New England Association of

School and Colleges, Inc.

Commission on Public Schools

Commission on Public
Schools

Sample School
Self-Reflection
Report
Sample, ZZ

May X, 2018 - May Y, 2018

Page 1 of 56
School and Community Summary
School and Community Summary
Sample is located approximately 35 miles west of the capital of ZZ. As of the 2010 census, Sample was
home to just over 19,000 residents. Once home to mills and factories, the town has recently seen a
resurgence of its downtown including new restaurants and local specialty shops. New housing
developments continue to be built, expanding the residential footprint of the community. The median income
of Sample residents is just below $76,000 per year. Just over 45 percent of residents have a college
degree.

According to data from the department of education, 21.5 percent of families attending the Sample Public
Schools are considered economically disadvantaged.

The Sample Public Schools consists of four schools. Two elementary schools serve grades preK- 4; one
middle school serves students in grades 5-8; and one high school houses grades 9-12. The district services
2,010 students in grades preK-12. Students from Sample have the option of enrolling in a technical high
school for grades 9-12. Approximately 40 students leave after grade 8. Enrollment in the Sample Public
Schools has been declining. Four years ago, the district had 2,775 students. Enrollment trends indicate a
projected enrollment of 2,499 for the 2021-2022 school year.

The average per pupil cost is $14,500, below the state average of $15,000. The proposed fiscal year (FY)
19 school department budget is $42,400,500. This sum is comprised of $38,000,131 from town
appropriations, which is over 55 percent of the total town budget. The Town of Sample has been and
continues to be generous with respect to allocating resources to its public schools.

The drop-out rate in 2016 was 1.6 percent. The four-year adjusted graduation rate for 2016 was 92.9
percent. The student attendance rate for the 2016-2017 school year was 95.5 percent. Eighty-nine percent
of students from the Class of 2017 continued their education after graduation at either a 2- or 4-year
college. Three and one-half percent enrolled in a trade or vocational program, one percent enlisted into the
military, and six and one-half percent entered the workforce.

Sample School increased its relationships with local businesses. Beginning with the Class of 2018, 35
seniors will end their high school careers early to experience a six-week internship with a variety of local
businesses. Sample also has a partnership with Local Community College (LCC), which affords students
the opportunity to enroll in four college courses through LCC during their junior and senior years and earn
transferable college credits.

Core Values, Beliefs, and Vision of the Graduate

Core Values
Perseverance: We work hard to achieve our goals and overcome challenges
Responsibility: We take ownership of our learning and value service to our community and our world
Integrity: We act with honesty and hold ourselves accountable
Diversity: We treat all with dignity and work to build a strong school community
Excellence: We hold ourselves to high academic and social expectations

Beliefs
We will prepare students to be active citizens in a global environment.
We will engage each student in learning.
We will expand each learner’s ability to think critically and independently.

Vision of the graduate is being revised.

Page 2 of 56
 Standards & Principles
Part 1 - A Look Back

Sample School and the Sample Public Schools recently completed a multi-year project to map curriculum. The
newly developed maps include clearly articulated curriculum units with essential questions, outcomes,
assessment strategies, and connections to state standards. This effort largely dominated the professional
development agenda from 2011-2016. To compliment the curriculum mapping work, the high school focused
on increasing rigor across all content areas and levels. For example, the social studies curriculum was
completely redesigned and is now a well-articulated four-year sequence that is largely project-based and
requires students to interact with many primary source documents. The math department adopted a new math
program for grade 8 math through pre-calculus. This program is aligned with common core standards and
goes beyond teaching students the process required to solve complex math problems by teaching them why
the process works. Additionally, identifying effective strategies to assess student learning has been a large
focus across all departments. Professional learning time has been dedicated to understanding Webb's Depth
of Knowledge and how this framework aligns to lesson objectives and aligned activities.

Increasing supports for students with social emotional needs has been a priority over the past three years.
Sample School added a school adjustment counselor, another school psychologist, and one more special
educator since the last decennial visit and a therapeutic academic support classroom to support students with
social emotional disabilities and help students who are transitioning back to school from hospitalizations.

The staff at Sample School continues to take great pride in the opportunities the school provides students.
Special education programming has expanded over time to include a series of sub-separate core academic
courses designed to support students who are unable to learn in the typical classroom environment. Co-
teaching has expanded significantly and co-taught sections exist for most core content area courses. Training
was provided by consultants for four Sample School teachers to be co-teaching mentors. Stipends for the
mentors were grant funded; however, the grant funding ended in 2017, which has significantly reduced the
amount of co-teaching support provided to educators. Sample School is in the second year of the
implementation of the Advanced Placement (AP) Capstone program, which offers students a two-year course
sequence where students learn high-level research skills. In 2015, Sample School earned certification through
Project Lead the Way (PLTW). As a result, students enrolling in the four-year PLTW pre-engineering course
sequence have the opportunity to earn college credit through the Technology Institute. Sample's commitment
to and success with PLTW helped earn two PLTW grants, which will support a new computer science and
biomedical pathways beginning in the fall of 2018.

There are a few recommendations from the 2007 decennial visit that remain a priority today including

develop and implement a formal curriculum review cycle. A task force developed a 6-year curriculum
review cycle; however, this initiative ended in June 2018 so there is no formal review process
provide teaching staff with professional development opportunities that will allow them to maintain and
build upon their successful assessment practices. A new district-wide professional development
advisory committee has been established and is working to create a comprehensive professional
development program with offerings that relate directly to curriculum development, instructional
practices, and assessment strategies
provide all teachers with the time necessary to collaborate with colleagues. Common planning time
has expanded but is still not available to all teachers teaching common courses
implement a formal program for providing each student with an adult member of the school community
to personalize each student's educational experience. A committee is currently working on a program,
which will provide students with opportunities to work in small groups with adults on academic
extension activities, community service projects, and to receive social-emotional supports
ensure the temperature in all classrooms is conducive to learning. Air-conditioning was added to the
science wing since the last decennial visit. Additional work has been completed to improve the HVAC
system, including the addition of a full-time HVAC technician for the district. High temperatures
continue to be an issue in two classroom pods that are without air-conditioning
Page 3 of 56
 Foundational Element 1.1a - Learning Culture
The school community provides a safe environment.

Sample School meets Foundational Element 1.1a. Policies and procedures are in place to help ensure the
safety of adults and students. All doors to the building, expect for one door at the main entrance are locked
daily at 7:30 a.m. All exterior doors are locked and all visitors will need to request entry through a separate
camera and remote locking system operated and monitored in the main office. In 2013, the district adopted the
Alerts, Lockdown, Inform, Counter, Evacuate (ALICE) active shooter response protocol. An interactive training
session for students and staff was conducted at Sample School in collaboration with local law enforcement.
Currently, the Sample Police Department is working with the school department to produce a training video
and plans have been set to hold another interactive training before the end of the school year and every fall
thereafter. Sample School maintains policies that promote a safe social and emotional environment for
students. Consequences for poor student behavior are administered consistently and the severity of
disciplinary consequences closely aligned to the severity of the action. As a result, there are low instances of
physical violence, use of drugs, alcohol and tobacco products, and bullying. A full-time school resource office
(SRO) maintains a constant presence in the school and makes himself visible in hallways, at dismissal, during
lunches, and works as a guest speaker in classes periodically. Data from the NEASC survey shows that the
majority of students feel connected to the school, feel welcome, and feel safe. The faculty survey shows that
adults feel safe and respected and a very high percentage of parents indicated on their survey that they feel
safe.

Meets the Standard

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 Foundational Element 1.2a - Learning Culture
The school has a written document describing its core values, beliefs about learning, and vision
of the graduate.

Sample School does not meet Foundational Element 1.2a. The school adopted a new set of core values and
beliefs about learning in the spring of 2016 and a written document exists. The faculty began the process of
creating a vision of the graduate in the fall of 2017. This process is ongoing and is expected to continue
through the fall of 2018. To date, the faculty has worked together to identify what graduates are expected to be
able to "do" and to "know." This activity yielded many ideas that will be categorized and narrowed down to
form the school's ultimate vision of the graduate.

Does Not Meet the Standard

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Foundational Element 2.2a - Student Learning
There is a written curriculum in a consistent format for all courses in all departments across the school.

NARRATIVE

The school does not meet Foundational Element 2.2a. There are written curriculum maps for all major courses
in the core content areas and for all elective courses outside of the core content areas. Overall, the maps
follow the Understanding by Design model, but slight differences in formatting exist. Each map outlines units of
study, essential questions, enduring understandings, transferable skills, and instructional and assessment
strategies. Curriculum maps still need to be developed for some elective courses within the core content areas
and small formatting modifications are needed to ensure consistency.

Does Not Meet the Standard

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Foundational Element 3.1a - Professional Practices
The school has a current school improvement/growth plan.

NARRATIVE

The school meets Foundational Element 3.1a. There is an active school improvement plan (SIP), which was
approved by the Sample School Committee in the fall of 2017. The SIP is written in alignment with district-level
goals.

Meets the Standard

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Foundational Elements - 4.1a - Learning Support
The school has intervention strategies designed to support learners.

NARRATIVE

The school meets Foundational Element 4.1a. Sample School employs a variety of intervention strategies
designed to support learners. Intervention programming includes focused reading intervention, a math skills
course, a study skills course, and academic support classes for students receiving special education services.
A therapeutic classroom exists, staffed by a special education teacher, a paraprofessional, and a dedicated
school psychologist, to support students with social emotional needs and to help students transition back to
school from hospitalizations. Additionally, administrators, school counselors, and school nurses facilitate
weekly student study support team meetings. Students who are struggling in school for any reason can be
referred to SSST by any member of the faculty. Once a referral is in place, the team develops an individualized
intervention plan with timelines designed to support the specific student.

Meets the Standard

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Foundational Element 5.1a - Learning Resources
The school site and plant support the delivery of curriculum, programs, and services.

NARRATIVE

The school meets Foundational Element 5.1a. The physical plant, including all classrooms, labs, and specialty
areas, supports the delivery of curriculum, programs and services. Student interests are sufficiently supported
through a variety of facilities including the gymnasium and indoor track, outdoor fields, a TV studio, mini
theater, computer and science labs, an auditorium and stage, a robotics lab, spaces for health and wellness
classes, and space for a variety of extra-curricular programs that take place after school. The library media
center and the cafeteria are sufficient to meet all needs. The school facility was built in 2003 and has been well-
maintained. The building is clean. Repair and maintenance issues are almost always addressed "in-house" by
one of the licensed trades man employed by the district. A maintenance person specializing in heating and air
conditioning addresses ongoing minor heating and cooling issues throughout the building. While much of the
building is air conditioned, there are pods of classrooms without air conditioning that can become
uncomfortable during the first and last few weeks of each school year.

Meets the Standard

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Standard 1, Principle 1
The school community provides a safe, positive, respectful, and inclusive culture that ensures equity
and honors diversity in identity and thought.

The school is in the implementing phase of Principle 1.1. The school community consistently provides a safe,
positive, respectful and inclusive culture that ensures equity and honors diversity in identity and thought. There
are several opportunities where the curriculum supports this principle. First, students have access to a fully
developed elective course focusing on conflict resolution. This course trains several peer mediators each year
who provide peer mediation services during the school year to students experiencing peer conflict. A clear
protocol exists to refer students for peer mediation. This same group of students visit classrooms at the middle
school level to facilitate workshops on conflict resolution. Second, the guidance and wellness departments
collaborate to deliver a comprehensive curriculum focusing on a variety of topics related to this principle
including bullying, substance abuse, depression, mindfulness, stress management, human sexuality and
relationships. Beginning in the 2018-2019 school year, the wellness department will offer an elective that
focuses on mindfulness. This new elective was added in response to data from the biennial Youth Risk
Behavior Survey and a local survey administered by the wellness faculty.

There are policies and protocols that define and support respectful treatment of all members of the school
community. For example, the student council, an active system of student government consisting of elected
student officials from each grade level, addresses school climate and culture issues. A variety of clubs and
special programs exist that support student interests and needs including a Gender and Sexualities Alliance
(GSA); a program that connects special education students with peers; and an annual community celebration
honoring the achievements of our English learner population. The ensures all learners are known and valued
and have equitable access to a full range of school programs and services. The school demonstrates a culture
of learning focused on the strengths of both students and adults. For example, the English and social studies
departments incorporated habits of mind reflection papers into the curriculum and teachers participate in
monthly department meetings to discuss the alignment and the effectiveness of the written curriculum. The
school's elective offerings are robust and diverse, allowing students to select courses that align with their
interests and strengths. Students have access to a robust program of studies that includes courses at multiple
levels designed to address a wide variety of learners. All core content areas include sub-separate academic
classes, college preparatory level courses, honors level courses, and Advanced Placement courses. Students
can access peer-tutors after school in the school's writing center and math center, and a special tutoring
center exists for English Learners. Through a well-established co-teaching model, a number of mainstream
core content area classes are taught jointly by a content area teacher and a special education teacher. All sub-
separate core content area classes are co-taught in this manner. According to results from the NEASC student
survey, 91 percent of students feel welcome and 96 percent of students feel safe in school.

Implementing

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Standard 1, Principle 2
The school's core values, beliefs about learning, and vision of the graduate drive student
learning, professional practices, learning support, and the provision and allocation of
learning resources.

The school is developing Principle 1.2. The school's core values, beliefs about learning, have been articulated,
however, the vision of the graduate has yet to be articulated. The school community engages in a dynamic
collaborative and inclusive process informed by current research and best practices to identify, commit to, and
regularly review and revise its core values and beliefs about learning. In the meantime, teachers use both
informal and formal modes of assessment to drive changes within curriculum content and the ways in which
content is delivered to students in keeping with the beliefs about learning. A committee of educators
representing all content areas, is working to suggest revisions to the school schedule that would enhance
student ability to own the learning process and avail themselves of supports available. Departments are
focused on content and skill development for students within their discipline. For example, students in science
classes are expected to be able to write a lab report with greater sophistication as they move through the
science curriculum. Social studies students learn how to write a document-based question (DBQ) with greater
proficiency from grades 9-12.

It is the hope that together, the core values, beliefs about learning, and the vision of the graduate will inform
policy, procedure, decisions and resource allocations. However, they are not yet reflected in the school culture
and curriculum. As the vision of the graduate evolves, communication of core values and beliefs to the
community will be enhanced. As the vision has not yet been articulated, and it has yet to be made available to
the greater community.

Developing

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Standard 1, Principle 3
The school community takes collective responsibility for the intellectual, physical, social, and
emotional well-being of every student and can demonstrate how each student is known, valued,
and connected to the school community.

The school is in the developing phase for Principle 1.3. Sample School community takes collective
responsibility for the intellectual, physical, social, and emotional well-being of students. The student handbook
that is presented to the school board each year and distributed to all students and parents each fall. All
educators are required to distribute syllabi for their courses and post grades and assignments online regularly
using Aspen, the school's student information management system. Every student and every parent have an
individualized Aspen account to access grades, assignments, and attendance. The school administration
conducts class meetings every fall to set academic and behavioral expectations and discuss the importance of
personal responsibility and maintaining a positive and inclusive school community.

Sample School is proud of its robust program of studies, which includes a variety of courses designed to meet
the needs, interests, and academic readiness of all students. Prerequisites for Advanced Placement (AP) and
honors level courses have been adjusted to make these challenging courses accessible to a wider variety of
learners. As a result, we continue to see a high percentage of students enrolled in AP and honors classes.
Sample's commitment to develop curriculum using the Understanding by Design framework across all
disciplines helps provide continuity with respect to course expectations for all students. Sample School
supports many extracurricular activities in the areas of athletics, music, theater, visual arts, television
production, politics, health and wellness, science, and technology. These activities play a critical role in the
school's efforts to support the emotional, social, and intellectual growth of our students. Extracurricular
activities and clubs help balance the needs of diverse learners and provide skills to achieve a positive
school/life balance.

To help provide and plan services to support the social and emotional needs of our students a student study
support team meets weekly to discuss student referrals from teachers for academic, social, emotional, or
medical reasons. A referral process is also in place for students needing to access the school's therapeutic
academic support classroom (TAS). TAS is staffed by a special education teacher, school psychologist, and
paraprofessional and supports students with social and emotional needs as well as students returning to
school from hospitalizations. Sample School is in the process of designing an advisory program to further
support students who need academic support, academic extensions, and/or social emotional support. This
program is being designed to help students make meaningful connections with peers and adults in the building
and to further strengthen the overall school community.

Sample School students participate in the local area adolescent health survey every other school year. Data
from the 2016 survey indicates a slight decrease in the percentage of students engaging in many risky
behaviors, including drug use, alcohol use and smoking. However, the results indicate an increase in student
stress and sexual behaviors. The school counseling and wellness departments are continuing to collaborate to
adjust curriculum to address some of these issues. Sample School needs to continue to develop programming
that supports students with mental health issues and emotional disabilities. The district was awarded grant
funds for the 2018-2019 school year, which will be used to engage with a consultant to further develop the
existing therapeutic classroom into a full operational program. For many years, Sample School focused heavily
on civic engagement through a meaningful and multidisciplinary service learning program. This program was
abandoned over time and many faculty members express a need for a school-wide service focus.

Developing

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 Standard 1, Principle 4
The school community's professional culture demonstrates a commitment to continuous
improvement through the use of research, collaborative learning, innovation, and reflection.

The school is in the implementing phase for Principle 1.4. The professional culture varies from department to
department; but overall, the staff is committed to continuous improvement through the use of research,
collaborative learning, innovation, and reflection. As a whole, the school has developed a committee of an
integrated group of educators representing all content areas working together to develop and revise a new
schedule designed to enhance student learning and build an advisory-like program. The committee was
originated by a small group of teachers and has grown over time, has been allowed to do research and school
visits, and present their findings to the full staff. This is part of the effort to continuously improve the school's
schedule to better suit the needs of students. Beginning in the 2017-2018 school year, the district committed to
a 1:1 Chromebook program. Through this program, students in grades 9 and 10 were provided with
Chromebooks this year. Students in all grades at the high school will be issued Chromebooks by the start of
the 2019-2020 school year. The 1:1 Chromebook program promotes innovative teaching practices and
learning experiences. However, the staff has had the opportunity to participate in limited professional
development this year related to the 1:1 Chromebook program. The district has established a committee of
teachers and administrators to monitor the ongoing implementation of the 1:1 initiative. This committee needs
to work in conjunction with the district professional development committee to ensure that ongoing professional
development for teachers occurs. The school demonstrates a commitment to research-based instruction and
reflective practice by offering courses through Research for Better Teaching (RBT) to instructional staff and
Analyzing Teaching for Student Results to the administrative team. The school administers the PSAT to all
students in grades 9 through 11 every October, and the math and English departments use data from the
PSAT, and state testing data when making decisions about curriculum and instruction. Social studies and
English teachers were provided professional development with Chris Hakala, a psychology professor
specializing in memory and learning at Quinnipiac College.

The professional culture promotes a growth mindset through goal making in the teacher evaluation program.
Staff are supported in maintaining expertise in their content area and content-specific instructional practices
through professional time and reimbursement for classes/workshops. Some departments use professional
development time to read and discuss professional text in order to improve practice. A small, teacher-run
Critical Friends group meets regularly to share challenges and discuss instructional strategies. Staff members
also use professional development opportunities to share better teaching practices. Educators are trusted to
run professional development workshops; for example, a staff member who is fluent in Google Classroom ran
a class to educate other staff members. Teachers work collaboratively to develop curriculum and assessment,
and professional development time and instruction in curriculum development has been provided. Staff
consistently use data from the PSAT, SAT, state testing, and the school climate survey to develop curriculum
and school wide programs. The district is currently using grant funds to work with an outside consultant to
evaluate the effectiveness of our therapeutic academic support classroom. Last year, teachers from the high
school were members of a district-wide curriculum review task force. This group was tasked with collaborating,
reviewing, and providing feedback on curriculum maps, but the initiative was abandoned at the district level
this year.

Professional collaboration is demonstrated by weekly department meetings, monthly faculty meetings,

common planning time when possible, professional development opportunities and workshops, and IEP
meetings, which involve parents, students and teachers. These are mandatory meetings yet the
collaborative opportunities help ensure each educator's responsibility to all learners, and reflection about
teaching and learning based on research.

Implementing

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Standard 1, Principle 5
The school's culture promotes intellectual risk taking and personal and professional growth.

The school is implementing Principle 1.5. The school's culture fosters and promotes intellectual risk taking and
personal and professional growth. For staff, teachers are encouraged to try innovative ideas and assess the
results, to lead professional development for other staff, and attend various professional in and out-of-district
professional development activities. There is a shared sense of responsibility for students to understand the
needs of others as evidenced by programs like student government. All subject areas allow and use student
reflection and promote learning from mistakes. All subject areas also have visual or written classroom norms
and rely on student-led conversations. Sample School's emphasis on the importance of persistence and the
opportunities for revision of student work is shown through assessment revisions in all subject areas and
through after school student assistance opportunities such as, but not limited to, the math center, the writing
center, academic tutoring, and after-school teacher help. Student-led and faculty-supported after-school
groups such as, but not limited to Genders and Sexualities Alliance (GSA), Conflict Resolution, UNICEF,
Students Against Destructive Decisions (SADD), and Connections all promote a dynamic shared sense of
agency and responsibility and allow students opportunities for personal growth. Sample School's emphasis on
the importance of persistence and the opportunities for revision of student work is shown through assessment
revisions in all subject areas and through after school student assistance opportunities such as, but not limited
to, the math center, the writing center, academic tutoring, and after-school teacher help.

Implementing

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Standard 1, Principle 6
The school has an inclusive definition of leadership and provides school leaders with the
authority and responsibility to improve student learning.

The school is in the implementing phase for Principle 1.6. The school models an inclusive definition of
leadership and provides school leaders with the authority and responsibility to improve student learning.
Whenever possible and appropriate, the school administrators involve staff members in leadership activities
focusing on school improvement, and culture and climate. A committee, comprised of teachers, counselors,
and administrators was formed to discuss the challenges in helping support students missing extended periods
of school due to physical or mental health issues and developing protocols. This committee administered a
survey and presented to the full faculty on multiple occasions. A committee was formed to discuss and develop
an advisory-type program where students can extend their learning, connect with adults, engage in community
service, and receive social and emotional supports. The committee includes staff members from all
departments and meets monthly. They have administered surveys and presented to the faculty. In the spring
of 2018, the committee will finalize a proposal for a schedule change to accommodate this potential program.
The social studies department developed a special education tool kit to help social studies and special
education teachers support student success. In 2015, when faculty members indicated a need for a change to
the school's summer reading program, several people volunteered to work on the summer reading committee,
led by the K-12 curriculum director, to revamp the program. This same committee has met regularly since the
new program was adopted to review feedback data collected after each summer reading period and make
necessary adjustments. Staff members participate on several district-wide committees that focus on a variety
of topics including the educator evaluation committee, the professional development committee, a committee
to select a new student management system, and search committees to select building and district
administrators. The superintendent affords the building principal with the decision-making authority necessary
to lead the school. The principal and his leadership team are able to work with the faculty to implement school-
based policies and practices that support a school-wide vision for teaching and learning. The teacher
evaluation process encourages teachers to create goals that are self-reflective and that focus on improving
student learning.

Implementing

Page 15 of 56
Standard 1, Principle 7
The school culture fosters civic engagement and social and personal responsibility.

The school is in the developing phase for Principle 1.7. The school culture fosters civic engagement and social
and personal responsibilities in a number of ways. Staff encourages social awareness, upstanding behavior,
and fair and respectful treatment through a variety of programs, courses, and activities. Some of these include
the school's comprehensive grades 9-12 wellness program, social justice course offered to students in grades
9-12, Gender and Sexualities Alliance, peer mediation program, annual disabilities puppet show where the
advanced theater students create a puppet show to teach younger classes about bullying and disabilities, and
recycling club. The school provides a safe learning environment for students of all genders. In 2016 and 2017,
staff were provided training in gender identity. Sample School relies on democratic values of agency, civil
dialogue, equality, and commitment to the common good to inform the curriculum, characterize classroom
behavior and guide school governance through community council, AP Government, ethics course, social
studies classroom discussions, school TV station, online school newspaper, student handbook, and course
syllabi outlining student behavior expectations. All grade levels have student government elections. The school
culture encourages learning experiences that connect to or make an impact on the community beyond the
school campus both locally and globally. Students developed a community piano project and raised $2,000 for
substance abuse. The National Honor Society and National Art Honor Society members complete community
service hours. A physics Lab activity supported a canned food drive. Students have many opportunities to
travel outside of the United States through various school programs. Students present at the annual
International UNESCO environmental conference in Portugal each January; the world cultures program
provides students with the chance to travel to the Peruvian Amazon each spring where they bring donated
clothes and medical supplies to local Peruvian villagers; students in upper-level Portuguese courses have the
opportunity to travel to Sao Tome, an island off the west coast of Africa; and a mini-exchange program with a
school in Germany. Students travel to Malawi through with Doctors Without Borders. Life-skills culinary
students prepare hot foods monthly for a local soup kitchen.

Sample School should continue working towards the implementation of the advisory-like program and consider
ways to infuse community service into the curriculum and extra-curricular life of the school.

Developing

Page 16 of 56
Standard 1 Strengths

The safe, respectful, and inclusive school climate

The commitment to the development of ARC an advisory-like program that is being developed by teachers
from multiple disciplines, counselors, and administrators (Standard 1, Principle 3)

The implementation of the 1:1 Chromebook program, which promotes innovative teaching and learning
(Standard 1, Principle 4)

The opportunities for staff to participate in school-change efforts through various committees (Standard 1,
Principle 6).

The many clubs and activities that foster civic engagement and social and personal responsibility (Standard 1,
Principle 7)

Page 17 of 56
Standard 1 Areas of Growth

Complete the development of the vision of the graduate and work to ensure that the vision along with the
already established core values and beliefs about learning, drive student learning, professional practices and
the allocation of learning resources (Standard 1, Principle 2)

Develop the therapeutic academic support (TAS) classroom into a more comprehensive program with clear
expectations that are able to provide services for students needing long-term support as well as students
returning from hospitalizations (Standard 1, Principle 3)

Identify a multi-year professional development plan related to the 1:1 Chromebook program to ensure that all
teachers are positioned to incorporate research-based technology into everyday teaching and learning
(Standard 1, Principle 4)

Develop programming that helps to infuse civic engagement and community service more formally into the
curriculum (Standard 1, Principle 7)

Page 18 of 56
Standard 2, Principle 1
The school has a vision of the graduate that includes the attainment of transferable skills,
knowledge, understandings, and dispositions necessary for future success and provides
feedback to learners and their families on each learner's progress in achieving this vision.

The school is in the developing phase of Principle 2.1. Sample School is in the process of developing a vision
of the graduate that includes the attainment of transferable skills, knowledge, understandings, and dispositions
necessary for future success and provides feedback to learners and their families on each learner’s progress
in achieving this vision. Students, staff, and parents completed the NEASC self-reflection survey in the fall of
2017. Results were tabulated and shared with the staff to analyze and determine the vision of a Sample
School graduate. Using data from these surveys, staff is working to develop the school’s vision of the
graduate. Although the school has yet to complete the vision of the graduate at this writing, there are several
elements already in place to ensure that students attain transferable skills, knowledge, understandings, and
dispositions necessary for future success. The English language arts and social studies teachers implemented
habits of mind into their curriculum. Teachers use habits of minds to address critical thinking, independence,
creativity, communication, and effective writing for each student. All of these skills are transferable skills that
prepare learners for college and workplace readiness. Sophomore students participate in an annual "reality
fair" where students are given a salary and are asked to budget their money to buy products and services
necessary for daily life. This event is run in collaboration with area businesses who provide students with
greater knowledge and understandings of future life situations. All departments have completed curriculum
maps and implemented standard rubrics and common assessments for their curriculum. Each curriculum map
is a live document and is updated regularly to reflect changes to the curriculum. Once the vision of the
graduate has been established, a process will be created to review and provide feedback to students and their
parents.

Developing

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Standard 2, Principle 2
There is a written curriculum in a consistent format for all courses in all departments that includes
units of study with guiding/essential questions, concepts, content, and skills and integrates the
school's vision of the graduate.

The school is developing Principle 2.2. There has yet to be a written curriculum in a consistent format for all
courses in all departments that includes units of study with guiding/essential questions, concepts, content, and
skills and integrates the school's vision of the graduate. There is a written curriculum for all courses that is
accessible to all teachers; however, the format differs slightly from one department to another. All core classes
have curriculum maps that include units of study with guiding/essential questions, content, transferable skills,
and instructional strategies. These maps also identify assessment practices including discipline-specific,
higher order thinking skills, and transferable skills. All departments work to perfect curriculum maps and
consistently update and revise them to keep with the current trends and innovations. Although the format
differs from one department to another, the process and method of creating, implementing, and revising the
maps have been agreed upon by content experts in each discipline. Because the vision of the graduate is
being developed, it will need to be incorporated into the curriculum.

Developing

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Standard 2, Principle 3
Curriculum ensures that learners demonstrate a depth of understanding over a breadth of knowledge.

Sample School is in the implementing phase for principle 2.3. The curriculum ensures that learners
demonstrate a depth of understating over a breadth of knowledge by making connections to prior knowledge
across disciplines; placing emphasis on learner application of knowledge and skills; and emphasizing a deep
understanding using interdisciplinary authentic learning experiences. All disciplines are structured to build
upon prior knowledge of prerequisite courses as well as throughout each individual course. Teachers use
interdisciplinary and disciplinary methods to ensure that learners demonstrate proficiency in their coursework.
The English and social studies teachers integrate Habits of Mind reflections into their curricula and match
essential questions in the grade 9 curriculum. Teachers in the English, social studies, and world language
departments plan lessons to supplement the material learned in other disciplines. Teachers in science and
mathematics collaborate in an effort to make cross-disciplinary connections. The mathematics curriculum
emphasizes the application of real-life skills. Students are provided with many opportunities to engage with the
community of Sample as well as with other communities in the state, country, and around the world to gain
deeper understandings. A few examples of these opportunities include student attendance at town meetings,
visits to local preschools, community concert performances, and visits to the Sample River for science classes.
Another annual event that engages students with the Sample community is the English learner end-of-the year
ceremony to celebrate the achievements of our English learners. This ceremony is followed by a multicultural
reception of foods from the countries our students represent. Students have project-based learning
opportunities throughout their high school experience. Some of these include internships both inside and
outside of school, art exhibitions and community science exhibitions, and published articles for the school's
newspaper.

Implementing

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Standard 2, Principle 4
Instructional practices are designed to meet the learning needs of each student.

The school is in the implementing phase of Principle 2.4. Teachers are always striving to ensure that
instructional practices are designed to meet the learning needs of each student. And, teachers strive to ensure
instructional strategies are designed to individualize and personalize learning for all students. The levels of
courses are essentials, academic, honors, and Advanced Placement. Across many of our core classes, the co-
teaching model has been implemented to help meet the needs of all students, and ensure special needs
students in these inclusion classes have full access to the curriculum. Teachers are expected to provide a
lesson objective for each class that is posted on the white board or provided electronically to ensure all
students understand and can identify what they are expected to learn. Exit tickets are often used to ensure
students meet the established lesson objective. Based on the assessment of exit tickets, teachers review and
reteach concepts in future classes. Teachers observe the students in their classes and review their work to
determine their strengths, weaknesses, and the best methods of instruction. In addition to written reports,
students are often able to demonstrate mastery of learning through verbal presentations, video recordings, role
playing and other methods to suit students' abilities. In the spring of 2017, the Sample Public Schools offered a
"Skillful Teaching" course for teachers across all grade levels. The course focused on strategies, formative and
summative assessments, and various methods to meet the needs of all students. Teachers proactively
implement instructional practices to meet the needs of diverse learners and continue reviewing and revising
instructional practices as needed.

Implementing

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Standard 2, Principle 5
Students are active learners who have opportunities to lead their own learning.

The school is implementing Principle 2.5. Sample School students are active learners who have many
opportunities to lead their own learning but in a limited way. Students are provided choice about topics, books
to read, and creativity over their course content and assessments. Project-based learning is embedded across
the curriculum. Projects are designed with student choice/creativity in mind, to highlight student individualized
expression and personal interests. Teachers and students have thoughtful discussions about class learning
objectives and outcomes. Students are taught to self-reflect and think metacognitively about their own learning
and personal growth. Technology and humanities teachers embed reflective assessments into their courses.
Students also have the autonomy to choose elective courses through their entire high school experience and
core level classes during their junior and senior years. Internship opportunities are provided to students in the
child growth and development classes and to seniors during their final semester. Students are often
encouraged to select their own topics during long-term assignments and the medium by which they present
information. Students are regularly expected to present and defend topics in front of peers and adults and
receive meaningful feedback for changes. An area where we could improve is allowing students to make
choices rather than choose from choices teachers create.

Implementing

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Standard 2, Principle 6
Learners regularly engage in inquiry, problem-solving, and higher order thinking skills.

The school is implementing Principle 2.6. Learners engage in inquiry, problem-solving and high order thinking
skills in courses across multiple disciplines. Students in grades 9-12 are provided daily opportunities to engage
in activities that prioritize deep understanding, analysis, synthesis, creativity, making connections, and
understanding relationships. Students are regularly challenged to use their critical and creative thinking skills.
Through science laboratory investigations, students are asked to analyze data and make inferences by asking
questions during the collection of data. Students are expected to interpret graphs and apply this to trends in
scientific principles. In biology, all students complete a performance assessment involving blood testing.
Students are given a child's blood type and the blood type of the child's mother and tasked with determining if
the proposed father's blood type can confirm if he is the biological father of the child. In English Language
Development class, students are encouraged to work in a group setting to promote the use of the English
language by asking questions and providing solutions that relate to their every-day academic and social
environment. In academic support classes, students who receive special education services are taught self-
advocacy skills to help them prepare for post-secondary life, problem solve, and master strategies to
compensate for their learning disabilities. In English and math classes, students are required to fill out self-
assessment rubrics to reflect upon their work and assess their progress. In all classrooms, students are asked
to demonstrate understanding in multiple formats, including both group and individual projects. Students are
challenged cognitively and are required to develop and exercise a full-range of thinking skills and learning
dispositions.

Implementing

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Standard 2, Principle 7
Learners demonstrate their learning through a variety of assessment strategies that inform
classroom instruction and curriculum.

The school is implementing Principle 2.7. Learners demonstrate their learning through a wide variety of
formative and summative assessment strategies that inform classroom instruction and curriculum. To achieve
this, teachers differentiate instruction, use Response to Intervention strategies and multiple scaffolds to
support learners as needed. Based on formative and summative assessments, teachers regularly and
consistently check to ensure that students are understanding concepts and are mastering skills. Assessment
strategies include using entrance and exit tickets, online practice, small group activities, verbal share-outs, and
online discussion threads. Departments use common summative assessments that serve to ensure consistent
and equitable learning opportunities across grades and courses. These types of assessments include
presentations, research projects, and performance-based assessments. Department-wide common rubrics
ensure students are provided with expectations prior to assessments. Students have many opportunities to
demonstrate their learning to peers during class and to the broader audiences in the community at-large.

Implementing

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Standard 2, Principle 8
Learners have multiple opportunities to demonstrate their learning, receive corrective feedback,
and use this feedback in meaningful ways to support their learning.

The school is implementing Principle 2.8. Learners have multiple opportunities to demonstrate their learning,
receive corrective feedback, and use this feedback in meaningful ways to support their learning. Students are
given multiple and varied opportunities to demonstrate their learning. Teachers provide consistent, systematic,
specific and timely corrective feedback and give students opportunities to revise and improve their work. A
variety of formative and summative assessments is employed across all courses and departments. The
English department has worked to norm the assessment of essays and papers to ensure consistent grading.
Many classes offer exemplars to provide a visual example of complete work that reflects high, middle, and low
achievement levels to help students better understand expectations. Constructive feedback is provided to
students during drafting of their essays. The world language department provides guides for peer feedback
and self-assessment of student work. The mathematics department implemented Eureka Math courses from
grade 8 through pre-calculus courses to ensure consistency of learning. Students are given opportunities in all
disciplines to revise and resubmit their work to demonstrate mastery of content. Teachers would benefit from
more time to collaborate on grading to improve consistency in creating rubrics and in scoring.

Implementing

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Standard 2, Principle 9
Learners use technology across all curricular areas to support, enhance, and demonstrate their
learning.

The school is implementing Principle 2.9. Learners use technology across all curricular areas to support,
enhance, and demonstrate their learning. Students use technology in informed, effective, and ethical ways to
communicate clearly and creatively. This is accomplished through the use of 1:1 Chromebooks in grades 9
and 10, speech to text software, Turnitin, and Aspen. Students use technology to access, support, document
and supplement their learning including IXL, Khan Academy, and Google Research. They use Evernote and
Google Classroom applications. Technology is used in an effort to broaden students' perspectives both locally
and globally and to allow them to share their work with an audience beyond the school community. Students
use technology to collaborate digitally and engage in learning beyond the constraints of the school building
and school day. Students have access to Virtual High School (VHS) courses and use Skype to communicate
with students overseas. Students broadcast news and updates via social media and the school's online
newspaper, The Big Red. Students utilize the local education cable channel to reach the community of
Sample. Technology is quickly becoming embedded in all aspects of the curriculum across all disciplines. Staff
members would benefit from ongoing professional development related to instructional technology. This is
even more critical as the school moves towards full implementation of the 1:1 Chromebook program. All
students will have these devices by the start of the 2019 school year.

Implementing

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Standard 2 Strengths

The incorporation of "Habits of Mind" reflections in all major English and social studies courses to foster critical
thinking, metacognition, independence, creativity, and effective writing (Standard 2, Principle 6)

The curriculum maps that include units of study, guiding/essential questions, content, transferable skills,
instructional strategies, and assessment practices for all core courses (Standard 2, Principle 2)

The use of the co-teaching model, which pairs special education teachers with content area teachers
(Standard 2, Principle 4)

The project-based learning, which is firmly embedded throughout the social studies curriculum and to a lesser
degree being incorporated in the English, science, and world language curricula (Standard 2, Principle 7)

The engagement of students in learning activities across all disciplines that push them to solve problems, use
an inquiry- based model, and use higher order thinking skills (Standard 2, Principle 6)

The use of common summative assessments that help ensure consistent and equitable learning across grade
levels and courses, including traditional pencil and paper tests, presentations, research projects, and
curriculum embedded performance assessments (Standard 2, Principle 7)

The completion of the first year of a three-year implementation of a 1:1 Chromebook program (Standard 2,
Principle 9)

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Standard 2 Areas of Growth

Complete all curriculum and maps in a common format for all courses in all subject areas (Standard 2,
Principle 2)

Provide teachers with opportunities to collaborate on instructional strategies, assessments, and grading
(Standard 2, Principle 4)

Identify the types of professional development teachers need to support their use of Chromebooks as
instructional tools and develop a plan to deliver this professional development (Standard 2, Principle 9)

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Standard 3, Principle 1
The school engages all stakeholders in the development and implementation of a school
improvement/growth plan, which reflects the school's core values, beliefs about learning, and
vision of the graduate.

The school is in the implementing phase of Principle 3.1. Many stakeholders are engaged in the development
and implementation of a school improvement/growth plan, which reflects the school's core values and beliefs
about learning, but not yet the vision of the graduate. There is a school improvement committee, which meets
monthly to design, discuss, and implement the school improvement plan (SIP). The school improvement
committee is run by the principal and consists of parents, teachers, school board members, and students. The
SIP plan establishes three school-specific goals that are directly aligned to the district improvement plan (DIP).
Each measurable goal is written to include specific actions, benchmarks, and outcome/products. In 2016, the
SIP report included a goal of completing curriculum maps for all departments. A secondary outcome of this
goal was the creation of a curriculum review committee. The goal of the committee was to ensure that all
curriculum is examined and updated as necessary, and to keep the curriculum writing process fluid and
current. Both the completed maps and the curriculum review committee demonstrate a desire to promote a
strategic mindset that incorporates backward design. However, the use of the curriculum review committee
was discontinued in the 2017-2018 school year. The third goal in the 2017-18 SIP is to develop and publish
the school's vision of the graduate as prescribed by the New England Association of Schools and Colleges
(NEASC), exhibiting Sample School's continued commitment to students. An area of improvement for would
be to better communicate the vision/goals of the SIP with faculty and staff. Fewer than half of faculty reported
that they participated in the creation of the SIP. Only 42 percent of teachers said that they were familiar with
the SIP.

Implementing

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Standard 3, Principle 2
Educators engage in ongoing reflection, formal and informal collaboration, and
professional development to improve student learning and well-being.

The school is in the implementing phase of Principle 3.2. Educators often engage in ongoing reflection, formal
and informal collaboration, and professional development to improve student learning and well-being.
Teachers regularly reflect on their performance through the teacher evaluator system, focusing on specific
standards aligned to state and district goals. Department meetings occur regularly. Teachers share best
practices, examine assessment data, and develop practices to improve student learning. The school promotes
professional development and supports teachers in continuing their education through graduate courses. A
critical friends’ group of staff has met periodically since 2016. In 2017, the district created a professional
development advisory committee to identify professional development needs and monitor implementation and
quality. There is still room to grow in this area. Only 15.5 percent of staff find professional learning community
meetings very or quite helpful for professional growth. Many staff members express a need for more
professional development in particular areas so that they can improve student learning and instruction, such as
digital citizenship and technology training to support the 1:1 Chromebook program that is already underway.
Others expressed that peer mentoring is inconsistent, and that non-evaluative peer-observations, which can
be a powerful tool to improve instruction, are not a common practice.

Implementing

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Standard 3, Principle 3
Educators examine evidence of student learning and well-being to improve curriculum,
instruction, assessment practices, and programs and services.

The school is implementing Principle 3.3. Educators regularly examine a variety of evidence of student
learning and well-being to improve instruction, assessment practices, programs and services. Departments
have developed common unit, mid-year, and final assessments for most courses. Teachers use backwards
design to ensure students are meeting learning goals for each unit and to inform instructional choices. The
majority of staff feel like they often use student work and assessments to make instructional decisions, and 74
percent of staff report using student work to make instructional choices at least two times per week as
indicated in the faculty survey questions 14F and 21. Social studies teachers devoted department meeting
time to discussing student work with the goal of norming grading practices and looking for areas that need
improved instruction. Teachers across the school use state testing data to find weaknesses in student
subgroups and skill areas. However, there are areas in which we could improve. Some teachers express that
there is not enough common planning time to devote to examining student work and instructional practices.
Others feel that there could be better communication of data, especially between regular educators and
special educators.

Implementing

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Standard 3, Principle 4
Collaborative structures and processes support coordination and implementation of curriculum.

The school is developing Principle 3.4. There are some collaborative structures in place that support
coordination and implementation of the curriculum. For example, there are regular after-school times once per
week set aside for teachers to collaborate with their department and also with colleagues who teach the same
course. Co-teachers also have common planning time. Seventy-three percent of staff report revising
curriculum with colleagues at least once per month. Through this regular collaboration, departments such as
world language, social studies, and English language learner programs have vertically aligned their curricula.
More than half of the staff reported that collaboration with colleagues helped them improve student learning “a
great deal” or “quite a bit.” However, some staff report that there is not enough common planning time. This is
particularly an issue for staff who teach multiple courses, and English learner teachers and special educators,
who need to meet with several groups of colleagues.

Developing

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Standard 3, Principle 5
School-wide organizational practices are designed to meet the learning needs of each student.

The school is in the implementing phase of Principle 3.5. School-wide organizational practices are specifically
designed meet the learning needs of each student. A variety of Advanced Placement (AP), college prep,
elective, essentials, English learner, and Virtual High School courses are offered. Many classes are co-taught
by special education teachers and content area teachers, and sometimes include support from
paraprofessionals. Elective courses support core courses to strengthen and enrich the overall program. For
example, there is an educational exchange with another school for courses that we do not offer and that
school sends some students to our heterogeneously grouped ninth grade English and history classes. We
could use an academic intervention class for students who failed classes in grade 8 and struggle with the ninth
grade’s curriculum to help reduce the failure and retention rate of ninth grade students. The school would
benefit from additional resources to support ELs in elective classes.

Implementing

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Standard 3, Principle 6
Educators develop productive student, family, community, business, and higher education
partnerships that support learning.

The school is developing Principle 3.6. There are several productive student, family, community, business, and
higher education partnerships that support learning. Staff and students develop relationships with the
community of Sample through a variety of activities that take place at Sample School and in the town of
Sample. We involve parents in parent-teacher conferences, course selection night, curriculum night, college
planning programs, financial aid information night, scholarship night, a transition program to welcome incoming
ninth grade students each summer, and the school improvement council. Local community organizations,
including the Rotary Club, work with the school. Community members serve on school council. Sophomores at
Sample School participate in an interactive event in which students explore and reflect on real life financial
decisions such as credit, debit, and budgeting. Seniors engage in an internship program, where students go
out into a working field of their choice at a local business. Some students take part in the Early College
Program, a dual enrollment opportunity that allows them to earn credits from Local Community College while in
high school. As a school, we could do more to bring in additional local professionals from a variety of fields,
work with more community and local businesses, and local colleges. We also don’t have enough opportunities
to engage parents as partners, even though they are invited to many activities.

Developing

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Standard 3 Strengths

STRENGTH
The ways in which teachers regularly reflect on their performance through the teacher evaluation system and
meet as departments once per week in the afternoon to examine data, teaching strategies, and assessments
(Standard 3, Principle 2)

The use student work and assessments to make instructional decisions at least two times per week by the
majority of staff (Standard 3, Principle 3)

The social studies, English learner, and world languages departments that have vertically aligned their
curriculum (Standard 3, Principle 4)

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Standard 3 Areas of Growth
AREA OF GROWTH
Include the faculty in various ways when developing the annual school improvement plan because as many as
half of the staff report that they are not familiar with the plan and its goals (Standard 3, Principle 1)

Develop and implement more interventions for students who have not successfully passed math and English
classes in the ninth grade and are at high risk of failing future English and math courses, increasing the risk of
grade 9 retention and ultimately, a negative impact on the graduation rate (Standard 3, Principle 5)

Have more outside entrepreneurs, craftsman, and other professionals come in to speak to juniors and seniors
who may be considering post-secondary options other than a traditional four-year college and develop other
parent, community, and business partnerships (Standard 3, Principle 6)

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Standard 4, Principle 1
All students receive appropriate intervention strategies to support their academic, social, and
emotional success.

The school is developing Principle 4.1. There are appropriate and programmatic intervention strategies are in
place to support students' academic, social, and emotional success; however, not as many as are needed.
The cornerstone of this process is facilitated through the instructional support team (IST). IST is comprised of
administrators, school counselors, school psychologists, and nurses. They meet weekly to identify at risk
students and brainstorm intervention strategies specific to the individual. At risk students are identified through
referrals by staff/faculty initiated via referral form, and/or through a review of academic, personal and
social/emotional factors by school counselors. Possible interventions from IST in response to a referral include
parent meetings, implementation of a curriculum accommodation plan, referral to a counselor, or special
education evaluation. Following the implementation of an intervention, weekly reviews of student progress are
conducted and adjustments are made as needed. Non-programmatic supports are also available to students
including tutoring through the writing and math centers, after-school help from teachers, peer mediation, or
online resources. While the school has a robust offering of supports, there is room for improvement. One area
of potential improvement is to increase communication with staff/faculty regarding the curriculum
accommodation plan in order to increase building-wide awareness and understanding of implementation.
Other areas of potential improvement would be in the development of additional academic interventions for
non-special education students, an increased awareness of social/emotional issues, a more clearly defined
protocol for students who disclose concerning information to teachers, and a dedicated time for regular
education teachers and school counselors to consult about special education students with special education
teachers. A multi-tiered support system or Response to Intervention strategies would formalize the program
further and provide even more structured support to students and staff. Last, students who have behavioral
problems and are constant disruptions in class would benefit from specialized programs or other supports to
help them be successful learners.

Developing

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Standard 4, Principle 2
All students receive counseling services that meet their personal, social, emotional, academic,
career, and college counseling needs from adequate, certified/licensed personnel.

The school is implementing Principle 4.2. Many students receive counseling services that meet their personal,
social, emotional, academic, career, and college counseling needs from adequate, certified/licensed
personnel. The counseling department consists of a director of school counseling, four school counselors, a
career counselor, one school adjustment counselor, two school psychologists, and one secretary/registrar. The
school counselors carry a caseload of approximately 210 students. In addition to meeting with students
individually about academic, post-secondary, and social-emotional issues, school counselors deliver a written,
development school counseling curriculum in classrooms. This curriculum consists of six to seven written
lessons per grade that cover a range of developmentally appropriate topics such as healthy relationships, goal
setting, career research, and post-secondary options using Naviance as a primary tool. Counselors document
all services, direct and indirect, provided to students and parents noting the main topic of the service. There
are eight evening presentations offered for parents to learn timely information. These presentations cover
topics such as the college application process, the importance of high school, and course selection/planning.
Specialized programs and opportunities are also offered to students such as Accuplacer Testing, a dual
enrollment program with a local community college, a senior internship program, college representative
meetings, and on-site admissions with a community college. Counselors are available every day during lunch
in the college/career library for students to drop in for help. Students can make appointments with their
counselor using an online appointment program. Counselors meet weekly as a department and collaborate
with the school adjustment counselor and school psychologists to discuss referrals and outreach with
community and mental health agencies. Counselors often collaborate with outside mental health workers,
Department of Children and Families, and Psychological and Psychiatric Services, Inc.

Areas to improve in the school counseling department include providing more targeted counseling professional
development and connecting with more community resources. Counselors spend much of their time with
students who have significant social emotional issues, which decreases the time counselors can spend
providing tier 1 supports for all students regarding academic and post-secondary needs and preventive
programming.

Implementing

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Standard 4, Principle 3
All students receive health services that ensure their physical and emotional well-being from
adequate, certified/licensed personnel.

The school is implementing Principle 4.3. All students receive health services that ensure their physical and
emotional well-being from adequate, certified/licensed personnel. There are two full-time nationally certified
registered nurses, who have ongoing access to the director of nursing services, the Sample Public Schools
Resource Nurse, and a Department of Public Health (DPH) Regional Nurse Consultant. A school physician is
available to Sample Public Schools on an as-needed, consultation basis. Nursing staff frequently collaborate
with other building staff including teachers, counselors, psychologists, adjustment counselor, occupational
therapist, physical therapist, speech language pathologist, and administrators. Nurses provide a variety of
preventative health services and direct intervention services. These include annual screenings for vision,
hearing, scoliosis, height/weight/body mass index, and screening, brief intervention, and referral to treatment
(SBIRT). Immunization reviews are conducted according to DPH regulations. Health records are maintained,
reviewed, updated, and secured. Medication is administered and monitored as directed by licensed health care
providers and DPH regulations. Nurses provide ongoing assessment and/or intervention for students with
chronic and acute health concerns such as diabetes, asthma, seizure disorders, life threatening allergies,
acute illness, and injuries. Nurses refer students suspected of sustaining traumatic brain injury (TBI) to health
care providers for medical evaluation. If diagnosed, students are placed on a TBI protocol and the nurses
coordinate with the student's teachers, school counselors, athletic department personnel, and administrators to
ensure necessary accommodations are implemented to assist in the recovery process. Students' physical and
mental health needs are assessed and referrals made to appropriate internal and/or external resources. For
example, internal referrals may include the school adjustment counselor or school psychologist. Direct external
referrals in a crisis situation might include emergency services for physical or emotional needs. Nurses also
refer families to nutritionists, allergists, therapists, or others for additional/complimentary services. Nurses are
spending an increased amount of time during the day assisting students with social-emotional challenges,
including anxiety and depression, which decreases the time they have to implement preventative services.

Implementing

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Standard 4, Principle 4
All students receive library/information services that support their learning from
adequate, certified/licensed personnel.

The school is implementing Principle 4.4. All students receive library/information services that support their
learning from adequate, certified/licensed personnel. Library services at Sample School are provided to all
students through the learning commons, which is staffed by a licensed media specialist and a dedicated library
paraprofessional. Services are offered before school, throughout the school day, and after school providing
students with multiple opportunities throughout the day to access the library materials and resources in a
comfortable environment. The library collection is robust and is selected to meet the recreational and
academic needs of students, faculty and staff in print, digital, and audio formats. The selection of materials for
inclusion in the school library is done in response to curricular needs in conjunction with student interests and
needs. The learning commons is a comfortable space and offers a few seating options and access to
computing technology. In order to best serve the school community, the media specialist takes an active role in
collaborating with faculty from basic assistance, such as locating resources for class, to fully integrated co-
teaching using research and reading oriented topics. The media specialist is available to students throughout
the day. Students are encouraged to consult the media specialist for assistance with locating reading material,
research questions, assistance with technology in the library, and other general needs.

While the media specialist works to connect with all students, efforts need to be made to integrate into more
areas of the curriculum. As students’ needs change, the library media department wants to ensure that it
remains responsive to the community, include space needs that will require the reconsideration of layout and
furniture and informational needs that necessitate material selection and weeding. There is also a need to
provide space for more collaborative learning between teacher and students and students to students.

Implementing

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Standard 4, Principle 5
Identified English Language Learners and students with special needs and 504 plans receive
appropriate programs and services that support their learning from adequate, certified/licensed
personnel.

The school is developing Principle 4.5. Staff works to provide all English language learners, special needs
students, and students with 504 plans with appropriate programs and support services that support their
learning from licensed personnel. English language learners are supported by professional staff including a
director of English learner education, two dedicated ELL teachers, a school counselor for ELL students, and a
family outreach coordinator. Core subject area teachers maintain sheltered English immersion (SEI)
endorsement as required by the state. An academic seminar course is offered to ELL students who could
benefit from additional support for English language acquisition. As a part of academic seminar, a school
counselor, in collaboration with the academic support teacher, provides support for ELL students by meeting
with individuals quarterly. English language development courses are offered to students based on their
ACCESS scores. Translation services are available for families in a variety of settings; however, availability of
a translator during in person meetings is, at times, problematic necessitating last minute accommodations.
Special needs students are supported by professional staff including a special education coordinator/team
chairperson, 10 special education teachers, 18 paraprofessionals, 1 speech and language therapist, 2 school
psychologists, a school adjustment counselor, 1 physical therapist, 1 occupational therapist, and 1 assistive
technology staff person. Students are placed in the least restrictive environment that meets their learning and
social emotional needs as defined in a student's individualized education program (IEP). A co-teaching model
for special education services with common planning time is used. Three-year re-evaluations and annual
reviews are filed in accordance within the required timeline. For students needed additional classroom support,
there are alternative environments. The therapeutic academic support program provides space, services, and
supports for students with social/emotional disabilities. Life Skills courses are provided for students with severe
disabilities and require an environment that includes academic and vocational skills. Students with 504 plans
are monitored by the 504 coordinator and supported by accommodations within the regular classroom and
any other assistance as required by their plans.

All students on IEPs or 504 Plans are monitored during the year for progress through periodic meetings with
special education teachers, school counseling and other specialized staff, content area teachers, or the 504
coordinator. With all programs and support services, additional common planning and/or meeting time would
be beneficial to ensure services are coordinated, students receive appropriate services, and are successfully
learners.

Developing

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Standard 4 Strengths
STRENGTH

The adequately staffed counseling services with counselors who have reasonable caseloads that allow them
to implement a school counseling curriculum in classrooms and provide specialized programs and
opportunities for students (Standard 4, Principle 2)

The variety of preventative health services and direct intervention services provided by two full-time nurses
(Standard 4, Principle 3)

The learning commons, which is widely used by teachers and students and the integrates co-teaching of
research and reading topics with teachers (Standard 4, Principle 4)

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Standard 4 Areas of Growth

Increase communication and implementation of the CAP and develop additional academic interventions for
non- special education students that are widely accepted, understood, and used by the faculty (Standard 4,
Principle 1)

Implement specific intervention programs and time to better collaborate with special education staff on special
education students, interventions, and resources (Standard 4, Principles 1, 5)

Increase programs to address the needs of students with severe social emotional and behavioral issues that
impact students' learning and ability to be in school and/or class (Standard 4, Principle 1)

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Standard 5, Principle 1
The community and district provide school buildings and facilities that support the delivery of
high- quality curriculum, programs, and services.

The school is implementing Principle 5.1. The community and district provide sufficient school buildings and
facilities that support the delivery of high-quality curriculum, programs, and services. Sample School provides
a safe, secure, healthy environment that supports the diversity of the student body. All entrances to the
building are locked. All visitors are required to check in at the main office upon entering the building after being
buzzed into the school. Staff are required to wear a picture identification at all times. A school resource officer
is housed in the high school during school hours and there are security cameras are positioned strategically
throughout the building. The building is adequately sized for the current population of 1,000 students. There
are appropriate spaces to support student learning and the curriculum. There are enough classrooms for
instruction, including the delivery of support services for special education and (ELL) students. The cafeteria
and gymnasium are large enough to accommodate the number of students and staff for their uses, as is the
auditorium. Science labs and technology rooms are in abundance and sufficiently sized. The school library is a
sufficient area. There are two large-group instruction rooms and a little theater. Classrooms are large enough
to hold up to 30 students with enough furniture for all students and staff. There are a variety of spaces where
teachers can plan in groups. There is limited space for teachers to lock belongings; each student has a locker.
Whiteboard space in classrooms is limited. The diversity of student interests is sufficiently supported through a
variety of facilities including the gymnasium and indoor track, outdoor fields, a TV studio, little theater,
computer and science labs, an auditorium and stage, a robotics lab, and spaces for health and wellness
classes, and a variety of extra-curricular programs that take place after school. The building is clean and well-
maintained. The custodial staff cleans daily. Over the summer routine deep cleaning, painting, larger repairs,
and equipment replacement are completed. The mechanical systems are in good working order, with the
exception of the HVAC system, which functions inconsistently. Temperatures fluctuate significantly in both
warm and cold weather. The buildings and grounds department work with the school to monitor temperature
data. The building meets all applicable federal and state laws and in in compliance with local fire, health, and
safety regulations.

Implementing

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Standard 5, Principle 2
The school/district provides time and financial resources to enable researched-based instruction,
professional growth, and the development, implementation, and improvement of school
programs and services.

The school is implementing Principle 5.2. The school/district provides sufficient time and financial resources to
enable researched-based instruction, professional growth, and the development, implementation, and
improvement of school programs and services. There are three full-day professional days and six half-day
professional days into the school calendar each year. The content of the professional time provides
opportunities to enable researched-based instruction such as mindfulness training, technology integration, and
curriculum development and review. Time is used for the development and improvement of school programs
and services. The school and the district facilitate weekly professional time for 60-minutes after school. These
weekly meetings rotate between staff meetings, department meetings, and teacher-directed time. Topics
include building initiatives, mandated trainings, professional collaboration, and curriculum writing and review.
All district professional development resources are centrally controlled by the assistant superintendent's office.
Curriculum directors will continue to direct professional development initiatives for their departments. When
possible, the principal provides substitute coverage for teachers to observe their colleagues teaching, in an
effort to strengthen, align, and improve teaching practices, and to support professional collaboration through
peer observation. The school and district provide a limited amount of paid professional time during the summer
months for teachers to collaborate on curriculum development and revision. Common planning time is
organized for a number of teachers working within the school's co- teaching model. There is a desire among
staff for common planning time for teachers who are teaching like-courses to collaborate.

Implementing

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Standard 5, Principle 3
The community and the district's governing body provide adequate and dependable funding to
fully implement the curriculum, including co-curricular programs and other learning
opportunities.

The school is implementing Principle 5.3. The community and the district's governing body provide adequate
and dependable funding to fully implement the curriculum, including co-curricular programs and other learning
opportunities. There is a wide range of school programs and services including special education, English
language learners, course selection, electives, Advanced Placement (AP) courses, clubs, music, drama,
community TV, and athletics. There is a sufficient funding for technology and library information services and
adequate resources to provide teachers and students with access to technology, including computer labs,
school-wide Wi-Fi, interactive projectors, Chromebooks for students, staff computers, and iPads. There is
sufficient funding for instructional materials and supplies for teachers, students, and staff. There is sufficient
funding for co-curricular learning programs such as field trips both during and after-school and educational
events. Furniture, technology, and equipment are properly maintained and replaced when necessary. Lastly,
although the enrollment is declining, the needs of the student body stay the same and the budget continues to
support those needs by providing sufficient professional and support staff to ensure appropriate class sizes.

Governing bodies could improve communication with respect to the budget, the budget process, the budget
outcome, and the rationale behind that outcome. More dependable funding is needed to improve programs
such as co-teaching, therapeutic academic support systems, broader science, technology, engineering, and
math (STEM) programming, special education and English learner programs.

Implementing

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Standard 5, Principle 4
The school/district has short-term and long-term plans to address the capital and maintenance
needs of its building and facilities.

The school is implementing Principle 5.4 The school/district maintains short-term and long-term plans to
address the capital and maintenance needs of its building and facilities. A schedule of regular maintenance
and repair for the building can be found in the high school maintenance and repair plan. Ongoing and
projected capital improvements are documented in the town’s capital improvement plan. There is also a plan in
place to implement capital improvements to the building/facilities. At this point, the plan is in progress and
partially fulfilled in accordance to how much can be funded by the budget. A maintenance plan to ensure a
safe, secure, and adequate building and campus is in place and reviewed periodically. As enrollment changes,
staffing needs are taken into consideration and the necessary adjustments are made in a timely fashion. Every
few years, the district undertakes an enrollment study to plan for any changes. The school district has a five-
year technology plan in place with short-term and long-term goals for the maintenance and upkeep of current
technology, and purchasing of new technology. The school is in year one of a three-year implementation of a
1:1 student Chromebook program beginning with the students in grades 9 and 10. By the start of the 2019-
2020 school year, all students at the high school will have Chromebooks. All teachers are issued school
laptops, which are on a 4-year replacement cycle, and classroom desktop computers are maintained annually
and replaced as needed. Stationary and mobile computer labs are maintained appropriately. Every classroom
has short-throw, interactive projectors. A four-member technology staff is in place to provide maintenance,
service, and repair of technology throughout the school year.

Implementing

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Standard 5, Principle 5
The school has infrastructure and protocols in place to ensure effective responses in crisis
situations.

The school is developing Principle 5.5. The school has built the infrastructure and put specific protocols in
place to ensure effective responses in crisis situations. The school maintains a safety protocol by having staff
and students practice evacuation procedures multiple times a year and emergency protocols are posted in
every classroom. Online and in-person automated external defibrillator (AED), cardiopulmonary resuscitation
(CPR), first aid, and blood borne pathogens and bodily fluids trainings are offered to staff. There are three
AEDs on campus accessible in unlocked wall cabinets strategically located throughout the building. Two
additional AEDs are assigned to the athletic office and are brought to athletic practices and games. The school
nurses provide verbal and written documentation to staff on students with special physical/medical needs such
as but not limited to allergies, diabetes, and asthma. The nurses also provide regular communication and
documentation to appropriate teachers, staff, parents, and coaches in accordance with the district's
concussion policy. These communications take place daily. Parents feel confident that school administrators
and staff are well-trained and equipped to respond in crisis situations. The school could better communicate
information about safety and security protocols to parents, staff, and students. Flip charts with crisis protocol
information that were in all classrooms at one time are outdated and missing from many teaching spaces. The
district has committed to the alert, lockdown, inform, counter, evacuate (ALICE) safety protocol. There has
been little training for staff and students about ALICE as of yet.

Developing

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Standard 5 Strengths
STRENGTH

The facility, which provides the space necessary for the delivery of high quality instruction, student learning,
and participation in extracurricular activities (Standard 5, Principle 1)

The well-maintained building and school campus and the appropriate funds allotted for regular and unforeseen
repairs (Standard 5, Principle 4)

The community and school committee support of an annual school budget that adequately supports the
implementation of curriculum, co-curricular programs, and other learning opportunities (Standard 5, Principle
3)

The ample professional development time provided to educator’s each year, including three full-days, six half-
days, and one 60-minute meeting per week (Standard 5, Principle 2)

The precautions taken to ensure a safe environment for all students, staff, and faculty

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Standard 5 Areas of Growth
AREA OF GROWTH
Improve district communication regarding the annual budget (Standard 5, Principle 3)

Procure more dependable and necessary resources to support programs and initiatives including co-teaching,
social and emotional supports for students, STEM programming, and academic support for English learners
(Standard 5, Principle 1)

Repair or modify the HVAC system in order to provide an environment conducive to teaching and learning
(Standard 5, Principle 4)

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Part 3 - Capacity for Continuous Growth as a Learning Organization
PART 3 NARRATIVE

While the educators at Sample School are committed to providing a differentiated academic program that
ensures all students are appropriately challenged, the school does not yet have a shared definition of learning.
Data from the NEASC faculty survey indicates that teachers need more time to collaborate on curriculum,
instructional practices, and assessment strategies. This kind of collaboration is critical to the development of a
shared vision for student learning. During the 2016-2017 school year, a locally developed survey was
administered focusing on grading practices. Data from this survey revealed very disparate attitudes among
teachers with respect to the purpose of grades and the importance of using different strategies to ensure that
students had multiple opportunities to demonstrate mastery. Common planning time is desired by many
teachers and provided when possible for those who are co-teaching courses. This limited common planning
time has historically been supported by professional development focusing on co-teaching strategies. Funding
for this professional development was eliminated in the 2017-2018 school year. The district is in the final year
of a three-year district improvement plan and a strategic development committee has been formed tasked with
creating the next three-year improvement plan. The school develops an annual school improvement plan in
collaboration with the school improvement council, a committee comprised of faculty representatives, students,
and parents. The school improvement plan is aligned to the strategic initiatives in the district improvement
plan.

Professional development has varied from department to department over the past several years. Since 2011,
a significant amount of professional development time has been dedicated to writing curriculum maps. With
curriculum largely written, the focus is beginning to shift. The district provides adequate time and funding for
professional development, but without a well-articulated professional development plan, time is not always
used effectively. Teachers have four 60-minute after school meetings each month including one faculty
meeting, two department meetings, and one teacher-directed meeting, six early release days, and three full-
days for professional development. This year, the district created a professional development advisory
Committee with representatives from each school to help develop a long-range professional development plan.

Educators at Sample School are provided formal feedback through the evaluation process. All licensed
educators establish professional practice and student learning goals at the start of each new cycle and are
evaluated on their progress towards meeting these goals. The system also requires evaluators to conduct
observations and complete formative and summative reports where feedback on performance relative to the
standards and indicators of the evaluation system is provided.

Overall, the capacity for continuous growth as a learning organization is on a positive path. Staff and administrators
believe in and support a growth mindset model for improvement.

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Part 4 - Goals and Vision for the Future

PART 4 - NARRATIVE

Sample School's goals and vision for the future largely fall into three categories: (1) instructional initiatives;
(2) social-emotional supports; and (3) differentiated programming. With respect to instructional initiatives, work
is needed to complete curriculum maps and to ensure that maps are all in the same format. This project has
been a top priority in the district for several years, and while there is some fatigue among teachers with respect
to writing curriculum, the process must be ongoing so that curriculum remains relevant and effective. The
Curriculum Review Task Force (CRTF), a committee of educators from across the district, tasked with
reviewing and providing feedback on existing curriculum, was discontinued during the 2017-2018 school year
after only one year of existence. The school and district need to identify a new curriculum development and
review process to replace the CRTF. In addition to writing curriculum, the high school staff needs to address
inconsistencies with respect to grading practices and attitudes. While it is not necessarily the desire of the
faculty to implement a school-wide grading policy, the faculty needs to work to ensure that experiences are the
same in courses, regardless of the teacher. The 1:1 Chromebook program is an initiative connected to
teaching and learning. As the Chromebook program moves towards full implementation in 2019, teachers
need targeted professional development to ensure that they are integrating these devices into their
instructional practices. The district and school are working to develop a district-wide Multi-Tiered System of
Supports (MTSS) to help provide a framework for teachers as they work to differentiate instruction and
assessment strategies to support a wide- range of learners. This new system will inform updates to the
Building Curriculum Accommodation Plan (BCAP) and Instructional Support Team (IST) process. The district's
MTSS framework will also help the high school improve tier 2 and tier 3 interventions for students struggling
academically, socially, and emotionally. Lastly, the school is in the process of developing an Instructional
Leadership Team (ILT). This team, which will be comprised of staff members representing all departments will
be responsible for the development of the school improvement plan, for identifying the school's instructional
focus, and for planning professional development that will support the goals and vision of the school.

The emotional health of students has been a focus for several years. Since 2011, the district has supported
multiple positions designed to support students with social and emotional disabilities and mental health
diagnoses. Looking ahead, there are multiple initiatives that are designed to improve the level of services
students have access to now. In 2013, a therapeutic academic support (TAS) classroom was added. This
room was initially staffed with one special education teacher and one paraprofessional and used the services
of the school's social worker on an as needed basis. In 2016, the room was relocated to a larger space and a
school psychologist position was added to serve TAS exclusively. In 2017, the district hired a consultant to
conduct a program evaluation of TAS, and in 2018, the district was awarded a grant to work with a small team
from a transition program. Through the grant, a TAS redesign team has been identified and will begin working
this spring on a multi-year project to redesign and expand the services offered through TAS. While TAS
currently serves a relatively small population of students, the time and attention these students require is
intensive. Staff hopes that a redesigned program will provide services for a wider variety of students, ultimately
keeping them regulated and in their classes. Maintaining a positive and safe school climate is important to
members of the school community. That said, a group of committed educators have formed a committee to
explore and design a school-wide program to help students academically, support them emotionally, and foster
meaningful relationships between adults and students. The proposed program is expected to be piloted during
a portion of the 2018-2019 school year. This initiative has been in the study and planning stages since 2016. A
pilot will provide the school with critical data to inform decisions about full implementation as it is a critical part
of Sample School's long-range vision.

As the traditional model of schooling continues to blur, it is important to explore programming that provides
students with different options. There is a need to increase existing partnerships with local colleges.
Enrollment in the Early College Program, which provides juniors and seniors with the opportunity to earn
college credits while in high school is small and needs to expand. The senior internship program, which began
in the spring of 2018, should be marketed to more students going forward. The school needs to explore dual
credit opportunities with local community colleges for existing programs like pre-engineering, TV production,

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and early childhood education. Online learning opportunities that currently exist through Virtual High School
(VHS) should be further explored, particularly to help those students with school avoidance issues or in need
of credit recovery options.

Collectively, accomplishment of these items will increase opportunities and options for students; decrease
drop-out rates that have been increasing for specific sub-groups; increase the overall graduation rate; and
connect more graduates with post-secondary experiences whether in a traditional college setting or technical
training program.

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 Part 5 - Priority Areas for NEASC School Growth Plan

Develop a vision of the graduate that includes the skills, knowledge, understandings, and dispositions
necessary for future success.

Standard 1, Principle 1.2

Standard 2, Principle 2.1
Standard 3, Principle 3.1

Reasoning: Because the core values and beliefs have been reviewed and updated, the current learning
expectations need to align and provide students with more challenging opportunities needed as they leave high
school. This will ensure meeting Foundational Element 1.2a.

Complete the process of writing curriculum maps for all courses that include essential questions, concepts,
content, and assessments and ensure that each map is formatted using the same Understanding by Design
template. Use this process to formally highlight where technology can be fully integrated into the curriculum
through the 1:1 Chromebook program. (Standard 2, Principles 2.2., 2.3, 2.9)

Reasoning: To complete curriculum for teachers to use as a living document and meet Foundational Element 2.2a.

Add new programs and modify the existing programming and systems designed to support students with social
and emotional disabilities (Standards 2, 3, 4 Principles 2.4, 3.5, 4.1, 4.2)

Reasoning: There is a need to redesign the therapeutic classroom (TAS), improve the use and instructional
support team (IST), update the curriculum accommodation plan (CAP), and the development of a multi-tiered
system of support (MTSS) framework to ensure the individual learning needs of all students are met. MTSS
will provide a framework for teachers as they work to differentiate instruction and assessment strategies to
support a wide- range of learners. The MTSS framework will help improve tier 2 and tier 3 interventions for
students struggling academically, socially, and emotionally.

Develop and implement a program to challenge and support students academically, enhance social and
emotional development, and strengthen relationships between adults and students. (Standards 1, 2, 3, 4,
Principles 1.1, 1.3, 1.7, 2.1, 3.5, 4.1)

Reasoning: It is important to ensure students feel well-known and valued. This program would be similar to an
advisory program but structured to meet the needs of students.

Add programming that provides students with opportunities to learn and earn credit in non-traditional ways
including dual credit programs with local colleges, online learning, and internship programs (Standards 1, 2, 3,
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Principles 2.4, 2.7, 2.8, 3.6)

Reasoning: Although some of these programs are in place to some degree, there is a need to provide more to meet
the needs of all students to enhance their high school experience, broaden their perspectives outside the walls of
the school, and prepare them for their post-secondary experiences. Collectively, accomplishment of these items
will increase opportunities and options for students; decrease drop-out rates that have been increasing for
specific subgroups; increase the overall graduation rate; and connect more graduates with post-secondary
experiences whether in a traditional college setting or technical training program

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