquiry, problem solving, and higher order thinking to support student achievement of the 21st century learning expectations 3. The engagement of students as active and self-directed learners 4. The senior internship program that allows students to apply knowledge and skills to authentic tasks 5. The teachers who utilize assignment-specific scoring guides that clearly communicate learning expectations to the students 6. The teachers who examine student work and use data to improve instruction 7. The teachers’ commitment to support students 8. The dedicated funds provided for instructional coaches in the areas of math/science and the humanities 9. The commitment to life-long learning as demonstrated by the number of teachers who have pursued advanced degrees in their content area or in education
Assessment of and for Student Learning 1. The school’s support programs and labs that provide support for student learning and achievement 2. The communication of unit-specific learning goals to students prior to each unit of study 3. The incorporation of assignment-specific scoring guides that clearly communicates the expectations of the students 4. The variety of assessment strategies used by teachers throughout all courses 5. The willingness of the faculty to meet regularly to create and analyze school- wide analytical rubric in common formative and summative assessments 6. The specific and corrective feedback that is provided to students consistently across disciplines 7. The teachers use of the results of their formative assessments to adapt their individual instructional strategies 8. The teachers’ efforts to utilize assessment data 9. The strong AP scores in the majority of courses
Wilton High School Page 74 School Culture and Leadership
1. The positive, respectful, safe, and supportive culture 2. The programs that promote diversity, acceptance, and positivity 3. The heterogeneously grouped courses across disciplines and grade levels 4. The open enrollment in AP courses 5. The advisory program that fosters student/adult connections 6. The creation of the professional development committee that includes teachers 7. The researched-based evaluation program that is focused on student learning and instructional best practices 8. The average class size that meets the individual student needs with effective instructional practices 9. The principal’s character and integrity that contributes to a positive school culture 10. The teacher- and student-initiated projects supported by school leadership 11. The principal’s regular participation in PTSA meetings 12. The teachers’ overall dedication to their students and pride in their school 13. The teachers’ involvement in leadership positions outside the classroom 14. The teachers’ creativity and engagement in the learning process 15. The collaboration between district principals and district leaders through meetings or committees 16. The principal’s and the superintendent’s collaboration on budgetary decisions 17. The frequency of the principal’s board attendance and communication about school-wide initiatives 18. The decision-making autonomy of the principal
School Resources for Learning 1. The variety of communication strategies used to inform the parents and students regularly 2. The vast array of electronic databases in the library learning commons 3. The depth and breadth of services offered by the school counseling office 4. The transitional programs and opportunities for parents and students from 8th to 9th grade 5. The health services personnel’s commitment to ensuring the physical and mental health of all students 6. The exploration of the learning commons model to shift the library media center from printed to digital material and usage of physical space and design 7. The collaboration with all teachers, counselors, targeted services, and other support staff for support services for identified students
Wilton High School Page 75 Community Resources for Learning 1. The offering of a wide range of school programs and services 2. The funding for ongoing curriculum development and revision 3. The utilization of long-range budget and plans 4. The adequate and appropriate space to ensure full implementation of the educational program 5. The use of multiple tools and methods to communicate with parents 6. The strong ties to local businesses and community organizations that extend student learning beyond the school building 7. The high percentage of seniors that participate in the senior internship program 8. The partnership with local colleges and universities
Wilton High School Page 76 Recommendations:
Core Values, Beliefs, and Learning Expectations 1. Provide opportunities for the school community to authentically engage with the core values, beliefs, and 21st century learning expectations 2. Develop and implement a process to review and revise a research-based core value and belief statement that involves all stakeholders 3. Develop resources for professional development for the implementation of the 21st century learning expectations and school-wide rubrics as they relate to instruction 4. Develop a collaborative process to ensure that all departments consistently use the school-wide analytic rubrics 5. Provide opportunities for teacher collaboration to calibrate their use of the 21st century learning expectations within departments 6. Provide structured time and resources for staff, students, and parents to further their knowledge, understanding, and application of the newly designed core values, beliefs, and 21st century learning expectations through a communication and sustainability plan
Curriculum 1. Identify who is responsible for teaching each of the 21st century leaning expectations 2. Ensure the curriculum is written in a common format that includes units of study with essential questions, concepts and skills, the school’s 21st century learning expectations, instructional strategies, and assessment practices including use of school-wide rubrics 3. Provide professional development to teachers on curriculum writing 4. Continue to provide adequate time and resources for curriculum coordination and vertical articulation between and among all academic areas within the school and with the district’s sending schools 5. Secure sufficient funding to upgrade technology infrastructure and equipment to support effective delivery of curriculum 6. Increase technology support personnel at WHS 7. Formalize a plan for common planning and interdepartmental communication to develop, evaluate, and revise the curriculum using assessment results and current research
Wilton High School Page 77 Instruction
1. Provide recurring formal opportunities for teachers to examine instructional practices to ensure consistency with the school’s core values and beliefs 2. Expand technology infrastructure to enable more technology-based instruction 3. Provide a formal process to analyze assessment data to inform and differentiate instruction 4. Provide structured time for faculty members to witness rigor, higher order thinking, and differentiation first hand 5. Develop formal cross-discipline and interdisciplinary collaborations to make connections across disciplines and within disciplines to improve student learning 6. Develop and implement a process with a recognized protocol and designated time to regularly examine student work collaboratively, discuss best practices and current research related to content area 7. Further develop the instructional coaching program to ensure teachers have knowledge of its purpose and access to coaching expertise 8. Provide content-specific professional development for teachers to maintain expertise in their field
Assessment of and for Student Learning 1. Review and revise grading and reporting practices to align with the school's core values and beliefs about learning 2. Implement school-wide rubrics of the school’s 21st century learning expectations across all curricula 3. Implement a formal, ongoing process using the school-wide analytic rubrics to assess whole-school achievement of each of the school's 21st century learning expectations 4. Develop and implement a process to communicate individual student progress and the whole-school's progress in achieving the 21st century learning expectations to students, their families, and to the community at large 5. Develop and implement a formal process of collecting, disaggregating and analyzing data to identify and respond to inequities in student achievement 6. Communicate the pertinent 21st century learning expectations prior to each unit of study 7. Provide time for formal teacher collaboration, both within and among departments, on assessments and assessment practices
Wilton High School Page 78 8. Analyze data collected from common formative assessments and student work to guide collaborative curricula decisions in a purposeful and deliberate manner 9. Develop a school-wide system to collect formative assessment data to guide instruction 10. Create opportunities for teachers and administrations to examine a range of evidence of student learning, curriculum, and instructional practice
School Culture and Leadership 1. Provide time, structures and support for the professional staff to engage in professional discourse for reflection, inquiry, and analysis of teaching and learning 2. Use resources outside of the school to maintain currency with best practices; dedicate formal time to implement professional development; 3. Apply the skills, practices, and ideas gained in order to improve curriculum, instruction, and assessment. 4. Provide additional opportunities for teachers, students, and parents to be a part of the decision-making process
School Resources for Learning 1. Provide ongoing professional development for teachers of SRBI Tier 1 instructional strategies and Tier 2 interventions into their instruction 2. Establish and implement a written, developmental guidance program 3. Continue to implement the learning commons model with fidelity 4. Design and implement an SRBI model for WHS 5. Investigate scheduling and caseload assignments to address case manager time constraints 6. Ensure that Special Education and other identified students have access to targeted programs, including life skills and transition planning in the upper grade levels
Community Resources for Learning 1. Ensure dependable funding for a full-range of technology support 2. Provide adequate access to the school’s Wi-Fi for all students and staff
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