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EvaluationoftheEastEPOYearTwo
NatalieLacireno-PaquetNancyHurleyWestEd
CrystalBishFortelahLLC
June2017
©2017WestEd.Allrightsreserved.
Lacireno-Paquet,N.,Hurley,N.&Bish,C.E.(2017).EvaluationoftheEastEPO:Year2.SanFrancisco,WestEd.
WestEdisanonpartisan,nonprofitresearch,development,andserviceagencythatworkswitheducationandothercommunitiesthroughouttheUnitedStatesandabroadtopromoteexcellence,achieveequity,andimprovelearningforchildren,youth,andadults.WestEdhasmorethanadozenofficesnationwide,fromMassachusetts,Vermont,andGeorgiatoIllinois,Arizona,andCalifornia,withheadquartersinSanFrancisco.
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EvaluationoftheEastEPO:Year2
ContentsChapter1 1
BackgroundandIntroduction 1Methods 3Findings 5OrganizationoftheReport 7
Chapter2 8ProgressofMajorInitiatives 8Leadership 8ProfessionalLearning 14Assessment:CommonFormativeAssessmentsandEmbeddedPerformance
Assessments 26TeacherPractices 28Curriculum 30SupportRoomModel 32FreshmanAcademy 39FamilyGroup 44RestorativePractices 57AlternativePrograms 64FamilyandCommunityEngagement 72
Chapter3 79StudentOutcomes 79
Chapter4 80Conclusions/Recommendations/Reflections 80ReplicationoftheEastEPOmodel 88RecommendationsforOngoingEvaluation 89
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EvaluationoftheEastEPO:Year2
AppendixA.ObservationToolsandProtocols 90WestEd–EastUpperandLowerSchool–ClassroomObservationTool 90EastUpperandLowerSchoolCPT ObservationForm 96FamilyGroupObservationprotocol 98
AppendixB.InterviewProtocols 100SchoolandEPOLeaders 100TeacherFocusGroupprotocol 104TeacherLeaderFocusGroupProtocol 105VicePrincipalLevelFocusGroupProtocol 107Counselors/SocialWorkersProtocol 109SchoolSecurityOfficers 110Paraprofessionals 110StudentFocusGroupProtocolUpperSchool 111ParentFocusGroupInterviewprotocol 114PartnerfocusGroupprotocol 115
AppendixC.AssessmentofEastEPOonDTSDEStandardsofPractice116
References 120
LISTOFFIGURES
Figure1.Studentsurveyrespondents,bygrade 7Figure2.Extentteachers/staffbelievedistributiveleadershipmodelexistsatUpperandLowerSchools 10Figure3.Extentteachers/stafffeelempoweredtotakeactionstoimprovethingsatEastUpperandLowerSchools 11Figure4.Extentteachers/staffbelievetheUniversityofRochesterhelpssupporteffectiveteachingatEast 12Figure5.Extentteachers/staffbelievethatUniversityofRochesterinvolvementisanoverallbenefittoEast 13Figure6.Extentteachers/staffbelievethatUniversityofRochesterinvolvementsupportsstudentlearningatEast 13Figure7.Extentteachers/staffbelievethatUniversityofRochesterinvolvementincreasesopportunitiesforstudentsatEast 14
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EvaluationoftheEastEPO:Year2
Figure8.Teachers’reportedengagementinregular(atleastweekly)IDCPTmeetings 15Figure9.ExtentteachersreportedusingstudentdatainIDCPT 16Figure10.ExtentteachersbelieveparticipationinIDCPTenhancedteaching 16Figure11.ExtentofteachersengaginginCPTatleastweeklyatendofYear2 17Figure12.Extentofteachers’reporteduseofstudentdataincontentareaCPT 18Figure13.ExtentteachersbelieveparticipationincontentareaCPTsenhancedtheirteaching 18Figure14.Extentteachersbelievetheuseofdailylearningtargetsenhancedtheirteaching 22Figure15.Extentteachersbelievetheuseofdailylearningtargetsenhancedstudentlearning 22Figure16.Extentcharacteristicsoflearningtargetswereobserved,spring2016andspring201723Figure17.ExtentteachersbelieveinformationfromtheCommonFormativeAssessmentsinfluencedtheirteaching 27Figure18.Extentteachersbelievedatafromtheembeddedperformanceassessmentinfluencedtheirteaching 27Figure19.Extenttowhichyouimplementthecurriculumasdesigned 30Figure20.Extentteachersbelievethecurriculumisrigorous 31Figure21.Extentteachersbelievethecurriculumisculturallyrelevanttostudents 32Figure22.ExtentteachersbelieveSupportPeriodhasthepotentialtopositivelyimpactstudentoutcomes 34Figure23.Extentteachersbelievestudentsareabletostrengthenand/oracquireneededskillsthroughSupportperiod 35Figure24.Extentstudentsbelievesupportperiodhelpsthemdobetterintheirclasses. 36Figure25.ExtentteachersbelievetheroleofSupportRoomteachersisclear 38Figure26.ExtentteachersbelievecontentteachersandSupportRoomteacherscollaborateandcoordinateSupportRoomefforts 38Figure27.ExtentofUpperSchoolteachers’beliefsthatFreshmanAcademywillincrease9thgraders’successinUpperSchool,N=102 42Figure28.Extentteachersandstaffbelieveco-carentinghasimprovedFamilyGroup 46Figure29.ExtentstudentsbelieveFamilyGrouphelpsthembuildrelationshipswithteachersandadministrators 48Figure30.ExtentteachersandstaffbelieveFamilyGrouphascontributedtoapositiveclimateandcultureatEast 51Figure31.ExtentteachersandstaffbelieveFamilyGrouphaspositivelyimpactedstudents’developmentofsocialskills 52Figure32.ExtentteachersandstaffbelieveFamilyGrouphaspositivelyimpactedstudentself-advocacyandself-empowerment 52Figure33.ExtentstudentsbelieveFamilyGrouphelpsthemtobuildrelationshipswithotherscholars 54
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EvaluationoftheEastEPO:Year2
Figure34.ExtentteachersandstaffbelieveFamilyGrouphaspositivelyimpactedrelationshipbuildingatEast 54Figure35.Extentteachers/staffhaveusedRestorativePracticesintheirclassroomwiththeirstudents 59Figure36.Extentteachers/staffobservedtheuseofRestorativePracticeseffectivelyhelpingtoresolvestudentconflicts 60Figure37.Extentteachers/staffbelieveRestorativePracticescontributetoapositivecultureandclimateatEast 60Figure38.Percentageofstudentswhohaveparticipatedinarestorativecircletoaddressaproblemtheywerehaving 61Figure39.Extentteachers/staffbelievetheyhavereceivedthesupporttheyneededtoeffectivelyimplementRestorativePracticesthisyear 64Figure40.ExtentofadministratorawarenessofQuestalternativeacademicprogram 67Figure41.Extentstudentsbelievetheschoolkeepsparent/guardianinformedaboutwhatisgoingonatschool,suchasevents 75Figure42.Fourdomainsofrapidimprovement 86
LISTOFTABLES
Table1.SummaryofYear2focusgroupsconducted 3Table2.PrimaryroleofrespondentstoTeacher/Staffsurvey 5Table3.YearjoinedEastteam 6Table4.Teacherandstaffperspectivesonparentengagement 74Table5.Teacher/staffperspectivesoncommunitypartners 77Table6.Eastandthefourdomainsofrapidimprovement 87
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EvaluationoftheEastEPO:Year2
Chapter1BackgroundandIntroductionInthespringof2016,WestEdwascontractedtoconductanexternalevaluationoftheEastEducationalPartnershipOrganization(EPO).ThisreportdocumentstheYear2evaluationactivities,findings,andrecommendations.ThereportfirstprovidesasummaryofYear1findings,givessomebackgroundandcontextonEastHighSchoolandtheEPOPlan,andthendescribestheevaluationmethodsforYear2.ThereportnextpresentsfindingsabouttheprogressmadeinmanyofthemajorinitiativesandprogramsoftheEPOinthe2016–17schoolyear.Foreachinitiative,thereportdescribesanddiscussesfindingsabouttheimplementationinYear2oftheEPO.Followingthesectiononthefindingsforthekeyinitiatives,thereportpresentsquantitativedatatoexaminestudentacademicprogress.ThereportconcludeswithrecommendationsandsuggestedevaluationactivitiesforYear3.
SummaryofYear1TheambitiousundertakingbytheUniversityofRochester(UR)toturnaroundEastHighSchoolwasbyallaccountsanextraordinaryendeavor.Teachersandleadersdescribedthefirstyearofimplementationasa“learningyear,”andthefindingssetforthintheYear1evaluationreportrevealedthatthe“all-in”attitudeatEastUpperandLowerSchoolprevailedtokeeptheinitiativemovingforward.TheworkofYear1oftheEPOfocusedondramaticchangesincurriculum,instructionalpractices,leadershippractices,andstudentexpectationsacademicallyandbehaviorallytostopthedeclineandtosettheconditionsforimprovement.Throughextensivecurricularwork,de-privatizingteacherpractice,supportingchangesininstructionalpractices,andstrengtheningacademicandsocio-emotionalsupportsforstudents,conditionsforimprovementwerefirmlyputinplace.ConsiderablereflectiononthefirstyearfindingsamongteachersandleadersatEastledtoadjustments,revisions,andevenre-inventionsofkeycomponentsinpreparationforYear2.EvaluatorsencouragedEPOleaderstocontinuetofocuson:schoolclimate,enhancedclassroominstructionandhigherexpectations,curriculumdevelopmentandprofessionallearning,parent/familyconnections,communitypartnerships,restorativeculture,increaseddatause,student-centeredlearning,andstudentaccountabilityforoutcomes.SomespecificareasofconcernorareasthatevaluatorssuggestedmightbenefitfromadditionalinvestigationbasedonYear1evaluationfindingsincluded:theeffectivenessofalternativeprograms;ensuringtheneedsofspecialeducationandEnglishNewLanguage(ENL)students;resolvingtheissueof6thgrade;continuingtoimprovefamilyengagement;continuedworkbuildingtrustandtransparencywithallstaff;supporting
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EvaluationoftheEastEPO:Year2
theprofessionalexpertiseofteacherswhilealsoholdingthemaccountable,andbuildingtheircapacitytoimplementexpectedcurricularandteachingpractices;andobservingimpactsonstudentoutcomes.
StartofYear2ThestartofYear2(2016–17schoolyear)showedaveryvisibleshiftinschoolclimatewithmoreorderlyhallwaysandincreasedstudentwillingnesstoengageinFamilyGroupandotheractivitiesimplementedtoimprovetheirsenseofbelongingatschool.Teachersreturnedwithrenewedcommitmenttoimproveclassroominstruction,andadministratorshavecometogethertoaligntheireffortstosupportimprovedpracticesforteachersandimprovedlearningandsupportsforstudents.Teachersseethatmanyoftheirsuggestionsforchangesinimplementationpractices,forexample,ofsupport,havebeenconsideredandimplementedbyschoolleaders.Year2beganwithoptimismonthepartofschoolleaders,teachers,andstaffwiththehardworkofYear1accomplishedandthegroundworkforimprovementcomplete.ManyareeagertoseeresultsattheendofYear2andhopetheyshowevidenceofimprovement.
EPOPlan
UndertheoriginalEPOplan,theschooladded6thgradeandseparatedtheformerEastHighintotwoschools,EastUpperSchoolforgrades9–12andEastLowerSchoolforgrades6–8.Ateachschool,alongerschooldayconsistingof7.5hourswithstaggeredstartingandendingtimeswasimplemented.Anewleadershipteamwasproposed,whichincludedaSuperintendent,aprincipal,andseveralviceprincipalsforeachoftheschools,aswellasseveralpositionsthatsupportboththeUpperandLowerSchools,includingachiefacademicofficer,orCAO,adirectorofspecialprograms,andaviceprincipalfordataandaccountability.Theuniquestructureoftheleadershipteamisdiscussedinmoredetailbelow.ThesenewstructuralcomponentswerebelievedtobecriticalbytheEPOdesignerstoimplementthekeyprogramsandinitiativestospurdramaticschoolimprovementacademicallyandculturally.Inadditiontoproposedchangesinschoolstructures,theplaninvolvedamajoremphasisoncurriculumandinstruction,includingacompletecurricularoverhaul.
Otherplannedchangesfocusedonstrengtheningsupportsforstudentsacademicallyandbehaviorally,includingplanstoworkwithexternalorganizationstoimplementalternativeprogramstoaddresstheneedsofstudentswhoweresignificantlybehindtheirpeers,atriskofdroppingout,orinneedofre-engagementwithschool.Alongerschooldaypermittedtheadditionofasupportperiodandtoaccommodatearobustsetofcareerandtechnicaleducationaswellaselectiveofferingstoaddressstudentinterests.AttheLowerSchool,doubleperiodsforEnglishwithafocusonliteracyandmathematicswereimplemented.AttheUpperSchool,afreshmanacademymodelwasproposedtosupportnew9thgraders.
Thehiringofadditionalsocialworkersandcounselorswasproposedtosupportstudentsbehaviorally.FamilyGroup,adailyinitiativetoensurethateachstudentisconnectedwithoneormorecaringadultswhoknowsthatstudentwell,wasalsodesigned.Inaddition,theEPOplannedtotakearestorativeapproachtostudentconductanddiscipline.
Leveragingtheuniversity’sexpertiseaswellasthatofcommunitypartnerswasanotherkeycomponentoftheEPOplan.Facultyandstafffromtheuniversitycontributedtotheproposaldevelopmentand
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EvaluationoftheEastEPO:Year2
implementationprocessinmanyways,rangingfromcommunicationstocurriculumandleadershiproles.
MethodsEvaluatorscollaborativelydevelopedacomprehensivedatacollectionplanforYear2withmembersoftheEPOOversightCommittee.Thedatacollectionplaninvolvedqualitativeandquantitativedatacollectionandanalysis.Someofthedatacollectionactivitiesweredesignedtoallowyear-to-yearcomparisons.Datafromallrelevantdatasourceswereanalyzedforeachsectionofthereport.Intheremainderofthissection,weprovidedetailsonthedatacollectedfortheevaluationofthe2016–17schoolyear.
FocusGroupsandInterviewsForfocusgroupsandinterviews,evaluatorscreatedcustomizedinstrumentsforeachpopulation.Focusgroupsandinterviewsaskedaboutimplementationofspecificinitiatives,evidenceofimpact,challenges,andanticipatedchanges.Manyfocusgroupsandnumerousinterviewswereconducted,withmostbeingconductedinthespringof2017.Table1summarizesthefocusgroupsconducted.
Table1.SummaryofYear2focusgroupsconducted
Population Date Numberoffocusgroups(Numberofparticipants)
Students• UpperSchool• LowerSchool• Quest• BigPicture• FreedomSchool
December2016–January2017
May2017(FreedomSchoolonly)
16(143participants)
ParentsofFreedomSchoolstudents May2017 1(5participants)
Teachers• UpperSchool,includingQuest,CTE• LowerSchool• BigPicture
April2017 10(25participants)
Teacherleaders April2017 1(14participants)
Counselors April2017 1(5participants)
Socialworkers April2017 1(4participants)
Assistantprincipals September2016andApril2017 2(8participants)
Partners(FACECommittee) April2017 1(5participants)
Paraprofessionals April2017 1(8participants)
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EvaluationoftheEastEPO:Year2
Population Date Numberoffocusgroups(Numberofparticipants)
Schoolsecurityofficers April2017
Interviewswereconductedwith:
• EPOOversightCommittee–6members
• Schooladministrators,includingthesuperintendent,CAO,principals,FreshmanAcademydirector,directorofspecialprograms,viceprincipalofdataandaccountability,specialassistanttothesuperintendent,familygroupcoaches,specialeducationdirector,attendancespecialist
Inaddition,brief5-minuteconversationswereheldwithaboutadozenparentsattheparent-teacherconferencenightinApril2017.
Observations
ClassroomObservations
DuringApril26–28,2017,WestEdstaffvisitedEasttoconductsystematicclassroomobservationsfocusedonteacherpractices.Acrossthethreedays,atotalof57classroomswereobserved.Ofalloftheclassroomsobserved,37percent,or20classrooms,wereintheLowerSchool;61percentwereintheUpperSchool.ManyoftheclassroomsattheUpperSchoolweremixed-gradeclassrooms.Aneffortwasmadetoobserveclassroomsacrossallsubjects.Thesubjectareasoftheobservedclassroomsincluded:
• 24%math(13classrooms)(Algebra,Geometry,Pre-calculus,BilingualMath)
• 20%Englishlanguagearts(11classrooms)(ELA/ENL,LiteracyWorkshop)
• 20%unifiedarts/specials(11classrooms)(Spanish,PersonalFinance,PhysicalEducation,StudioArts)
• 18%history/SS(10classrooms)(Global,GlobalReview,USHistory)
• 16%science(9classrooms)EarthScience,Chemistry,LivingEnvironment,Physics)
CollaborativePlanningTimeObservations
Evaluatorsobserved12contentareacollaborativeplanningtimeobservations(CPTs)in2017.CPTswereobservedintheUpperandLowerSchools,andwerefocusedonmathandEnglish/literacy.ACPTobservationprotocolwasusedtodocumenteachobservation(seeAppendixA).
ObservationsofFamilyGroup
Evaluatorsobserved18FamilyGroupsacrosstheUpperandLowerSchools.Observationsoccurredinthefallof2016andspringof2017.EvaluatorsusedaFamilyGroupobservationprotocoltodocumenteachobservation(seeAppendixA).
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EvaluationoftheEastEPO:Year2
ObservationsofSupportRooms
Atotalof12supportroomperiodswereobservedbytheevaluationteamduringspring2017.Onehundredtwostudentsand33adultswerepresentacrossthesesessions.EvaluatorscompletedSupportPeriodNote-takerformswhichwerereviewedtocapturegeneralinformationabouthowmanystudentsandadultswerepresentateachsession,thegradelevel,whetheranESOLstaffwaspresent,andthestartandendtimeoftheobservation.
Findings
SurveysSurveyswerecreatedtoaddresstheimplementationofspecificinitiativesatEast.Surveyswereconductedwithteachersandcertificatedstaff(e.g.,staffthataremembersoftheRochesterTeachersAssociations[RTA],likesocialworkers,counselors),schooladministrators,andstudents.
TeacherandStaffSurvey
TheteacherandstaffsurveywasconductedonlineusingSurveyMonkeyÒ.“Staff”referstostaffwhoareintheRTA.ThesurveywasconductedonApril7,2017,aftertheconclusionoftheSuperintendent’sConferenceDay.Atotalof163teachersandstaffrespondedtothesurvey.RespondentswereaskedtoindicatetheirspecificroleandwhethertheirresponsibilitieslieprimarilyintheLowerSchool,theUpperSchool,orinbothequally(seeTable2).Throughoutthisreport,figuresandchartsdisplaytheteacher/staffsurveydatadisaggregatedbywhetherprimaryresponsibilitieslieintheUpperorLowerSchool.Smallcellsizespreventedusfromseparatelyreportingthosewhoseresponsibilitieslieequallyinboth,however,theirresponsesareincludedintheoveralltotalpercentagesreported.Insomecases,aquestionappliesonlytoteachersandteacherleadersandonlytheirresponsesarepresented;thisisalwaysindicatedinatablenote.
Table2.PrimaryroleofrespondentstoTeacher/Staffsurvey
Response LowerSchool UpperSchool InUpperandLowerSchoolEqually
Teacher 75.6%
(n=34)
81.5%
(n=88)
50.0%
(n=5)
Teacherleader(morethan50%ofyourrole) 11.1%
(n=5)
5.6%
(n=6)
10.0%
(n=1)
Othercertifiedfaculty(e.g.,guidancecounselor,socialworker)
8.9%
(n=4)
12.0%
(n=13)
30.0%
(n=3)
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EvaluationoftheEastEPO:Year2
Response LowerSchool UpperSchool InUpperandLowerSchoolEqually
Other 4.4%
(n=2)
0.9%
(n=1)
10.0%
(n=1)
RespondentswerealsoaskedwhatyeartheyjoinedtheEastteam,toascertainwhethertherespondentpoolincludesthosewhowereatEastbeforeandsincetheEPO.Table3belowindicatesthatitvariesbyUpperandLowerSchool,butthattherespondentsincludeamixofteachersandstaffwhowereatEastpriortotheEPOandaftertheimplementationoftheEPO.
Table3.YearjoinedEastteam
Response LowerSchool UpperSchool InUpperandLowerSchoolEqually
Thisschoolyear(2016–17) 6.5%
(n=3)
9.3%
(n=10)
20.0%
(n=2)
Lastschoolyear(2015–16) 63.0%
(n=29)
44.4%
(n=48)
40.0%
(n=4)
2014–15schoolyearorearlier 30.43%
(n=14)
46.30%
(n=50)
40.00%
(n=4)
AdministratorSurvey
ThesurveyforadministratorswasalsoconductedonApril7aftertheSuperintendent’sConference.Administratorsincludedprincipals,viceprincipals,anddirectorlevelstaff,suchasdirectorofspecialprograms,directorofspecialeducation,Questdirector,BigPicturedirector,andFreedomSchooldirector.Therewere11respondentsoutofapossible16foraresponserateof69percent.Oftheadministrators,3reportedtheirresponsibilitieslieprimarilyintheUpperSchool,3intheLowerSchool,4whoseresponsibilitiesareequallyintheUpperandLowerSchools,and1whoseresponsibilitieslieprimarilywithAlternativePrograms.Becauseofthesmallnumberofrespondents,whendatafromtheadministratorsurveyaredisplayedinthisreport,theyarereportedasonegroupandnotbrokenoutbyareaofresponsibility.
StudentSurveys
Twoversionsofthesurveywerecreated,oneforUpperSchoolstudentsandoneforLowerSchoolstudents.ThesurveyswereadministeredduringFamilyGroupsessionsduringApril26–28,2017.Thesurveysaskedaboutspecificprogramsandsupports,includingthethingstheylikedmostandleastaboutEast.ThestudentsurveyswerecompletedusingpencilandpaperandwereenteredintoSurveyMonkeyÒsoftwareforanalysis.
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EvaluationoftheEastEPO:Year2
AttheLowerSchool,255studentsrespondedtothesurvey,with7.6percentbeinginthe6thgrade,49percentinthe7thgrade,and43.4percentinthe8thgrade(seeFigure1).AttheUpperSchool,390studentsrespondedtothesurvey.Therespondentswerefairlyevenlydistributedacross9th–12thgrades,with3studentsrespondingtheywereungradedorunsureoftheirgrade(seeFigure1).
Figure1.Studentsurveyrespondents,bygrade
QuantitativeData[InsertdescriptionafterreceiveYear2datainAugust.]
OrganizationoftheReportThisreportisorganizedintofourchapters.Chapters2and3containasummaryofdatacollectedandfindingsrelatedtomajorEPOinitiativesandstudentoutcomes.Conclusionsandrecommendations,includingrecommendationsforspecificprogramsandrecommendationsforongoingevaluation,arepresentedinChapter4.
ANoteaboutLanguageThroughoutthereportweusethefollowingterms:
• EPOleadership—ReferstomembersoftheEPOOversightCommittee,whichincludesthedeanoftheWarnerSchoolattheUniversityofRochester,theEastEPOprojectdirector,theEastEPOsuperintendent,andothers.
• Administrators—Referstoschool-basedadministrators,includingtheprincipals,viceprincipalsandviceprincipal–leveladministrators,andprogramdirectors.
• Teachersandstaff—Referstoallteachersandcertificatedstaff,whichincludesanystaffmemberwhoiscertificatedandcoveredbytheRTAagreement,suchascounselorsandsocialworkers.
6thgrade8%
thgrade49%
8thgrade43%
LowerSchool
9thgrade27%
10thgrade26%
11thgrade23%
12thgrade23%
Ungraded/unsure1%
UpperSchool
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EvaluationoftheEastEPO:Year2
Chapter2ProgressofMajorInitiativesThissectionofthereportaddressesthefollowingmajorEPOinitiatives:
• Leadership
• Professionallearning,includingcollaborativeplanningtimeandprofessionaldevelopment
• LearningTargets
• Teacherleaders
• Assessment
• Teacherpractices
• Curriculum
• SupportRoomModel
• FreshmanAcademy
• FamilyGroup
• RestorativePractices
• Alternativeprograms
• Familyandcommunityengagement
Foreachoftheseinitiatives,adescriptionofimplementationforYear2isprovided,alongwithchallenges,impactsand/orbenefits,and,insomecases,plansforYear3.Evidenceisprovidedintheuseofquotationsfromfocusgroups,interviews,andopen-endedsurveyitems.Whereapplicable,surveydataarealsousedtosupportfindings.
Leadership
EPOLeadershipTheleadershipstructuresofEastUpperandLowerSchools,throughtheEPO,haveremainedconsistentfromYear1toYear2;however,whathaschangedaresomeoftheleadershippractices.TheEPOhasaleadershipstructurethatincludesaprojectdirector,Dr.SteveUebbing,andasuperintendent,Dr.ShaunNelms.Thereisalsoauniversity-basedEPOOversightCommitteethatoverseesanddirectstheEPOingeneralandtowhichthesuperintendentreports.ThiscommitteeiscomprisedoftheEPOprojectdirector,superintendent,thechiefacademicofficer(CAO),andWarnerSchoolleadersandfaculty/staff.InYear1,theEPOOversightCommitteewasdescribedasbeingactivelyinvolvedintheschool.InYear2,
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EvaluationoftheEastEPO:Year2
anumberofrespondentsamongtheschoolleadershipandstaffreportedthattheOversightCommitteehassteppedbackandislessinvolvedintheday-to-dayoperationoftheschool.Thisisseenasavoteofconfidencefortheschool-basedleadershipteam.Itwasalsodescribed,byEPOleaders,asanexplicitdecisiontooverseeandprovideguidancebutnottobeinvolvedinday-to-daydecisions.
TeachersalsoreportedahighlevelofconfidenceintheorganizationandthebenefitoftheEPOleadershipmodelatEast.Eightypercentoftherespondentstotheteacher/staffsurveyreportedagreeingorstronglyagreeingthat“TheorganizationoftheleadershipteamsupportseffectiveprogresstowardschoolimprovementandachievementofEPOgoals.”AhighpercentagealsoreportedunderstandingtheEPOleadership,withmorethan85percentofrespondentsindicatingtheydidsotosomeoragreatextent.
School-levelLeadershipBythestartofYear2inSeptember2016,onlytwooftheoriginalnineindividualswhoservedinaprincipalorvice-principalroleremainedintherolethattheyhadatthebeginningofYear1.AnewprincipalwashiredfortheLowerSchool.Severalnewviceprincipalswerealsohired.Inaddition,severalleaderschangedroles;forexample,theviceprincipaloftheFreshmanAcademyfor2015-16becameaviceprincipalattheLowerSchool.InrecognitionofsomeofthechallengesinYear1andwithafulladministrativeteaminplaceforYear2,effortsweremadeinthefallof2016toclarifyrolesandresponsibilities.Forexample,anewmatrixofresponsibilitieswasdevelopedthatlistedalladministratorsandtheirformal,aswellassomeinformal,responsibilities.TeachersandotherleaderswerealsooptimisticthathavingafullystaffedleadershipteamwilladdresstheleadershipchallengesexperiencedbytheLowerSchoolinYear1.
CommunicationwasachallengeleadershipfacedinYear1,andeffortswereundertakentoaddressitinYear2.Byallaccountsmuchimprovementwasmade.Inthesurvey,84percentofteachersandstaffagreedorstronglyagreedthat“communicationfromtheschoolleadershipisclear.”ThesurveywasnotconductedinYear1,butbaseduponfeedbackfromteachersandstaffattheendofYear1comparedtotheoverallpositivesurveyandfocusgroupfeedbackfromteachersinspring2017,itisclearthatcommunicationandconsistencyofmessagehasimproved.
Manyteachersandleadersseetheroleofthechiefacademicofficerasindispensabletothemodel,thoughitdoesnotnecessarilyhavetobebasedattheuniversity.Thisroleallowsaleadershippositionwhosesolefocusisinstruction.Thisfreesuptheprincipalsandviceprincipalstobethefirstresponderstheyareexpectedtobeintheoften-chaoticexperienceofurbanschools.
DistributedLeadershipInadditiontotheformalleadershipstructureattheschool,thesuperintendenthadagoaltoimplementadistributedleadershipmodelwhereteachersandstaffareempoweredtotakeactionandwhereleadershippracticesarenotdictated.InYear1,bothteachersandleadersstruggledtosomeextentwithwhatwassometimesperceivedasalackofspecificdirections.Year2hasseenprogressinadistributedleadershipmodeltakingholdamongschoolleadersandteachers.Forexample,leadersrealizetheyhavethefreedomtomakeday-to-daydecisionswithintheframeworkoftheEPOandexistingstructures.
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EvaluationoftheEastEPO:Year2
Teacherleadersservingasinformalleadersareseenasakeypartofthemodelandfrequentlyasabridgebetweenteachers/theclassroomandleadership.ThemostcommonlycitedexampleofdistributedteacherleadershipinactionistherestructuringoftheUpperSchoolsupportroomsandsupportperiodsthatwereteacherledattheendofYear1andwereimplementedinYear2.Duringthespring/summer2016,agroupofspecialeducationteachers,whowerealsosupportroomteachers,establishedtheUpperSchoolSupportRoomAdvisoryCommitteewhichproposedchangestoimprovetheoperationofthesupportmodel.Thechangesaddressedmanagementandlogisticschallenges,studentattendance,andeffectivenessonstudentoutcomes.ThechangestotheSupportRoommodelinUpperSchoolaredescribedas“completelyteacherdrivenandteacherled.”
Adistributedleadershipmodelisidentifiedwiththepromisingpracticeof“MotivatingTeacherstoMaintainCommitmenttoTransformingtheSchool”tosustainrapidschoolturnaround(Hitt&Myers,2017).Someleadersandteachersdesireclearerresponsibilitiesthatareassociatedwithaleadershipmodel.Somesharedthatthemodelworkswellifyouarea“gogetterandaself-starter”butthatforothersthislackofclarityandtheonusonself-motivationcanbediscouraging.ThereweresomedifferencesintheextenttowhichteachersandstaffattheUpperandLowerSchoolsbelievethereisadistributiveleadershipmodelattheschool.SeeFigure2below,whichindicatesthat83percentoftheUpperSchoolteachersbelievetosomeoragreatextentthatthereisadistributiveleadershipmodelattheschoolcomparedto65percentattheLowerSchool.Similarly,whenaskedabouttheextenttowhichteachersareempoweredtotakeactionstoimprovethingsatEast,85percentofteachers/staffattheUpperSchoolreported“tosomeoragreatextent,”comparedto76percentfortheLowerSchool(seeFigure3).ThesuperintendentandotherschoolleadersarenotunawareofthesechallengesbutbelievethatdistributedleadershipiskeytotheEPOmodelandallowstheleadersandteachersto“focusontheprinciplesthatdriveourpurposehere:buildcoherence,empowerothers,holdourselvesandothersaccountable,autonomy,andasafeenvironmentforteacherstoexperienceandfail.”
Figure2.Extentteachers/staffbelievedistributiveleadershipmodelexistsatUpperandLowerSchools
15%
13%
13%
64%
52%
70%
9%
11%
10%
1%
0%
2%
10%
24%
5%
0% 20% 40% 60% 80% 100%
Total
LowerSchool
UpperSchool
Toagreatextent-4 3 2 Notatall-1 Don'tknow
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EvaluationoftheEastEPO:Year2
Figure3.Extentteachers/stafffeelempoweredtotakeactionstoimprovethingsatEastUpperandLowerSchools
UniversityRoleTheuniversityholdstheEPO,andseveraluniversityfacultymembershaveleadershiprolesintheEPO.Manyotheruniversityfacultyandstaff,especiallyfromtheWarnerSchool,providesupportforleadershipandteacherdevelopment,curriculumdevelopment,andmore.WarnerSchoolfacultyandstaff,includingcurriculumandteachingexpertsfromtheCenterforProfessionalDevelopmentandEducationReform,wereinvolvedinthedevelopmentoftheEPOplan,andmanycontinuetobeinvolvedintheschoolprovidingconsultingoradvisingtosupportcurriculumimplementationandprofessionaldevelopment.
Whenaskedtodescribetheuniversityroleanditsimportance,teachers/staffandleadersatEastconsistentlyemphasizedtwokeypoints:(1)leadershiprolesofsuperintendentandchiefacademicofficerand(2)extensiveprofessionaldevelopmentforcurriculumandinstructionprovidedbythefacultyassociatedwiththeuniversity.Infocusgroups,teacheropinionsoftheuniversity’sinvolvementinEastweremixed,butteachersurveys,whichrepresentalargerproportionoftheteacherpopulation,werestronglypositive,withasensethatURbringsresourcesforstudentsandresearch-basedpracticesforteachers,andanimprovedreputationofEastinthecommunity.
Whileitisunusualtohaveachiefacademicofficerattheschoollevel,leadersandteacherssharedthattheybelievetheexistenceofthisrole—andahighlyqualifiedindividualinit—allowsforacoherent
20%
17%
19%
64%
59%
66%
14%
20%
14%
1%
4%
0%
1%
1%
0% 20% 40% 60% 80% 100%
Total
LowerSchool
UpperSchool
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EvaluationoftheEastEPO:Year2
andconsistentfocusonteachingandlearning.Theprincipalsarestillinvolvedinteachingandlearning,butintheoften-chaoticenvironmentofanurbanhighschool,itisimpossibleforittobetheirprimaryfocus.TheCAOpositionallowsalaser-likefocusoninstruction.
Intermsofprofessionaldevelopment,usingtheframeworkoftheEPOplan,theschool’sProfessionalDevelopmentCommittee,whichconsistsofuniversityfacultyandschool-basedteachersandleaders,developedafive-yearprofessionaldevelopmentplanthatiscurrentlybeingimplemented,andwillbediscussedinmoredetailbelow.Oneschoolleaderemphasizedtheroletheuniversity,theWarnerSchool,andtheCenterforProfessionalDevelopmentandEducationReformplayinprofessionaldevelopmentattheschool:“Wegetasignificantamountofprofessionaldevelopmentfromtheuniversity.It’sthehighestqualityI’veeverseeninaschool;it’sverysustained,andtheyhavealong-termplanfordevelopingstaff,andwewouldn’thavethatwithouttheuniversity.”Accordingtotheresultsoftheteacher/staffsurvey,thereisoverwhelmingagreement(93%)thattheUniversityofRochesterhelpstosupporteffectiveteachingatEast(seeFigure4).Infocusgroups,someteacherssharedtheirperspectivethateverythinghastobedonethe“URway,”andthatitdevaluestheirprofessionalexperience.However,otherteacherssharedthattheURbringsresearchtopracticeandbelievestherearerichexperiencesfromcollaboratingwithUR.
Figure4.Extentteachers/staffbelievetheUniversityofRochesterhelpssupporteffectiveteachingatEast
Thevastmajorityofteachers/staffatEastbelievethattheuniversity’sinvolvementisanoverallbenefit.Fully97percentattheLowerSchooland95percentattheUpperSchoolagreeorstronglyagreewith
45%
49%
43%
48%
44%
50%
5%
5%
5%
1%
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LowerSchool
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StronglyAgree Agree Disagree StronglyDisagree Don'tKnow
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EvaluationoftheEastEPO:Year2
thatstatement(seeFigure5).Ingeneral,theyalsobelievethattheuniversity’sinvolvementinEastincreasesopportunitiesforstudentsandsupportsstudentlearning(seeFigures6and7).
Figure5.Extentteachers/staffbelievethatUniversityofRochesterinvolvementisanoverallbenefittoEast
Figure6.Extentteachers/staffbelievethatUniversityofRochesterinvolvementsupportsstudentlearningatEast
55%
60%
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41%
37%
41%
3%
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LowerSchool
UpperSchool
PercentofRespondents(Totaln=155)
StronglyAgree Agree Disagree StronglyDisagree Don'tKnow
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7%
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LowerSchool
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StronglyAgree Agree Disagree StronglyDisagree Don'tKnow
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EvaluationoftheEastEPO:Year2
Figure7.Extentteachers/staffbelievethatUniversityofRochesterinvolvementincreasesopportunitiesforstudentsatEast
ProfessionalLearningThissectiononprofessionallearningaddressescollaborativeplanningtimeandotherprofessionaldevelopmentopportunities.Theroleofteacherleaders,whileaprofessionallearningsupport,isdiscussedinaseparatesectionbelow.
CollaborativePlanningTimeTherearetwotypesofcollaborativeplanningtimeatEast—onecontent-orsubject-specificthathappensacrossgrades,knownmoregenerallyasCPT,andonethatisgrade-level-specificbutoccursacrosssubjects,knownasinter-departmentalorIDCPT.Eachmeetsatleastonceaweek,dependingontheschoolschedule.TeacherleaderssupportthecontentCPTs,andanadministrator,suchasaviceprincipal,supportsthegrade-levelIDCPTs.
RespondingtochallengesidentifiedwithCPTinYear1,schoolleadersandothersidentifiedareasforimprovementforCPTinYear2toimproveitseffectivenessinsupportingteacherpractice.TheroleofadministratorsinCPTwasclarifiedtospecifythattheyareexpectedtoleadgrade-levelIDCPTandareinvitedtoparticipateincontentCPTaswell.Coaches/teacherleadersareexpectedtoruncontentinamorestructuredway,withanagenda,andwithaportionofeachCPTfocusedoncommonschool-widework,suchaslearningtargetsorCommonFormativeAssessments.BelowwediscussIDCPTandCPTinmoredetail.
55%
60%
53%
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37%
41%
3%
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4%
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LowerSchool
UpperSchool
PercentofRespndents(Totaln=155)
StronglyAgree Agree Disagree StronglyDisagree Don'tKnow
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EvaluationoftheEastEPO:Year2
IDCPT
Theexpectationisthatteachersandadministratorsmeetingrade-levelteamsatleastonceaweek.Thesemeetingsbringtogetherteachersfromdifferentdisciplinesandareanopportunitytomonitortheprogressofstudentsinaparticulargrade,identifystudentsforsupport,anddiscussotherissuesspecifictothegrade.ResponsestotheteachersurveyindicatedifferencesintheregularityofIDCPT,withamajority(73%)ofLowerSchoolteachersreportingtheyregularlyengageinIDCPTmeetingstoagreatextentcomparedtoonly49percentofUpperSchoolteachers(seeFigure8).
Figure8.Teachers’reportedengagementinregular(atleastweekly)IDCPTmeetings
Note:Includesresponsesofteachersandteacherleadersonly.
Evaluatorsobserved,andheardfromteachersandadministratorsinfocusgroups,thatIDCPToperatesquitedifferentlyacrosstheschool.Forexample,someteachersintheLowerSchoolreportedthattheylookatstudentdataintheirIDCPT,includinglookingatdataonindividualstudentstoseewhoispassingorfailingandtoidentifystudentsforintervention.QuestteachersalsosharedthattheirCPTisfocusedonidentifyingstudentsforintervention,butthatitisbasedmoreonteacherobservation.Figure9belowshowsthepercentageofteachersintheUpperandLowerSchoolsthatreportusingstudentdataintheirIDCPTs.Weseethat65percentofteachersattheLowerSchoolreportusingdatacomparedtoteachersintheUpperSchool(48%).IntheUpperSchool,teachers’responsesvariedwidely,fromthosewhosharedthefeelingthatIDCPTisawasteoftimeandotherssharingthatanytimetogettogetherwithcolleaguesisvaluable.ThesemixedopinionsabouttheusefulnessofIDCPTareevidentintheresultsoftheteacher/staffsurveyresponsesdepictedinFigure10thatshowarelativelysmallpercentageofteachersandteacherleaderswhorespondedtothesurveybelievethatIDCPTenhancesteaching.AtboththeUpper(52%)andLowerSchools(61%),amajorityrespondednegatively
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LowerSchool
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EvaluationoftheEastEPO:Year2
(selecting1[notatall]or2)tothequestionoftheextenttowhichparticipationinIDCPTenhancedtheirteaching.QuotationsfromteachersaboutIDCPTalsotendedtobenegative,asthisexampleillustrates:
“IDCPThasbeenverydisappointing.Ourmeetingsarenotwellplannedanditappearsasthoughouradministratordoesnotthinkpurposefullyabouthowtousethistimeandhasnolong-termvision.…ThereisaverynegativeatmosphereinourIDCPTandlittleisaccomplished.”
Figure9.ExtentteachersreportedusingstudentdatainIDCPT
Note:Includesresponsesofteachersandteacherleadersonly.
Figure10.ExtentteachersbelieveparticipationinIDCPTenhancedteaching
Note:Responsesincludeonlyteachersandteacherleaders.
65%
35%
LowerSchool
Yes
No
48%52%
UpperSchool
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11%
17%
9%
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14%
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28%
39%
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LowerSchool
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PercentofRespondents(Totaln=133)
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EvaluationoftheEastEPO:Year2
ContentAreaCPT
InadditiontoIDCPTthereisacontentareaCPTforeachsubjectthatisledbyateacherleaderorcoach.BenefitsofCPTreportedinYear1includehavingregulartimeandspacetoengageinprofessionalconversationsaboutpracticesandstudentwork.SomeofthechallengesinYear1includedwidevariabilityinthequalityofCPTs,withnotallteachersregularlyparticipating.AttheendofYear2,thevastmajorityofteachersatboththeLower(92%)andUpperSchools(89%)reportedparticipatinginCPTatleastweekly(seeFigure11).
Figure11.ExtentofteachersengaginginCPTatleastweeklyatendofYear2
Note:Includesresponsesofteachersandteacherleadersonly.
AdministratorsclarifiedandincreasedtheexpectationsforCPTsforYear2,includinghavingacoachrunthemeetingandhavingsimilarexpectationsabouthowtheyoperate.InYear2,itbecameexplicitthatcoachesusetheirCPTwithteacherstoreinforceandextendcontentfromprofessionallearning.Forexample,eachmonthlystaffmeetingfocusedononeofthesixcriteriaofgoodlearningtargets.IntheCPTfollowingeachofthesestaffmeetings,coachesreinforcedthemessageandworkedwithteacherstodeepenunderstandingandpracticeofthecontent.AnotherexpectationforCPTisthatstudentdataandstudentworkareused.AhighpercentageofteachersatboththeLower(78%)andUpper(82%)SchoolsreportedusingstudentdataintheirCPT(seeFigure12).
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LowerSchool
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EvaluationoftheEastEPO:Year2
Figure12.Extentofteachers’reporteduseofstudentdataincontentareaCPT
Note:Includesresponsesofteachersandteacherleadersonly.
Accordingtothesurvey,teachersandteacherleadersreportthatparticipationincontentareaCPTmeetingsenhancedtheirteaching(seeFigure13),thoughthereweresomedifferencesattheUpperandLowerSchools.AttheLowerSchool,81percentoftheteachersandteacherleadersreportedthatparticipationinthecontentareaCPTenhancedtheirteachingtosomeoragreatextent,comparedto68percentattheUpperSchool.
Figure13.ExtentteachersbelieveparticipationincontentareaCPTsenhancedtheirteaching
Note:Includesresponsesofteachersandteacherleadersonly.
78%
22%
LowerSchool
Yes
No82%
18%
UpperSchool
Yes
No
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62%
49%
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LowerSchool
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EvaluationoftheEastEPO:Year2
Whileamajorityofteachers’surveyresponsesindicatethatCPTishelpfulinenhancingtheirteaching,infocusgroups,teacherssharedawidevarietyofopinionsontheoperationandusefulnessofCPTs.SometeachersreportedthattheircontentCPTsareusefulandotherssharedthattheircontentCPTcouldbemoreeffective.
CoachesandbuildingadministratorssharedthattheybelieveCPTinYear2allowsforaconsistentmessagingaboutinstructionalexpectations.CoachesalsosharedthattheirroleinCPTisclearerthisyear.However,someteachersperceiveCPTtobetopdownordirective,withmoredirectionfromcoachesthanteachercollaboration.TeacherssharedthesevaryingopinionsaboutCPTinfocusgroupsandonthesurvey,asthefollowingquotationsillustrate:
“SometeachersgetannoyedbecauseCPTissoactionpacked;butwithreallyproductiveactivities.Someteachersgetfrustratedbecausesomearebigideaplanningandsometeacherswanttimetoplanfortheirclassesorco-plan.Iagreewecouldhavealittlemoreofthat,butIthinkthethingswedoaresovaluableweshouldn’tstopthem.”
“LiteracyCPTisgreatbecauseit'sfocusedoninstructionandlookingatdata.Ourcoachfacilitatessupereffectivelyandthere'salwaysaclear-cutobjectiveandagenda,andshe'sflexibleandresponsivetoourneeds.”
“OurcontentCPTisthoughtfullyplannedandalignedtoschoolgoals/initiatives,aswellascurriculumgoals/initiatives.Webenefitfromhavingoutsideconsultantswhoregularlymeetwithourinstructionalcoachandprovideindividualcoachingtoteachersonourteam.Wealwaysreceiveagendasaheadoftimeandusetimewiselyinmeetings.Ouractivitiesbenefitourdailyinstructionandhelpinformourlong-termplanning.Wealsohaveengagedinmeaningfuldataanalysisandlearningaboutinstructionalpracticesthatarespecifictoourdepartment.”
“CPTisnotaseffectiveasitcanbe.Itcouldbefabulousbutwestrugglestill.There’snoaccountabilityinCPT.”
Evaluatorsobserved12contentareaCPTsin2017,acrossallgradelevels.EvaluatorsobservedthatmostCPTs(75%)usedanagendaandfollowedasimilarformatfortheuseoftime,withasectionondiscussingandreinforcinglearningtargets.Theuseofstudentdataorstudentworkwereonlyobservedin37percentoftheCPTs.WhilenoteveryminuteofeveryCPTwasusedwell,discussionstendedtofocusonrelevantissues,withplanningforinstructionobservedinthreeCPTsanddiscussinginstructionalstrategiesinsixclassrooms.
ProfessionalDevelopmentExtensiveprofessionaldevelopmentforteachers,staff,andadministratorsisacentralpartoftheEPOplan.TheongoingscheduleofembeddedandsupplementalprofessionaldevelopmentcontinuedinYear2withtheimplementationofthe5-YearProfessionalLearningPlandevelopedbytheschool’sProfessionalLearningCommittee.ProfessionallearningatEastisclearlythoughtoutandcoherent,anddesignedtosupportchangesinteacherpracticesandtosupportimplementationofexpectedpractices.
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EvaluationoftheEastEPO:Year2
Ongoingembeddedprofessionallearningismostimmediatelycarriedoutbycoaches/teacherleadersthroughCollaborativePlanningTime(discussedinaseparatesection),butalsothroughtheUniversityofRochester’sCenterforProfessionalDevelopmentandEducationReform,theengagementofconsultantsfromELLearning,andothers.LeadersandadministratorsatEastandconsultantsandstafffromtheCenterforProfessionalDevelopmentandEducationReformalsoprovideperiodicprofessionallearningopportunitiessuchasthroughsuperintendentconferencedays,monthlystaffmeetings,andsummerprofessionallearning.Inthesummerof2016,priortothestartofYear2,extensiveprofessionallearningwasrequiredofallnewandreturningstaff,includingafullweekofcurriculumdevelopmentworkandmore.
The5-YearProfessionalLearningPlanisdescribedasaworkinprogressbutausefuldocumentthatmapsouthowallofthenecessaryprofessionaldevelopmentacrosscontentandpracticesaresequencedovertimetosupporteffectiveimplementation.Administratorssharedthatitishelpfultoseehowallofthedifferentinitiativesaregoingtobeimplemented.Teachersandadministratorssometimesexpressedfrustrationthatimplementationofsomeinitiativesisbeingdoneinstages,butthattheprofessionallearningplanhelpsthemtorealizethatitwouldbeimpossibletofullyimplementlearningtargets,UnderstandingbyDesign(UbD),newcurricula,RestorativePractices,andmoreallatonce.Theplanmapsout“howandwhen”professionallearningwillbeconductedandreinforcedovertime,toensureathoughtfulimplementation.
TeachersandteacherleadersprovidedsomefeedbackaboutprofessionallearningatEastinfocusgroupsandonthesurvey.Ingeneral,theprofessionallearningisviewedashighquality.Teachersandleadersreportthattheoccasionalconsultantisnotparticularlyeffective.Teacherssharedthattheauditorium,acommonplaceforwhole-staffprofessionallearning,isnotconducivetoeffectiveprofessionaldevelopmentbecausetheroomdoesnotallowforcollaborationandthedarknessoftheroomisnotconducivetoprofessionallearning.Therearedifferingopinionsonwhetherhalf-dayprofessionallearningisproductiveornot.Someteachersandstaffreportedadesiretohaveopportunitiesforself-selectedordifferentiatedprofessionallearning.AfewteachersnotedthatprofessionallearningatEastdoesnotalwaystakeintoconsiderationthespecificneedsofspecialeducationorEnglishlearnerstudents.Nonetheless,teachers,teacherleaders,andadministratorsallsharedthattheprofessionallearningatEastsincetheEPOimplementationisthemost,andmostintensive,professionallearningopportunitiestheyhavehad.
Theteacher/staffsurveyallowedforopen-endedresponsestoanumberofquestionsaboutavarietyoftopics,suchaswhathascontributedmosttotheprogressofEastandwhatarethemostimportantchallengestoaddress.Professionallearningwasmentionednumeroustimes,mostlyinpositiveways.Asampleofsomeofthecomments(includingsuggestionsforimprovement)fromtheteachersurveyareprovidedbelow:
“Staffmembershaveaccesstoveryhighqualityprofessionaldevelopmentbothon-andoff-sitewhichhelpsusimproveourpractice.”
“Theabilitytoalwayshavesomethingnewtoimplement,theprofessionaldevelopmentsIhaveattendedhavehelpedmegrowandbuildonwhatIalreadyknew.”
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EvaluationoftheEastEPO:Year2
“GreatPDopportunitiestogrowintobestpractices.”
“Specialeducationisnotsupportedandisanafterthoughtforprofessionallearning,collaboration,andbuildingasolidprogramforstudents.”
“Professionaldevelopmentshouldbedifferentiated.Moreneedstobedonetoensurethatteachingandcurriculumisculturallyrelevantforstudents.”
LearningTargetsTherequirementforallteacherstousedailylearningtargetsatEasthasbeenconsistentfromYear1.Thepurposeofusinglearningtargetsisthatinstructionisexplicitandintentional,andthatthegoalsofthelessonarecrystalclear.Observationdatafromtheevaluators,aswellasfromschooladministratorsthemselves,indicatedthatasmallmajorityofteachersusedlearningtargetsinYear1butthatthesewerenotnecessarilyhighquality.Theyoftenwerenotwritteninlanguagethatwaseasyforscholarstounderstandandwerenotoftenwritteninawaythatwasassessablebyteachersinthelesson.InYear2,expectationsandprofessionaldevelopmenteffortstosupportstronglearningtargetswereredoubled.Learningtargetswereaddressedinmini-lessonsatsevenmonthlystaffmeetings,witheachofthesemeetingsfocusedononeofsevenexpectedcriteriaofgoodlearningtargets.ThenoneortwocontentCPTsfollowingthesemonthlystaffmeetingsfocusedonapplyingandmoredeeplyunderstandingthespecificcriterion.
Alsosupportingthemessagethatlearningtargetsareimportantandexpectedisthatteachers’useoflearningtargetsbecamepartofwhatislookedforininstructionalwalkthroughsthatwerebeingconductedmoreregularlyinYear2bytheviceprincipals,principals,CAO,andsuperintendent.Oneadministratorbelievesthereismorebuy-inforlearningtargetspartlybecauseteachersseethattheyarenotgoingaway.
Infocusgroupsandsurveys,teacherssharedhowtheyarecomingtounderstandthatgoodlearningtargetscanbetoolsforenhancingstudentlearning.Forexample,oneteachershared,“ThisyearIrealizethepotentialoflearningtargetsandtheusefulnessofassessingthemthroughthelessonandmakingsuretheymatch.”OtherteacherssharedthatiftheywenttoUR,theyknowlearningtargetsandsometimestheprofessionallearningfocusonthemistoomuch.Accordingtosurveydata,87percentofteachersandteacherleadersintheUpperandLowerSchoolsbelievelearningtargetsenhancedtheirteachingtosomeoragreatextent(Figure14).AmajorityofteachersattheUpper(84%)andLower(79%)Schoolsalsobelievethatuseofdailylearningtargetsenhancedstudentlearning(seeFigure15).
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EvaluationoftheEastEPO:Year2
Figure14.Extentteachersbelievetheuseofdailylearningtargetsenhancedtheirteaching
Note:Includesresponsesofteachersandteacherleadersonly.
Figure15.Extentteachersbelievetheuseofdailylearningtargetsenhancedstudentlearning
Note:Includesresponsesofteachersandteacherleadersonly.
DuringYear2classroomobservations,evaluatorsobservedamoreconsistentuseoflearningtargets,andschooladministratorsconcurwiththatobservation.Oneadministratornoted,“Ithinkwehavemadetremendousprogresswithlearningtargetsbeingposteduniformlythroughouttheschool.Ithinkit’sactuallyveryrarefortherenottobealearningtarget.”Higherqualitylearningtargetsareaworkinprogress,asevidencedinFigure16belowwhichcomparesthecharacteristicsoflearningtargets
46%
62%
39%
41%
26%
48%
9%
10%
9%
3%
3%
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Total
LowerSchool
UpperSchool
PercentofRespondents(Totaln=140)
Toagreatextent-4 3 2 Notatall-1 Don'tknow
41%
59%
34%
42%
21%
50%
13%
18%
11%
3%
3%
3%
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Total
LowerSchool
UpperSchool
PercentofRespondents(Totaln=140)
Toagreatextent-4 3 2 Notatall-1 Don'tknow
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EvaluationoftheEastEPO:Year2
observedbyevaluatorsduringsystematicclassroomobservationsinthespringof2016andspringof2017.Thisyear,learningtargetswereobservedinalmost74percentofclassrooms,comparedtoalmost66percentlastyear.Theuseoflearningtargetsthatmeetthecriteriaforhigh-qualitytargetsisstillaworkinprogress,butprogressisevident.Theadministratorwentontosay,“Ithinkthisyearthefocushasbecomedeeper—tohaveaspecificandcontextualizedlearningtargetthatcanbeassessedinthatchunkoftimeandthatisbasedonwhatstudentsarelearninginsteadofwhattheyaredoing.…Ifeelthatteachersarereallystartingtounderstandthatoverasequenceoftimethisshouldreflectatotalunitofunderstanding.…We’renottherebutwe’remakingprogresstowardassessmentofdailylearningtargets.”
Comparingthecharacteristicsoflearningtargetsobservedlastspringtothisspring(Figure16),thedataindicateasimilarpercentageof“nolearningtargetpostedorobserved”in34percentofclassroomsvisitedlastyearand36percentthisyear.Evaluatorsinfrequentlysawteachers“unpacking”thelearningtargetwithstudents,eitherin2016(12%)orin2017(17%).Andwhilestillnotfrequent,teachersmakingreferencetothelearningtargetthroughoutthelessonwasobservedmorefrequentlyin2017(24%)comparedto2016(12%).Inaddition,evaluatorsnotedthatthisyearin13classroomstheteachersalsoreferencedorexplicitlyusedthelearningtargetduringthelesson.Explicitsuccesscriteriaforthelearningtargetwasobservedinonlyfourclassrooms.Oneevaluatornotedthatwhenasked,thestudentswereabletoexplainthelessonobjective.EvaluatorsobservedlearningtargetsnotonlypostedonchartpaperandSMARTBoards,butalsovisibleonstudenthandoutsandassessments.
Figure16.Extentcharacteristicsoflearningtargetswereobserved,spring2016andspring2017
Notes:Notonobservationprotocolin2016.*Includesresponsesofteachersandteacherleadersonly.
73.6%
17.0%
24.5%
35.8%
30.2%
7.5%
65.90%
12.20%
12.20%
34.10%
0.0% 20.0% 40.0% 60.0% 80.0%
LTpostedinkidfriendlylanguage
LTisexplained/unpackedwithscholars
LTisreferenced/explicitlyusedthroughoutthelesson
LTisnotornotvisiblethroughoutthelesson
LTislearning-centered*
SuccesscriteriaofLTisspecificandcontextualized*
2016 2017
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EvaluationoftheEastEPO:Year2
Insystematicclassroomobservations,evaluatorsalsolookedforthehighestplannedlevelofBloom’staxonomyindicatedbythelearningtarget,aswellasthehighestobservedlevel.Ofthe39classroomswhereevaluatorsobservedlearningtargetsposted,10ofthetargetswerewrittenorplannedatthe“rememberingorunderstanding”level,10wereatthe“applying”level,and14wereatthe“analyzing”level;sevenfellbetweenthe“evaluating”and“creating”levels.Mostofthetargetsfellbetween“applying”(18%)and“analyzing”(26%).Comparedtolastyear,targetswerewrittenatahigherBloom’staxonomylevel.Lastyearjustseventargetswerebetween“analyzing”and“creating,”andonlytwoclassesdisplayedtargetsatthe“creating”level.
ThehighestlevelofBloom’staxonomyevaluatorsobservedintheclassroomswas“applying,”foundin38percentoftheclassrooms.Thirteenpercentofthestudentswereengagedin“analytical”thinking,sixpercentin“evaluating,”andsixpercentin“creating.”Inthreeclassrooms,theobserverwasunabletodeterminewhatlevelofBloom’staxonomywasbeingused.Overall,thisisanimprovementfromlastyear,whenonlysixclassroomswereobservedinwhichstudentswerebeingactuallyengagedin“analytical”thinkingandjusttwowereengagedin“creative”thinking.
TeacherLeadersTeacherleadersaredescribedbyadministratorsandEPOleadersasintegraltotheEastEPOmodel.Oneadministratornoted:“Well,Ithinkthey[teacherleaders]areoneoftheessentialpiecestothesuccessoftheEPO.”Itisthroughteacherleadersthatprofessionaldevelopmentissustainedandembeddedinteachers’work.Teacherleaderscontinue,reinforce,andsupportmessagesandexpectationsaboutteacherpracticesinCPTandinteachercoaching.Teacherleaders“getthehaytothehorses”andreachintotheclassroommorethanadministratorsorconsultantscan.Theydeveloprelationshipswithteachers;sometimestheymodelorco-teach;andtheyareseenasaresourcetoteachers.Indeed,oneadministratorshared:
“CPTisessentialtotheworkwe’retryingtodo–andlikewithanything–somearemoresuccessfulthanothers–wecan’tgiveourteachersalltheprofessionallearningtheyneedtohavewithoutCPT–wecan’tmoveinstructionandcurriculumforwardwithoutit.Isupervise[subject]intheLowerSchool;inCPTwearedecidingwhatismostimportantinuseofthattime–howtomovetheagendaforward,whatsupportsdotheteachersneed;andIjustcan’timaginenothavingthatandstilltryingtodothework.CPTsetsusapartfromanyotherbuildinginthedistrict.”
Teacherleadershaveasimilarunderstandingoftheirroleasevidencedbythefollowingquotationsfromvariouscoaches:
“Wearethedriversofeverythinginstructionalinthebuildingacrosstheboard.”
“Alloftheinstructionalinitiatives—we’reliketentaclesreachingintotheclassrooms.”
Overall,itappearsthatteacherleadersarewellrespectedandvaluedbyteachers.Teacherssharedthattheyvaluethesupportfromtheircoaches,includingopportunitiesformodeling,co-teaching,andco-planning.Therearedifferingopinions,however,withsometeacherssharingthattheircoachesdonot
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EvaluationoftheEastEPO:Year2
haveenoughtimetodevoteattentiontoeachteacher,orsharingthattheyfeeltheircoachesarejusttheretobringmessagesfromtheadministrationandlesstheretosupportwhatteachersneedasindividuals.
Significantchangesweremadetothescheduleandtoexpectationsforcoachestoaddresschallengesraisedafterthefirstyearofimplementation.Thenumberofteacherleadersincreasedthisyear,witheverydepartmenthavingatleastone.Teacherleadershavereducedteachingloadstoprovidemoretimeforcoachingcycleswithteachers.Teacherleadersparticipateinwalkthroughsofteacherstheyaresupporting.TeacherleadersarenowexpectedtofacilitatecontentCPTmeetings.CoachesalsohavetheirownCPTledbytheCAO.Thisisasignificantchangethatpermitscoachestobeonthesamepageandtohaveacommonplanforsupportingteachers.ThisCPTforcoachesallowsthemtogetsupportfortheirpractice,butisalsousedasavenuetodisseminateinformation,includinginformationthatcoachesareexpectedtobringtoteachers.ThemodelisthatcoacheslearntogetherinthecoachesCPTandthentheyfacilitatelearningandfollow-upwithteachersinthecontentCPT.Forexample,inacoachesCPTobservedbytheevaluators,thefocuswasassessingthelearningtargetinalesson;andthenlaterthatweek,evaluatorsobservedcontentCPTsthathadassessinglearningtargetsasanagendaitem.Administratorssharedthattherefinedteacherleadershipmodelbuildsdistributedleadership,buildsthecapacityofteachers,andbuildsacultureofcoachingintheschool.
Evaluatorsobservedmanyofthestrengthsandimprovementsoftheteacherleadershipmodeldescribedabove.Theyalsoobservedandheardaboutanumberofongoingornewchallengeswiththemodel.Oneofthekeychallengesmaybethattherearemanyexpectationsofcoaches,notjusttocoachandsupportteachers,buttobringmessages,supporttesting,supportimplementationofspecificinitiativessuchasManagingtheActiveClassroom,anddevelopnewcourses.Theseareallimportant,andcoachessharedthattheydonotknowwhetherthesewouldhappenifnotwiththecoaches,butthecoachesaredefinitelysqueezedfortimewithalloftheseexpectations,andthereissomeconcernthattimespentcoachingteacherscouldbejeopardized.Onarelatednote,teacherssharedthatthereisatensionbetweenadministrators’viewsoftheirrolesandthatoftheURcoachleader,withadministratorshavingbroadexpectationsandtheURcoachleaderbelievingthatthecoaches’solefocusshouldbecoachingcyclesandthatCPTshouldbefocusedonthecoachingcycle.
Additionalchallengesabouttheteacherleadermodelincludethatwhileallcontentareashavecoaches,thereisnocoachforspecialeducationteachersorforEnglishNewLanguageteachers.Anothertensionisunderstandingorclarifyingtheexpectationsbetweenteacherleadersandadministrators,especiallyrelatedtoteacherperformance.Coachesarenon-evaluativesupportsforteachers,andadministratorsareevaluativesupports.Somecoachessharedthatadministratorswilloccasionallyaskfortheiropinionaboutissuestheymayobserveintheirteacherevaluations.Finally,asmentionedabove,thereissomevariabilityintheperceivedqualityofcoaches.
Fromtheevaluators’perspective,thecoachroleisintegraltotheEastEPOmodelandimportantforensuringconsistencyandongoingsupportforalloftheprofessionaldevelopmentinitiatives.Evaluatorsobservedincreaseduseofcommonlanguage,greaterconsistencyincontentareaCPTmeetings,andthatteachersgenerallyvaluethecoaches’support.Theteacherleaderisthepieceofthemodelthatadministratorswouldsayiscriticaltoreplication.
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EvaluationoftheEastEPO:Year2
“Theteacherleadermodeliscriticalandreplicable.Anddirectlyrelatedtoschedule.Peopledon’tgetthepowerofschedulesrelativetoimpact.”
“TeacherleadersthatareofficiallyassignedasteacherleadersandcoacheshavereallydoneastupendousjobofrunningourCPTsandalsosharingsomeprofessionallearningonaroutinebasiswiththosegroups.Ithinkthey’vebeeninstrumentalinpushingthemissionforward.”
Assessment:CommonFormativeAssessmentsandEmbeddedPerformanceAssessmentsAssessmenthasalsobeenafocusofprofessionaldevelopmentandpracticethisyear.Specifically,Year2focusedonthedevelopmentanduseofCommonFormativeAssessments(CFAs)andembeddedperformanceassessmentsinallgradesanddisciplines.Tomany,CFAsandperformanceassessmentsfeltlikesomethingnewandanadd-ontoteachers,whowerenotquitesureiftheseadditionalassessmentswereworththeeffort.
TheCFAsweredevelopedbygrade-levelcontentteams,sothatallclassesofthesamecontentandgradelevelgavethesameformativeassessment.ThesameCFAwasgiveneveryeightweekstomonitortheprogressofstudents.Teacherscollaborativelydevelopedtheassessmentsandtherubrics,withsuperintendentconferencedaysandCPTtimedevotedtoCFAandperformanceassessments.SometeachersreportedfrustrationwithCFAsastheyfeltliketheywereconstantlyrevisingthem.ThismaybebecauseadministratorsandteacherleaderswerelearninghowtodoCFAsatthesametimeasteachers.AnotherconcernwithCFAsisthatsomespecialeducationteacherssharedtheyfeltspecialeducationstudentswerenotconsideredindevelopingtheCFAs.AnotherteachersharedthatCFAsdonotaddvaluewhenateacherpracticescontinuousformativeassessment.OtherteachersworriedabouttheamountoftimeittakesforstudentstotaketheCFA;sincemostoftheminvolvesignificantwriting,theseteachersfeltliketheywerelosinginstructionaltime.AfewotherssharedthattheCFAdataisusefultoseestudentgrowthovertimeandtovalidateateacher’s“feeling”abouthowastudentisdoing,andtopostCFAssostudentscanseetheirowngrowth.
TeacherswerealsoaskedaboutCFAsandtheembeddedperformanceassessmentsintheteacher/staffsurvey.ThesurveydataindicatemixedresultsabouttheusefulnessoftheCFAsforinfluencingteacherpractice.Figure17showsthat62percentofLowerand46percentofUpperSchoolteacherssaidinformationfromtheCFAsinfluencedtheirteaching“tosomeoragreatextent.”Withregardtotheembeddedperformanceassessments,theperceivedusefulnessofthatdataforinformingteacherpracticewasvariedbetweentheUpperandLowerschools,with50percentofteachersattheUpperSchooland66percentofthoseattheLowerSchoolreportingthatinformationfromtheassessmentinfluencestheirteachingtosomeoragreatextent(seeFigure18).
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EvaluationoftheEastEPO:Year2
Figure17.ExtentteachersbelieveinformationfromtheCommonFormativeAssessmentsinfluencedtheirteaching
Note:Includesresponsesofteachersandteacherleadersonly.
Figure18.Extentteachersbelievedatafromtheembeddedperformanceassessmentinfluencedtheirteaching
Note:Includesresponsesofteachersandteacherleadersonly.
TheuseofCFAsandperformanceassessmentsacrossallgradesandsubjectswasnewthisyear.Itwillbeinterestingtoseehowtheassessmentsandtheirusechangeovertime.Teacherscangetfrustratedwhenitfeelsliketheyarenotsureofthedestinationandperhapswishthatsomeonewouldjusttellthemhowtodoit.However,administratorsseegreatvalueinthejourneyandstruggleofCFAdevelopmentininformingteachers’teachingandassessmentpractices.Forexample,byworking
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34%
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33%
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39%
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EvaluationoftheEastEPO:Year2
togethertodeveloptheassessmentandthegradingrubric,teachersandteacherleadersareengagingindeepconversationsanddebateaboutthestandards,howtomeasuretheachievementofthem,whatthescaleofarubricmeans,andhowtodefinerigor.
TeacherPracticesOneofthemaingoalsoftheEPOistotransformteachingandthusacceleratestudentlearning.Tosupportthetransformationofteaching,extensiveprofessionallearninghasbeenprovidedtoteachers,andincludesCPTandprofessionallearningthroughouttheschoolyear.Additionally,administratorsareconductingmorefrequentwalkthroughsofclassroomsandprovidingimmediatefeedbackviaaGoogleformonwhatwasobserved.Administratorsarestartingtoseechangesinteacherpracticesingeneral.Onenoted,“Teachingpracticesfromstartofyeartonow,whatI’veseenareteachersingeneral–themajority–areverywillingtoworkwithcoachesandadministratorstoimprovetheirpractice.”
EvaluatorsconductedsystematicclassroomobservationsofasampleofclassroomsintheUpperandLowerSchoolsinMay2016andagainin2017toobserveteacherpracticesandassesschangeovertime.Evaluatorsworkedwithanobservationtooldevelopedspecificallyforthisevaluation(seeAppendixA)tomeasureandassesssomeofthekeyteacherpracticesthatadministratorsandschoolleadersarefocusingontoimprovepractices.AcrossthreedaysinApril2017,atotalof54classroomswereobserved.Thirty-sevenpercentoftheclassroomsobservedweregrades6–8and61percentoftheclassroomsobservedwereattheUpperSchool.Thereasonclassroomgradeswerereportedas“mixed”wasbecausemanyoftheUpperSchoolclassesthatwereobservedcontainedmixedgradelevels.
EvaluatorswereaskedtoindicatetheUnderstandingbyDesign(UbD)levelsobserved.Observerscouldcheckmultipleboxes(acquisition,meaningmaking,transfer).Inonlytwoclassrooms,studentswerebeingaskedto“transfer,”thehighestlevel,theirunderstandingtosomethingnewanddifferent.In34classrooms,studentswerebeingaskedto“makemeaning”oftheirlearning,andin16classrooms,studentswereacquiringnewknowledge.In2016,evaluatorsobservedsevenclassroomswherestudentswerebeingaskedto“transfer”theirlearning,andin18classrooms,theywere“makingmeaning.”Whilethiscomparisonnotesthattherewerefewerstudentsbeingaskedto“transfer”theirunderstanding,therewasasignificantincreaseinthenumberofstudents“makingmeaning”thisyear.
Evaluatorswerealsoaskedtonotewhattypeofcontentinstructionwasobserved.Contentinstructionwasobservedin48outof54classrooms.In62percentoftheclassrooms(30),thecontentwasbeingconnectedtopreviouslearning,anincreaseofabout10percentfrom2016.
In56percentoftheclassrooms,studentswerebeingaskedtomakeconnectionsbetweendifferentideas,concepts,ortopics.In54percentoftheclassrooms,studentswereacquiringknowledgeorskillsthroughpracticeorexercise,organizingknowledge,ordeepprocessing.Inthepreviousyear,just30percentoftheclassroomswereobservedengagingstudentsindeepprocessing.
In41percentoftheclassrooms,studentsweremakingmeaningofthecontentprocessesbymakinginferences,generalizing,categorizing,drawingconclusions,developinghypotheses,citingevidence,oranalyzingperspectives.Andlastly,in10percentoftheclassroomsstudentswereobservedtransferring
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EvaluationoftheEastEPO:Year2
understandingtonewsituations.Thisisanewcategoryandthereforecannotbecomparedtothepreviousyear.
AsinYear1,evaluatorsnotedatleastsixtimesthatnocontentinstructionwasobservedduringtheirclassroomvisit.Intwoinstances,observersnotedthatstudentsweresimplyfollowingstep-by-stepinstructionswithnoquestionsbeingasked,nohigherorderthinkingbeingneeded,andnostudentdiscourseonatopicbeingobserved.Inaddition,whilecontentinstructionmayhavebeenobserved,observersnotedonseveraloccasionsthatthecontentwasnotdifferentiated,andnoscaffoldsorsupportswereofferedtohelpEnglishlearnerorstudentswithdisabilitiesaccessthecontent.
Evaluatorsalsocollecteddataonwhethertherewasevidenceofteachersusingthetechniqueofgradualreleaseofresponsibility,whichincludesmodeling,guidedpractice,and/orindependentpractice.In68percentoftheclassrooms,evaluatorsindicatedthatagradualmodelofreleasewasbeingused(Y/Nquestion).Theywerealsoaskedtoidentifywhatphaseofthemodeltheyobserved.Themostfrequentphasethatwasobservedwastheteacherprovidingguidedpracticetothewholeclass(31classrooms).Thenexthighestwasindependentpractice(24classrooms),engagementinguidedpracticewithstudentcollaboration(21classrooms),andlastly,theteachermodelingforthewholeclass(18classrooms).
Uponcloserexaminationofthedata,itappearsthatmanyclassroomswerenotactuallyengagedinagradualreleaseofresponsibility.Thedataindicatesthatteacherswerelargelypresentingtothestudents(teachermodelingorprovidingguidedpracticetothewholeclass)andthenexpectingstudentstoattempttodotheworkindependently.Thisissupportedbyadditionaldatathatshowedthatin76percentoftheclassrooms,studentswereparticipatinginteacher-directedquestionsandanswers(teachermodelingandteacherprovidingguidedpractice),butthatin46percentoftheclassrooms,studentsengagedonlyindiscoursewithotherstudentsontherelatedtopic(guidedpracticewithstudentcollaboration).Otheractivitiesthatwereobservedinclude:
• Pursuinganinquiryorresearchingaquestionwitharangeofoptionsfordirectiontopursue(24%)
• Readingorwritingcomplextext(46%)
• Askingorbeingaskedquestionsbeyondtheliterallevel(22%)
• Engaginginappropriatedebate,argument,ordisagreementwithpeersand/orteacher(24%)
• Usinghigher-orderthinkingandthenapplyingittoaproblem,findingasolution,orsolvingaproblem(32%)
Theseobservationsaresimilartodatacollectedinthepreviousyear.Itappearsthatscholarshavefewopportunitiestohavetheconceptmodeledandevenfeweropportunitiestoworkcollaboratively.Verylittleguidedpracticeisbeingoffered,asteacherswereobservedmostlyexplainingtheconcept(orgivinginstructions)andthenaskingstudentstomoveimmediatelytoindependentpractice.
Inthequalitativedatacollected,effectivepracticesfordeliberateinstructionthatwereobservedincluded:usinga“hook”toengagethestudentsintheirlearning;adeliberatefocusonvocabulary;
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EvaluationoftheEastEPO:Year2
evidenceofquestionsbeingaskedbytheteacheratdifferentlevelsofBloom’staxonomy;andmultipleusesofprotocols,suchasfishbowl,carousel,and“momentofsilence.”
Qualitativedataalsosupportsminimaluseofagradualrelease-of-responsibilitymodel.Evaluatorsnotedstudentsengagedinmakingmeaningoftheirlearning,butfoundfewexampleswherestudentsweredeliberatelytoldtoengageasagrouporpairtodiscusstherelatedtopic.Teacherswereobservedmodelingconceptsortasks,butnotaskingquestionsorprovidingguidedpractice.
CurriculumYear1andthesummerbeforeYear2involvedsignificantcurriculum-writingwork,witheveryteacherhavingfivedaysofsummerprofessionallearningtimetoworkwiththeirdepartmentoncurriculumdevelopment.Agoalofthecurriculumworkwasthedevelopmentofarigorous,coherent,andstandards-basedcurriculum.Schooladministratorsareinterestedintheextentofcurriculumimplementation.Evaluatorsaskedteachers,teacherleaders,andadministratorsaboutcurriculumininterviewsandfocusgroups;additionally,someofthesurveyitemsalsoaskedaboutthecurriculum.Evaluatorsobservedforteachingpracticesbutdidnotobserveforcurriculumimplementation.
Teachersandteacherleaderswereaskedonthesurveytoindicatetheextenttowhichtheyareimplementingthecurriculumasdesigned.WhileamajorityofteachersattheLowerSchool(81%)andUpperSchool(72%)indicatedthattheyareimplementingthecurriculumasdesigned“tosomeoragreatextent,”administratorsmaydesirethesepercentagestobehigher(seeFigure19).Thesefindingssuggestthatadministratorsmaywanttoascertainwhatiskeepingteachersfromimplementingthecurriculumwithgreaterfidelitytoseewhatcanbedonetostrengthenimplementation.
Figure19.Extenttowhichyouimplementthecurriculumasdesigned
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EvaluationoftheEastEPO:Year2
Note:Includesresponsesofteachersandteacherleadersonly.
Teachersandteacherleaderswerealsoaskedtheextenttowhichtheyperceivethecurriculumtoberigorous(seeFigure20)andculturallyrelevant(seeFigure21).ThevastmajorityofteachersattheLowerSchool(91%)andUpperSchool(84%)whorespondedtothesurveybelievethecurriculumisrigorous“tosomeoragreatextent.”Statementsfromteachersduringthefocusgroupsgenerallyalignwiththesurveyresults,thoughafewreportedthecurriculumtobelessrigorousthanthesurroundingsuburbandistricts.AhigherpercentageofteachersattheLowerSchool(67%)indicatedtosomeoragreatextentthatthecurriculumisculturallyrelevanttostudents,whereasonly47percentofteachersattheUpperSchooldidso.
Figure20.Extentteachersbelievethecurriculumisrigorous
Note:Includesresponsesofteachersandteacherleadersonly.
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EvaluationoftheEastEPO:Year2
Figure21.Extentteachersbelievethecurriculumisculturallyrelevanttostudents
Note:Includesresponsesofteachersandteacherleadersonly.
SupportRoomModelTheEPO’sSupportRoommodelprovidesadedicatedclassperiodforstudentstoreceiveassistanceandtomakeupwork.AllstudentsattheUpperSchoolarescheduledintoSupport,andattheLowerSchoolstudentsarescheduledinasneeded.SupportisviewedbyEaststaffandEPOleadersascriticaltothesuccessoftheturnaroundefforts.Duringthefirstyearofimplementation,earlyroadblocksorchallengesincludedinconsistentstudentattendance,unclearrolesandresponsibilitiesforSupportRoomteachers,andlackofcoordinationbetweenSupportRoomteachersandcontentteachersaboutstudentwork.BytheendofYear1,agroupofspecialeducationteacherswhohadworkedintheUpperSchoolSupportRoomsproposedrevisionstotheSupportRoommodeltoenhanceitsefficiencyandeffectiveness,includingmovingtheSupportRoomssothattheyaregroupedtogether,appointingaSupportRoomcoordinator,anddevelopingasystemfortrackingstudentwork.AllofthesechangesandmorewereimplementedforYear2beginninginSeptember2016,anddatacollectedfromteachers,teacherleaders,principals,andadministratorsshowprogresshasbeenmade,especiallyinUpperSchoolSupportRooms.
ALowerSchoolSupportRoomCommitteealsoaddressedsomechallengesinYear2,andiscurrentlydesigningfurtherimprovementstobeimplementedinSeptember2017.Asoneleadernoted,theeffectivenessofSupportRoomsvaries:
“Some[supportrooms]arereallygreat–andsomearenot.Weneedtohelppeopleunderstandhowthemodelworks–whatitlookslike–anditchangeseveryperiod–it’samodelwebelievein,andwithcontinueduse,itwillbesuccessful.”
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EvaluationoftheEastEPO:Year2
FindingsaboutSupportRoomsarebasedoninterviewswithschoolleaders;focusgroupswithteachers,counselors,socialworkers,andstudents;observationsbyevaluators;andresponsesfromstudentandstaffsurveys.
BenefitsofSupportRoomModel
Teachers,counselors,administrators,andevenstudentssharedtheperspectivethatSupportisbeneficialtostudentsingeneral.Ithelpsstudentscatchuponworkandprovidesopportunitiestolearnmaterialtheymightbestrugglingwith.SomeadministratorsbelieveSupportisespeciallybeneficialtoENLandspecialeducationstudentstoprovidethemwithsmallgrouporindividualizedattention,thoughnotallteacherssharedtheperspectivethatENLandspecialeducationstudentswerewellservedinSupport.UpperSchoolSupportwasdescribedaswell-functioninginwaysthatbenefitstudentsbecausecontentteachersandSupportteachersarecommunicatingandsharinginformationtomakestudenttimeinSupportbeproductive.TheSupportRoommanagersattheUpperSchoolkeepthingsrunningsmoothly.ThereismorecoordinationofstudentmaterialattheLowerSchoolaswell.TeachersandadministratorsremarkedthatmoststudentsappeartobetakingSupportseriouslyandmostareworkingwheninSupport.Supportisalsoanotherareawherepositiveadult-studentrelationshipscanbeformedbecausetheSupportteachersareseenashelpfulandthetimeislessstructured,sothereismoreinformalinteractionbetweenteachersandstudents.
Eightyteachersrespondedtoanopen-endedquestionontheteacher/staffsurveyaskingwhatwasmosteffectiveaboutSupportRoomsthisyear.Ofthosewhoanswered,68providedpositivecomments.TeachersdescribedimprovementsmadetoSupportRoomsbeginninginSeptember2017thathadenhancedthemodel,especiallyinUpperSchool,suchas:
• ManagersofeachSupportRoom[attheUpperSchool]workwithclassroomcontentteacherstoensureteachersandstudentshaveworktodotogetherinSupport.
• TheavailabilityandaccessibilityofcontentteachersandassignmentsforstudentshaveincreasedinSupportRooms.
• EnhancementshavebeenmadeintrackingscholarprogressandprovidingwhatstudentsneedinSupportRooms.
• TheSupportRoomatmosphereishelpfulinbuildingrelationshipsandasenseofcommunityamongteachersandstudents.
• TheSupportRoomismorethanjusthelpwithhomeworkthisyear.
Infocusgroups,teacherssharedthefollowingevidenceaboutthebenefitsofSupport:
“Studentswhousethetimetocompletework,studyand/or[get]assistanceofcontentareastaffaretrulybenefittingfromtheSupportModel.”
“I'vegottentoworkveryextensivelywithasmallgroupofstudentswhichhasstrengthenedourrelationshipsanddefinitelyhelpedtheiracademicsuccessaswell.”
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EvaluationoftheEastEPO:Year2
“SupportisamazingandtheorganizationalchangesmadethisyeartostreamlineitattheUpperSchoolhavemadeahugedifference.AlignmentbetweenContentteachersandSupportRoomteachershasimprovedthisyear.”
CounselorsmentionedduringafocusgroupthatstudentsaremorewillingthanlastyeartogotoSupportRoomforextrahelp.“Scholarshavesettleddown,theyhavestartedtoseethebenefit,andsomeareaskingforitnow.”Counselorsalsonoted“arealsynergy”amongSupportRoomteachersandclassroomteachers,describingastrategyandasystemthathasdevelopedwhichhasstudentsaskingtogointoSupporttocatchupandmakeup.Ontheteacher/staffsurvey,amajorityofteachersatboththeLowerSchool(72%)andUpperSchool(86%)agreetosomeoragreatextentthat“SupportPeriodhasthepotentialtopositivelyimpactstudentoutcomes”(seeFigure22).However,alowerpercentageofteachersagreetosomeoragreatextentthat“moststudentsareabletostrengthenand/oracquireneededskillsthroughSupport,”withonly32percentofLowerSchoolteachersand65percentofUpperSchoolteachersagreeing(seeFigure23).
Figure22.ExtentteachersbelieveSupportPeriodhasthepotentialtopositivelyimpactstudentoutcomes
Note:Includesresponsesofteachersandteacherleadersonly.
Ininterviews,administratorsverifiedtheprogressmade,especiallyinUpperSchoolSupportRooms.Oneadministratornoted:“Supportisfar,farbetterthanlastyear.We’vestartedtrackingstudentsandnowwe’redifferentiatingthosesupportstolookatwhatkidsinwhatroomshavewhatexamscomingup.”Studentsarebeinggroupedwithcontentteachersbasedonupcomingassessments,andthefocusismuchmoretargetedtothesupportthosestudentsneed.Inaddition,duringafocusgroup,viceprincipalsnotedSupportisbeingusedforsmall-groupinstructionandkeepingstudentsontrackwiththeirgrades.“WheneverIdoSupportRoomwalkthroughs,Iseekidsaskingwheretheyare[and]whattheyneedtodotobesuccessful.Iseethemtakingmoreadvantageofinstructionintherethisyearthan
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EvaluationoftheEastEPO:Year2
theydidlastyear.”ByusingtheresultsofRegentsexams,SupportRoomteachersarefocusingonsmallgroupstoprepthemforthenextsetofexams.OneschoolleadersharedthatteachersandstudentshavebeenheldmoreaccountablefortheirrolesinSupportthisyear,andstressedthatimprovementshavebeenteacherled.
AccordingtooneLowerSchooladministrator,mostspecialeducationandEnglishlearnerstudentsarescheduledintoSupportperiod:“Insupportrooms,therearespecialeducationteachersspecificallyassignedthatcansupportstudentsintheirIEPgoals.”TheLowerSchoolalsoprovidesabilingualSupportRoomthatisstaffedwithabilingualteacherorparaprofessional.ENLteachersandspecialeducationteachersworkinSupportRoomsandusemodificationsasneeded.Typically,thosemodificationsarenotonlyintheinterestofthosestudentsbutcanbeusedforallstudents.
Figure23.Extentteachersbelievestudentsareabletostrengthenand/oracquireneededskillsthroughSupportperiod
Note:Includesresponsesofteachersandteacherleadersonly.
UpperSchoolstudentfeedbackindicatesattendanceatSupporthasrisenthisyearasmorestudentsarebuyingintothemodelandunderstandingthevalueofextrasupportastheyworktosuccessfullygraduatefromhighschool.StudentsinSupport,atboththeUpperandLowerSchools,valueSupportandseeitasimportanttotheirsuccess.OntheUpperSchoolstudentsurvey,86percentofthestudents(296)indicatedthattheywerescheduledinSupport.OfthoseUpperSchoolstudentsscheduledinSupport,92percentagreedorstronglyagreedwiththestatement:“Supportperiodhelpsmedobetterinmyclasses,”andonly7percentdisagreedorstronglydisagreedwiththestatement(seeFigure24).ThevastmajorityofUpperSchoolstudentsinSupport(89%)alsoagreedorstronglyagreedwiththestatement:“Supporthelpstokeepmeontracktograduation”,whereas11%disagreedorstronglydisagreed.UpperSchoolstudentsinfocusgroupssharedbenefitsaswell.InaQuestfocusgroup,studentsacknowledgedhavingSupportRoomorgettingextrahelpduringlunchorstayingafterschool:
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EvaluationoftheEastEPO:Year2
“Youcandoyourhomeworkinthereoranyworkthatyou’remissing.Ithelpsusgetourworkdone.”
LowerSchoolstudentswerealsoaskedaboutSupportontheirstudentsurvey,with94percentoftherespondentsindicatingtheywerescheduledinSupportthisyear.Figure24showsthat95percentoftheLowerSchoolstudentsinSupportindicatedtheyagreeorstronglyagreewiththestatement“Supportperiodhelpsmedobetterinmyclasses.”
Figure24.Extentstudentsbelievesupportperiodhelpsthemdobetterintheirclasses.
ChallengeswithSupportTeachers,students,andadministratorssharedsomechallengeswiththeimplementationofSupportthatcouldlimititsimpact.ThechallengeswerepredominantlyinreferencetoSupportattheLowerSchool.Thechallengesidentifiedinclude:
• Studentbehaviors,includingstudentsusingSupportforhomework,inconsistentattendance,andcellphoneuse
• CommunicationaboutbothstudentandteacherexpectationsinSupport
• NeedforsystemsandprocessesattheLowerSchooltotrackprogress,
• NeedforsupportforENLandspecialeducationstudents
• ParaprofessionalpreparationforSupport
• NeedforSupportcoordinatorattheLowerSchool
Infocusgroupsandonthesurvey,teachersindicatedthatsomestudentsuseSupportpredominantlyforhomeworkcatch-upratherthansupportfortheircontentareaweaknesses.Otherteachers,however,believethatcompletinghomeworkhelpsstudentswithcontent.Teachersalsonotedthatstudentsare
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StronglyAgree Agree Disagree StronglyDisagree
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EvaluationoftheEastEPO:Year2
stilloftendistractedbycellphoneuseinSupport,andotherssharedthatattendance,whileimprovedfromlastyear,isinconsistent.Thefollowingquotationsfromteacherfocusgroupsandopen-endedsurveyresponsesillustratesomeofthesechallengesrelatedtostudentbehavior:
“Forsomestudents,Supportcontinuestobeafreeperiodandtheproblemistheconstantuseofphone.”
“Moststudentssawthetimeashomeworktimeandwererefusingservices,suchaslanguagedivesandspecificcontentareawork.”
“ScholarsthinkSupportisforhomeworkandnotforstrengtheningskills.”
MostchallengesmentionedrelatetoLowerSchoolSupportRooms.LowerSchooladministratorssharedthatSupportisstillconsideredaworkinprogress,andfurtheradjustmentsareplannedfornextyear.TeachersmentionedthatcommunicationsaboutthepurposesandexpectationsforSupporthavenotbeenconsistentfromadministrators.TheyalsosharedtheneedforimprovedsystemsandprocessesattheLowerSchool.OneadministratornotedabouttheLowerSchool:
“WearealsolookingathowwesupportinterventionforLiteracyinSupportRoomssostudentscangetthatbecauseitdefinitelyisaddingtothevalue.[We’ve]madealotofchangesbecausewe’restilltryingtofigureoutwhatwillwork…empoweringteacherstofigureitout.Supportlooksdifferentacrossdifferentsupportperiods.”
ThattheroleofSupportteachersisunclearattheLowerSchoolandthatthereneedstobemorecoordinationbetweencontentareateachersandSupportRoomteachersisevidentinresultsfromtheteacher/staffsurveyaswellasfocusgroupsandinterviews.Figure25showsthatonly31percentofLowerSchoolteachersagreedtosomeoragreatextentthattheroleofSupportRoomteachersisclear,with56percentagreeingthattheirroleissomewhatornotatallclear,comparedto74percentofUpperSchoolteachersagreeingtosomeoragreatextentthattheroleofSupportRoomteachersisclear.TherewerenoSupportRoommanagersatLowerSchoolSupportRoomsthisyear,andtheneedforthosebecameevident.Figure26showsthatLowerSchoolteachersratedthecollaborationofandcoordinationbetweencontentteachersandSupportteacherslow.Only27percentofLowerSchoolteachersratedthatcoordinationandcollaboration“happenedtosomeoragreatextent,”comparedto60percentoftheUpperSchoolteachers.Nextyeartheplansincludehavingtwoteachers—oneforgrades6and7andoneforgrade8,assignedasthego-topersonintheSupportRoom.
Inafocusgroupwithparaprofessionals,theysharedthatwhilethechangestoSupportinYear2includedmanyimprovements,itbroughtthenewchallengeofhowtheysupportstudentsinSupportRoom.TheysharedthatsomeparaprofessionalsarenowscheduledonlyinSupportRoomsandareneverincontentrooms.Thisisachallengebecausetheydonothearhowateacherexplainsorwantssomethingdone,andthiscanimpedetheireffortstoprovidehigh-qualitysupporttostudents.
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Figure25.ExtentteachersbelievetheroleofSupportRoomteachersisclear
Note:Includesresponsesofteachersandteacherleadersonly.
Figure26.ExtentteachersbelievecontentteachersandSupportRoomteacherscollaborateandcoordinateSupportRoomefforts
Note:Includesresponsesofteachersandteacherleadersonly.
Effortsarebeingmadetoaddresschallenges,andthesewereverifiedthroughobservationsandfeedback.AnevaluatorobservedaCPTsessionwhereteacherswereworkingonimprovingthestatusof8thgradeSupportRoomsbyassigningroommanagersandcreatingarotatingschedule.Thefollowing
30%
7%
40%
31%
24%
34%
17%
29%
10%
12%
27%
7%
9%
13%
10%
0% 20% 40% 60% 80% 100%
Total
LowerSchool
UpperSchool
PercentofRespondents(Totaln=138)
Toagreatextent-4 3 2 Notatall-1 Don'tknow
17%
7%
22%
34%
20%
38%
26%
47%
17%
9%
13%
6%
15%
13%
16%
0% 20% 40% 60% 80% 100%
Total
LowerSchool
UpperSchool
PercentofRespondents(Totaln=137)
Toagreatextent-4 3 2 Notatall-1 Don'tknow
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EvaluationoftheEastEPO:Year2
quotationsfromteachersindicatesomeofthechallenges,andincludesomesuggestionsforimprovementsfromfocusgroupsandsurveyresponses:
“TheSupportRoomhasthepotentialtobeeffectivebutitisnotrightnow.Itisdifferentateverygradelevel,thereisnoconsistency,andtheexpectationswerenotclearinthebeginningoftheyearandhavechangedseveraltimesoverthecourseoftheyear.LiteracyteachersshouldnotbeassignedtoaSupportRoomifLiteracyinterventionistheintent.Itneedstobedoneinsmallgroups,inaseparateroom.”
“NotallteachersareactivelyinvolvedinteachingSupport.ManyteachersusetheirtimeinSupporttoplanfortheirclasses,anddotheirindividualworkratherthanengagingwithstudents.Therearealsoteacherswhowillnotworkwithstudentstheydonotteach.”
“Supportatthe8thgradelevelhasnotbeeneffectivethisyear.ThelackofteacherownershipoverSupporthasbeenahugebarrier.TeachersstartedtheyearwithnocommunicationaboutexpectationsforSupportfromadministrators.Effectivesystemswerenotsetupatthebeginningoftheschoolyearandbeneficialroutineswerenotestablished.ThiskilledSupportbeforeitevenhadachancetobesuccessful.Inordertobesuccessful,SupportshouldmirrortheUpperSchoolSupportRoomsandthereneedstobefull-timededicatedteacherswhoareresponsibleforcoordinatingtheactivitiesintherooms.”
FreshmanAcademyFreshmanAcademy(FA)isEast’sspecializedacademicprogram—designedwitharangeofspecialfeatures,socio-emotionalsupports,anditsowndedicatedphysicalspace—tosupportfirst-time9thgraders’successfultransitionfrommiddleschooltohighschool.LedbyanAcademydirectorandviceprincipal(underthesupervisionoftheUpperSchoolprincipal),theAcademy’sspecialfeaturesincludeFA-specificsupportstaff(twoguidancecounselorsandasocialworker),personaladvocatesforevery9thgradescholar(HOMESadvocates,providedincollaborationwiththelocalcommunityorganizationHillside),IDCPTandacademicandsocio-emotionalwellnessprogressmonitoringintheformofregularacademicperformance,intervention,andattendancemeetings.
Year1ofimplementationsawFreshmanAcademyachieveaseriesofsuccesses.Thedevelopmentofacultureofinclusionandsupportwasattributedtothedecisiontoseparate9thgradersfromupperclassmen,lowstudent-to-adultratiosthroughoutFA,thecohesiveteamstaffbuiltthroughgrade-wideIDCPTmeetings,additionalweeklyopportunitiestodiscussstudentneeds,andHOMESadvocates’tirelesssupportoffreshmanscholars.Year1academicsuccessesincludedan85%dailyattendanceratefornew9thgraders,increasedcreditsearned,andanincreasedpromotionrate.
FreshmanAcademyalsoexperienceditsshareofchallengesinYear1.Ninthgradescholars’attendancewasoftenthelowestinthebuilding.Chaotichallwaysandpoorbehavioronthepartofsomescholarspresentedafrequentobstacle.WhileFA’sseparatephysicalspaceandactivitieswereintendedto
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EvaluationoftheEastEPO:Year2
provideanintimate“schoolwithinaschool”atmosphere,somefreshmenfeltisolatedfromupperclassmen.Teachersandadministratorsidentifiedaneedtoimprovestudentprogresstracking,follow-upwithregardtostudents’non-academicneeds,andcommunicationamongstalloftheadultsworkingtosupportascholar.Leadershipcontinuityalsoprovedelusive,astheAcademy’sfoundingdirectortransitionedoutoftheschoolduringthespringsemester,andtheUpperSchoolatlargeunderwentaleadershiptransitionmidwaythroughYear1.
TherefinementsthatwereplannedtoaddresssomeofthesechallengesinYear2extendedbeyondFreshmanAcademy.Forexample,aschool-widecodeofconduct/behaviorpolicywasadopted,andfacultyandadministratorswerehopefulthispolicywouldhelpquellsomeofthehallwayhubbubandbehaviorissues.AmodificationinthewayFamilyGroupwasorganized(discussedelsewhereinthisreport)partiallyaddressed9thgradeisolationfromupperclassmenbyintegratingfreshmenintoupperclassmenFamilyGroups.ChangesandrefinementsmorespecifictoFAincluded:
• Newleadershipinboththedirectorandviceprincipalroles
• IncreasedeffortstoanalyzeattendancebyperiodanduseoftheresultinginformationtoenhancetheFreshmanAcademylearningenvironment
• Streamlinedeffortstomakestudentdatamoreaccessibleanduserfriendlyforscholars,theirfamilies,andteachers
FreshmanAcademyModificationsFreshmanAcademyfocusedonasetofthreecentralgoalsfor9thgradescholarsaroundwhichmoststaffeffortsrevolved.Thosegoals—thatatleast80percentof9thgraderswouldearn5.5creditsandpasstwoRegentsexams,atleast80percentof9thgraderswouldbepromotedtothe10thgrade,and9thgraderswouldachieveanaveragedailyattendancerateof85percentorhigher—informedrefinementstoFA’sYear2approach.
InYear1,FreshmanAcademymeteveryotherdayforfullstaffmeetings(IDCPT)whosepurposewastocontributetothescholarinterventionprocess,academicprogressmonitoringwithadatawall(basedondatarefreshedeverythreeweeks),socio-emotionalwellness,andprofessionallearningforfaculty.Inaddition,FAadministratorsattendedweeklyattendancemeetingsthatincludedFA’sguidancecounselors,socialworker,andHOMESadvocates.Inaddition,FAadministratorsattendedaweeklycultureandclimatemeetingmeanttosupportthedevelopmentofawarm,positive,collegial,andstudent-empoweringAcademyculture.
InYear2,FAmeetingswerestreamlined.IDCPTmeetingfrequencywasreducedtoonceeveryfourdays,resultinginonemeetingperweekonaverage,anddiscussionalternatedbetweeninstructionalpracticesandindividualstudentdataanalysis.Theyear-longfocusoftheinstructionalpracticemeetingswastoexaminethewayinformationistransitionedandtosharebestpractices,from8thto9thgradeandfrom9thto10thgrade,inordertofindwaystosmooththeprocess.Year2alsosawanincreaseinthefrequencyoftheprogressmonitoringthatinformstheweeklyindividualstudentdataanalysismeetings—withstudentdatacurrentlyrefreshedeverytwoweeksinsteadofeverythreeweeksaswasformerlythecase.
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Proceedingwiththepushtobothstreamlineaccesstostudentdataandimprovefollow-up,FAcreatedaGoogledatabasetotrackclassroom-levelinterventionsforattendanceandotheracademicprogressmonitoring.ThedatabaseisregularlyupdatedbyteachersduringCPTforusebyFAadministratorswhorelyontheinformationtoinforminterventiondiscussionswiththesocialworker,counselors,HOMESadvocates,andspecialeducationteachersthatsupport9thgradescholars.
Mirroringanewsupportputinplaceforseniors,FAimplementedan“Adopt-a-Freshman”initiativethatsaweachteacheradoptfive9thgradescholarsinorderto“givethemanextrapush.”Throughthiseffort,teachersmetwiththeiradopteesonaweeklybasistoprovideanextralayerofsupport,checkinginontheirprogresstowardestablishedgoalswithaneyetowardmeetingthecentralgoalsthatdriveFAasawhole.AnadditionalgoaltoexposefreshmentofiveormorecollegecampusesoverthecourseoftheschoolyearcontributedtoFA’seffortsto,inthewordsofoneadministrator,“buildacollege-goingatmosphereandgetkidsfocusedonlife.”
OverallImpactofFreshmanAcademyFreshmanAcademywasdevelopedandimplementedbytheEastEPObecauseoftheprevailingresearchthatunderscoreshowcriticalsuccessisduringthefirstyearinhighschooltostudents’highschoolgraduation.Aftertwoyearsofimplementation,nearlythree-quarters(73%)ofadministratorsatEastbelievethatFAwillincrease9thgradescholars’chanceforUpperSchoolsuccess,accordingtoresponsesontheadministratorsurvey,whileanoverwhelmingmajorityofadministrators(91%)believethatFAprovideseffectivesupporttostudentsandisgenerallywell-organized.Administratorspointedtosocio-emotionalandacademicgainswhengaugingFreshmanAcademy’seffectivenesstodate.MostrecentacademicprojectionssharedbyEPOadministratorsindicatethat70–80percentof9thgradersareontrackforpromotionnextyear,withanotheradministratorsharingthatFAhadnotyetreacheditsgoalsforcreditaccrualandRegentspassratesbyspringof2017,“butwe’reclose—andit’sreallyexciting.”AnUpperSchooladministratorsummeduphersenseofFreshmanAcademy’simpactaftertwoyearsofimplementation:
“Ithinkit’smadeitlesseasyforachildtofallthroughthecracks—andoftenthat’swhathappensinthatfreshmanyear.Ithinktheamountofsupportstaffwehavededicatedtothat…WehaveaCareRoomconnectedtotheFreshmanAcademy,aswellastotheUpperSchoolandLowerSchoolingeneral,thathasbecomemuchmorefunctionalinaddressingstudentneeds.IthinkthemediationsthatwedohavebeeninstrumentalingettingkidstounderstandwhattherealpurposeincomingheretoEastisfor.Ithinkhaving2administratorsdirectlyassignedtotheFreshmanAcademyindicatesthelevelofsupporttheEPOhascommittedtogivingthemastrong,freshstartas9thgraders.”
Teachers’impressionsofFAsuccesswerelower,asshowninFigure27.Respondingviasurvey,45percentofUpperSchoolteachersandstaffrespondedthattheybelieveFAwillincreasescholars’UpperSchoolsuccess“tosomeoragreatextent,”and39percent“didnotknow”(seeFigure27).Similarly,41percentofUpperSchoolteachersbelievedthatFAprovidedeffectivesupporttostudents
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EvaluationoftheEastEPO:Year2
“tosomeoragreatextent,”and39percentwereunsurewhetherFAprovidedeffectivesupporttostudents.
Figure27.ExtentofUpperSchoolteachers’beliefsthatFreshmanAcademywillincrease9thgraders’successinUpperSchool,N=102
Note:IncludesresponsesofUpperSchoolteachersandteacherleadersonly.
PlannedChangesforYear3SomechangesorenhancementsarebeingconsideredforFreshmanAcademygoingforward.ThereisagoaltobettercoordinateplanningofcollegetripsandotherfieldtripstominimizethetimeFAscholarsspendoutofclass.FAleadersreceivedfeedbackfromteachersthatfeltconcernabouttheamountoftimescholarsspentoutofclassduringYear2.Thetimingofbothplannedexposures(i.e.,collegetripsandotherfieldtrips)andunforeseenevents(includingtragiclossesofmembersofthescholarcommunityandhistoricstormevents)compoundedtoresultinscholarsspendinglesstimeinclassthanisconducivetosupportprogresstowardacademicobjectives.Movingforward,FAadministratorsplantoevaluateexposurestoensurethattheyarenotconsistentlyheldonthesamecalendardaysorrepeatedlytapthesamegroupofstudentsforparticipation.
Thereisplannedcontinueduseoftoolstotrackhowstudentsareusingcertainsocio-emotionalsupportsinordertobetterunderstandanddocumenttheirimpact.FAadministratorsspecificallylaudedtheAcademysocialworker,counselors,andothersupportstafffortheireffortstocapturethenumberofreferralsandamountoftimescholarsspendutilizingsupportsliketheFACareRoom,counseling,andrelatedresources.Administratorsreportseeingpromisinggains,asmeasuredbyreducedsuspensions,moretimeinclass,increasedclassparticipation,andimprovedcoursepassingratesforsomestudentswhoheavilyrelieduponFAsupportservicesduringYear2.FAstaffcontinuetolookforwaysbeyondchangesinrecidivismratestoquantifyprogressalongsocio-emotionaldimensions.
20%
16%
25%
25%
14%
17%
2%
4%
39%
39%
0% 20% 40% 60% 80% 100%
FreshmanAcademywillincrease9thgradescholars'chanceforsuccessinUpperSchool.
FreshmanAcademyprovideseffectivesupporttostudents.
PercentofRespondents(Totaln=102)
Toagreatextent-4 3 2 Notatall-1 Don'tknow
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EvaluationoftheEastEPO:Year2
Planningtomeettheneedsoftrauma-impactedFAscholarsisagoalforYear3.NinthgradesocialworkersandcounselorsadministeredasurveytoallFAstudents.Analyzingtheresultsandcomparingthemtonationaldata,supportstaffproceededtoleadathree-partseriesforFAteachersandstafftoexplorejusthowmuchimpacttraumahasonEast’s9thgraders.Subsequently,counselorsandsocialworkersgroupedscholarsbysurveyresultsandsimilarexperiencesandofferedcounselinggroupstothemforextrasupport.Scholarparticipationisentirelyvoluntary.Afterconversationsbetweenstudentsandasocialworkerorcounselortogaugeinterestandwillingnesstoparticipate,studentsaregiventheopportunitytomeetweeklywiththesocialworkerorcounselor,ortoindependentlytostartaddressingtraumaissues.Thesupportgrouptopicsincludegriefandloss,victimsofgunviolence,andsurvivalofsexualassault.Counselorsandsocialworkersstrivedtobuildacultureofsupportamongstparticipating9thgraderssotheydidnotfeelisolatedthroughouttheyear.Inconjunctionwiththeseefforts,theentireUpperSchoolandLowerSchoolcampusreadthetrauma-focusedpublication,“ReachingandTeachingChildrenWhoHurt.”Allofthesestrategiesweremeanttobetterassistteachersastheyworkwithstudentsonadailybasisandarepoisedtocontinueintonextyear.
ChallengesFreshmanAcademyfacesbothnewandongoingchallenges.Identifiedchallengesinclude:
• Attendance
• BetterservingEnglishlearnersandspecialeducationstudents
• MonitoringtheprogressofstudentsenrolledinotherprogramsbutforwhomEastisresponsible
Amajorongoingchallengeisstudentattendance,whichisnotashighasdesired.OnestaffmembersharedaconcernthatFAstudentswithlowattendancewerebeingcounseledintoalternativeprograms,whichmakesoverallFAattendancebetter.
AnotherconcernsharedwasthatwhiletheFAENLteachershowedextraordinaryleadershiptoassessandgroupENLstudents,thereremainsconcernonthepartofsometeachersthatthereisnotenoughtimeorenoughsupportforENLstudents.TeachersalsoraisedconcernsaboutmeetingtheneedsofspecialeducationscholarsinFreshmanAcademy,thoughthatwasmoreoftenexpressedaschallengeswithco-teaching.Thereisaneedforincreasedcommunicationbetweenspecialeducationandcontentclassroomteachers,andmoresupporttoensureco-teachingreachesitsfullpotential.
AdministratorsnotedthattherearescholarsfromEast’s2016cohortwhoarenoteducatedonsite,butforwhomEastisresponsible.OffsiteplacementscanincludeoneofthealternativeprogramswithinEast’sacademicportfolio,homeorhospitalconfinements,orjuvenilejusticefacilities.Inanefforttoensurethatthosestudentsgetandremainonasuccessfulacademictrackwithregardtoattendanceandcreditaccrual,FAadministratorshaveworkedtocollaborateandcoordinatewiththesupportstaffofthosesites.FAadministratorscontinuetostrengthenthosesystems.Oneadministratorelaboratedonthoseefforts,saying:
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EvaluationoftheEastEPO:Year2
“Wehavebuiltsystemswiththeschoolsocialworkersandthecounselorsattheotherlocationssothat,ifscholarsarecheckinginwithcounselors,thosecounselorswillreportbacktousweeklyonscholarattendanceandgradeprogress.Ifneeded,wecoordinatewiththeothersitetoseewhomayneedahomevisitortalktoaparent…Justbecausethey’reoutofsightdoesn’tmeanthey’reoutofmind.They’restillourkids.”
FamilyGroupFamilyGroup—aschool-widestructuremeanttocultivatebeneficialbehaviorsandsupportiverelationships—realizedameasureofsuccessbytheendofYear1.ByemergingasaprimaryvehiclebywhichrelationshipsacrossEastwerecultivated,FamilyGroupcontributedsignificantlytotheforgingofbondsbetweenandamongscholarsandstaffandacrosscommonschoolhousedivideslikegrade,language,background,andstaffrole,inabuildingwithamultitudeofnewfaces.However,asanticipated,therewasroomforrefinement,andFamilyGroupcontinuedtoevolveduringYear2ofimplementation.
WhilethegeneralstructureofthemodelunderwentverylittlechangefromYear1toYear2,substantivemodificationsweremadetoincreaseFamilyGroup’seffectivenessbyaddressingthemostconsistentchallengesthatsurfacedinYear1.Chiefamongthesechallengeswerepoorstudentattendance,studentengagementdifficulties,studentassignmentissues,andcurriculumimplementation.TheYear2adjustmentsimplementedtoaddressthesechallengesinclude:
• ChangingthetimeFamilyGrouptakesplaceintheUpperSchoolschedule
• Assigning“co-carents”tofacilitateeachFamilyGroup
• Increasingthenumberofschool-wideactivitiesheldduringFamilyGroup
• LoopingFamilyGroupassignmentsforconsecutiveschoolyears
• ShiftingtoaweeklyFamilyGrouplessonplanapproach
• Developingastudenttransferprocess
• CreatingcustomizedFamilyGroupstomeetspecificstudentneeds
Asimplementationchallengesarefrequentlyinterconnected,manyofthesesolutionspresenttheopportunitytoaddressmultiplechallengesatonce.Eachofthesesolutionsisfurtherdiscussedbelowand,aselsewhereinthisreport,weusedatacollectedfromfocusgroupsconductedwithteachers,students,administrators,andotherstaff;interviews;surveys;anddirectobservationtoassessthestatusofimplementation,identifyingthestrengthsandimpact(whenavailable)ofeachsolutionaswellasnotingongoingornewlysurfacedchallenges.
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EvaluationoftheEastEPO:Year2
Challenges,SolutionsandImpactofFamilyGroup
StudentAttendance
ToaddressthechallengeofpoorstudentattendanceatFamilyGroup,theplacementofFamilyGroupintheUpperSchoolscheduleshifted.Originallypositionednearthemiddaylunchperiods,UpperSchoolFamilyGroupwasmovedtobetweenfirstandsecondperiodstodiscourageskipping.Additionally,FreshmanAcademyscholarsweretransitionedoutofseparate9thgrade–onlyFamilyGroupsintoFamilyGroupswiththerestofUpperSchoolstudents—reducingtheoriginalscheduleofthreeseparate,dailyFamilyGroupperiods(oneeachforUpperSchool,LowerSchool,and9thgraders)downtotwo.Thischangefreeduptheavailabilityofsomestaffmembers,enablingeveryFamilyGrouptohaveatleasttwocarents—astaffingchallengepresentedbytheoriginalmodel.Bymostaccounts,boththenewmorningplacementandintroductionofco-carentsimprovedFamilyGroup.Betterattendancewasoneresult,asUpperSchoolscholarswerenolongerabletoextendtheirlunchperiodbyskippingFamilyGroup,andsomestaffwhowerenolongerfacilitating9thgradeFamilyGroupswerenewlyavailabletosweepstudentsintoFamilyGroupandoutofhallways.Increasedconnectionwasanotherresult,asstudentshadtheopportunitytoforgerelationshipswithanadditionaladultinthebuildingwhilereducingadegreeofisolationfromupperclassmenthatsomefreshmenreportedfeeling.
TheresultsofthisscheduleshiftwerementionedbymanystakeholdersintheEastcommunity,bothpositivelyandnegatively.Infocusgroups,studentssometimesremarkedthattheywerenotfondoftheschedulechangebutalsonotedthatskippingFamilyGrouphadbeenaprobleminYear1andthatthechangehadincreasedtheirpersonalFamilyGroupattendance:
“Idon’tlikethefactthattheymovedFamilyGroup.”“Theymoveditbecauseeverybodyusedtoskip.”“I’mgoingtotellyouthetruth—Ineverwentlastyear.”—exchangeinUpperSchoolstudentfocusgroup
“TheyslayeduswithourFamilyGroup.FamilyGroup[isnow]rightafterourfirstperiod.You[have]nochoicebuttogo.”—UpperSchoolstudent
Inrespondingtothesurveyquery,“WhathasbeenparticularlyeffectiveaboutFamilyGroupthisyear?”severalteachersofferedcommentsontheschedulechange,suchas“Thetiminghasimprovedattendanceasitnolongerrevolvesaroundthelunchperiods”and“ThereschedulingofUpperSchoolfamilygrouptoearlierinthedayhassignificantlyimprovedparticipation.”Similarly,onestaffmemberexplained:
“[A]welcomechangewassevering[FamilyGroup]fromlunch—whichsimplyinvitedhalfthebuildingtotakeonadoublelunch.IthinkmorekidsaregettingsomethingoutofitandfewerkidsareinthehallwayduringFamilyGrouptime.Thatinitselfisabenefit.”
Anadministratornoted:
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EvaluationoftheEastEPO:Year2
“Idon’thaveanUpperSchoolFamilyGroupsoI’mabletoclearthehallwaysandhelpkidsgetintoFamilyGroupduringtheUpperSchoolone.Iseefewerkidsskippingorinthehallwaysatthattime.”
Aschoolsafetyofficer(SSO)alsonotedthepositiveimpactoftheschedulechange,sharing,“Ourchange[inUpperSchoolFamilyGroup]fromafterlunchtosecondperiod[made]abigdifference.InUpperSchool,[there’sbeena]bigpositivechangeinFamilyGroupparticipationsincetheschedulechange.”
StudentEngagement
AnotherchallengeinYear1wasstudentdisengagementinFamilyGroup.Theintroductionofco-carentstofacilitateeachFamilyGroup,increasingthenumberofschool-wideactivitiesheldduringFamilyGroup,andFamilyGrouploopingwereallstrategiesimplementedtoaddressstudentdisengagement.TeachersandadministratorsalikebelievedthatstudentengagementwouldneedtoincreaseforFamilyGrouptoreachitsfullpotentialforimpact.Co-carentingwasonewaytoapproachthestudentengagementchallenge,asitwouldincreasescholars’chancesofconnectingwithacaringadult.Asmentioned,oneresultofthechangetotheUpperSchoolFamilyGroupschedulewastheopportunitytohaveeachFamilyGroupfacilitatedbyco-carents,incontrasttothesolocarentingcommoninYear1.Inadditiontohavingtwoco-carents,eachco-carentpairwouldbecomprisedofamaleandfemaleco-carent.Whilefewstudentswhoparticipatedinfocusgroupsspecificallycommentedonthesechanges,teachersandadministrators(ininterviewsandfocusgroups)werevocalinexpressingtheirbeliefthattheco-carentarrangementhadmadearealdifference.Thesebenefitspertainedtobuildingrelationshipswithscholars,overallFamilyGroupoperation,andmodelingpositivebehaviorsforstudents.Amajorityofrespondentstotheteacher/staffsurveyatboththeLowerSchool(70%)andUpperSchool(78%)believethatco-carentinghasimprovedFamilyGroupthisyeartoasomeoragreatextent(Figure28).
Figure28.Extentteachersandstaffbelieveco-carentinghasimprovedFamilyGroup
52%
48%
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28%
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6%
9%
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Total
LowerSchool
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EvaluationoftheEastEPO:Year2
Whenaskedonthesurveywhattheyfoundtobe“particularlyeffectiveaboutFamilyGroupthisyear,”teacherrespondentscitedthepresenceofaco-carentmorefrequentlythananyothersinglefactor(13%ofresponses).Representativestatementsincluded:
“Havingtwoco-carentshashelpedusmodelapositivesocialrelationshipwitheachotherthatextendstoourrelationshipswithstudentsandtheirrelationshipsbetweenoneanother.”
“Thisismyfirstyearwithco-carents.Thisisahugebenefit,asdifferentpersonalitiesallowfordifferentconnectionsforthestudents.”
“Co-carentinghasmadeahugedifferenceincreatingthefamilycultureinFamilyGroup.”
“Ithasbeenhelpfultohaveaco-carenttoworkwith,bothinbalancinginteractionswithstudentsandinmanagingFamilyGroupduties.”
“Co-carentinghasbeenhugeinbuildingrelationshipsbecausestudentsmayconnectbetterwithoneortheother.”
Most(64%)ofadministratorsalsobelieveco-carentinghasimprovedFamilyGroupto“someoragreatextent,”accordingtoresponsesontheadministratorsurvey.Ininterviews,administratorsechoedteachersentiments,saying:
“Theschedulechangehasbeenarealplusandhaving2carentsineveryroomhasbeenarealplus,”and“TheFamilyGroupredesignwithco-carentshasbeengreat.Kidshaveoptionsforconnecting.”
StudentsalsooverwhelminglybelievethatFamilyGrouphelpsthemtobuildrelationshipswithadultsatEast(seefigure29).Onthestudentsurvey,82percentofLowerSchoolstudentsand92percentofUpperSchoolstudentsreportedtheyagreeorstronglyagreewiththestatement:FamilyGroupshelpsmetobuildrelationshipswithteachersandadministratorsatEast.
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EvaluationoftheEastEPO:Year2
Figure29.ExtentstudentsbelieveFamilyGrouphelpsthembuildrelationshipswithteachersandadministrators
Moreschool-wideactivities,likesportstournaments,schoolbeautificationefforts,andblockpartyactivities,wereincorporatedduringYear2ofFamilyGroupimplementationinanefforttocultivatestudentparticipationandbuy-in.Instudentfocusgroups,theseschool-wideeffortswereoftenattributedtotheUpperSchoolprincipal,andwerefavorablymentionedseveraltimesincommentssuchas,“IlikehowthePrincipalmakesupactivitiesthatcanbeplayedduringFamilyGroup—basketballtournament,volleyballtournament.”Onthesurvey,someteachersalsoidentifiedtheseactivitiesasbeingamongthemosteffectiveaspectsofFamilyGroupinYear2,indicating,“Thosestudentsinvolvedintheathletictournamentsenjoyedthemthoroughly,”and“School-widetournamentsandblockpartiestokeepthestudentsengagedandwantingtocometoFamilyGroup[areparticularlyeffective].”Oneteacherfurtherelaborated,“InitiativessuchastheRocktheTestdoordecoratingcontest,LeaderinMeposter-makingtobeautifytheschool,TrickorTreatinginblocks;…unifyingstrandslikeshowingtheEagleEyeonMondays,…bigeventslike[the]basketballtournamentandpicturewiththedroneonBlackLivesMatterdayweredramaticandbonding.”
AllLowerSchoolandapproximatelyhalfofUpperSchoolFamilyGroupslooped(i.e.,maintainedthesamesetofscholarsandcarentparticipants)fromYear1toYear2.ThisefforttopreserveFamilyGroupswasmadesoasnottodisruptthebondsthathadformedduringYear1ofimplementation.AdministratorshopetoloopmoreUpperSchoolFamilyGroupsinthe2017–18schoolyear.
StudentAssignment
InYear1,itwasbelievedthatsomestudentsdidnotparticipateinFamilyGroupbecauseofthecarentorotherstudentsinthegroup.Also,thepolicyatthetimewasnottotransferstudentswhorequestedatransferfromonetoanotherFamilyGroup.Toaddressthechallengeofparticipation,astudenttransferprocesswasdeveloped,andcustomizedFamilyGroupswerecreatedtomeettheneedsofspecial
35%
32%
47%
50%
12%
11%
5%
7%
0% 20% 40% 60% 80% 100%
UpperSchool
LowerSchool
StronglyAgree Agree Disagree StronglyDisagree
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EvaluationoftheEastEPO:Year2
studentpopulations.DuringYear1,noformalprovisionwasmadeforstudenttransferfromoneFamilyGrouptoanother.Theoriginalintentionofthisno-transferpolicywastofurtherencouragethedevelopmentofrelationshipsbetweenandamongscholarsandstaffwhomightnototherwisecrosspaths.However,someteachersbelievedthisapproachlackedanecessarysensitivitywithregardtostudentplacement,aswellasamountingtoamissedopportunitytomeettheneedsofstudentsinspecialcircumstances,suchasbilingualandENLstudentswhowerenotalwaysplacedwithcarentswhocouldspeaktheirnativetonguesorwhohadlong-termattendanceissues.
AformalstudenttransferprocesswasimplementedatthestartofYear2,consistingofthecompletionofaspecialFamilyGrouptransferformbythescholardesiringtransferandadiscussionofthecompletedforminafollow-upmeetingwiththescholar’scarent(s).IntheLowerSchool,administratorsofferthescholaranopportunitytoparticipateinarestorativecircleinanattempttoencourageandassistthescholarinpersistinginhisorheroriginalFamilyGroup.Alladultsinvolvedendeavortoensurethatthescholar’svoiceisheardinthesetransferproceedings.IntheUpperSchool,ifthetransferinvolvesasafetyissueofsomekind,ittriggersanautomaticFamilyGroupchangewithin24hours.Otherwise,theprocessproceedsasitdoesattheLowerSchoollevel.
SpecialFamilyGroupsmeanttomeettheneedsofbilingualandENLstudentswerealsoformedinYear2andareco-carentedbyESOLandnon-ESOLteachersoradministrators.AdditionalcustomizedFamilyGroupscreatedinYear2thatstrivetoaddressthespecificneedsofparticularEaststudentpopulationsincludeoneforstudentswithsevereattendanceissues(co-carentedbyasocialworkerandspecialeducationteacher)andaFamilyGroupforover-ageseniors(facilitatedbyanadministratorandguidancecounselor).Asoneteachercommentedonthesechanges,“Wearetryingtolookatindividualsituations.Ourultimategoalisconnection.”Staffhavenoticedthedifferencethesedevelopmentshavemade.
Ateacherfocusgroupparticipantexpressedthat“[FamilyGroup]iswaybetterthisyearafteradministratorslistenedtobilingualstudents’needformoresupport.”TeachersurveyparticipantsalsoparticularlynotedthedifferencetheadjustedstudentassignmentpolicyhasmadeforbilingualandENLscholars:
“FamilyGrouphasbeenacommunity-buildingexperienceformulti-culturalELLgroups.”
“Havingstudentsfromthesameethnic/linguisticbackgroundtogetherhasbeenveryeffective.MyNepalistudents(andourAfricanfriendsaswell,actually!)seeFamilyGroupasasafeplace,aplacethatbelongstothem,wheretheycanfeelcomfortabletalkingandsharingandexpressingthemselves.”
FamilyGroupCurriculumImplementation
InYear1,manycarentscomplainedthatdailyFamilyGrouplessonplanspresentedtoomuchstructure.Teachersgrappledwithprescribeddailylessonplansthatleftlessroomforadaptationthanmanydesired.Thisyear,FamilyGroupcoachesareprovidingweeklylessonplans.Weeklyplansalsoincreasecarents’abilitytorespondtoscholars’needsandinterestsinrealtime.Studentswhobenefitedfromthisflexibilityrespondedwelltothevarietyofactivitiestheywerenowoffered.AsoneUpperSchool
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studentcommented,“Idon’tknowaboutotherFamilyGroups,butoursisveryoutgoing.Wedolotsofactivities—wewenticeskating,onahauntedhayride,wedobirthdayparties....”Someteachersidentified“movementawayfromlastyear'srigidityindeliveryofmandatorylessonplans,dailycircles,etc.,”“weeklylessonplanswithmoreflexibility,”and“freedomtodowhatyouthinkisbestforyourfamilygroup,whilestillbeingencouragedtoutilizefamilygrouplessonplans”as“particularlyeffective”elementsofFamilyGroupthisyear.Otherstaffsecondedthisassessment:
“The[FamilyGroup]activitiesaredifferent[thisyear],Inoticed.Theactivitiesaremoreintriguingforthemtogoto.”—SchoolSecurityOfficer
“Familygroupislessrigidthanlastyear—thegeneralunderstandingthatthereissomeflexibilityastohowit’sdeliveredeachdaywasawelcomechange.”—Counselor
OverallImpact
Itistoosoontoknow,andperhapswillbetoodifficulttoisolate,thespecificimpactFamilyGroupwillultimatelyhaveonEastUpperandLowerSchool.However,whenteachersandadministratorswereaskedininterviewsandfocusgroupstoidentifytheEastEPOinitiativethathashadthemostimpactonEast’scultureandclimate,FamilyGroupwasmostoftencited.Alladministrators,respondingbysurvey,believethatFamilyGrouphascontributedtoapositivecultureandclimateatEastoveralltosomeoragreatextent—with55percentbelievingthatcontributionhasbeenmade“toagreatextent.”OneadministratoraddedthatFamilyGrouphascontributedto“Seeingkidsbuildtoleranceforothersthattheywouldnothaveinteractedwithinatypicalhighschoolsetting.”Inaninterview,whenaskedwhatthemaindriversofthecultureandclimateshiftatEastcurrentlyare,anadministratoropined:
“Iwould[creditFamilyGroup]—andI’dsayitworkstwoways.Kidshaveanadultthattheyknowadvocatesforthemandthattheycangoto.Theotherpartofthatiskidsbeingsurroundeddailybykidstheywouldn’tnormallyinteractwithhastaughttoleranceandrespectforall.Ifeelwhenkidsseeoneanotherinthehallorinthecafeteria,itmaynotbepeopletheyhangoutwith,butasadirectresultofconnectingwiththemeverydayfor30minutes,there’sadifferentsenseofunity…thatbringsEasttogether.Iknowthatit’sbeeninstrumentalforkidsindealingwithtragedies.”
AsdemonstratedbyFigure30below,65percentofteachersandstaffattheLowerSchooland80percentofthoseattheUpperSchoolconcur.TeachersurveyrespondentsalsobelieveaparticularlyeffectiveaspectofFamilyGroupisthatit“supportsstudents’academicandemotionalneeds.”Oneteachershared:“Familygroupisagreatstructureforstudentsandstafftobuildacultureoftrustandclosenessthatonlyfurtherstheacademicgoalsoftheschool.It'soneofmyfavoritethingsaboutEast.”
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Figure30.ExtentteachersandstaffbelieveFamilyGrouphascontributedtoapositiveclimateandcultureatEast
TeachersandadministratorsatEastreportseeingadditionalimpactsofFamilyGroupinvolvementrelatedtostudents’socialskilldevelopment(Figure31),anincreaseinself-advocacyandself-empowerment(Figure32),andcontinuedrelationshipbuilding(Figure33).Viasurvey,teachersandstaffnoted:
“Wedosmallprojectstogether[inFamilyGroup]andthekidsbuildinterpersonalskillsfromthem.”
“WehaveusedFamilyGrouptoteachactivelistening,responsibility,respect,advocacy,andotherskillsnecessaryforlifeoutsideofhighschool.”
“Familygrouphasbeenaverypositiveexperienceforourstudents,includingseveralstudentswhohave‘comeoutoftheirshells’andevenencourageotherstodothesame.”
43%
37%
45%
33%
28%
35%
19%
26%
17%
3%
7%
2%
1%
2%
1%
0% 20% 40% 60% 80% 100%
Total
LowerSchool
UpperSchool
PercentofRespondents(Totaln=161)
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Figure31.ExtentteachersandstaffbelieveFamilyGrouphaspositivelyimpactedstudents’developmentofsocialskills
Figure32.ExtentteachersandstaffbelieveFamilyGrouphaspositivelyimpactedstudentself-advocacyandself-empowerment
Studentscommentedontheirownself-advocacygainsinstudentfocusgroupconversations:
“IlikemyFamilyGroup.Weplaygames.Wetalk—butwetalkaboutthingsthatwewanttotalkabout.”
21%
20%
22%
41%
37%
39%
32%
37%
31%
6%
4%
7%
1%
2%
1%
0% 20% 40% 60% 80% 100%
Total
LowerSchool
UpperSchool
PercentofRespondents(Totaln=160)
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16%
17%
17%
42%
39%
43%
34%
33%
34%
6%
9%
6%
2%
2%
1%
0% 20% 40% 60% 80% 100%
Total
LowerSchool
UpperSchool
PercentofRespondents(Totaln=160)
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“Ourcarentsaredifferent—[they]careaboutus.Anythingwewant—webringittotheirattention.”
“ForLowerSchool,[FamilyGroup]iskindaspecialbecausewehavecarents,teacherswhoactasourcarent.…Wehavethese7habits[wefocuson]andweusuallyhaveactivitiesthatrevolvearoundthem.Like‘betenacious,advocateforselfandothers’.…Andwetalkaboutourdayandwhat[we’reupto].”
Administrators,teachersurveyrespondents,andfocusgroupparticipantsoutlinedotherself-advocacyandempowermentbenefitsthathaveaccruedtoEaststudentsasaresultofFamilyGroupparticipation:
“StudentshavetakenaccountabilityforremindingeachothertoattendFGaswellasfeelcomfortablediscussingissuesthatareimpactingthem.”–Teacherstaffsurvey
“IthinkkidsinEastHighSchoolaremoreawarethantheyeverwereofwhattheyneedandhowtoadvocateforit.FamilyGrouphashelpedwiththat.”–Teacherfocusgroup
“FamilyGroupgivesstudentsavoiceinasafesetting.”–Administratorsurvey
LowerSchoolstudentsinparticulartouchedupontherelationshipsthey’vedevelopedinFamilyGroup,declaring,“Ilikethewaythecarentstreatus”or“Ilikethatwehaveourownlittlegroupofpeoplethatwecanconnectwith.”Therelationship-buildingaspectofFamilyGroupisevidentinstudentsurveyresponses(seeFigure33).AmajorityofLowerSchoolstudents(82%)andUpperSchoolstudents(81%)agreeorstronglyagreethat“FamilyGrouphelpsthembuildrelationshipswithotherscholars.”Similarly,82percentofLowerSchoolstudentsand83percentofUpperSchoolstudentsagreeorstronglyagreethat“FamilyGrouphelpsbuildrelationshipswithotheradults.”Bothininterviewsandinteachersurveyresponses,whenasked“WhathasbeenparticularlyeffectiveaboutFamilyGroupthisyear?”teachershighlightedtherelationship-buildingbenefitsofFamilyGroupparticipation.Intheteacher/staffsurvey,78percentofthoseattheLowerSchooland89percentofthoseattheUpperSchoolagreetosomeoragreatextentthatFamilyGrouphasfacilitatedthedevelopmentofsupportiverelationshipsbetweenstudentsandstaff(seeFigure34).Teachersandstaffsharedthefollowingthoughtsabouttherelationship-buildingimpactofFamilyGroupinfocusgroups:
“There[have]beenmoregenuineconnectionsbetweenteachersandstudents.Studentsfeelcomfortablesharing.”
“Myfamilygrouphascollaboratedwithotherneighboringfamilygroups,callingeachothercousins.”
“TheopportunitytobuildrelationshipsthroughFamilyGroupisexceptional.”
“Buildingrelationshipswithstudentsthatallowthemtoseeyouasacaringadultwhotheycanreachouttoduringatimeofneed.”
“FamilyGrouphasbeenreallybeneficial.It’sdefinitelyhelped[scholars]feelliketheyareconnectedatschoolandacrossgradelevels.It’sfuntowatchkidswhowouldn’tinteractinthehallwayorbefriendshavingpositiverelationshipswithoneanother.Andlearning
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fromoneanother—6thgraderswhoarealittleimmaturewith8thgradersgivingthemtheteacherlook–andthemself-correcting.”
Figure33.ExtentstudentsbelieveFamilyGrouphelpsthemtobuildrelationshipswithotherscholars
Figure34.ExtentteachersandstaffbelieveFamilyGrouphaspositivelyimpactedrelationshipbuildingatEast
33%
34%
48%
48%
12%
11%
7%
6%
0% 20% 40% 60% 80% 100%
UpperSchool
LowerSchool
PercentofRespondents
StronglyAgree Agree Disagree StronglyDisagree
42%
39%
42%
44%
39%
47%
10%
15%
8%
3%
4%
2%
1%
2%
1%
0% 20% 40% 60% 80% 100%
Total
LowerSchool
UpperSchool
PercentofRespondents(Totaln=160)
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EvaluationoftheEastEPO:Year2
ImpactonAcademics
StudentsalludedtotheacademicbenefitsthatcamewithparticipationinsomeFamilyGroups.AnUpperSchoolstudentfocusgroupparticipantexplained:
“Whenitcomestoyourgrades,[ourcarentsare]veryserious.OnWednesdays,wegooverprogressreportsandtheyhelpusgetworkdone.Iknowit’sonlyahalfhour—it’snotalotoftimeforit,wehave10kidsinourfamilygroup—buttheyreallycareaboutus.”
Someteachersobserved,“Studentsareholdingthemselvestohigheracademicexpectationsoverallandaremorewillingtohaveconversationsabouttheimportanceofacademicsuccessandobstacles[asaresultofFamilyGroup]”and“[themosteffectivepartofFamilyGroupis]keepingstudentsontrackacademicallybyreviewingprogressreports.”
Atleastoneadministrator,participatinginafocusgroup,notedthatFamilyGroupwasplayingaroleinacademicallyreconnectingsomestudentswhohadbecomedisengagedfromschooling:
“WehadsomekidswhohardlycametoschoolatalllastyearinmyFamilyGroupandoneofthemwentto[ourprincipaltosay]hewantstomakesurehegraduatesandaskedwhatneedstobedone,soIamseeingacultureshift.”
NewandOngoingChallenges
Thoughbothimprovementsandnewsuccesseshavebeenrealized,newandongoingchallengesalsoremain,includingtheuseofFamilyGrouptime,developmentofstudenttrust,carentbuy-in,andstudentengagement.
FamilyGroupissupposedtobe“structuredplay,”withanintendedblendof80percentfunand20percentwork.Bothstudentsandstaffhaveremarked(infocusgroups,surveys,and,inonecase,FamilyGroupobservation)thatFamilyGrouptimehasrepeatedlybeenco-optedthisyear“togetotherworkdone,”asthequotationsfromstudentsandteachersdemonstrate:
“Idon’tlikehowwehavetodoworkinfamilygroup.[Wedidn’thavetodoworklastyear.][Now]wehavetodobooks.[Work]tookoverourwholefamilygroup.Lastyearwehaddonutparties.”—LowerSchoolstudent
“Alotofinitiativeshavebeenpushedthroughfamilygroupthisyear—lotsofprojects.Sometimes,it’stoomany.Sometimesyoujustneedtobetogetherasagroup.”—Teacher
“Withthe7habits,therearewaytoomany‘objectives’forFamilyGroup.”—Teacher/staffsurvey
“MaybeFamilyGroupdoesn’talwaysfitforallkids.…Theysayitshouldbe80percentfunbutmaybeit’snotwhatkidsthinkisfun.Weneedtotrybettertoincorporatetheirvoice.”—Teacher
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TrustinFamilyGroupisstillunder-developedforsomescholars.Thisisevidentinthefollowingfocusgroupexchangewithstudents:
“Teacherstrytoknowyourwholelife.Idon’ttrusttellingteachersmybusiness—they’reannoying.”“Theypry,thenviolateyourtrust.”“Teacherstellyourbusinesstootherteachersandyourclassmates.”“Forme,no.It’slikeshesaid—youcan’ttrusttheCarents.”
Someteachersarestilluncomfortablewith/resistanttothecarentrole,orfeeltheydonothavetheprofessionaltrainingtoaddressthemultitudeofpersonalissuesthatstudentsoftenbring.Afewteacherssharedthisconcern:
“FamilyGroupneedstobeaboutcommunitybuilding.Itcouldusemoresupport.Itseemstobemostsuccessfulwhenplayinggames,etc.,andlesssuccessfulwithsocial/emotionalsupport.Notsurewhy—we’renotsocialworkers.Maybemakeitaclubtime.…It’shardforteacherstodiveintotheissuesthatkidshave.Clubsmighthelpthemgetengagedinamorepositiveway…—wedon’tneedtobearmchairpsychologists.”
“Myco-Carenthasnotbeenopentodoingmoreactivitieswithourgrouptobuildrelationships.IthasmadeFGawkwardanduselesstobothofusasco-Carentsandthestudents.”
SomescholarscomplainofcontinuedFamilyGroupdisengagement(i.e.,boredom,indifference).Forsome,thisboredomisbecauseoftheactivities,forothersit’sthedifferencesinFamilyGroups,withsomeperceivedtobemorefunthanothers.Somestudentcommentsthatillustratetheengagementchallengeinclude:
“Idon’treallylikeFamilyGroup.It’sboring.Ijustsitthereandwatchvideosallthetime[Interviewer:Onyourowndevice?]Yeah.[Interviewer:Isthatbecauseeverythingthat’sgoingonisn’trelevanttoyou?]Idon’tknow…I’mjustnotintoit.”
“Wedon’tdo[anything]buttalkinFamilyGroup.Every.Day.Andmakecards—wejustdothemostboringstuff.It’sboring.”
ChangesforYear3
InterviewswithadministratorsandFamilyGroupcoachessuggestedsomepossiblechangesthatarebeingconsideredforFamilyGroupnextyear.Theseinclude:
• LowerSchoolFamilyGroupmayalsomovetoamorningtimeslot.
• FamilyGroupwillhaveaheightenedfocusonacademics,college,andcareers.
• TherewillbemorecollaborationbetweenFamilyGroupcoachesandcarents.
• MoreconnectionswillbemadebetweenFamilyGroupsandtheHOMESpartner.
• FamilyGrouprubricwillberevisedtoprovidemoremeaningfulfeedback.
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EvaluationoftheEastEPO:Year2
• FamilyGroupmayhaveacommunityservicecomponent.
RestorativePracticesRestorativePracticeswereincludedintheEPOPlantohelpmeetthegoalsofreducingthenumberofsuspensions,improvingstudentbehavior,andimprovingthegeneralcultureandclimateoftheschool.AttheendofYear1,stakeholdersdescribedtheimplementationofRestorativePracticeswithbothoptimismandsomeconcern.DespitesuccessessuchascirclesinFamilyGroupandduringclasstime,theconceptofRestorativePracticeswasverynewforbothteachersandstudentslastyear,anditsimplementationledtosomemisunderstandingsandmiscommunication.Studentsinitiallybelievedtherewouldnotbeconsequencesformisbehavior,andteachersstruggledwithbalancingdisciplineandRestorativePractices.Allschoolsecurityofficershadnotbeentrained,resultinginsomeinconsistentimplementation.Duringthesummerof2016andduringYear2aswell,furtherprofessionallearningwasprovidedforteachersandstaff,andclarificationofprocedureswasdeveloped,aswellastheuseofanonlinetrackingprocedureforbehaviorandotherstudentreferrals.
OneofthechangeswithRestorativePracticesthisyearisthatmoreoftheresponsibilityhasshiftedtothesocialworkers.DuringafocusgroupwithallsevensocialworkersontheEastteam,evaluatorslearnedthatfoursocialworkersareontheRestorativePracticesCommitteeandhavetrainedEaststaffinRestorativePracticesthroughrestorativeworkshops.Socialworkersreportedthey“allfacilitateorconductrestorativepracticesdaily,whetherit’safull-blownpeacecirclewithparentsandRPD,orahallwayconversationtorepair[thedynamic]betweenteacherandscholartogetthembackintheclassroom,orbetweentwoadultswhoneedtocircleupsotheycanrepairtheirrelationshipandco-teach.”Bothteachersandscholarsareinitiatingthemediations,andsocialworkerspointedtothepoweroftheseinteractions,noting,“Whenyousitdownwithstudentandteacher,witheveryoneasanequalparticipantandnosenseofauthorityintheroomatthatmoment,totrytounderstandoneanotherandrepair,it’saverypowerfulthing.It’ssuccessfulifpeoplearebeinggenuine.Especiallywhenthere’sbeenaharmdone,[but]youhavetogivepeopletime.”Thatwasamisconceptionatthebeginningoftheyear—someweretooquicktoinsistonamediationorcirclewhenallpartieswerenotnecessarilyready.“Well,iftheactorsaren’tready,arestillveryupset…weneedtorespecthowtheyfeelandgivethemtimesocirclesareeffective…whenwehavethosemoments,themajorityoftimethey’resuccessful.”Andanothershared:
“Onedifferencefromlastyearisallvoicesareheard—peoplearelisteningtokidsmoreinsteadofjustrespondingandreacting.Insteadof‘Idon’tcarewhathappened,Idon’twanttohearyourside,’kidshaveavoice.”
Schooladministrators,EPOleaders,teachers,staff,counselors,andsocialworkersallcreditRestorativePracticeswithbeingakeycontributortochangingthecultureandclimateattheschool,includinggenerallyimprovedstudentbehavior.TheuseofRestorativePracticesgivesstudentsavoice,andtheyhavebeenlearningandpracticingskillstocopewithconflict.AdultsandstudentsintheschoolareseeingRestorativePracticesinactionmoreandmore,buttherearesomewhohavenotexperiencedRestorativePractices.Additionally,therearesometeacherswhobelievetheimplementationandimpact
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EvaluationoftheEastEPO:Year2
ofRestorativePracticescouldbeincreasedschoolwideiftheschoolleadershipatthehighestlevelsweremoreinvolvedorpresentwithRestorativePractices.
Intheremainderofthissection,wesharethebenefitsandchallengesofRestorativePracticesthatemergedfrominterviewswithschooladministrators,focusgroupswithteachers,counselors,socialworkers,andschoolsecurityofficers,aswellastheteacher/staffandthestudentsurveys.
BenefitsofRestorativePracticesStudents,teachers,administrators,andleadersgavefeedbackaboutthebenefitsofimplementingRestorativePracticesatEastduringfocusgroups,interviews,andonsurveys.Acrossallconstituents,anumberofbenefitswereconsistentlymentioned.Theseinclude:
• Asignificantreductioninstudentsuspensions
• Anoticeablereductioninphysicalconfrontationsbetweenstudents
• Anincreaseinstudentvoice,self-confidence,andself-respect
• Improvedrelationshipsbetweenteachersandstudents
• Studentsresolvingtheirissuesandencouragingeachothertoresolveproblemspeacefullyratherthaninstigatingorchampioningviolence
• Apalpableshiftintheschool’scultureandclimateattributedtorestorativeconversationstakingplaceinFamilyGroups
• Restorativecirclesandconversationsbeinginitiatedbybothstudentsandstaff
• Restorativecirclesandconversationsbeingconductedstudenttostudent,stafftostaff,andstudenttostaff
Open-endedcommentsfromteachersonthesurveyaboutbenefitsforstudentsfromimplementationofRestorativePracticeswerenumerousandfocusedmainlyonanincreaseinstudentvoice,self-confidence,andself-respect.Theynotedthatstudentshavebecomeproactive,initiatingaconferenceorcirclethemselvestoresolveanissueandavoidfurtherconsequences.Teachersdescribedstudentsasbeingmoreconfidentandtendingtofeelmore“incontroloftheirownlives.”TeachersalsosharedhowRestorativePracticesareimpactingtheirclassroomsforthebetter.Forexample,oneteachershared:
“Thispracticehasbeeneffectiveforconflictsthathaveriseninmyclasseswithstudentsthroughmiscommunicationsmainly.Ihaveinitiatedconversationsandstudentshaveinitiatedconferencesaswell.Ihavealsoused[restorativepractices]tocelebratestudentsuccess.”
SurveyresultsalsosupportsomeofthebenefitsofRestorativePracticesidentifiedinfocusgroups.Forexample,87percentofteachersandteacherleadersintheLowerSchoolreportusingRestorativePracticesintheirclassroomswiththeirstudents;asmallermajorityofteachers(66%)attheUpperSchoolalsoreportusingRestorativePracticesintheirclassrooms(seeFigure35).Amajorityofteachers,teacherleaders,counselors,andsocialworkerswhoworkprimarilyintheLowerSchoolhaveobservedtheuseofRestorativePracticestohelpeffectivelyresolvestudentconflicts,with70percentresponding
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EvaluationoftheEastEPO:Year2
to“someoragreatextent.”AmongthosewhoworkprimarilyattheUpperSchool,only43percentreportedto“someoragreatextent”thattheyhaveseentheuseofRestorativePracticeshelpingtoeffectivelyresolvestudentconflicts(seeFigure36).Teachers,teacherleaders,counselors,andsocialworkerswhoworkprimarilyintheLowerSchoolgenerallyagreedthatRestorativePracticescontributetoapositivecultureatEast,with72percentagreeingwiththatstatementto“someoragreatextent.”AttheUpperSchool,only56percentagreedto“someoragreatextent”thatRestorativePracticescontributestoapositivecultureandclimateatEast(seeFigure37).
Figure35.Extentteachers/staffhaveusedRestorativePracticesintheirclassroomwiththeirstudents
28%
50%
17%
46%
37%
49%
20%
13%
24%
6%
10%
0% 20% 40% 60% 80% 100%
Total
LowerSchool
UpperSchool
PercentofRespondents(Totaln=162)
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EvaluationoftheEastEPO:Year2
Figure36.Extentteachers/staffobservedtheuseofRestorativePracticeseffectivelyhelpingtoresolvestudentconflicts
Figure37.Extentteachers/staffbelieveRestorativePracticescontributetoapositivecultureandclimateatEast
19%
35%
12%
33%
35%
31%
36%
22%
43%
12%
9%
12%
1%
1%
0% 20% 40% 60% 80% 100%
Total
LowerSchool
UpperSchool
PercentofRespondents(Totaln=164)
Toagreatextent-4 3 2 Notatall-1 Don'tknow
25%
35%
21%
38%
37%
35%
29%
22%
35%
7%
7%
7%
1%
2%
0% 20% 40% 60% 80% 100%
Total
LowerSchool
UpperSchool
PercentofRespondents(Totaln=163)
Toagreatextent-4 3 2 Notatall-1 Don'tknow
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Onsurveys,studentswereaskedtowhatextenttheyagreedordisagreedwithanumberofstatementspertainingtoRestorativePractices.Nearlyhalf(47%)ofUpperSchoolrespondentsindicatedtheydisagreedwiththestatement,“IunderstandwhatRestorativePracticeis.”Sixtypercentoftheserespondentsalsoindicatedtheydisagreedwiththestatements,“IhaveparticipatedinaRestorativeCircletoaddressaproblemIwashaving,”and“IhaveparticipatedinaRestorativeCircletoaddressaproblemsomeoneelsewashaving.”Sixty-fivepercentindicatedtheybelieve“RestorativePracticeshelpsbuildapositiveenvironmentatEast.”Whetherpunishmentsarefairandreasonableandwhetherallstudentsreceivethesamepunishmentsorconsequencesforthesamemisbehaviorsareareasthatmayneedfurtherexploration,as44percentand40percent,respectively,disagreedwiththesestatements.
MoreLowerSchoolstudentsindicatedtheyunderstandwhatRestorativePracticeis(62%)ascomparedwithUpperSchoolstudents,and69percentbelieveRestorativePracticeshelpbuildapositiveenvironmentatEast.AhigherpercentageofLowerSchoolstudents(60%)“agreedorstronglyagreed”withthestatementthattheyhadparticipatedinarestorativecircletoaddressaproblemtheywerehaving,comparedto41percentofUpperSchoolstudents(seeFigure38).AhigherpercentageofLowerSchoolstudents(69%)comparedtoUpperSchoolstudents(54%)“agreedorstronglyagreed”withthestatement“RestorativePracticeshelpsbuildapositiveenvironmentatEast.”WhetherpunishmentsarefairandreasonableandwhetherallstudentsreceivethesamepunishmentsorconsequencesforthesamemisbehaviorswereratedslightlybetterbyLowerSchoolstudents,butmightneedfurtherexploration,as38%and39%,respectively,disagreedwiththesestatements.
Figure38.Percentageofstudentswhohaveparticipatedinarestorativecircletoaddressaproblemtheywerehaving
7%
16%
33%
41%
43%
32%
17%
11%
0% 20% 40% 60% 80% 100%
UpperSchool
LowerSchool
PercentofRespondents
StronglyAgree Agree Disagree StronglyDisagree
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Tenstudentfocusgroupswereconductedduringspring2017.Inthree,RestorativePracticeswerementionedspecifically,andintwotheywerereferredtoindirectly.ThosewhodidbringupRestorativePracticeshadvaryingopinions.Somequotationsfromthestudentfocusgroupsillustratetheseopinions:
“Idon’tlikepeacecirclesbecausetheydon’twork.Peoplesayallthesepromisesandtheyneverdoit.”
“Peacecirclescanbeawasteoftime.Ifit’sabigclassthat’shavingaconflict,it’sawasteoftime.Butifit’stwopeoplethatgotintoafightorargument,itmightwork.”
“Mostvaluablethingismediationwhenthereareconflicts.”
“Talkitout.Figureoutwhattherealproblemisbytalkingitout.”
Feedbackfromadministratorandleaderinterviewspointedouttheprogressbeingachievedwithrestorativestrategies,especiallycircles,andtheymentionedthatcirclesinvolvestudentstostudents,stafftostaff(professionalconflict/discord),andstafftostudents(togettotherootcauseofmisbehaviorinclass).Aprincipalnotedthatstudentsarebeginningtobetterunderstandwhatrestorativepracticestrategiesareavailabletothemandwhatthegoalisbecausetheyoften“circleup”forreasonsotherthanafightordisagreement,whichinheropinionshowsachangeinbehavior.“Theysometimesarerequestingrestorativecirclesandpeacecirclesevenpriortoanincident.Theyaretryingtowardoffthosethingsthattypicallyescalatetosuspension,whichmeanslesstimeinschool.NowIoftenhearkidssay,‘I’mnotgoingtogetsuspended,Miss.I’mnotgoingtodoit.Ineedhelp.Youneedtobringustogether.Weneedtogetthissettled.”Inaddition,anadministratorsharedthattherehavebeentwoinstanceswhereanotherstudenthashadasimilarexperienceasthestudentscirclingupandwasaskedtojointhecircle.Theadministratorsharingthatexperiencesaid,“Thatwouldbeanothergoalforus—tohaveagroupofscholarstrainedtoleadcirclespeer-to-peer.”
Feedbackreceivedfromnearlyallconstituentsrevealstherehasbeena“palpablechangeinculture,”andoneleaderstated,“Everyonedeservescreditforitincludingstudents,families,leaders,teachers.We’vegonefromapunitiveculturewithover3,000suspensions,andthoseareonlytheonesthatarerecorded,toaculture/climatethatisrestorative–clearlydemonstratedbythedramaticreductioninsuspensions,fights,reportableinstances–dramaticdecreases.”Anotherbenefitmentionedwasarapidreductionofemployeegrievancescomparedtolastyear.Oneadministratorsharedhowchangingtheculturecanaffectteachingandlearning:
“[Now]peoplearemorewillingtotrusteachotherandexpresstheirvoice.Thosetwopieceschangedtheconditionsforlearningandteaching.Andwe’renotdone–it’snotperfect–butimprovementsinfoundationalissuesshowwe’vegonefromanadversarialculturetoonethat’scollaborative.Datademonstratesthatpoint–we’reshowingprogress–withbehavior,discipline,andemployeegrievances.”
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ChallengestotheImplementationofRestorativePracticesDatafrominterviews,focusgroups,surveys,andobservationsindicatetherecontinuestobechallengestotheimplementationofRestorativePracticesatEast.Theonesmostoftenmentionedbyconstituentsare:
• AllteachershavenotyetseenRestorativePracticesinaction.
• Someteachersseetheimpactasshort-lived.
• TeachersdesiremoreopportunitiesforpracticeandtraininginRestorativePractices.
• Staffareconcernedaboutthelackoffidelityandconsistencyofimplementation.
• Teachersstillseealackofstudentaccountabilityandinconsistentresolutions.
• TeachersconsidertheamountoftimeandlogisticsofsettingupacircleorotherRestorativePracticesstrategytobeburdensome.
• Teachersarenotalwaysincludedintherestorativeprocessoritsresolution.
• Studentsarenotfullyinvestedintherestorativeapproach.
• Thefrequencyofparentalinvolvementinrestorativestrategiesislow.
• Therestorativeapproachisadelegatedactivityratherthanleadershipdriven.
TherewereafewteacherswhoexplainedtheyhadnotyetseenRestorativePracticesinactionandafewwhothoughtitwasnotbeingusedtoitscapacity.Someteacherleadersnotedduringafocusgroupbeingfrustratedwiththefidelityoftheimplementation,fearingitwasnotbeingpracticedappropriately.TeachersattheUpperSchoolreportnothavingreceivedadequatesupporttoimplementRestorativePracticesthisyear,withonly38percentrespondingthatto“someoragreatextent”theyreceivedadequatesupport(seeFigure39).Teachersandteacherleadersalsoremarkedabouttheamountoftimeittakestosetupanddoandareconcernedwithalackoffollow-throughorconsequences.SomeexamplesofteachercommentsaboutRestorativePracticesinclude:
“IfeelthatrestorativepracticesisanintegralpartoftheEPOandsuccessofEast,butIhavenotreceivednearlyenoughtrainingtoimplementitwithfidelity.Iwishthiswascoveredmore.”
“It’saprocess–becomingrestorative–it’sbetterthanlastyearbut[wehave]awaystogo.”
“Havenotseenthisusedfully.Teachersarenotincludedintherestorationprocessandtheprocessisoften‘spedup’justtogetstudentsbackintheclassroomsoanalternativeplacementisn’tneededinthatperiod.”
“Theinitialmeetingseemsimportant;however,ifthestudentsfailtocomplywiththeoutcomeofthemeeting,thereisnofollowthroughorconsequence.”
“Ihaveseenstudentconflictssettledownafteruseofrestorativepractices;however,itseemstoonlylast4–6weeks.”
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Figure39.Extentteachers/staffbelievetheyhavereceivedthesupporttheyneededtoeffectivelyimplementRestorativePracticesthisyear
AlternativeProgramsInanefforttomeettheneedsofallscholarsinitsschoolcommunity,EastdevelopedfouralternativeprogramsinYear1tomeettheneedsofitsmostunderservedstudents,withtwoimplementedon-siteandtwooff-site.Thesefourprograms—Quest,EastEvening,EastBigPicture,andEastFreedomSchool—constitutedtheprimarywayEastintendedtomeettheneedsofstudentswhomightbemoresuccessfulinanalternativeacademicsetting.InYear2ofimplementation,threeoftheseprogramsmovedforward,withEastleadershipchoosingnottoimplementtheon-siteEastEveningprogramasaresultofunder-enrollmentandotherchallengesencounteredinYear1.
Overthecourseoftwoyearsofintensiveimplementation,East’salternativeprogramsenjoyedtheirshareofsuccessesandexperiencedchallengesaswell,whileimplementingmodificationstobettermeetstudentneedsandbolsterprogrameffectiveness.Successes,challenges,andmodificationsofeachofEast’sthreeremainingalternativeacademicprogramsarediscussedbelow,withdatafromteacherandstudentfocusgroups,administratorinterviews,andteacher/staffandadministratorsurveysprovidinginsightandsuggestingsomechanges.
QuestQuestisanon-site,acceleratedcreditrecoveryprogramservingstudentswhoareover-ageandhavea0.0GPAandlessthanoneearnedcredit,orstudentsenteringtheirthirdyearofhighschoolwithnocreditsearned.DesignedbyEast’sCAOinpartnershipwiththeexternalpartnerEncompassasaco-taughtcurriculummeanttobedeliveredindoubleblocks,Questsuccessfullysupportedsomeparticipantsinaccruingcreditsandre-engagedotherswhothrivedintheprogram’sspecialsetting.AlmosthalfofthestudentsinQuestinYear1earnedenoughcreditstoadvancetothe10thgrade.Many
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Total
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PercentofRespondents(Totaln=164)
Toagreatextent-4 3 2 Notatall-1 Don'tknow
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Year1participantswhoweremeantto“graduate”outofQuestandintoEastUpperSchool’sgeneraleducationprogramaftercompletingoneyearofintensivecourseworkbuiltsuchstrongrelationshipswithQuestfacultystaffthattheywantedtocontinue.Quest2.0wascreatedtoaccommodatethepreferenceofthesescholars.TheoriginalprogramretaineditsinitialpurposeandwasgiventhenameQuest1.0todistinguishitsnewerstudentsfromQuest2.0veterans.
ChallengesaroseinYear1pertainingtobothQuestprogramdesign/structureandbroaderchallengespresentatEast.Questwasdesignedtostartnearly90minuteslaterthantherestofUpperSchooltoenablestudentstoreachclassontime;however,anunexpectedeffectofthatscheduledifferencewasthatQueststudentsproveddisruptiveinthehallwayswhiletheremainingUpperSchoolstudentsattendedblock1classes.Theoriginalprogramwasmeanttohaveaproject-basedlearningcomponentthatwasnotimplementedwithfidelity,anditscorecurriculumwasdifferentfromthatusedelsewherewithinEast.Astudentpopulationwithahigherpercentageofspecialeducationneedsthanoriginallyanticipatedwasenrolledwithoutacorrespondingincreaseinspecialeducationstaff.Inaddition,changesinschoolleadershipresultedinchangesinprogramsupervision.
SeveralprogrammaticchangesweremadeinYear2toresolvethesechallenges:
• Changestothedailyschedule
• Curricularchanges,includingthosedesignedtomeettheneedsofspecialeducationstudents
• Leadershipchanges,includinglessinvolvementofEncompassincurriculum
TheQuestdailyschedulestarttimewasadjustedinYear2toalignwiththatoftheUpperSchooltoeliminatetheproblemofQueststudentsroamingthehallsduringUpperSchoolblock1.However,thischangesimultaneouslyresultedinQuest2.0students’needtoarrivenearly90minutesearlierthantheywereaccustomedto,achallengingadjustmentforsomescholars,illustratedinthequotationsbelow.Additionally,theoriginaldouble-blockstructureoftheQuestschooldaywaschangedtomirrorUpperSchool’smorestandardblockschedule.
“WhenQuestwasintroducedlastyear,Ilikeditbecauseofthehoursweweregiven.Schooldidn’tstartuntil9:30.ItgavemeenoughtimetowakeupandgetpreparedtomakesurethatI’mon-timetoschool.”—Studentfocusgroup
“Itwasalittlehardbecausewe[were]sousedtowakinguparound8andbeingherearound9:30.Thenthehoursswitchedandwehadtochangeourwholewayofworking—wakingupearlier...”—Studentfocusgroup
OneteacherdescribedQuest’sYear1curriculumasmorecloselyresemblinga“topiclist”thanacurriculumdevelopedusingbackwarddesignprinciples.Givenenoughautonomyintheirwork,someQuestteachersadaptedtheEngageNYcurriculumusedelsewhereinEast,wherepossible.Further,project-basedlearningisnotasmuchofafocusthisyear,andanotherchangehasbeentoaddaSupportperiodtostudents’schedules.
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InYear2,QuestcameunderthesupervisionandoversightofthenewFreshmanAcademydirectoratEastUpperSchool.Thiswasmostlyseenasbeneficialandsupportedthebetterintegrationofstudentsandstaff.
ImpactofQuest
Quest’sdedicatedstaffcontinuestoearnkudosfortheireffortsonbehalfofQuestscholars.AsYear1drewtoaclose,QueststaffandEast’sEncompasspartnerwerepoisedtorenewtheirfocusonscholarattendance.However,informationsharedinarecentEaststafffocusgroupindicatesthattheEncompassrolehasexpandedtoincludea“basicneedsprovider”component—withprogramstaffworkingtoobtainschoolsupplies,warmwinterjackets,andanyothermaterialswhoseabsencemaystandbetweenQueststudentsandschoolattendance,asEast’s“kids’basicneedsareatanall-timehigh.”
Withregardtoacademics,studentssharedthattheyoftenfoundQuestcourseworkchallenging,inboththelevelofdifficultyandtheamountofmaterialcovered,withtheblockscheduleformatpresentingitsownobstacletostayingontopofwork.However,moststudentsreportedrisingtothechallengethroughpersonaldeterminationandthesupportofQueststaff,asthefollowingstudentfocusgroupexchangeillustrates:
“It’slikeyou[haveto]completealotofstuff.Ifyoumissaday?You[aregoingto]misssomestuff.”[Meaning,alotiscoveredoneachdaysooneabsenceamountstoalotofmissedmaterial.]Everydaytheygotyoudoingnewstuff.”
“Alltheclassescouldbechallenging.You’vejustgottopayattentionandgiveityourallandyou’regoingtounderstandit.”
“Sometimesit’soverwhelming.Sometimestheytrytoteachyoualot.Sometimesyou’rereallyfrustratedandyoufeellikewalkingoutoftheclass.”
“Sometimesit’stoofast.Welearnanewtopiceveryday.NotinalltheQuestclassesbutinafewQuestclasses.”
“[Questteacherstry]tothrowtoomuchatyou.Sometimesit’seasyandIgetthroughitlikethis[snapsfingers].Everybody’sgottheirupdaysanddowndays.It’sallaboutstayingfocused.”
StudentsspeakhighlyoftheopportunityQuestaffordsthemtocatchupontheircreditaccrualandthesensethattheQuestprogramsuccessfullypreparesthemtopassteststhatstandbetweenthemandgraduation:
“[Quest]givesusanotheropportunitytogobackwherewearesupposedtobe.”
“Ilike[Quest]becausetheyhelpyoucatchuponyourcredits.WhenIfirststartedQuest…Ihadzerocredits.NowI’vegotalmostten.Soithelpsmealotwithourcredits.That’swhatIREALLYlikeQuestfor.”
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“Ifeellike[Quest]onlyteach[es]uswhatwereallyneedtoknowforthetest.Certainregularclassesteachyoustuffthat’sreallynotgoingtobeonthetest.Stuffyoudon’tneed.”
StudentsalsosharedanunexpectedoutcomeoftheirparticipationinQuest—increasedmaturity.TheyspokeoftakingmoreresponsibilityandmaturingasaresultoftheirparticipationinQuest.
Newand/orOngoingChallenges
Questwasnotatopicfrequentlymentionedininterviewsorfocusgroupswithteachers,thoughbaseduponstudentfocusgroups,interviews,andsurveydataafewnewandongoingchallengesemerged.
AdministratorssharedthatstudentparticipationinQuestisentirelyvoluntary,withstudentsoptinginiftheydeemitagoodfitfortheiracademicgoals.However,otherEaststaffandstudentsindicatedthatmanystudentsareassigned—or,aswasmorecommonlystated,“putinto”—theprogram.Thisdiscrepancyinthedescriptionofthestudentenrollmentprocessexistedacrossallthreealternativeprograms.
ThereisagenerallackofunderstandingorknowledgeevenamongadministratorsabouttheeffectivenessandimpactofQuest.Resultsfromtheadministratorsurvey(seeFigure40),forexample,indicatethatofthe11administratorswhorespondedtothesurvey,4ofthem(36%)donotknowifQuesthasmettheneedsofstudents,andabout3(27%)thinkithasmetstudentneedstosomeoragreatextent.
Figure40.ExtentofadministratorawarenessofQuestalternativeacademicprogram
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IunderstandthepurposeofEast'sQuestprogram.
Questhasbeeneffectivelyimplemented.
Questhasmettheneedsofmystudents.
Queststudentshaveachievedmoresuccessthantheywouldhaveotherwise.
PercentofRespondents(Totaln=11)
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BigPictureEastBigPicture(EBP),housedoff-siteanddevelopedundercontractwiththenationalschoolredesignorganization,wasintendedtoenrollstudentswhohadfailed9thgradeduringthe2014–15schoolyear.Designedwithspecialfeatures,includingtwice-dailyadvisoryperiodsandaninternshipcomponent,EBPenrolled50studentsfromEastandanadditional15studentsfromotherRochesterCitySchoolDistrictschoolsthroughaspecialpartnership.EBPwasmeanttodeliverthesame9thgradecurriculumusedonthemainEastcampusinsix48-minuteperiods,fourdayseachweek.Thefifthdaywasreservedforinternshipactivities.Year1yieldedanumberofpromisingearlyresults.EastadministratorsreportedthatEBPstudentsexhibitedahigherdegreeofengagementatEastBigPicturethantheyhadwhileattendingclassesonthemainEastcampus.ProgramstaffwereproudoftherespectfulandinclusiveculturetheyhadestablishedinYear1,whichreportedlyinformedallaspectsofschoolfunction,includingstudentdiscipline.Teacherswereexcitedtohaveafairamountofinputinhowinstructionwasdeliveredandsharedthatthelearningenvironmentwasdynamic,astheywereencouragedtoimplementprogrammaticmodificationsofbenefittotheEBPcommunity.
ThemostpressingchallengesduringEBP’sfirstyearcenteredonpoorstudentattendance,concernsaboutacademicrigor,enrollmentofahighernumberofspecialeducationstudentsthantheprogramwasstaffedtoserve,generalstaffingshortages,limitedstudentinternshipplacements,apersistentlackofresources,andissueswiththeprogram’sphysicalspace.Effortsundertakentoreducesomeofthesechallengesincluded:
• Additionofafull-timeguidancecounselortoEBP’sstaff
• Effortstoimproveattendance
• IncreasedalignmentbetweenacademicprogramsatEastUpperSchoolandEBP
• Effortstoimproveinternshipplacement
Therewasreportedlymixedsuccesswiththeseefforts.EBPteachersinfocusgroupsmentionedbeingobservedbyvariousstafffromEast’smainsite,asoneexample.Somekinksaroseinthoseefforts,astheEastobserversweren’talwaysabletoobservetheBigPicturelessonsfromthebeginning,andEBPteachersweren’taffordedtheopportunityofpost-observationconferenceswiththeirEastobservers,reducingthebenefitteacherswereabletogainfromthem.Teacherssharedthatwiththesealignmentefforts,theyhadlesslatitudetoimplementthecurriculum.Also,whileEBPteachersweresupposedtousethesamecurriculumusedatBigEastbutdeliveringitwithinadifferentschedulestructure,someEBPteachersindicatedthattheydidnothaveaccesstothesamecurriculum.Additionally,EBPcontinuedtostrugglewithinternshipplacements.
Impact
Students’EBPexperienceshavebeenvaried.Infocusgroups,scholarsmentionedthattheywerefaringbetteracademicallyinEBP’ssmallerenvironment.Somestudentsfurthernotedthatcertainclasseswerechallengingforthemwhileotherswereconcernedthattheirclassesoverallweretooeasyandtheyfeltill-preparedforupcomingRegentsexams.StudentsalsomentionedbeingconcernedthatEBPmaynotoffertheclassestheywouldneedinordertoremainintheprogramuntilgraduation.Most
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consideredtheenvironmentsafeandrelativelyfriendly.Studentsweredividedonthevalueoftheinternshipcomponentoftheprogram.Infocusgroups,studentssharedcommentsabouttheirEBPexperiences:
“[EBP]isasmallerenvironment.Teacherscaremoreandyou’renotasdistractedasyouusedtobe.”[WestEd:Didyouhavethesameexperienceofgettingbettergradesherethanatyouroldschool?]“IwasgettingstraightF’s.I’mgettingbettergradeshere—A’sandB’shere.”
“Ican’tskipclassesIdon’tlikeanymore…Theyjust[stay]ontopofyou.”
“Iwentto[anotherschool]—therewasn’tasmuchhelp[asthereis]here.Theyreallyhelpedmegetmygradesup[here].IndependentWorkTime—yougotoyourteachersifyouneedextrahelp,extraworkandthey’llhelpyouout.Heretheyhelpyoubringyourgradeupandtheyactuallyputyoubackontrack.”
“Theygiveyoualotmoresupporthere.”
“There’smoreroomtofocushereanddoyouworkandstuff.”
“Theyalsotrytohelpyoufindaninternshipforyourcareer.Youcouldworkthereinthefuture.”
Challenges
NewandongoingchallengeswereidentifiedwithEastBigPicture.Thechallengesidentifiedinclude:
• Theenrollmentprocess
• Questionsabouttherigor
• Staffingandprofessionaldevelopment
• Adequateinternships
• LackofclarityaroundthepurposeandtargetpopulationforEBP
• OperationalandresourceschallengessuchasnoaccesstoRCSDinternetanddatasystemsandlackofadedicatedtelephonetoEBP
EaststaffandadministratorsseemunclearonthepurposeoftheEBPprogram,andtherearedifferentexplanationsfromadministratorsandstudentsaboutstudentplacementinEBP.AdministratorssharedthatstudentscanchoosetocometoEBP,andsomemaybecounseledintotheprogram.Infocusgroups,teachersandstudentssharedthatattendingEBPisnotalwayspresentedasachoice.Thefollowingquotationsillustratethesedifferentunderstandings.
“Iwasreally,really,reallyterribleatEast.Iwassobad.Andthen,forawholeyear,Ididn’tgotoschool.Sotheysaid,‘Eitheryoucomehere[EBP]oryoudon’tgotoschool…’.TheysaidIcan’tgobacktoEast.”—Studentfocusgroup
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“Itwassupposedtobe—weweretold—thatitwassupposedtobebyinterestonly.Andanapplicationprocess”—Teacherfocusgroup
“I’veheardofcaseswherekidswerethreatenedwithBigPicture.‘Ifyoumessup3moretimes,you’regoingtoBigPicture.’...Itjustmakesitharderforus—alotofourkidsalreadyhavehugetrustissuesandthatjuststartsthemoffonthewrongfoot.”—Teacherfocusgroup
Whilesomestudentsfeelthelevelofacademicchallengeisappropriate,othersbelievetherigoranddegreeofRegentspreparationatEBPislacking.Thefollowingquotationsshowsomeofthevariationinopinionontherigorandpreparation:
“…Thisworkwehaveistooeasy.ThenwegettotheRegentsanddon’tknowwhattodo.It’shardtostudyonyourownbecauseyoureallydon’tknowwhat’sgoingtobeonthattest.”
“Theytaketimeoutoftheirdaytohelpusgetthroughschool.”[“Right.”].“Theycareaboutus.Theywantustopass.”
EBPteachersdescribedtheirprofessionallearningexperiencesascenteredonstructuralcomponentsoftheBigPictureprogram,whilenotincludingenoughtimeoncontentareaorinstructionalpractices.EBPteachersandstaffalsoworriedaboutvacanciesinstaffing,whichtheyfeelnegativelyaffectstheoperationandqualityoftheprogram.
“ThePDhere—whichwehaveonWednesdayafternoons—inmyopinionisallaboutadvisory/internship.We’reveryrarelyallowedtoconcentrateonanythingregardingtheacademicsorcurriculumeventhoughwewantrigor.”
Teachers,students,andadministratorsmentionedchallengeswiththeinternshipcomponentoftheBigPictureprogram.Teachersandstudentswereconcernedaboutthepositionoftheinternshipinthemiddleoftheweek.Administratorsandteacherswerealsoconcernedaboutthedifficultyofgettingenoughappropriateinternshipsforstudents.Theysharedsomethoughtsonthissubjectinfocusgroups:
“Idon’tliketheWednesdayinternships.I’minthisschoolbecauseobviouslysomethingwasn’tgoingrightatmyschool.Soyou’regoingtogiveusanextrathingwe’vegottodowhenthatWednesdaywecouldactuallybedoingschoolwork?I’mherebecauseIwasn’tdoinggoodatmyotherschoolwithmyacademics.NowI’mhereandIhave4daysoflearningwhileotherpeoplehave5?That’snotfair.”—Studentfocusgroup
“Anotherchallengingthingistheprocessofgettinganinternship.Ittookmadlongtogetaninternship.”—Studentfocusgroup
AnticipatedChangestoBigPictureforYear3
TheownerofthebuildinginwhichEBPiscurrentlylocatedhassoldtheproperty,requiringEBPtorelocate.Planstomovetoanewsiteremainunfinalized.OneadministratorsharedEBPwillbebrought
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backtotheEastcampusforthenextschoolyearandthattheprogramwillbephasedoutafterthe2017–18schoolyearwithanewprogramdevelopedtobettermeettheneedsofthetargetstudents.TheprimaryreasonforthischangeisdissatisfactionwiththeBigPicturecontractandassessmentthattheprogramisnotreallymeetingtheneedsofstudentsandtheschool.
EastFreedomSchoolEastFreedomSchool(EFS)isapre-GEDprogram,createdincollaborationwithlocaldevelopmentorganizationNorthEastAreaDevelopment,Inc.(NEAD,)whichaimstoprepareEFSstudentsforsuccessintheGEDprogramoftheirchoice.MostofEFS’scourseworkiscompletedwiththeaidofone-on-onesupportreinforcedwithindependentpractice.Therewereapproximately30registeredstudentsduringthe2015–16schoolyear.EFShashistoricallyenrolledthemostdisenfranchisedscholarsintheEastcommunity,includingthosewhohavebeendisengagedoroutofschoolforlongperiodsoftime.Thesestudentsaretakingadvantageofapathforwardthathasnotalwaysbeenavailabletothem.AnEastadministratorasserted:
“We’vestartedtoincreaseenrollment[inFreedomSchool]whichmeansthatkidsthatwouldhavenormallyjustdroppedoutandgivenupseethatthisisaviableoptionforthem.Ithinkthathasmadeatremendousdifference.WeallknowthattheycancompletetheTASCandgotoMonroeCommunityCollege(MCC)oranycollege,justlikeakidwhograduatesfrom[BigEast]does.Ithink[FreedomSchool]offerselementstokidsthat[have]previouslynotbeenpushedenough.”
Challenges
Aswiththeotheralternativeprograms,theabsenceofaformalprocessforstudentenrollmenthasprovenchallengingforEastFreedomSchool,ashasspottyattendanceonthepartofsomeenrollees.Havingadequatematerialsandresourceshasalsobeenchallengingfortheprogram.
OverallImpact/SuccessesofEastFreedomSchool
SeveralEastUpperSchooladministratorshavevoicedthesentiment,“IfevenonestudentearnshisorherTASCcredentialasaresultofFreedomSchoolparticipation,wehavebeensuccessful.”EFShasbeensuccessfulseveraltimesoverbythatsimplemeasure,asthreestudentshavemetthatthreshold.EFShasenjoyedsuccessalonganumberofotherdimensions.Programstaffnotedstudents’incrementalgainsindecision-making,personalaccountabilityandabilitytodohigherlevelcoursework.Onaverage,students’EFSattendanceishigherthantheirattendancewhileat“BigEast,”thoughstillnothigh.Students’specialneeds,suchastheneedforchildcare,areaccommodatedtotheextentpossibleatEFSsothatunnecessaryabsencesareavoided.Studentsandtheirparentsraveabouttheprogram,incontrasttowhattheyhavetosayaboutEast’smainacademicprogram,which,inmostcases,wasexperiencedpre-EPO.Furthermore,studentsandtheirfamilieshaveforgedastrongrelationshipwithprogramstaff,speakinghighlyoftheseeminglyround-the-clocksupportthemaininstructorprovides,asthefollowingquotationsillustrate:
“IgotafamilyoutofFreedomSchool—wehelponeanother.”—Studentfocusgroup
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“FreedomSchoolworkswithyouinwhateveryourindividualstruggleareais.”—Studentfocusgroup
“FreedomSchoolenvironmentisquiet,nottooloudortoomuchfusslikeanormalhighschool.”—Studentfocusgroup
“[AtFreedomSchool]Icouldbringmy[child]ondaysIdidn’thavechildcare.”—Studentfocusgroup
“Iseeabigchangeinmy[scholar]sinceshestartedatFreedomSchool.Sheopensupmorewhenyoutalktoher—she’llcometomeifsheishavingaproblem.Shehasarealbondwith[FSprogramteacher/admin].Whenshedoesn’thavearide[toschool],[FSwillprovideone].Eastisnotgoingtogothatextramile.”—FreedomSchoolparentfocusgroup
“FreedomSchoolisheretolistenandtohelp.Eastdoesn’tpayattention.”—FreedomSchoolparentfocusgroup
“FreedomSchoolhasbeensohelpful—helpwithfindingjobs…smallfieldtrips[that]openedupmyson’smindtodifferentoptions.”
FamilyandCommunityEngagementTheoriginalEPOplanincludedstrategiestoincreaseparent/familyparticipationatEastgiventhelongstandingstruggletobringparentsandfamiliesintotheschool.Ontheotherhand,communityorganizationsandagencieshavelongpartneredwithEastHighSchooltoprovideassistancetostudents,teachers,andfamilies.TheEPOplanintendedtocontinueandexpandthesepartnershipsthathadproventobemakingvaluablecontributions,andtoinvolvenewpartnerstosupportspecificinitiativesatEast.SoonafterthebeginningoftheEPOatEast,theEPOmergedEast’sCommunityEngagementTeamwithitsFamiliesandCommunityEngagementCommittee(FACE).FACEmeetsregularlyandincludesrepresentationfromstakeholdersandpartnerorganizationssuchastheRochesterTeachers’Association;parents;LowerSchool,UpperSchool,andFreshmanAcademyprincipals;representativesofvariouscommunityagencies;aswellastheMayor’soffice.SinceFACEappearstoworkcloselywithpartnersandfamilies,wehavecombinedthesetwoareasforthepurposeofthisreport.
TheinvolvementofcommunitypartnersintheEastEPOisamultifacetedaspectwithmanymovingparts.Somepartnerorganizationshaveapresenceintheschool,suchastheAmeriCorpsvolunteers,Iberopersonnel,andthestaffoftheStudentSupportCenter.Otherpartnersaresituatedintheneighborhoodorinnearbycommunities.TheextenttowhichpartnerorganizationscollaborateandcoordinatetomeettheneedsoftheEastEPOconstituentsisimpressive.OneschoolleadernotedtheFACEcommitteeismakingeffortstominimizetheburdenofcoordinatingandstreamliningpartnerandfamilyengagementactivities:“We’retryingtoorganizehowwedofamilyandcommunityengagementsoit’snotpersondependent…creatingdocumentsandguidelinesshowinghowit’ssupposedtobedone.”Twocommitteemembershavecreatedacommunicationplanthatwillbeontheschoolwebsite.
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Findingsaboutparentengagementandpartnerinvolvementarebasedoninterviewswithschoolleadersandadministrators;focusgroupswithpartners,counselors,andsocialworkers;andresponsesfromstudentandteacher/staffsurveys.Dataweregatheredfromadministrators,teachers,students,andpartnersthemselvesinanefforttounderstandandassesstheimpactofpartnershipsontheprogressoftheEPO.ThedatasuggestthatcommunitypartnersareavitalcomponentoftheturnaroundeffortsandalsoverifythatcollaborationandcoordinationofpartnerswiththerolesandeffortsofEaststaffhavebecomestrongerandclearertotheteachers,students,andfamiliestheyserve.
TheFACECommitteeTheFACEcommitteehasbeenworkingwellandhasmadestrategicdecisionsthisyeartoenableamoreprocess-orientedstructure.Thecommitteecreatedamanualthatidentifiesprocessesandprocedures,suchasensuringmeetingnoticesaresentwellinadvance,andthatthank-youcardsgooutwhensomeoneattendsanevent.Effortsarealsobeingmadetoadvertisetheactivitiesforparentssothattheyaremorevisible.Moreparentworkshopsareplannedforthesummermonthsandnextyear,andthesewillincludetopicsrequestedbyparentsratherthanbeingstaff-directed,suchasbringingingrandparentswhoneedtoknowthestagesofdevelopmentforkids,astherearemanyhouseholdsheadedbygrandparentsinRochester.Workshopsthathelpparentspreparetheirtaxesandlearnhowtoapplyforcollegeandfinancialaidwillcontinue.TheschoolalsoaddedaSpanishlanguagededicatedphonelinetoincreaseaccessibilitytoallparents.
ParentEngagementTeachers,schoolleaders,counselors,andsocialworkers,aswellascommunitypartners,allvalueparentengagement,butacknowledgethatitisanongoingstruggleatEast.Accordingtoteacher/staffsurveydata,overhalftherespondentsdidnotthinktherewasaclearplanforengagingfamiliesatEast,nordotheythinkthestrategiesbeingusedhavebeeneffective(seeTable4).However,8of12administratorsreportedlookingatdatawithparents/guardiansofstudents,and10of12administratorsagreedparentsweremadeawareofexpectationsforstudentbehaviorthisyear.
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Table4.Teacherandstaffperspectivesonparentengagement
LowerSchool UpperSchool
StronglyAgree
Agree
Disagree
Strongly
Disagree
Don’tK
now
StronglyAgree
Agree
Disagree
Strongly
Disagree
Don’tK
now
Parentsareseenaskeypartnersinourschoolimprovementefforts.
13.3%
(n=6)
60.0%
(n=27)
15.6%
(n=7)
6.7%
(n=3)
4.4%
(n=2)
15.8%
(n=16)
41.6%
(n=42)
25.7%
(n=26)
10.9%
(n=11)
5.9%
(n=6)
MostteachersvalueparentinvolvementatEast.
33.3%
(n=15)
62.2%
(n=28)
4.4%
(n=2)
0.0%
(n=0)
0.0%
(n=0)
28.7%
(n=29)
60.4%
(n=51)
5.9%
(n=6)
4.0%
(n=4)
1.0%
(n=1)
Eastleadershipvaluesparentinvolvement.
37.8%
(n=17)
55.6%
(n=25)
2.2%
(n=1)
0.0%
(n=0)
4.4%
(n=2)
35.0%
(n=35)
56.0%
(n=56)
6.0%
(n=6)
2.0%
(n=2)
1.0%
(n=1)
ThereisaclearplanforengagingfamiliesatEast.
4.4%
(n=2)
40.0%
(n=18)
35.6%
(n=16)
0.0%
(n=0)
20.0%
(n=9)
6.9%
(n=7)
28.7%
(n=29)
38.6%
(n=39)
14.9%
(n=15)
10.9%
(n=11)
Strategiesforinvolvingparentsareeffective.
6.7%
(n=3)
28.9%
(n=13)
46.7%
(n=21)
6.7%
(n=3)
11.1%
(n=5)
2.0%
(n=2)
13.0%
(n=13)
49.0%
(n=49)
25.0%
(n=25)
11.0%
(n=11)
Fifty-twoteachersandstaffrespondedtoanopen-endedsurveyquestionaskingforsuggestions/ideastoimprove/increaseparentengagementatEast.Inadditiontocontinuingtoschedulefamilyfunnights,providefood,andplansocial/sportingevents,theysuggestedconsidering:
• Providingtransportationandchildcare
• Moretranslationoflettershomeandmoretranslatorson-siteatevents
• Morehomevisits
• Encouragingco-carentstobeintouchwithparents
• Morediverseschedule/changearrangementsforparent/teacherconferences
• IncludingparentsinRestorativePracticesandre-entrymeetings
• Notmailingstudentgrades,requiringparentstocomein
• Morescholarshowcasenightsandmorestudent-ledconferences
• Engagingparentsof6thgradersearlyon
Studentswereaskedaboutwhethertheschoolkeepsparentsinformedaboutwhatisgoingonatschool.StudentsattheLowerandUpperSchoolrespondedsimilarly:74percentofLowerSchool
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EvaluationoftheEastEPO:Year2
studentsand71percentofUpperSchoolstudentseitheragreedorstronglyagreedwiththatstatement(seeFigure41).
Figure41.Extentstudentsbelievetheschoolkeepsparent/guardianinformedaboutwhatisgoingonatschool,suchasevents
AtLowerSchool,effortshavebeenintensifiedthisyeartoimproveparentparticipationandengagement,andtheprogresshasbeendocumented.Oneadministratorshared:
“We’vebeenveryintentionalinwhatwedoforfamiliesandhowweincludethem.WehavetheStatecomingThursdaytodothatpieceofourreview,sowe’vebeencollectingalotofdataandevidenceonwhatwe’vedonedifferentlythisyear.Wepairallofoureventssoparentscomeinaboutonceamonthformultiplethings–aconcert,parent/teacherconference,awardceremonyallonthesamenight–afewdrawstogettheminhere.Wedidatleast181homevisitsatLowerSchoolalone.”
ANewcomers’AcademywasheldthisyearduringtheFebruarybreakandreceivedravereviewsfromparents.TheSpanishandbilingual(ENL)studentsweretakenintothecommunitytodifferentRochesterlandmarkssuchastheEastmanandSusanB.Anthonymuseums.TheydidaprojectafterthatandmadeclaimsaboutwhowasthebestRochesterhistorian;theythendidapresentationandusedallthelanguageoftheRegents.“Itwasfantastic,andparentsweresuperhappyaboutthekidscomingtothat.”
Anotheractivitythatwaswell-receivedandwell-attendedwasforthoseparentswhowerenewtothiscountry.EastcollaboratedwithIbero,acommunity-basedorganization,foraparenteveningconductedinSpanishwheregraduationrequirementsandhowthesystemworkswerearticulatedandexplained.Anadministratornoted:“Isaweachofthoseparentsattheschool-wideopenhousethenextweek–averydirectimpact.”Acommunityfairwasheldearlierintheyearsoparentscouldnetworkwithcommunityagenciesanditwasconsideredverysuccessful.AnEastFACEcommitteememberstated:
24%
26%
47%
48%
12%
10%
5%
5%
12%
12%
0% 20% 40% 60% 80% 100%
UpperSchool
LowerSchool
PercentofRespondents
StronglyAgree Agree Disagree StronglyDisagree Don'tKnow
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EvaluationoftheEastEPO:Year2
“Weareputtingourselvesouttherefortheneighborhoodtoseeusasaplacetocomeandvisitandbeknown–andalsoprovideorganizationswiththeopportunitytonetworkwitheachother.”
Oneschoolleaderemphasizedthatparentscanshowsupportinwaysotherthanattendingschoolevents:
“Ithinkwhatisoftenamythorafallacytotheoutsideis[parent]attendanceatevents—thatifyoudon’thavegreatattendanceataPPDmeetingorbasketballgame,youdon’thaveparentsupport.Inreality,parentscansupportinmultipleways.Ithinkyou’dhearthevastmajorityofstaffsay,‘Anytimewecallforaparent,they’rewillingtohelpus.’Webothwantthesamething—successfortheirchild.Iwouldcautionthattherealvalueofparentinvolvementisnotattendinganevent.Therealvalueisworkinginpartnershipwithuswheneverwecall—andevenwhenwedon’tcall.”
ThefollowingquotationfromanadministratorsumsupacommonsentimentaboutparentengagementatEast:
“Ithinkwe’vemadesomestrides–definitelyanareaofneedandconcernbutwehavesomebrightspots…andit’sgettingbetter.”
BenefitsofWorkingwithCommunityPartnersInadditiontocoordinatingparentengagement,FACEalsocoordinatescommunitypartners.MostteachersunderstandtheroleofkeypartnersatEast,andconsiderpartnershipsveryvaluabletotheEPOefforts;andmostbelievepartnershaveenhancedfamily/schoolconnectionsandhavehelpedtomeetspecificneedsofstudentsorfamilies(seeTable5).Nearlyalladministrators“agreedorstronglyagreed”thatkeypartnersarehighlyvaluedatEast,haveenhancedfamily/schoolconnectionsthisyear,andhavehelpedtomeetspecificneedsofstudentsorfamilies.Teachers/staffalsoindicatedtherearemanysupportsinthebuildingprovidedbycommunityagenciesandpartnerstowhichtheyareabletoreferscholars.Theydescribepartnersasveryapproachableandwillingtohelpwithchallenges.Insomeinstances,itistheoutsideagenciesthathaveaddedacademicandemotionalsupportforstudents.Forexample,theStudentSupportCentercanhelpstudentswithhousing,clothing,emotionalsupport,andtrauma.Hillsidedoestutoring,asdoesReinvestinginYouth.Administratorsidentifiedsomeofthebenefitstohavingvibrantcommunitypartnerships:
“CommunityconnectionsgivescholarsasenseoftheimportanceoftheireducationbeyondthewallsofEast.”
“TherearelotsofprogramsandexternalpartnerseachwiththeirownuniquenichethatallowsEasttonarrowinonandmeetthespecificneedsastudentorfamilymightbestrugglingwith.”
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Table5.Teacher/staffperspectivesoncommunitypartners
LowerSchool UpperSchool
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Don’t
Know
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Don’t
Know
CommunitypartnersarevaluedatEast.
24.4%(n=11)
62.2%(n=28)
2.2%(n=1)
0.0%(n=0)
11.1%(n=5)
23.8%(n=24)
57.4%(n=58)
7.9%(n=8)
1.0%(n=1)
9.9%(n=10)
Communitypartnershaveenhancedfamily/schoolconnectionsthisyear.
20.0%(n=9)
55.6%(n=25)
4.4%(n=2)
0.0%(n=0)
20.0%(n=9)
23.8%(n=24)
52.5%(n=53)
5.9%(n=5)
1.0%(n=1)
16.8%(n=17)
Partnershipswithexternalorganizationshavehelpedtomeetspecificneedsofstudentsorfamilies.
13.3%(n=6)
57.8%(n=26)
6.7%(n=3)
0.0%(n=0)
22.2%(n=2)
24.8%(n=25)
50.5%(n=51)
8.9%(n=9)
1.0%(n=1)
14.9%(n=15)
Someofthewaysthatpartnershaveservedstudentsthisyearare(1)LowerSchoolstudentsenjoyedvisitsfromtheSmilemobile–amobiledentallabprovidedbyEastmanDentalSchoolforstudentstohavetheirteethcleanedandcavitiesfilled,(2)anewpartnershipthroughtheUniversityofRochester’sHealthDepartmenthasprovidedbreakfastforLowerSchoolstudentsintheirclassrooms,(3)anadditionalsocialworkerhasbeenaddedforLowerSchoolstudentswhohaveexperiencedseveretrauma,and(4)anewpartnershipwithSOARwasinitiatedthroughtheCityofRochesterwhereinahealtheducatorhastalkedtostudentsabouthealthaswellasemotionalandsexualrelationships.
AlsonewthisyearistheAttendanceInitiative,whichprovidestheassistanceofspecificpartnerstoassistintrackingdownandconnectingwithabsentstudentsandtheirfamilies.Anadministratorstated:“Wemeetalltogetherweekly--partners,socialworkers,andcounselorsandourattendanceclerk.Thereason[this]ismoreeffectiveisbecausenowwecancoordinatewho’sworkingwithwho–identifythestudentswithattendanceissuesandmakeareferralimmediatelytotheagencytosupportthem…thecoordinationismuchbetterthanlastyear.”
Studentsalsosharedtheimportanceofpartnerships.Inthestudentsurveys,themajorityofrespondentsindicatedawarenessofthecommunitypartners.Onestudentshared:
“StudentSupportCenter,that’slikemysafeplace…theplaceIalwaysgowhenIhaveaproblem.I’veknownthecounselorssinceIwasabout12.TheyworkwiththeCenterforYouthsothere’sdifferentthingstheycanhelpyouwith…likeifyouneedhousingoryou
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EvaluationoftheEastEPO:Year2
needtoleaveyourhouseforawhile…oranything;they’realwaysthere,they’reSOsupportiveaslongasyou’redoingwhatyou’vegottodo.Like,ifyoudon’thavefoodinyourhouse,theyhavefoodthere.Theyhaveclothing,theyhavethingsthere,soit’sareallygoodplace.Iftheywereevertakenout,Iwouldcry.”—Student
ChallengesofParentandCommunityEngagementVeryfewchallengeswerenotedbystakeholderswithrespecttoworkingwithpartnerorganizations.Infact,itwasfrequentlynotedthattherolesofpartnershavebeenclarified,makingiteasierforschoolstafftoaccesstheappropriateonestoserviceastudentorfamilyinneed.Partners,duringafocusgroup,didmentionthatsometimescommunicationisachallenge,suchaslatenoticesofeventstheycouldattendorassistwith.Sometimesanagencyhasopenslotstoacceptfamiliesorstudentsforservices,butthelengthyresponsetimefromEastcaneliminateanopportunity.Anotherpartnersharedthatitisdifficulttocoordinateandadequatelyrecordparentswhoattendaneventattheschoolbecausetheysometimesuseanentranceotherthanwheretheregistrationdeskislocated.Oftenmorethanoneeventisscheduledsothissituationisexacerbatedwhennumerousdoorsareopenandnotmonitored.
OnememberofFACEsharedalessonlearnedthroughworkingcloselywiththeEPOparent/communityengagementtenet:“IthinkithastobeamorecoordinatedeffortinYear1…tohaveengagedparentsattheearliestpossiblemoment…fromthetimeyouopenthatdoor…orelseyou’reconstantlyplayingcatchuptobringthemtothetable.”
EastintheCommunityInadditiontoeffortstobringthecommunityandcommunitypartnersintoEast,Eastisalsopushingoutintothecommunity.East’ssuperintendentcontinuestobeactivelyinvolvedinthecommunitytofurthertheideaoftheCommunitySchoolmodelandtocreateasupportsystembeyondacademicsthatmeetsotherneedsofstudentsandfamilies,suchaspovertyrelief,internships,andjobs.Oneleaderstated:“Hehasdevelopedincrediblerelationshipswithalotoftheplayersinthecommunitythatdefinitelyindicatesprogress.”ThesuperintendentandLowerSchooladministratorsareworkingtobuildpartnershipswithotherschoolsthatfeedstudentstoEast.TeachersalsonotedthatthenegativeviewofEastischangingasaresultofthisoutreach,aswellasfrompublicityfromtheUniversityofRochester.
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Chapter3StudentOutcomes[TobecompletedwhenYear2dataareavailablefromRCSDinAugustorSeptember]
• Eastoverall,lookingatchangetwoschoolyears
• 7thgradeanalysis
- Progressandachievementof7thgradersatEast:promotionofnew7thgradersto8thgrade,scoresonstateassessments,absenteeism,andin-schoolsuspensions.
- Acomparativeanalysisoffirst-time9thgradersatEastadvancingto10thgrade,Regentstakenandpassed,creditsearnedandabsenteeismtofirst-time9thgradersinotherRCSDschools.
• 9thgradeanalysis
- Progressandachievementof9thgradersatEast:promotionofnew9thgradersto10thgrade,creditsearned,GPA,Regentstaken,Regentspassed,absenteeism,andin-schoolsuspensions.
- Acomparativeanalysisoffirsttime9thgradersatEastadvancingto10thgrade,Regentstakenandpassed,creditsearned,GPA,andabsenteeismtofirsttime9thgradersinotherRCSDschools.
• Discussionofdatachallenges
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Chapter4Conclusions/Recommendations/ReflectionsYear2broughtcontinuedadjustmentandprogress,aswellassomechallengestotheimplementationoftheEastEPO.TheevidencepresentedinthisreportsuggeststhatEastismakingprogresstowarditsgoalsofschoolimprovement.Itissometimesfrustratingtostakeholdersthatquantitativeoutcomedatalagbehindtheeffortsthatteachers,staff,administrators,andpartnersaremaking.Oneareaoffocusthatcouldpotentiallyhaveapositiveimpactontheoutcomedataistodramaticallyincreaseattendance.Thereisonlyoneattendanceofficer,yetoneofthemostcommonrefrainssharedbyteachers,andsomeadministrators,isthatthestudentscannotlearnandcannotpasstheRegentsiftheyarenotinclass.Thoughthisyearsawadditionaleffortstoassessstrategiesbeingusedtolowerabsenteeism,moreisneededinorderfortheextensiveeffortstotransformteachingandraisecurriculumrigortofullyimpactstudentsuccess.
Itcanbeeasytolosesightoftheaccomplishmentswhenlivingtheday-to-daychallengesofimplementation.Belowwesummarizethekeyaccomplishmentsandchallengesdiscussedingreaterdetailthroughoutthereport.
Leadership
• InYear2,theEPOOversightCommitteehassteppedbackintomoreofanoversightroleandislessinvolvedintheday-to-dayoperationoftheschool.Thisshowsconfidenceintheschool-basedadministrativeteam.
• TeachersalsoreportedahighlevelofconfidenceintheorganizationoftheEPOandschoolleadershipstructure.ThismaybebecauseeffortsweremadeinYear2toclarifytheschool-levelleadershiprolesandresponsibilitiesandtoimprovecommunication.Communicationisstillaworkinprogress,however,andmoreimprovementincommunicationfromthehighestlevelstotheclassroomisindicated.
• Thedistributedleadershipmodelisgrowing,withmoreteachersandteacherleaderssteppingupforinformalleadership.Someteachersandadministrators,however,viewdistributedleadershipwithmixedfeelings,believingitonlybenefitsthosewhoarewillingtospeakuporwhoarego-getters.
• TheleadershiproleoftheChiefAcademicOfficerwasviewedasindispensabletotheschoolbecauseitallowsalaser-likefocusoninstruction.
• TheinvolvementoftheUniversityofRochesterisperceivedasbringingmanyresources,particularlytosupportprofessionallearningandinstruction.TheinvolvementofURhasalsocontributedtohelpingtoimprovethegeneralreputationofEast.
ProfessionalLearning
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EvaluationoftheEastEPO:Year2
• Extensiveprofessionallearningisprovidedforteachers,andmostofitisviewedpositively.Professionallearningisdescribedasintense,andifCPTparticipationisincluded,occursdaily.CollaborativePlanningTimeisimportanttotheEPOmodel.Teachersandadministratorsseethebenefitofgettingtogetherdailyforteacherstoengageinprofessionalconversationsand/ortolookatdata.Thereisroomforimprovementinthemodeltoensureitiseffectiveandimpactfulacrosstheboard,asteachersdescribedgreatvariabilityinthequalityoftheirCPTs.Forexample,ContentCPTisseenasmorerelevanttomostteachers,whileIDCPTservesthepurposeofinformationsharingandtrackingstudents.TeachersattheLowerSchoolappeartovalueCPTmorethanUpperSchoolteachers.EvaluatorsobservedhigherqualityCPTsinYear2comparedtoYear1,notingCPTsweremoreorganized,focusedoninstruction,usedcommonlanguage,andwereledbycoaches.Someteachersdesirelesscoach-drivenandmoreactualteacher-teachercollaborationinCPT.TheEPOandschoolleadersmightalsoconsiderwaystoimprovethevalueofIDCPTtoteachers.TheymaywanttoconsiderenablingstafftoobservemoreeffectiveIDCPTs,ordocumentingthepracticesofespeciallyeffectiveIDCPTs.
LearningTargets
• ImprovementswereobservedinthenumberandqualityofLearningTargetsbeingdevelopedorusedthisyear.TeachersarebeginningtoseethepotentialpowerandimpactofLearningTargetstoenhanceteachingandsupportlearning.
• GiventheextensiveprofessionallearningfocusedonLearningTargetsinYear2,theschoolshouldexpecttoseeevenbetterandmoreusableonesnextyear.
TeacherLeaders
• Teacherleadersaredescribedasintegraltotheworkoftransformingteachingandsupportingteachers.Teachersdescribedsomevariabilityinthequalityandeffectivenessoftheircoaches,butoverall,teachersrespectcoachesandvaluewhattheydo.Teacherleadershelpsustainwhatistaughtinprofessionallearningtobuildteachercapacity.
• Throughteacherleadereffortsthisyearandtheclarificationoftheirroles,theeffectivenessofCPTappearstobeenhancedthisyear.
Assessment
• Thecommonformativeassessments(CFAs)andembeddedperformanceassessmentswerereceivedwithmixedreviewsandsuccess.Therewerechallengestoimplementation,andteachersfeltliketheywereconstantlyreinventingthewheelwiththeirCFArubrics.
• AttheendofYear2,teachers,ingeneral,werenotconvincedofthevalueofCFAsandperformanceassessments.
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EvaluationoftheEastEPO:Year2
TeacherPractices
• Therehasbeenmuchefforttotransformteaching.Evaluatorsobservedmorecontentinstructioninclasses,thoughmostinstructionisteacherdirectedwithlittleopportunityforstudentstoworkcollaboratively.Studentswereobservedengagedinmakingmeaningoftheirlearning,buttherewaslittleengagementwithotherstudentsaroundmakingmeaning.
Curriculum
• Surveyresultsshowahighlevelofself-reportedfidelityofimplementationofthecurriculum,thoughitwasreportedtonotbeuniversal.Itisimportanttofurtherexplorewhatiskeepingteachersfromimplementingwithhigherfidelity.
Support
• TheSupportperiodissuchakeycomponentoftheEastEPO,althoughithasbeenimplementedwithvaryingdegreesofsuccessattheUpperandLowerSchoolsthisyear.
• TheUpperSchoolre-envisionedSupportthisyear.Throughanewlyorganizedleadershipstructure,greaterclarityaroundrolesandresponsibilities,andbettercoordinationwithclassroomteachers,greatersuccessinSupportRoomswasevident.
• AttheLowerSchool,Supportisviewedasamixedsuccess,withsomeseeingitashelpful,butothersseeingitasastudyhall.
• ThosestudentswhoarescheduledinSupport,atboththeUpperandLowerSchools,overwhelminglybelieveitisimportanttotheirsuccess.
FreshmanAcademy
• FreshmanAcademywasviewedasasuccessfulinitiativeafterYear1withlittleneedforchange.Somesuggestedchangesincludedincreasedstudenttrackingandprogressmonitoringandincreasedexposureofstudentstocollegesandotheroff-campusopportunities.
• FreshmanAcademystillexperiencedchallengeswithattendanceandisnotyetmeetingitsgoalsforcreditaccrualandRegentspassrates.
FamilyGroup
• SignificantchangesweremadetoFamilyGroupthisyearandarewidelyconsideredbeneficial.
• ThereremainsometeacherswhodonotfeelthatfacilitatingFamilyGroupispartoftheirroleasteachers,andsomeareconcernedtheymaynothavetherightqualificationstobestmeettheneedsofallstudentsinFamilyGroup.SomealsoquestionedwhetherFamilyGroupwasreallystructuredtomeetthe80percentplay,20percentworkguidelines.
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EvaluationoftheEastEPO:Year2
• Students,teachers,staff,andadministratorsallreportbetterrelationshipsbetweenstudentsandadultsintheschoolasaresultofFamilyGroup.Havingco-carentsalsomadeadifference,asdidschool-wideactivitiesandgroupingstoaddressthespecificneedsofcertainstudentpopulations.FamilyGroupisseenassupportingstudents’needsacademicallyandsocially.
• RecommendationsforimprovingFamilyGroupinclude:
- IncreasingthedegreetowhichFamilyGroupisstudent-ledtoincreasestudentengagementandbuy-in.
- FindingwaystocontinuetoinjectflexibilityintotheFamilyGroupcurriculum,orsupportcarentsinexploringtheflexibilitythatalreadyexists,tospurstudentengagementwhereitislacking.
- ExaminingwhetherFamilyGrouplessonplansaredevelopmentallyandage-appropriateforscholars;assistingcarentsinmodifyingasappropriate.
RestorativePractices
• RestorativePracticesarealsocentraltotheEastEPOmodel.Ingeneral,teachers,staff,andadministratorsbelieveRestorativePracticesareimportant,buttherearemixedexperiencesandperspectivesontheusefulnessandsuccesstodate.
• Ingeneral,however,mostteachers,staff,andadministratorswouldcreditRestorativePracticeswithbeinganoverallbenefittotheschool,supportingamorepositivecultureandclimate.
• RestorativePracticesarebecomingmoreingrainedinthewaysteachersandstudentswork.
• TeachersandstaffcouldusemoretrainingonRestorativePracticesandwouldliketoseeitusedatalllevelsintheschool,notjustwithstudents.
AlternativePrograms
• TheEPOincludesdifferentprogramstomeetthevariedneedsofstudentswhowereeitherdisengaged,outofschool,over-aged,and/orundercredit.
• Teachersingeneralandsomeadministratorshadlimitedawarenessofeachalternativeprogram’spurposeandstudenteligibilitycriteria,whichhasresultedintheassignmentofstudentswhoaren’talwaysabestfitfortheprogram.Italsocontributestotheviewingoftheseprogramsbysomestaffasaplacewhere“kidswhodon’twanttolearn”—orwhopresentotherattendanceorengagementchallenges—canbedeposited.
• Questisseenassuccessful,withevidenceofstudentscatchinguponcredits.IthasexpandedinYear2.QuestistheprogrammostintegratedintoEast,andthismayhavesomethingtodowithitssuccess.
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EvaluationoftheEastEPO:Year2
• FreedomSchool,whichaddressesthetoughestpopulationofstudentsformerlyoutofschool,operatesquiteindependentlyfromEast.ProgressatFreedomSchoolcomesinsmallstepsthatarehardtoquantify.
• EastBigPicturehasnotbeenassuccessfulastheotherprograms.Thechallengesincludedconcernsthatthestudentsenrolledwerenotnecessarilyagoodfit,concernsaboutthefacility/location,andconcernsabouttheprogrammodelitself.
• ThereweredifferingviewsonwhetherthealternativeprogramspresentedrigorouscurriculathatpreparedstudentsfortheRegentsexams.
• TheEPOmaywanttoconsideradditionalfocusgroupswithstudentsinalternativeprograms,andtheirparents,toensureprogramsaremeetingtheirneedsanddesignedinwaysthatenticeattendance,andthattakeintoconsiderationthecomplexitiesoftheirlives,inadditiontomeetingtheiracademicneeds.
ParentEngagement
• ParentengagementbytraditionalmeasurescontinuestobechallengingforEast.
• Despiteparentsnotcomingtoevents,teachersandadministratorsreportparentsrespondtocallsandaregenerallysupportive.
• Teachers,staff,andadministratorsvalueparentsandseethemaspartnersintheschoolcommunity.
CommunityPartners
• ThereisextensivecommunitypartnerinvolvementinEast.Theyprovidemanyadditionalservicesandresourcesforstudentsandtheirfamilies.Theinvolvementofpartnersisstrategictomeetspecificneeds.
• Thisyearsawincreasedcoordinationandcollaborationwithpartners.
EastintheCommunity
• Inadditiontopartnerscomingintotheschool,Eastisoutinthecommunity.TheSuperintendentservesontheboardofseveralcommunityorganizations,isfrequentlyaskedtoserveoncommittees,andattendsmanyeventsasthefaceofEast.ThishelpstobuildthereputationofEast,andalsobringsattentiontotheschool’simprovementefforts.
ReflectionsonYear2TheEastEPOturnaroundeffortisambitiousandcomplex.Thefirstyearofimplementationwasdescribedbymanyasasometimesdifficult“learningyear.”Year2hasfocusedonadjustmentsmadetoaddressthechallengesofYear1,anddeepeningandsolidifyingimprovementsincurriculum,teachingpractices,andcultureandclimate.InmanywaysEPOleadersandadministratorsengageincontinuousimprovement,seekingtoaddresschallengesandimproveoutcomes.Year2sawaveryvisibleshiftin
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EvaluationoftheEastEPO:Year2
schoolclimatewithgenerallymoreorderlyhallwaysandincreasedstudentengagementinFamilyGroup,andapervasivesenseof“all-in”byteachers,staff,andadministrators.Inaddition,teachersandschooladministratorsarecommittedtoimprovingclassroominstruction.
Thereareanumberofwaystolookatandunderstandschoolimprovement.Intheirstudyofleadingschoolturnaround,Leithwood,Harris,andStrauss(2010)identifythreestagesofschoolturnaround:
• Stage1:Stoppingthedeclineandcreatingconditionsforearlyimprovement
• Stage2:Ensuringsurvivalandrealizingearlyperformanceimprovements
• Stage3:Achievingsatisfactoryperformanceandaspiringtomuchmore
Years1and2atEastcouldbedescribedasstage1turnaround.AsYear2comestoaclose,theschoolappearstobeenteringstage2,withalong-termplanforprofessionaldevelopmenttosolidifycurriculumimplementationandteachingpractices,newandclarifiedcoursesequences,rethinkingofalternativeprograms,andafocusonpassingtheRegentsexamsthatwillhopefullyleadtovisibleandmeasurableimprovementsinstudentoutcomes.Onecontinuingchallengeincludesimprovingstudentattendance,whichisnotoptimal,toincreasestudentoutcomesfortheschoolasawhole.Ifstudentsarenotinclass,theyarenotlearningcontent,whichwillmakepassingtheRegentsexamsthatmuchmoredifficult.Anotherissueisthatthepaceofchangeandworkforteachersremainsintense,andmoreteachersmaybegintofeelburnedout.Thesearechallengestobeaddressed.
OtherwaystolookattheprogressoftheEPOistheCenteronSchoolTurnaround’s2017frameworkofthefourdomainsofrapidimprovement(seeFigure42)andseewhereEaststands.ThefourdomainsandourassessmentofwhereEaststandsattheendofYear2areshowninTable6.
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EvaluationoftheEastEPO:Year2
Figure42.Fourdomainsofrapidimprovement
Source:TheCenteronSchoolTurnaround.(2017).Fourdomainsforrapidschoolimprovement:Asystemsframework.SanFrancisco,CA: WestEd.
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EvaluationoftheEastEPO:Year2
Table6.Eastandthefourdomainsofrapidimprovement
Domains AssessmentofEast’sprogress Recommendationstoaddresschallenges
Turnaroundleadership
• TheEPOhasprioritizedimprovementandcommunicatedurgency.
• TheEPOismonitoringprogress.
• Supportismoreschool-widethancustomized.
• Continuetostrengthendistributiveleadership.
• Planforleadershiptransitions.
• Muchresponsibilityandknowledgeabout
curriculumandinstructionresideswithCAO.
Talentdevelopment • TheEPOrecruitedallnewstaffandengagesinextensivestaffdevelopment.Somefearburn-outthatmaythreatenthesustainmentoftalentedteachers/staff.
• TheEPOprovidesextensiveprofessionallearningopportunities,manyofwhicharerequired.ProfessionallearningistargetedonEPO’sprioritiesbutmaynotbetargetedtowardindividualteacherneeds.
• TheEPOhassetclearexpectationsforteacherperformanceandhasbeenenforcingthem.
• ConsiderhowIDCPTcanbemademoreeffective,for
examplethroughclearerexpectationsortheuseof
protocols.
• Considerhowteacherleaderscanspendmore
timecoachingindividualandgroupsofteacherstomorefullyrealizepotential.
Instructionaltransformation
• TheEPOismakingprogressindiagnosingandrespondingtostudentlearningneeds.TheextentofstudentneedswassurprisingtoEPOleadersinYear1.ChallengesareespeciallyevidentinstaffingforsupportingtheneedsofEnglishlearnerstudents.
• TheEPOiscontinuingitsmulti-yearprocessofdevelopingrigorouscurriculumwithallsubjectsandgradesinvolvedincurriculumwritingorrefinementtoensureastrongalignmenttostandards.
• TheEPOisassessingliteracylevelsinstudentsandprovidingsupplementalliteracyinterventionswhenneeded.Itisunclearwhetherbarrierstolearningandopportunitiesforenhancedlearningarepresentintheschool.
• TheEPOisengaginginstrategicpartnershipstohelpmeetstudentneedsthatmayotherwisebebarrierstostudentlearning.
• Supportincreasedfidelityofcurriculumimplementation.
• StrengthentheLowerSchoolSupportmodel.
• Strengthentheacademicrigorofalternativeprograms.
• Considerwaystoincreasestudentengagementin
theclassroomandwithacademiccontent.
• Continuetosupportteachersinimplementingresearch-basedpractices,suchashigherorderthinkingskills,andthetransferofnewinformation.
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Domains AssessmentofEast’sprogress Recommendationstoaddresschallenges
Cultureshift • Year2hasseenmoreeffortonexplicitlybuildingaculturefocusedonlearningthroughadherencetothemissionandvision,throughtrackingprogressandgradesinFamilyGroup,andthroughotherdatatrackingefforts.Studentsappeartobetakingmoreownershipoftheirlearning,butitisnotevidentacrosstheboardintermsofeffort.
• Schoolleaderssolicitinputfromstakeholdersviavarioussurveysthroughouttheyearandthroughthe“Let’sTalk”anonymousquestionsubmissionsystemontheschool’swebsite.
• Schoolleaderscontinuetostrugglewithengagingparents.
• Addresschronicabsenteeismandtardiness.
• Supportteachersandstaffwhomaybereluctantto
embracethecarentrole.
• ConsiderwaysthatRestorativePracticescanbemodeledatalllevelsoftheschool.
ReplicationoftheEastEPOmodelTheEPOleadershipattheUniversityofRochesterisinterestedinunderstandingwhataretheessentialpiecesoftheEastmodelthatneedtobeinplaceifthismodelofschoolimprovementweretobereplicated.Whileitisstilltooearlytomeasureimpactonstudentoutcomes,certainelementsoftheEPOareemergingaskeyandshouldbeconsideredinanyreplicationofthemodel:
• Aleadershipstructurewithapositionthathasexclusiveresponsibilityforcurriculumandinstructiontoensurethatthegoaloftransformingteachingremainsthefocus.
• Theabilitytorecruitandhireteachersandstaffwhoarecommittedtothemission,vision,andhardworkofimplementingaschoolturnaround.
• Theimplementationofaresearch-basedcurriculumwithevidenceofsuccesswithsimilarpopulationsasthatservedbytheschool.
• Timeforguidedteachercollaborationtoensurethattimeiswell-spentandfocusedoninstruction.
• Timeforstudentstogetextrasupportinordertomeetthehigherexpectationsofarigorous,standards-basedcurriculum.
• Afocusontransformingtheschoolcultureandclimate,including:
- Aconsistentmessageaboutbehavioralexpectationsforstudents
- Arestorativeapproachtoaddressingconflictanddisciplineissues
- Aconsistentmessageabouthigherexpectationsforstudentsacademically,andprovidingsupportforthemtotakeownershipoftheirlearning,includinganexpectationtoattendschoolregularly
- Awayforstudentstoestablishpositiverelationshipswithadultsinthebuilding,suchasFamilyGroup
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• Creativewaystoengageandinformparentsaboutacademicandbehaviorexpectationsforstudents.
• Strategicengagementofcommunitypartnerstomeetthenon-academicneedsofstudentsandtheirfamiliesthatwillfacilitatestudentsgoingtoschool.Itwillalsohelptobuildtheschool’sreputation.
• Outreachtothecommunitybytheschool,toforgeconnectionsandtakeadvantageofopportunitiesthatmayfurthersupportstudentsandtheschool.
RecommendationsforOngoingEvaluationTheEastEPOmaywanttoconsiderongoingevaluation.Ongoingevaluationwouldallowtheschooltoengageinapracticeofcontinuousimprovement.Itwouldalsoprovideawayforstakeholders,fromstudentstoteachers,staff,family,andthecommunity,toprovideinputandfeedback.TheEPOmightestablishasmallevaluationcommitteewithdiversestakeholderstoinformthequestionsandmethodsfortheevaluation.Anothergoodpracticewouldbetocreateanevaluationcalendarthatlaysoutascheduleofdatacollectionandreportingactivitiestobetransparentaboutexpectations.Basedonourexperiences,wewouldalsorecommend:
• Teacher/stafffocusgroupseveryotheryear
• Yearlyteacher/staffsurvey
• Studentfocusgroupseveryotheryear
• Yearlystudentsurvey
• Yearlyexternalobservationsofclassrooms
• Trackingofleadingandlaggingindicatorsofstudentprogressandachievement,suchasattendance,passingrates,andcredits
Itwouldbewisetoconsiderparentandfamilyinput.Theevaluatorsunsuccessfullyattemptedtoconductfocusgroupswithparents,andtheEastparentsurveydidnotreceiveausableresponserate.Onewaytogetparentinputmightbetohaveparentscompleteashort,five-questionpapersurveyatsportingorotherschoolevents.
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AppendixA.ObservationToolsandProtocolsWestEd–EastUpperandLowerSchool–ClassroomObservationToolClassroomobservationtoolpreparedforRochester’sEastUpperandLowerSchool
Date:______________________________________
Observer’sName:______________________________________
TeacherName:______________________________________❏Checkifsubstituteteacher
GradeLevel:❏6❏7❏8❏9❏10❏11❏12❏Mixed❏Unknown
Subject:______________________________________
Period: ❏1 ❏2 ❏3❏4❏5
Placeinperiod? ❏Beginning ❏Middle ❏End
Numberofstudentsintheclassroom:________________
Numberofstudentsconsistentlyengaged:________________
KeyConcept#1:EXPLICITLEARNINGINTENTIONSLearningTargets:(Checkallthatapply)
❏Learningtargetispostedinkidfriendlylanguage.❏Learningtargetisexplainedand/orunpackedwithscholars.❏Learningtargetisreferencedand/orexplicitlyusedthroughoutthelesson.❏Learningtargetislearning-centered.❏Thesuccesscriteriaofthelearningtargetisspecificandcontextualized.❏Learningtargetisnotvisiblethroughoutthelesson.
KeyConcept#1:EXPLICITLEARNINGINTENTIONS–Notes/Comments:
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KeyConcept#2:LEVELOFCHALLENGEWhatwasthePLANNEDlevelofBloom’s,basedontheLearningTarget/whatwasheard:
❏Remembering❏Understanding❏Applying❏Analyzing❏Evaluating❏Creating❏Unclear/donotknow
WhatwasthehighestLIVEDlevelofBloom’s?
❏Remembering❏Understanding❏Applying❏Analyzing❏Evaluating❏Creating❏Unclear/donotknow
Thehighestlevelofobservedworkstudentsweregivenrequiresstudentstobein:
❏Acquisition❏MeaningMaking❏Transfer
ContentInstructionwasobservedthatrequiredstudentsto:(Checkallthatapply)
❏Makeconnectionsbetweendifferentideas,concepts,ortopics❏Connectthiscontenttopreviouscontent.❏Transferunderstandingtonewsituations❏Makemeaningofcontentorprocessesbymakinginferences,generalizing,categorizing,drawing
conclusions,developinghypotheses,citingevidence,analyzingperspectives❏Acquiringknowledgeorskillsthroughpracticeorexercise,organizeknowledge,deepprocess
KeyConcept#2:LEVELOFCHALLENGE–Notes/Comments:
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KeyConcept#3:ASSESSMENTLearningTargets:(checkallthatapply)
❏Learningtargetsareassessedwithinthelesson.❏Learningtargetsareassessedaccordingtocriteriasharedwithscholarsinthelesson.❏Learningtargetsareself-assessedbystudentswhowillstatetheirunderstandingofwhetherandto
whatextenttheymetthelearningtargetpriortotheendofthelesson.❏Notobserved
AssessmentmatchestheleveloftheLearningTarget.
❏Yes❏No,thelevelofassessmentdidnotmatchthelevelofthelearningtarget.❏Assessmentwasnotobserved.
KeyConcept#3:ASSESSMENT–Notes/Comments:
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KeyConcept#4:DELIBERATEPRACTICETeacherswereinvolvedinwhatappearedtobeagradualreleaseofresponsibility:modeling,guidedpractice,and/orindependentpracticebasedonthegradualreleasemodel:
❏Yes❏No
Whichphase(s)ofthegradualreleasemodeldidyouobserve:(Markyesornoforeach)
❏Modelingforwholeclass❏Teacherprovidingguidedpracticetowholeclass❏Guidedpracticewithstudentcollaboration❏Independentpractice
Studentswereobservedengagedinthefollowingactivities(Checkallthatapply)
Foreachnotehowmanystudentswereobserved:Afew,mostoralmostall:
❏Teacherdirectedquestionandanswers:❏Discoursewithotherstudentsontherelatedtopic:❏Pursuinganinquiryorresearchingaquestionwitharangeofoptionsfordirectiontopursue:❏Readingorwritingacomplextext:❏Askingorbeingaskedquestionsbeyondtheliterallevel:❏Engaginginappropriatedebate,argumentordisagreementwithpeersand/orteacher:❏Usinghigherorderthinkingandthenapplyingittoaproblem,findingasolution,orsolvingaproblem:
KeyConcept#4:DELIBERATEPRACTICE–Notes/Comments.Besuretomakenoteofanyofthefollowing:Whetherteacherusesa“hook”thatactivatespriorknowledge,whetherstudentdiscourseshowsdeepengagementwithcontent,whetherteacherobservedworkingtoensurevocabularystaysinstudentmemory,whetherteacherasksquestionsatvariouslevelsofBlooms,whetherteacherwasusingaprotocol.
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KeyConcept#5:FEEDBACKFeedback:(Checkallthatapply)
❏Teacherfeedbackisprovidedtoscholarsrelativetothelearningtargetbeforeclassisover,andwhilethereisstilltimetodosomethingaboutit.
❏Peerfeedbackisprovidedtoscholarsrelativetothelearningtargetbeforeclassisover,andwhilethereisstilltimetodosomethingaboutit.
❏Teacherreceivesfeedbackfromstudentsontheirprogresstowardlearningtargetbeforeclassisover,andintimetodosomethingaboutit.
Whatpercentofstudentsreceivedfeedback?
❏Alloralmostall:80-100%ofstudents❏Most:60-79%ofstudents❏Half:40-59%ofstudents❏Some:20-39%ofstudents❏Fewornone:0-19%ofstudents
KeyConcept#5:FEEDBACK–Notes/Comments
KeyConcept#6:REFLECTION,COLLABORATIONWerescholarsprovidedopportunityforreflectionrelatedtothestatedLearningTargetorassessmentcriteria?
❏Yes,withtheteacher.❏Yes,withpeers.❏Yes,independently.❏Notobserved.
KeyConcept#6:REFLECTION,COLLABORATION–Notes/Comments
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ContextNotes&GeneralObservations:
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EastUpperandLowerSchoolCPT ObservationFormObserver'sName:
Date: Period:
ContentAreaorDepartment:
GradeLevel(s):
ObservationStartTime:
WhoispresentfortheCPT?Specifyifanyadminspresent.
Doestheteamuseanagenda?(Obtainacopyifpossible)
Yes No
Checkallrolesthatareobservedinuseduringtheteammeeting:Checkallthatapply.
Facilitator Notetaker Timekeeper Other
Doestheteamtakemeetingnotesorminutes?
Yes No Unsure
Werestudent(orother)datausedduringthemeeting?Ifyes,pleasedescribe
Pleasecheckallactivitiesobservedduringthemeeting.Checkallthatapply.
Planningforinstruction(e.g.,lessonplanning,WHATtoteach) Examiningeducationaldata(e.g.,assessmentresults,studentwork) DiscussingissuesorquestionsrelatedtospecificstudentsDiscussinginstructionalstrategies(e.g.,ideasforHOWtoteach)
Housekeeping
UsethespacebelowtodocumentwhatwasobservedduringtheCPTmeeting.Ifpossible,notewhoisspeaking,examplesofdiscussion,andmaterialsused.
ObserverMeetingNotes(Continueonreverseifneeded)
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ObservationEndTime:
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FamilyGroupObservationprotocol
Date: Block/Period: Obs.StartTime: Obs.EndTime:
StudentInfo #ofstudents: ☐LowerSchool ☐MixedGrades
ENLstudentspresent?:Y/N
☐UpperSchool ☐SingleGrade(specify):
CarentInfo #present:☐1☐2☐Other(specify): Bilingual?☐Y☐N☐N/A
☐Teacher(specifysubject/grade):
☐Admin☐Other(specify):
AdditionalCarentInfo:
FamilyGroupAgenda/TopicofDiscussion
EvidenceofFamilyGroupMissioninAction
☐Generalsenseofbelongingperceived
☐Positiverelationshipsmodeled/evident
☐Studentempowermentencouraged
☐Studentvoiceheard/cultivated
Elementsof“Official”DailyProtocolObserved
☐Greeting
☐Opening/Check-In
☐ThemeRound
☐ConnectionsRound
☐SupplementalActivities(specify)
☐Closing
☐FamilyGroupBreakaway
FamilyGroupBestPracticesObserved
☐Scholarattendancetaken
☐Activitiesbeganwithacircle
☐Activitiesendedwithacircle
☐Lessonplanused
☐LeaderInMematerialsused
☐Evidenceofrituals,norms,and/orroutinesinuse
☐PeaceCircleobserved(note:Recommended2–3timesperweek,notdaily)
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PeaceCircleComponents
☐CircleCenter☐Other:
☐TalkingPiece
GeneralNotes
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AppendixB.InterviewProtocolsSchoolandEPOLeaders1.Thinkingaboutthepastyear,whatprogresshasbeenmadetowardachievingthegoalsoftheEPO[LISTTHEM]?graduation,passingregents,attendance,cultureandclimateandtransformingteachingandlearning
2.WhichgoaldoyoubelievetheEPOhasmadethemostsignificantprogresstoward?Graduationrate,passingregents,attendance,cultureandclimateandtransformingteachingandlearning.
3.[Ifnotdiscussedabove]Whathashadthemostimpacton:
• Studentsuccess—attendance,grades,credits• Climateandculture–studentdisciplinecode?• Teachingpractices
andwhy?
4.WhathavebeenthemostsignificantchallengeswiththeEPOthispastyear?
12.InvolvementofUR&workingwithRCSD
• InwhatwayshastheUniversitybeeninvolvedthisyear?Whatdoestheuniversitybringthatwouldn’tbeavailableotherwise?
• Whatarethechallengesofuniversityinvolvement?• InwhatwayshasRCSDbeeninvolvedintheEPOimplementation?
5.Whathavebeensomelessonslearnedaboutwhattodoandwhatnottoinauniversity-ledschoolturnaround?
IwanttoaskaboutsomespecificinitiativesandareasofworktheEPOfocusedon.
6.Leadershipcapacitydevelopment.ThereweresomesignificantleadershipchangesbetweenYear1and2,andthesuperintendentsharedhisgoaltodevelop(a)thecapacityofleadersand(b)empowerteacherstobeleadersthroughadistributedleadershipmodel.
• Tellmeabouttheeffortsandprogressthisyearinleadershipdevelopment.ORTellmeinwhatwayshastheschool-widecapacityforleadershipbeenstrengthenedorimproved?
• Whatevidencedoyouhavethatadistributedleadershipmodelisimplemented/takingrootatEast?Whatarethestrengthsandweaknessesofthedistributiveleadershipmodel?
7.Communication.AttheendofYear1,teachersandsomeleadersreportedsignificantcommunicationchallenges.EffortswerebeingmadeatthebeginningofYear2toaddressthoseconcerns.Whatwerethestrategiesused?Whatimprovementshavebeenmade?Whatchallengesstillexist?
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8.TransformingTeaching.TransformingteachingtopositivelyimpactstudentlearninghasbeenamajorfocusofeffortsoftheEPO.InyourperspectivehasteachingbeentransformedatEast?Ifso,whathashadthemostinfluenceonthat?Whatevidenceisthere?
I’dliketoaskaboutsomespecificinitiatives:
• Teacherleaders-WhatistheimportanceofteacherleadersinachievingEPOgoals?Whatimpactshavetheyhadandhowdoyouknow?
• CPT-WhatisgoingwellwithCPTthisyear?Whatneedstobechanged?WhatistheimportanceofCPTinachievingEPOgoals?Whatimpacthavetheyhaveandhowdoyouknow?
• Curriculumwork-Whatistheimportanceofthecurriculumworkintransformingteaching?What’sgoingwellwithitandwhathavebeenthechallenges?
• LearningTargets-Whatistheimportanceoftheuseoflearningtargetsintransformingteaching?Whatimpacthavetheyhadandhowdoyouknow?AnychallengeswithLTthisyear?
• Anyothercurricularorteachinginitiativesorissuesyou’dliketodiscuss?Eitherthingsthathavegonewellorbeenchallenges?
Relatedisprofessionallearning.
• ProfessionallearningisalsoseenaskeytotransformingteachingatEast.Whathasgonewellwithprofessionallearningthisyear?Whathavebeenchallenges?
• Towhatextenthaveyoubeenabletoimplementtheprofessionallearningplan?• TowhatextentistheprofessionallearningatEastalignedtothegoals?
9.SupportsforStudents.TheEPOplanincludedsignificantsupportsforstudentsacademicallyandsocially/emotionally.
*Supportperiod.Significantchangesweremadetosupportperiodthisyear.
• Howhassupportgonethisyear(attheUpperandLowerSchool)?• Towhatextentissupportperiodhavingtheintendentimpactonstudents(passingclasses)?• Whatevidencedoyouhavethatsupportiseffective/impactful?• Issupportsomethingimportanttocontinue?• *Specialeducationstudents/ELLs–wehaveheardsomestaffexpressconcernthatthese
studentsarenotgettingthesupportstheyneed…beingleftbehind/forgotten.Whatstepsarebeingtaken/havebeentakentoaddresstheneedsofSPED/ELLs?
Freshmanacademy.Freshmanacademyunderwentchangesinleadershipthisyear.
• HowwasFreshmanAcademydifferentthisyear?• WhathasbeentheimpactofFreshmanAcademy?Howdoyouknow/whatevidencedoyou
have?• Whataretheplans/goalsforFreshmanAcademygoingforward?
*FamilyGroup.FamilyGroupalsounderwentsignificantchangesthisyear,withamodelofatleast2carentsandachangesinthecurriculum/supportprovidedtocarents.
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• WhathasgonewellwithFamilyGroupbeenthisyear?Whathavebeenthechallenges?• Whatimpacts,ifany,haveyouseenfromFamilyGroup?• Whataretheplans/changesforFamilyGroupplanned?
Additionof6thgrade
• Recruitmenttothe6thgradewasachallengethispastyear.Progressonrelationshipwithschool33?Whataretheplansfor6thgradenextyear?Forthefuture?
• Whatistheimportanceof6thgradetothemodel?
10.Studentoutcomes.Wewilllookatsomeofthesedataquantitatively,butwe’dliketoknowyourimpressionof
• Changesinstudenttardinessandskipping(attendance)• Changesinstudentspassingcourses?• Changesinstudents’stateassessments(RegentsorNYS)
11.Cultureandclimate.
• **RestorativepracticeswereakeypartofchangingthecultureandclimateatEastandweheardlastyearthatimplementationwasalittlerocky.TellusabouthowthingshavegonewithRestorativePracticesthisyear?
o Strengths/impacts?Examples/evidence?o Challenges/Changesgoingforward?Examples/evidence?
• Howhasstudentvoicebeenincorporatedthisyear?• *Towhatextentare[teachers/staff/leaders]“Allin”thisyear?AnychangesfromYear1?Ifso,
what?
o Ifnot,whatisneededtoimprovebuy-in?
13.Workingwithfamiliesandcommunity.
• Whatstepshavebeentakentoincreasefamilyengagementthisyear?Towhatextenthavetheybeensuccessful?Whathavebeenthechallengesforengagingfamilies?
• Whatarethegoalsorplansforfamilyengagementinthenearfuture?• Whatprogresshasbeenmadetowardbeingacommunityschool?WhatisthevisionforEastas
aCommunitySchool?• Whatchangeshavetherebeen,ifany,intheconnections/relationshipbetweenEastandits
neighborhood?
14.Workingwithpartners.
• Whichpartnershipshavebeenparticularlyimportanttotheprogress/successoftheEPO?Tostudentsuccessspecifically?
• Arethereanyneedsthatyouwouldliketohavemetbypartners?• Arethereanypartnershipsthatarenotworkingout?
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15.Missionandvision.
• HowhasthemissionandvisionsupportedtheEPO?Howisintegratedintotheschool?• Towhatextentdoesitpermeatetheschool?
16.Anythingelseweshouldknowordiscuss?
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TeacherFocusGroupprotocol1. HowhavethingsgoneforyouasateacheratEastthisschoolyear?Howisthatascomparedto
lastyear?
2. WeknowtherearealotofinitiativesfromcurriculumdevelopmenttoCPTtoprofessionaldevelopmentonlearningtargetsandmore.WhatEPOsupportsandinitiativesforteachershavebeenmostbeneficialforyou…andWHY?
Specificallyaskabout:CPT;coaching/teacherleaders;commonformativeassessments;professionallearning;collaborativecurriculumwork
Whatexamples/evidencecanyoushare?
3. Whatchangeshaveyoumadeinyourowninstructionalpractices?Thinkingaboutyourteachingherewhathasbeensuccessful?Whathasbeenchallenging?
4. Howareyou“usingdata”tosupportyourteachingand/orhelptoimprovestudentlearning?
5. Whatopportunitiesdoyou/teachershaveforleadershipatEast?Informalandformal?
6. WhatEPOsupportsforstudentsdoyoubelievetobemosteffective/beneficial…andWHY?
Specificallyaskabout:longerday;supportroom;curriculumrigor/culturalrelevance;familygroup;restorativepractices;freshmanacademy;andmore
Whatexamples/evidencecanyoushare?
7. TowhatextentandinwhatwaysdoyoubelievethegoalsoftheEPOhavebeenachieved?
8. Whatchallenges/barrierstoachievingthegoalsarestillunresolved?
9. WhatdoyouseeasthemostimportantnextstepfortheEPOimplementationgoingforward?
10. Whatareyoumosthopefulabout?
11. WhatwouldyouliketoaddthatIdidn’taskyou?
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TeacherLeaderFocusGroupProtocolOpening
1. Let’sstartbygoingaroundtheroom,statingyournameandyourrolesattheschool.
Curriculum,InstructionandAssessment
2. Whataretheexpectationsforyourworkasacoach/teacherleaderthisyear?
a. Howaredecisionsmadeaboutyourwork?Areyourrolesandyourresponsibilitiescleartoothersandrespectedbythem?Howaredecisionsmadeaboutyourwork?
b. Probefor:havingadditionalcoachingtime;facilitationofsubjectspecificCPTs;havingaTLCPTledbytheCAO.
3. Whatdoyoudoinyourroleascoach/teacherleader?What’satypicaldaylike?
a. Howoftendoyouworkwithteachers?Howdoyoudoit(inclasscoaching,CPT,usingdata,modeling,etc.)?
b. Doyouhaveenoughtimetoprovideallteachersonyourrosterwithwhattheyneed?
4. Howdoyouusedatainyourworkwithteachers?
5. HowdoyouuseCollaborativePlanningTimetosupportteachers?Isitanimpactful?
6. HowdoestheCoachesCPTsupportyourwork?Isitimpactful?
7. Howhastheteacherleader/coachingworkmadeadifferenceintheschoolandhowdoyouknow?(Probeforspecificity/examples)
8. Howwouldyoudescribetheprogressoftheadoptionofkeyinstructionalandcurricularpractices(UBD,learningtargets,curriculum)?ProbefordifferencesintheUpperorLowerSchoolsorindifferentsubjectmatters?
9. Whatchallengesfromlastyearhavebeenresolved?Whatchallengesareongoing?(Probeforspecificityifneeded)(Ifreportresistanceorthatteachersaren’tdoingthepractices,probeforWHY?)
a. Whatmightneedtobedonetoresolveoraddressthesechallenges?
10. Whatwouldyousayarethestrengthsoftheclassroomteachingthisyear?Howdoyouknow?Askforexamples.
11. Whataresomeweaknessesinteachingthatstillneedtobeaddressed?
12. TowhatextentisthecurriculumculturallyrelevanttothepopulationyouteachatEAST?Askforexamplesiftheyhaveanyofhowitisorisnotrelevant.
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13. Whatothersupportsdoyouneedasacoach/TL?
a. WhatPDtopicsdoyoubelievestaffwouldmostbenefitfromrightnow(duringthesummer)asEastpreparesfornextyear?
14. Whatopportunitiesarethereforteacherleadershipthisyear?Differentfromlastyear?HowdoesteacherleadershiphelptoachievetheEPO’sgoalsornot?
Wrapupquestions
1. Havetherebeencommunicationchallengesthisyear?HavetheseimprovedsinceSeptember?
2. Whatopportunitiesdoyouhaveforsharingconcernsandideas?
3. Whatsurprisedyouthemostthisyear?
4. Ofwhatareyoumostproudinyourworkthisyear?
5. Howwouldyoulikenextyeartobedifferent?
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VicePrincipalLevelFocusGroupProtocol1. HowhavethingsbeengoingatEastfromyourperspectivethisyear?
a. WhathavebeensomestrengthsatEastthisyear?b. Whathavebeensomechallenges?
2. What’sdifferent,ifanythingaboutyourworkthisyear?
a. Workingwithteachers?CPT?Walkthroughs?b. Usingdata?
3. Whatkindsofsupportdoyouallreceive?Whathasbeenmosthelpful?Whatarethegaps?
4. Thinkingabouttheinstructionalinitiatives(learningtargets,UBDunits,CFAs),towhatextentwouldyousaytheyhavebeenimplemented?Whathasgonewell?Whathavebeenchallenges?
a. Howwouldyoudescribeinstructionalpractices?
5. Whatsupportsforteachershavebeenthemostimpactful?Why?How?
6. Thinkingaboutsupportsforstudents,towhatextentaretheirneedsbeingeffectivelymet?
a. whathasbeenmostbeneficialforstudents?b. Whatongoingchallengesrelatedtostudentsupportstillexist?
7. Arethereanyparticulargroupsofstudentsthatareunderservedinthebuildingorwhoseneedsmightnotbemetaswellastheycouldbe(examplesmightbebilingual/ENLs,severelyoverage/"not-college-bound"kids,kidsinSPED)?
8. Howwouldyoudescribestudentacademicperformancethisyear?Whathavebeensuccesses?Wherehaveyouseenthemostprogress?Whathavebeenchallenges?
a. Towhatdoyouattributetheprogress?
9. Haveyouseenother,non-academicoutcomesforstudentsthisyear?What?Towhatdoyouattributethese?
10. Howwouldyoudescribetheschoolculturethisyear?
a. Amongstudents?b. Amongadults?
11. Howisrestorativepracticesgoingthisyear?Anychanges?
12. Tellmeaboutstrategies/activitieswillrelatedto:
• Partners?• EngagingFamilies?• Solidifyingcommunityconnection?
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13. Inwhatwayshasschool-wide“capacityforleadership”beenstrengthenedorimproved?
14. Communityschools/parentengagement
15. Asyoureflecton2years,whataresomelessonslearnedaboutthiswork?–Whatnottodo;whattoavoid?
16. WhatprogresshasbeenmadetowardsachievingthegoalsoftheEPO?Whatdoyoubelievetobemostsignificant?WhatbarriersistheEPOfacingtoachievingthesegoals?Whereismoreordifferenteffortsneeded?
17. WhatarethemostimportantnextstepsfortheEPO?
18. Anythingwehaven’ttalkedaboutthatweshould?
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Counselors/SocialWorkersProtocol1. Let’sgoaroundtheroomtointroduceourselvesandourroles.
2. Howwouldyousaythingshavegoneforcounselors/socialworkersduringthisschoolthisyear?Howarethingsdifferentthanlastyear?
3. Howhavethingsgonewitheffortstoaddress:
• Attendance/tardiness(tracking;data;alternativeprograms;follow-up)• Graduationrate(Support;tracking;data;alternativeprograms)• Schoolclimate(allin/allthetime;SSOs;RestorativePractices,disciplinecommunicated)• Studentbehavior(RestorativePractices,FamilyGroup;SSOs;disciplinecommunicated)• Studentacademicprogress(Support;curriculumrigor;fewerstudents;longerday;improved
classroombehavior;improvedELLsupports)• Studentengagement/enthusiasm?(improvedclimate;extrasupport;expandedCPT)• Socio/emotionalhealthofthestudentpopulationatEast?Supportsforstudents/referral
process• Familyparticipation/collaborationwithEast(communication;FACE;outreach)
4. DoyouhavetheresourcesandsupportstoadequatelymeettheneedsofstudentsatEast?
a. Whyorwhynot?
5. Whatchange(s)implementedasaresultoftheEPOdoyoubelievehavehadthemostpositiveimpactonstudents?
6. TowhatextentandinwhatwaysdoyoubelievethegoalsoftheEPOhavebeenachieved?Whatsuccesseshaveyouseen?
7. Arethereanyneworstillunresolvedchallenges/barrierstoachievingtheEPOgoals?
8. WhatdoyouseeasthemostimportantnextstepfortheEPOimplementationgoingforward?
9. WhatwouldyouliketoaddthatIdidn’taskyou?
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SchoolSecurityOfficers1. I’dlikeeachofyoutointroduceyourselfandsayhowlongyou’vebeenworkingatEast.We
won’trecordyournames.
2. Canyoudescribeyourroleandresponsibilitiesattheschool?
a. Whooverseesordirectsyourwork?b. Whattrainingdidyoureceive,ifany,todothiswork?c. Whatinformationortrainingdidyoureceiveaboutbehaviorexpectations,whatto
enforceandhow?d. Doyouhavearoleintherestorativepracticesatschool?Ifyes,how?e. Doyouhaveadequateresourcestoeffectivelydoyourjob?Ifnot,whatdoyouneed?
3. ForthoseofyouwhoarenotnewtoEast,canyoutalkalittleaboutifanythinghaschangedin:
a. yourroleandresponsibilitiesovertime?b. Studentbehavior?c. Schoolcultureandclimate
4. What'sgoingwellinyourworkattheschoolthisyear?
5. Whataresomeofthechallengestodoingyourwork?
6. Isthereanythingyouthinkweshouldknowthatwehaven’talreadytalkedabout?
Paraprofessionals1. Whatisyourrole?/Whatdoyoudo?
2. Whodirectsyourwork?
3. Howareyouinvolvedinthedifferentinitiativesattheschool(learningtargets,etc.)?
4. HowPDopportunitiesdoyouhave?
5. Whoorwhatprovidessupporttoyouinyourwork?
6. Toextentarestudents’needsbeingwellmet?
7. HowwouldyoudescribethecultureandclimateatEast?
8. Howareyouinvolvedinrestorativepractices?
9. Isthereanythingelsethatwehaven’ttalkedaboutthatyou’dliketoshare?
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StudentFocusGroupProtocolUpperSchoolThankyouforparticipatingintoday’sfocusgroup.Mynameis——,IworkforWestEd,anot-for-profiteducationresearchandserviceagency.WestEdisconductingtheevaluationofEastHighSchoolunderthe“EducationalPartnershipOrganization”(EPO)agreement.YourfeedbackwillbeusedtounderstandhowthingsaregoingattheschoolsincetheEPOandtoinformimprovementsattheschool.Itisimportantforyoutoknowthatwewillbetakingnotestoday.Nooneexcepttheevaluationteamwillhaveaccesstoournotesandyouwillnotbeidentifiedbynameinournotes.Theinformationfromallofourfocusgroupswillbesynthesized.Whenwereportyourfeedback,youwillbeanonymous.
Confidentiality.Beforewebegin,thereareafewthingsIwouldliketodiscusswithyou.Pleaseknowthatallofyourcommentswillbekeptconfidentialandreportedintheaggregate(i.e.theywillnot“getintrouble”forsharingtheiropinionswithus).Thismeanswewillneveruseyourname.
Process.Second,therearenorightorwronganswers;wewanttoknowyouropinionsandexperienceshereatEast,sopleasesharewithustothebestofyourability.Thisisaninformalsession.Myroleistoaskquestions,listen,takenotesandkeepyouontrack.Wewanttobesureeveryonehasachancetoshareandwedon’texpecteveryonetoagree.Wewelcomeallideas,opinionsandpointsofview.
Weaskthatyoulistenrespectfullytoyourpeers,andweareaskingyoutorespectyourpeersbynotrepeatingorsharinganythingyouhearinthisfocusgroupoutsideofthisroom.
Any questions before we begin?
AllStudents:
1. Haveyouspentyourentire(middleorhigh)schoolexperienceatEastHighSchool?(Note:Askingforashowofhandscanbeusefulhere)
2. WhatdoyoulikeaboutEastHighschool?Whatisthebiggestchallenge/problematEast?
3. HowwouldyoudescribethewayEastHighwaswhenyoufirststartedhere?
a. Academics(Potentialprompts:Didyoufindclassestooeasy,toochallengingorjustright?Whatdidyouthinkofthevarietyandqualityofcourseofferings?Thelearningenvironment?)
b. Disciplinec. Socialenvironmentd. Supportforstudentswhowerestrugglingorhavingahardtime[withschooland/orlife
ingeneral]e. Communicationandinteractionbetweenschoolandfamilies/communityf. Staffattitudesandbehaviortowardstudents
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4. HaveyouseenanychangeshereatEastHighoverthepastyear?
a. Academics(Seepotentialpromptsabove)b. Disciplinec. Socialenvironmentd. Supportforstudentswhowerestrugglingorhavingahardtime[withschooland/orlife
ingeneral]e. Communicationandinteractionbetweenschoolandfamilies/communityf. Staffattitudesandbehaviortowardstudents(Note:studentsinterpretedtheoriginal
queryasaquestionaboutstaffturnover)
5. Whendidyoufirstnoticethechangesyou’veseensofar?
6. DoyouthinkthechangeshavebeengoodforEast?
a. Ifso,howso?b. Ifnot,whynot?
7. Doyouhaveopportunitiestoshareyourthoughtsonchangesattheschoolwithstaff?
a. Withwhomdoyoushareyourthoughts?b. Howoften?
8. Doyouknowofany(additional,upcoming)changesplannedforEastUpperSchoolorLowerSchool?
a. Howdidyoufindoutaboutthem?
9. WehaveheardofafewnewprogramsaddedtoEastUpperSchoolthisyear.TwoofthoseincludeFamilyGroupandSupportPeriods.Doanyofyouparticipateinthoseprograms?
a. Canyoutellmeaboutthem?Howdotheywork?b. Doyoufindthemhelpful?(Howso?Whynot?)
10. WheredoyouseeyourselfafterEast?AretheEastprogramandstaffhelpingyoutofigureoutyourpost-Eastplans?
SpecialProgramQuestions
For6thgraders:(someofthesequestionscouldbemovedintothegeneralsection)
1. WhatmadeyouchooseEastfor6thgrade?WhatmakesEastdifferentfromtheotherschoolsyoucouldhaveenrolledin?
2. Whatdoyouthinkofyourexperiencesofar?a. Hasyourexperiencebeenwhatyouthoughtitwouldbe?
3. DoyouthinkyouwillstayatEastuntilyougraduatefromhighschool?4. DoyouthinkyouwillgetthehelpyouneedatEasttograduateontime?
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For9thGraders
1. AreyouparticipatingintheFreshmanAcademy?2. WhatmakesFreshmanAcademyspecial?3. WhatdoyoulikemostaboutFreshmanAcademy?4. DoyouthinkFreshmanAcademywillhelpyoubesuccessfulasanupperclassman?Howso?5. IfyoucouldchangeanythingaboutFreshmanAcademytomakeitbetter,whatwouldthatbe?
ForUpperSchoolscholarsinalternativeprogramming
1. Whatmakesyourprogram(Quest,FreedomSchool,BigPicture,EastEvening)special?2. Whatdoyoulikemostaboutyourprogram?3. Isyourprogramtailoredtoyou?(Orisitonesizefitsall?)HowdoesEastfigureoutwhatyour
needsare?4. Doyouthinkyourprogramwillhelpyoubesuccessfulasanupperclassman?Howso?5. Doyouthinkyourprogramismakingadifferenceforyourfuture?Howso?
EndingQuestions:
1. DoyoufeelthatEastishelpingyoutodevelopintoasuccessfulyoungadult?Howso?2. IfyoucouldchangeanythingaboutEastHighschool,whatwouldthosechangesbe?
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ParentFocusGroupInterviewprotocolIntro:Introduceself.Thankparentsfortheirtime.Explainnatureofproject(usinglanguageschoolhasalreadyusedtodescribeevaluation).Informparentsthatcommentswillbekeptconfidentialandreportedintheaggregate.
1. HowlonghasyourscholarbeenatEast?Whatgrade(s)isyourscholar(s)in?
2. WhatareyourimpressionsofEastoverall?
a. Academics(rigor,variety/qualityofcourseofferings,learningenvironment)b. Disciplinec. Socialenvironmentd. Supporte. Communicationbetweenschoolandfamilies/communityf. Personnel(quality)
3. Areyousatisfiedwiththequalityof…(eachoftheabove)atEast?
4. Howwelldoyouthinktheschoolservesstudents/meetsstudents’needs?
a. Describewhyandhow
5. Doyouhaveopportunitiestosharefeedbackwiththeschool?
a. Withwhomdoyoushareyourthoughts?b. Howoften?c. Doyoufeelyourthoughtsaretakenseriously/respected?
6. Howdoestheschoolcommunicatewithyou?Whichofthesemethodsdoyoufindthemostuseful?
a. Doyoufeelyoureceiveadequateinformationaboutyourscholar?b. Doyoufeelyoureceiveadequateinformationaboutwhatisgoingonattheschool?
7. HowoftendoyouvisitEast?
a. Ingeneral,whatisthepurposeofyourvisits?(Ex.Meetingwithstaffaboutyourscholar,volunteering,attendingsportingevents,accessingmedicalcenter…)
8. DoyoufeelEastpromotespositiverelationships/connectionswithitsstudents’families?
9. DoyoufeelwelcometovolunteeratEastorparticipateinschoolevents?Haveyoubeeninvitedtodoso?
10. IfyouweretohavetheidealrelationshipwithEastasaparent/guardian,whatwouldthatlooklike?Whatwouldstaythesame?Whatwouldhavetochange?
11. WhenyoutalkaboutEasttoothers,whatdoyoumentionmost?
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PartnerfocusGroupprotocol1. Inwhatwaysareyoucurrentlyworkingwithstudentsortheirfamilies?
2. Whathavebeenyourorganization’s/agency’sgreatestaccomplishmentsinworkingwithEast’sstudents,families,counselorsorteachers?
a. Evidenceofsuccesses?
3. HowhastheworkofyourorganizationcontributedtotheattainmentoftheEPO’sgoalsormissionforEastHighSchool?(Mayneedtoenumeratethemhere.)
4. WhatchallengesdoesyourorganizationcontinuetofaceinyourworkatEastorwithEast?
a. Examples?
5. Isthereanythingyourorganizationneedstomakeyourworkmoresuccessful?
6. WhatdoyouseeasthemostimportantnextstepfortheEPOimplementationgoingforward?
7. Isthereanythingyou’dliketheEPOleadershiptoknowabouttheworkyouaredoing?
8. Isthereanythingyou’dliketoaddthatIdidn’taskyou?
Iftimeallows:Howhasbeingapartnerinaschoolturnaroundprocessimpactedyourorganization?
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AppendixC.AssessmentofEastEPOonDTSDEStandardsofPracticeTenetsandStandardsofPractice AssessmentofEastEPO
Tenet2-SchoolLeaderPracticesandDecisions:Visionaryleaderscreateaschoolcommunityandculturethatleadtosuccess,well-beingandhighacademicoutcomesforallstudentsviasystemsofcontinuousandsustainableschoolimprovement.
StatementofPractice2.2:TheschoolleaderensuresthattheschoolcommunitysharestheSpecific,Measurable,Ambitious,Results-oriented,andTimely(SMART)goals/missionandlong-termvisioninclusiveofcorevaluesthataddresstheprioritiesoutlinedintheSchoolComprehensiveEducationalPlan(SCEP).
ThesummerbetweenYear1and2sawthedevelopmentofaclearmissionandvisionthathascometopermeatetheschoolintermsoflanguageusedbyscholarsandteachers,staff,andadministrators,andalsodisplayedthroughouttheschool.
StatementofPractice2.3:Leadersmakestrategicdecisionstoorganizeprogrammatic,human,andfiscalcapitalresources
Theevaluatorsdidnotexaminefiscaldecisions.Schoolleaderscollaboratewitheachother,andwithotherinformalleaderswhostepuptomakeprogrammaticdecisions,suchaschangestoSupportandFamilyGroup
Tenet3-CurriculumDevelopmentandSupport:TheschoolhasrigorousandcoherentcurriculaandassessmentsthatareappropriatelyalignedtotheCommonCoreLearningStandards(CCLS)forallstudentsandaremodifiedforidentifiedsubgroupsinordertomaximizeteacherinstructionalpracticesandstudent-learningoutcomes.
StatementofPractice3.2:TheschoolleaderensuresandsupportsthequalityimplementationofasystematicplanofrigorousandcoherentcurriculaappropriatelyalignedtotheCommonCoreLearningStandards(CCLS)thatismonitoredandadaptedtomeettheneedsofstudents.
Theschoolleaderusesadistributedleadershipmodelwithmixedsuccess,asnotallteachersfeeltheycanstepup.Thereisanunderstandingofspecialstudentneeds,buttheseneedsarenotalwayswellmetbecauseofexternalchallengessuchashiring.TheEPOhasasystematicplantodeveloprigorous,standards-basedcurriculum.
StatementofPractice3.3:Teachersdevelopandensurethatunitandlessonplansusedincludedata-driveninstruction(DDI)protocolsthatareappropriatelyalignedtotheCCLSandNYScontentstandardsandaddressstudentachievementneeds.
Aspartoftheongoingcurriculumdesignwork,teachersareintheprocessofputtingtheirunitsandlessonsintoaUBDformat,whichwillensuretheunitsarestandardsbasedanddifferentiatedtomeetstudentneeds.
StatementofPractice3.4:Theschoolleaderandteachershavedevelopedacomprehensiveplanforteacherstopartnerwithinandacrossallgradesandsubjectstocreateinterdisciplinarycurriculatargetingthearts,technology,andotherenrichmentopportunities Thisisnotsomethingtheschoolhasundertaken.
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StatementofPractice3.5:Teachersimplementacomprehensivesystemforusingformativeandsummativeassessmentsforstrategicshortandlong-rangecurriculumplanningthatinvolvesstudentreflection,trackingof,andownershipoflearning.
Teachersinallcontentareasandgradeshavedevelopedan8-weekCommonFormativeAssessmentsystemthatessentiallyactsapre-andpost-test.ThesystemwasimplementedforthefirsttimeinYear2withmixedsuccess.
Tenet4-TeacherPracticesandDecisions:Teachersengageinstrategicpracticesanddecision-makinginordertoaddressthegapbetweenwhatstudentsknowandneedtolearn,sothatallstudentsandpertinentsubgroupsexperienceconsistenthighlevelsofengagement,thinkingandachievement.
StatementofPractice4.2:Schoolandteacherleadersensurethatinstructionalpracticesandstrategiesareorganizedaroundannual,unit,anddailylessonplansthataddressallstudentgoalsandneeds.
Everycourseisworkingonacomprehensivecourseplantoensureitisstandards-basedusingtheUnderstandingbyDesignframework.Theschoolhasalsoundertakenextensiveprofessionaldevelopmenttoensureteacherpracticesareorganizedaroundtheunitsandareresearch-based.Systematicobservationsbyevaluatorsindicatethatprogressisbeingmadeintermsofteacherpracticesmeetingexpectationsbutthatareasofneededimprovementnotedincludestudentengagement,higherorderquestioning,andmorestudentdirectedwork.
StatementofPractice4.3:Teachersprovidecoherent,andappropriatelyalignedCommonCoreLearningStandards(CCLS)-basedinstructionthatleadstomultiplepointsofaccessforallstudents.
Everycourseisworkingonacomprehensivecourseplantoensureitisstandards-basedusingtheUnderstandingbyDesignframework.Teachersaresupportedbyteacherleaders(coaches),specialeducationteachers,andparaprofessionalstoensureallstudentscanaccesstheinstruction.EvaluatorsobservedpocketsofoutstandingENLinstructionandspecialeducationco-teaching.AchallengetheschoolfacesisnotbeingabletohiresufficientENLstaff.Anotherchallengeissomeongoingstaffresistancetofullinclusionandco-teaching.SometeachersexpressedconcernaboutwhetherENLstudentsarehavingtheirneedsmettoaccessinstructionandthecurriculum.
StatementofPractice4.4:Teachersandstudentsworktogethertoimplementaprogram/plantocreatealearningenvironmentthatisresponsivetostudents’variedexperiencesandtailoredtothestrengthsandneedsofallstudents.
Unabletoassessoverall.SomeevidenceofthisinthesupportroomsandintheQuestprogramandFreedomSchool.
StatementofPractice4.5:Teachersinformplanningandfosterstudentparticipationintheirownlearningprocessbyusingavarietyofsummativeandformativedatasources(e.g.,screening,interimmeasures,andprogressmonitoring).
Unabletoassessoverall.TheschoolbegantheuseofCommonFormativeAssessmentthisyear.
Tenet5-StudentSocialandEmotionalDevelopmentalHealth:Theschoolcommunityidentifies,promotes,andsupportssocialandemotionaldevelopmentbydesigningsystemsandexperiencesthatleadtohealthyrelationshipsandasafe,respectfulenvironmentthatisconducivetolearningforallconstituents.
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StatementofPractice5.2:Theschoolleaderestablishesoverarchingsystemsandunderstandingsofhowtosupportandsustainstudentsocialandemotionaldevelopmentalhealthandacademicsuccess.
TheEPOincludesplansforextensivesocialandemotionalsupportforstudentsatEast.Muchprogresshasbeenmade.Schoolleadersfoundgreaterlevelsofsocialemotionalneedsandtraumaamongstudentsthanexpected.ThelevelofneedishighatEast.OverarchingsystemsimplementedincludeFamilyGrouptobuildadult-studentconnectionsandRestorativePractices.Additionalsupportsincludeincreasedsocialworkersandbookstudies(e.g.TraumaInformedTeaching).TheLowerSchoolalsousedtheLeaderinMecurriculum,thoughlesssoinYear2comparedtoYear1)
StatementofPractice5.3:Theschoolarticulatesandsystematicallypromotesavisionforsocialandemotionaldevelopmentalhealththatisalignedtoacurriculumorprogramthatprovideslearningexperiencesandasafeandhealthyschoolenvironmentforfamilies,teachers,andstudents.
TheschoolpromotesavisionforsocialandemotionaldevelopmentthatisrootedinconnectionsbetweenstudentsandteachersthroughFamilyGroup,theuseofRestorativePracticesschool-wide,andtheLeaderinMefortheLowerSchool.AsidefromtheLeaderinMeprogram,noparticularcurriculumorprogramisused.
StatementofPractice5.4:Allschoolstakeholdersworktogethertodevelopacommonunderstandingoftheimportanceoftheircontributionsincreatingaschoolcommunitythatissafe,conducivetolearning,andfosteringofasenseofownershipforprovidingsocialandemotionaldevelopmentalhealthsupportstiedtotheschool’svision.
Theschool’sFamilyandCommunityEngagementCommitteeisactive.Theschoolcollaborateswithmanycommunitypartnerstohelpaddresscommunityneeds.
StatementofPractice5.5:Theschoolleaderandstudentsupportstaffworktogetherwithteacherstoestablishstructurestosupporttheuseofdatatorespondtostudentsocialandemotionaldevelopmentalhealthneeds.
ToaddresschallengesinYear1,asystemoftrackingstudentreferralsanduseofRestorativePracticeshasbeenimplementedinYear2.LowerSchoolsocialworkersassessedstudents’socialemotionalneedsusinganassessment.
Tenet6-FamilyandCommunityEngagement:Theschoolcreatesacultureofpartnershipwherefamilies,communitymembersandschoolstaffworktogethertoshareintheresponsibilityforstudentacademicprogressandsocial-emotionalgrowthandwell-being.
StatementofPractice6.2:Theschoolleaderensuresthatregularcommunicationwithstudentsandfamiliesfosterstheirhighexpectationsforstudentacademicachievement.
Posterswiththeschool’smissionandvisionarepostedaroundthebuilding,asaregraduationrates,anddatawallsshowingstudentprogress.Teachersandstaffwouldlikeclearermessagefromleadershiptostudentsaboutexpectations.
StatementofPractice6.3:Theschoolengagesineffectiveplanningandreciprocalcommunicationwithfamilyandcommunitystakeholderssothatstudentstrengthandneedsareidentifiedandusedtoaugmentlearning. Unabletoassess.
StatementofPractice6.4:Theschoolcommunitypartnerswithfamiliesandcommunityagenciestopromoteandprovidetrainingacrossallareas(academicandsocialandemotionaldevelopmentalhealth)tosupportstudentsuccess.
Theschoolcontinuedmanyrelationshipswithlong-termpartnersatEastandengagedwithnewpartnerstomeetthesocial,health,andacademicneedsofstudents,aswellastoaddressmanyneedsthatparents/familiesface.Examplesincludeadvocatesforstudents,afoodpantryonsite,theonsiteHealthCenter,dentalservices,andmore.
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StatementofPractice6.5:Theschoolsharesdatainawaythatpromotesdialogueamongparents,students,andschoolcommunitymemberscenteredonstudentlearningandsuccessandencouragesandempowersfamiliestounderstandandusedatatoadvocateforappropriatesupportservicesfortheirchildren.
Theschoolismakingprogressinthisdirection.StudentslookatdataandevidenceoflearninginFamilyGroupandSupport.Student-ledconferencesareasteptowardincludingparentsinthedialogue.
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ReferencesHitt,D.H.,&Meyers,C.V.(2017).Promisingleadershippracticesforrapidschoolimprovementthatlasts.SanFrancisco,CA:WestEd
Leithwood,K.,Harris,A.,&Strauss,T.(2010).Leadingschoolturnaround:Howsuccessfulleaderstransformlow-performingschools.SanFrancisco,CA:Jossey-Bass.
TheCenteronSchoolTurnaround.(2017).Fourdomainsforrapidschoolimprovement:Asystemsframework.SanFrancisco,CA:WestEd