South Hampton MS - stageconnect.alsde.edu Instru… · Web viewTeachers indicated that they especially like the “phonebook” method in which Ms. Washington leaves a “phone

Instructional Audit Summary ReportAlabama Department of Education

Office of Student Learning

School: South Hampton MS System: Birmingham City Name: Dr. L. Contri, Superintendent Instructional Leader: Ms. Washington, Principal Review Team: Nettie Mullins, Michal Robinson, Meg Lowry, Sabrina May, Carolyn Townsend, Scott Mohon, Emily Freeland, and Catherliene Williamson

On February 28- March 1, 2017, an eight member team conducted a two-day Instructional Audit for South Hampton Middle School. The process included interviews, document reviews, and classroom observations. The assessment areas are Instructional Leader, Continuous Improvement Process, Instruction, Central Office Supports and Curriculum. Observations within these areas are summarized by gathered evidence under the categories “strong practices”, “emerging practices” and “limited practices”. Based on the data, additional recommendations or concerns are also provided.

Instructional Leader: The Instructional Leader Pillar evaluates the processes used by the principal to develop a vision for the school that is guided by data, responsive to the needs of the students and faculty, and communicated in a manner to obtain buy-in from all stakeholders. Ms. Washington is assigned at the Instructional Leader for South Hampton MS. She began her tenure in this position in the summer of 2016. The 2016-2017 academic year serves as her first full year operating in this role.

Evidence of Strong Practices:The following practices are among those that have been identified by the team to be strong. There is evidence to support that these practices are consistently implemented and/or expected throughout the school.

Based on administrator and teacher interviews, this school year has begun with an emphasis on learning at high levels and increasing collaboration among the faculty. Ms. Washington builds collaborative planning time into the master schedule as well as has protected time on specified days of the week that can be used for either faculty meetings (1x/month), parent conferences, or additional planning.

Ms. Washington has implemented a multi-pronged process for monitoring instructional expectations in the classroom and providing feedback to teachers. Through administrator and teacher interviews it was shared that the eLeot, School Turnaround Phonebooks, and Learning Forward resources are used for this purpose. Teachers indicated that they especially like the “phonebook” method in which Ms. Washington leaves a “phone message” for the teacher with immediate feedback from the observation.

Ms. Washington seeks out PD based on faculty needs (e.g.: and has coaching follow-up built in to ensure implementation. As appropriate, Ms. Washington has access to Dr. Chandler (her onsite ARI coach). She also requires teachers to identify ways PD will be incorporated into instruction and builds those into the walkthroughs as look-fors during observations.

Ms. Washington has made creating a community of learners amongst administration and faculty as a priority. She incorporated the Teachers Observing Other Teachers (TOOT) as a job-embedded opportunity for teachers to learn best practices from each other.

Evidence of Emerging Practices:The following practices are among those that have been identified by the team to be emerging. Based on evidence obtained from interviews, documents, or observations these practices are occurring inconsistently throughout the building.

1 | S . H a m p t o n M S - B i r m i n g h a m C i t y

With this as her first year onsite, Ms. Washington acquired the leadership team from the previous administration. She was able to share ideas of how she will transition the team to better reflect the needs of the school.

While this is an AMSTI school, there remains some teachers who are not AMSTI trained as a result of the teacher turnover. Ms. Washington hired 15/38 teachers at the beginning of the school year.

Evidence of Limited Practices:Not applicable

Consideration(s) for Next Steps: Coordinate with district leaders and regional AMSTI staff to get all teachers trained and supported for

full implementation. Based on feedback from Ms. Washington and teachers, the evidence indicates that Ms. Washington

has taken a very “hands on” approach with modeling expectations and leading efforts at South Hampton MS. As she prepares for the upcoming year, the team encourages Ms. Washington to consider how she can delegate more responsibilities to her assistant principal and administrative support team.

Continuous Improvement Process: The Continuous Improvement Process Pillar evaluates the structures implemented by administration and teachers to promote academic, climate, and cultural growth. Included in this focus is the use of data to monitor progress and identify students who may need additional supports.

Evidence of Strong PracticesThe following practices are among those that have been identified by the team to be strong. There is evidence to support that these practices are consistently implemented and/or expected throughout the school.

Ms. Washington and the CIP Team collects and analyzes multiple sources of data to inform decision making for the school. Based on interviews with leadership, teachers, and observations around the building data sources that were heard and observed to be used includes STAR reading and math, ACT periodic, discipline data, teacher and student attendance, and teacher surveys.

Administration and the CIP team use teacher attendance, student attendance, and discipline data to inform fostering a healthy culture throughout the building. For example, administration uses teacher attendance data to create healthy competition among the faculty and provides incentives.

The team has incorporated extracurricular activities in response to student needs and interests. Examples include basketball, volleyball, track, SGA, and boys and girls mentoring Pumps-N-Pearls & Boys on the Move).

Evidence of Emerging PracticesThe following practices are among those that have been identified by the team to be emerging. Based on evidence obtained from interviews, documents, or observations these practices are occurring inconsistently throughout the building.

While Ms. Washington could share specific details about how students are identified “at risk” (personal/mental issues, repeaters, STAR data, etc.), the CIP team was not able to provide similar details.

Based on review of documentation and interviews, there has not been any amendments made to the ACIP to date. Ms. Washington inherited the ACIP/Leadership team, so they are continuing to refine the process used for communicating and reviewing the plan.


Evidence of Limited PracticesThe following practices are among those that have been identified by the team to be implemented on a limited basis. Based on evidence obtained from interviews, documents, or observations these practices are occurring in isolated pockets but have not been established as an overarching expectation.

Upon reviewing the CIP, it does not specifically address the needs of special education students. Ms. Washington and the team identified the number of SpEd students that need support, however

based on interviews and review of documentation, it is not clear of the focused strategies that are being used with the group.

Consideration(s) for Next Steps Provide specific strategies for addressing special education in the ACIP

Curriculum:The Curriculum Pillar obtains evidence on the processes used to ensure that Alabama standards are a) taught by all teachers and b) provided at the appropriate level of rigor. Additionally, evidence is collected to determine how data processes are used to inform decision making.


Based on teacher and administrative interviews, there is a strong process in place for the regular monitoring of lesson plans for alignment with ACOS. Additionally, Ms. Washington provides feedback to teachers on lesson plans to ensure expectations are met.

Through interviews and review of documents, there is evidence to support the use of data to make curricular decisions. An example of this practice is its use in team meetings to plan for improving instruction on upcoming objectives.

Teachers shared that they appreciate how Ms. Washington has made data the central focus for all instructional decision- making. Stating that it has added meaning to the work and clarity of purpose.


Administrator and teacher interviews indicate that the team does not use common assessments or rubrics other than benchmark assessments.

An instructional expectation established across the curriculum is for teachers to post and use learning objectives and essential questions to set the stage for student learning. Evidence from classroom observations reveals that 65% of the time teachers set the purpose for learning and provided clarity throughout the lesson.

Evidence of Limited Practices3 | S . H a m p t o n M S - B i r m i n g h a m C i t y

The following practices are among those that have been identified by the team to be implemented on a limited basis. Based on evidence obtained from interviews, documents, or observations these practices are occurring in isolated pockets but have not been established as an overarching expectation.

None noted

Consideration(s) for Next Steps Throughout the audit process, it was made clear that data are used as the driving force for

instructional decision making. While this is critical, team members noticed individual student data posted in classrooms and in the data room. This is a Family Educational Rights and Privacy Act (FERPA) violation. It is recommended that Ms. Washington and teachers develop a process for posting data without revealing student identification.

Instruction: The Instruction Pillar evaluates the processes used to assess the performance of all students, address individual student needs, and promote collaboration among teachers.


There is significant evidence through teacher interviews, administrator interviews and document reviews to support their use of a universal screening process.

The administrative team, reading coach, and teachers use data to make instructional decisions. Time is protected weekly for teacher groups to collaborate

Teachers and students actively use technology to support learning goals. During the 20 classroom visits, student actions observed included using computer-based programs (70%) and using other technology (45%).


Administration communicated that small group instruction has been newly established as an expectation throughout the building across all grade levels. During classroom observations, small group instruction occurs but the strategies that are being utilized were not differentiated across students. Students were in groups but all doing the same work.

During interviews Special education and General education teachers shared that they collaborate for planning student intervention, however it is currently on a very limited basis.

Evidence of Limited PracticesThe following practices are among those that have been identified by the team to be implemented on a limited basis. Based on evidence obtained from interviews, documents, or observations these practices are occurring in isolated pockets but have not been established as an overarching expectation.

Based on interviews and classroom observations, there are currently not any collaborative teaching models being implemented at this time. Special education support occurs on a “pull out” model”. As referenced previously, there is very limited opportunity for special education and general education teachers to collaborate to support students that are shared in common.


Consideration(s) for Next Steps Coordinate with central office to organize professional development for South Hampton to address

meaningful collaboration between general education and special education. Ms. Washington has also indicated that the collaboration expectation is a professional development need for the school.

Opportunity GapsWithin this process, the team looks across the pillars to identify the processes that are in place to support providing an effective, safe, and productive learning environment for all stakeholders. Through the Principal overview, interviews and document review process, the team gathers evidence to inform if the processes being utilized are being implemented maximally. If applicable, the team lifts up practices and processes that may need additional support. Areas that are reviewed in all schools include, but may not be limited to: electives, staffing, extracurricular activities & supports, facilities, core academic opportunities, coaching, professional development, and credentialing.

Evidence of GapsNone noted

Consideration(s) for Next Steps

Observation Summary Reports (Google)1. Subject Observed (General)(20 responses)

English Language Arts / Reading 13

Math 4

Science 2

Social Studies 1

Resource / Special Education 0

Foreign Language 0

Career Tech (AG, Consumer Family Sci, other technical subjects) 0

PE 0

Elective (Class other than listed above) 0

2. Class size(20 responses)


1-10 0

11-20 15

21-30 5

30+ 0

3. Evidence supports students understand rules, routines and procedures. (19 responses)

Not evident 1

Minimally evident 4

Moderately evident 3

Very evident 11

Not applicable 0

3b. EVIDENCE: What did you see that supports your score about the use of rules, routines, and procedures? (20 responses)

Class was calm, waiting on books flat on desk, knew fingers belong on title. Systems in place for non- instructional duties are well established and led by students.

Students responded chorally to teacher prompts. Minimal time was lost to transitions. Students knew the procedures, rules and routines and were able to manage with minimal teacher involvement.

Students know routines (choral responses). However, time was wasted during transition because groups were not pre-determines (planning). Students were well-behaved but didn't follow through on their assigned tasks.

Students understood the routines. When it was time to transition students even asked to make a change so that they could rotate counter clockwise instead of clockwise to get to an activity sooner.

4. When necessary, students' behavior is redirected in a timely and effective manner. (20 responses)

Not evident 1


Minimally evident 2


Very evident 8

Not applicable 2

4b. EVIDENCE: What did you see that supports your score that student behavior is redirected in a timely and effective manner? (20 responses)

Very little misbehavior or off task...examples "why are you in that folder" "I see students not tracking" "pick your head up"

Teacher Quietly waited on students to get books out, they know to do so. Kids helped each other with pencils and paper.

Students were very well behaved. A few times there were some students who were off task and the teacher redirected. In a couple of instances, the students remained off task.

Teacher used cues like 1-2-3 eyes on me and clapping patterns to get attention. Teacher redirected students who misbehaved.

Teacher responded to students with a high tone.

Teacher is aware at all times of of what is going on in the class and very responsive to off task behaviors (although there were very few incidences, just normal second grade)

Appropriate cues were provided for off task behavior.

Teacher: 1-2-3 all eyes on me, Student: 1-2-3, all eyes on you; Teacher: Assess yourself

5. A positive learning experience is provided for all learners. (Evidence)(20 responses)

Not evident 1

Minimally evident 1


Very evident 10

Not applicable 0

5b. Evidence: Describe the rapport between teacher and students.(20 responses)

Teacher offered some praise for correct responses. Students seemed comfortable in the class and were not afraid to engage with the teacher.


Groups were divided into high and low performers; teachers showed frustration with lower performers but overall interactions were very positive.

The teacher is highly proactive in serving students. Her interactions with the students are positive. She smiles and laughs with them.

Teacher smiled, had lots of positive prompts and gestures and call outs/choral responses used with students

Positive and negative reinforcements; during transition teacher stated to students not following instructions "We can stay and do more math if you like."

Teacher was happy, effusive, and shows concern for students. Teacher highly proactive in serving students. Named the fist pump "bulldog pump"

Oh Boy statement of positivity, greet students with Good morning (even those that are late); "Are you feeling ok?" to student that was quiet.

6. Consider the classroom environment.(20 responses)

Value Count

Models/exemplars of quality work are posted 9

Scoring rubrics are displayed/provided 5

Students interact with classroom environment 10

Current student work displayed 16

Minimal interruptions (from within the classroom) 14

Minimal interruptions (external) 19

The teacher is focused on instruction 14

Class is warm, inviting and clean 16

N/A - Observer did not observe any of the items listed. 0

7. Identify student grouping format(s) used throughout instruction. (20 responses)

Value Count

Whole group 10

Whole group ONLY 0

Small group for remediation with teacher 9


Value Count

Cooperative / small groups 15

Paired 8

Individual 2

Teams 1

Lab partnering 3

Stations / Computers 12

8. Throughout the lesson, students are provided with clarity and purpose for the learning objective. (20 responses)

Not evident 4

Minimally evident 2


Very evident 7

Not applicable 1

8b. EVIDENCE: Give examples of activities that had purpose and meaning as they related to the learning objective. (19 responses)

The purpose of the lesson was not made clear. Did not see an essential question or before, during or afternoon posted or described.

Teacher reviewed the learning outcome and essential question, did a good job of connected yesterday's lesson with today's lesson. Emphasized concepts of reuse, reduce and recycle

Students knew what they were to be doing and why. Before the center time began, the teacher reminded the students of what they were working on and the use of the different centers.

Teacher reviewed words on the word wall needed for the lesson. Groupings for small group instruction were not pre-planned.

Explained that there were low scores on measurement section of assessment.

Stated essential question...Modeled what expected of the Poetry Collage

Teacher links information purpose to students's interests.


Teacher did an excellent job of connecting her lesson plan with her actual teaching. Made purpose of lesson clear and linked learning to previous knowledge "Curious George"

Lesson plans. Objectives posted on wall. Writing activity (Identifying main idea)

Lesson outcomes established, emphasized important concepts in lesson, lesson had clear purpose

Students interviewed appeared to lack an understanding of the purpose of the activities they were participating in.

9. The lesson was presented in a logical sequence, designed to maximize student understanding. (Evidence)(20 responses)

Not evident 1

Minimally evident 5


Very evident 5

Not applicable 1

9b. EVIDENCE: What did you see that supports your score about the logical sequence of the lesson? (19 responses)

While the lesson was clear in delivery and had structure, it did not have "parts" or sequence.

Lesson was very logical with a distinct purpose.

Students were engaged in multiple activities (math) to build skills in addition and subtraction. Minimal teacher direction was needed to complete the activities.

Use of vocabulary words. Use of centers and small group instruction.

All parts of lesson had purpose and meaning. Before: Modeled-Tens and Ones During: Listen and Draw/Model and Draw After: Share and Show

Parts observed had logical and clear structure and outcomes. Did not observe the end of the lesson

Lesson lacked structure, with no clear purpose or learning objective.

10. Instructional/Literacy strategies were incorporated into the lesson in a meaningful way, relevant to the students learning objective. (Evidence)(20 responses)

Not evident 3

Minimally evident 3



Very evident 10

Not applicable 0

.

10b. EVIDENCE: Give examples of instructional/literacy strategies students used (20 responses)

Use graphic organizer, paragraph summaries, graphs and poems

Appropriate strategies were used to reinforce addition and subtraction skills.

Word wall. Reviewed standards. Added words to the word wall. Non-fiction writing.

t-chart, QKPA, Big G, among other strategies used to understand math.

Text summarization, think-pair-share

Teacher used strategies such as the graphic organizer, computer activities, think-pair-share, and turn and talks.

Used graphic organizers, exit slips, gallery walk

Instructional strategies are used productively and appropriate to lesson. Some examples - sorting words, roll a word, main idea cards, matching words and writing paragraphs.

Students engaged in small group discussions with peers using guided discussion questions about the text.

QAR, RACE, SWAG

Window pane activities, text to text, text to self, text to world, summarizing text citing specific examples,

Students were coloring pictures. Activity lacked purpose, and did not appear to connect with lesson.

11. Identify STUDENT actions observed. (20 responses)

Listening to lecture/direct instruction 4

Participating in discussion of content with teacher 17

Participation in discussion of content w/ other students 16

Taking notes from lecture or presentation 1

Hands-on materials / Manipulatives 6

LAB (Includes Career Tech: Mechanics, Cosmetology, etc.) 0

Presenting or performing 2

Computer-based learning activities (PC, MAC, Internet) 14

Other Technology based activity (Promethean interaction / SRS (Clickers) / iPad, Cell, other devices) 9


Paper Test or quiz 0

Library 2

Outdoor Classroom / Greenhouse / Physical Ed Activity 0

Independent activity (writing, worksheet, research, textbook, etc.) 6

Other 2

12. Students used resources beyond the textbook. (Evidence)(20 responses)

Not evident 3

Minimally evident 4


Very evident 7

Not applicable 0

12b. EVIDENCE: What resources did students use? (19 responses)

Used promethium, chrome books, weekly studies

Students were using manipulative, dominoes, shapes, mobi max and iPads.

Word/definition strips. Word wall. Computers.

Promethean board, group summaries on padlet, google, charting, Stand up to speak

Computers, laptops, promethean boards

13. Students are provided with opportunities to engage in higher order thinking, content mastery, and learner-oriented activities.(20 responses)

Not evident 1

Minimally evident 5



Very evident 4

Not applicable 0

13b. EVIDENCE: What did you see that supports your score about the rigor of questions and conversations?(19 responses)

Teacher used good questioning and wait time and connected to prior learning.

Questions by teacher were of a lower level

Students were prompted to think at higher levels through the use of manipulatives and the mobi max.

Students responded to teacher prompts through choral response. The provided activities were not at high levels of rigor.

Problem solving using variety of methods

Low level questioning and activities

Limited activities to engage higher order thinking

Most of the questions from he teacher were high quality. She scaffolded the learning.

students had to apply their knowledge to create a hurricane in a bottle

Activities were of high quality. She was great with wait and time to reply and making connections to prior knowledge

Small group discussions with guided questions about the text.

Questioning did not occur

Discussion: How did individuals show courage to break barriers?, textual evidence to support analysis of what text says explicitly; deermine them on central idea

Students were engaged in higher order thinking activities throughout lesson.

14. FORMATIVE ASSESSMENT: Consider the formative assessment taking place at key times during instruction (A, B and C). Did all students have an opportunity to express understanding of the content so the teacher could determine if re-teaching/remediation was necessary?

Beginning Instruction (Engage /Introductory)Middle Instruction (Explore / Explain /.Main Lesson)End of Lesson (Extend / Evaluate /Summarize)0.02.55.07.510.0High levels of for…High levels of for…Good formative a…Good formative a…Some formative…Some formative…No formative ass…No formative ass…1/21/2

High levels of formative assessment for all students

Good formative assessment for most students

Some formative assessment for some students

No formative assessment

Not applicable

Beginning Instruction 5 3 6 4 2


High levels of formative assessment for all students

Good formative assessment for most students

Some formative assessment for some students

No formative assessment

Not applicable

(Engage / Introductory)

Middle Instruction (Explore / Explain /. Main Lesson)

5 7 5 2 1

End of Lesson (Extend / Evaluate / Summarize)

3 3 4 1 9

0/0

No responses yet for this question.

14b. Levels of Formative Assessment Evidence(17 responses)

Hands up, tracking

Hands up, tracking

Students were engage in lesson and participating with promethian board and teacher instruction

Several of the centers utilized technology that provided immediate feedback to students. The teacher also provided feedback during small group instruction.

Teacher provided feedback during small group instruction.

Teacher observation, questioning, computer software

Summarization of information

Observed during small group instruction with teacher

Activities related to lesson: Tens and Ones

Some assessment observed in classroom.

Students were actively engaged in all their stations.

Formative assessment was evident throughout the lesson.

teacher navigated around the stations to check on student learning

Beginning-Count by 5s, 10s; Middle-p 278 Go Math; no end-put up books and transition to band

process for students to submit work to be checked by teacher

Beginning-Group member reads summary from padlet and student provided feedback with 3,2,1 rubric orally; Middle- includes turn and talk then share and received T and S feedback; End-Create hashtag to express ideas about violence; explain why you chose that #.


Activities focused on mood/tone, personification, similes, and word identification


15. Determine the overall levels of student engagement.(20 responses)

Highly engaged--ALL students areauthentically engagedEngaged--MOST students areauthentically engagedLow engagement--Students are onlow-level tasks.Compliant--Students are willinglycompliant or nondisruptive.No engagement--Many studentsactively reject the assigned task, su…15%45%35%

Highly engaged--ALL students are authentically engaged 7

Engaged--MOST students are authentically engaged 9

Low engagement--Students are on low-level tasks. 3

Compliant--Students are willingly compliant or nondisruptive. 1

No engagement--Many students actively reject the assigned task, substitute another activity or no instruction took place.

0

actively reject the assigned task, sub…


15b. Comment on your engagement score: What were the students doing? (19 responses)

Hands up- excited to answere following reading by using finger to track and wait time.

Hands up- excited to answere following reading by using finger to track and wait time.

Most students were authentically engaged, but levels were low

Students stayed on task. They knew what they were doing and why and were able to complete the assigned tasks.

Students were reading vocabulary and definitions chorally. When students were in centers, they were not focused on their assignements but were very well-behaved.

4 students on TTM until 10:30, 7 doing lesson practice in group, switched after 30 minutes

Reading text

Most students were engaged

Most students were engaged

Most students were engaged with lesson.

All students were actively engaged.

one student was off task in the entire classroom

Many students were engaged in Go Math assignment.

8 different activities going on at one time. High level of questioning and learning was ACTIVE15 | S . H a m p t o n M S - B i r m i n g h a m C i t y

Students were in small groups at various learning stations. Students were on task, and could explain the purpose of the activities that they were participating in.

students were actively involved in stations

Group turn and talk, define word meanings, stand up and answer, share group summaries, create hashtag and explain why it was chosen

Rotated through stations and most students were engaged in the activity.

Most students were coloring pictures while teacher was working with small group. Unclear as to purpose of the activity and how it connected to lesson.


16. What was the level of UTILIZATION OF A RESOURCE TEACHER during the observation?(20 responses)

024681012140 - Resource…1 - Resource…2 - Pull out st…3 - Assisted…4 - Assisted…5 - Team tea…6 - Not appli…4 (20%)4 (20%)0 (0%)0 (0%)1 (5%)1 (5%)1 (5%)1 (5%)0 (0%)0 (0%)1 (5%)1 (5%)14 (70%)14 (70%)

Value Count

0 - Resource teacher scheduled but not present 4

1 - Resource teacher observed 0

2 - Pull out students to resource room 1

3 - Assisted with selected students 1

4 - Assisted with a wide variety of students 0

5 - Team teaching 1

6 - Not applicable 14

14 (70%)


17: Additional Comments:(1 response)

No resource teacher


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South Hampton MS - stageconnect.alsde.edu Instru… · Web viewTeachers indicated that they especially like the “phonebook” method in which Ms. Washington leaves a “phone