SCHOOL QUALITY REVIEW REPORT FOR
BRET HARTE MIDDLE SCHOOL 3700 Coolidge Ave, Oakland, CA 94602 Oakland Unified School District Principal: Tom Hughes 2012-2013 School Quality Review Lead and Report Author Olga Pineda/ Quality Community School Development Office School Quality Review Visiting Team Members Lisa Cameron-Jimenez/ High School Network Naihobe Gonzalez/ Quality Community School Development Tracey Logan/ Technology Services Julia Ma/ After School Programs Steve Mason/ Technology Services Hattie Tate/ Complimentary Learning Jennifer Tam/ Special Transitional Services Asali Waters/ After School Programs Da Town Researcher Group Members Daliah Bill-Johnson Miriam Cortez Carlos Madrigal Aaron Nakai
CONTENTS OF THE REPORT
BACKGROUND TO OUSD’S SCHOOL QUALITY REVIEW WORK
PART 1: THE SCHOOL CONTEXT
PART 2: THE SCHOOL’S QUALITY OUTCOMES
PART 3: FINDINGS - SUMMARY EXPLANATION OF RUBRIC RATINGS
PART 4: FINDINGS - FOCUS STANDARDS RATINGS CHART
PART 5: FINDINGS - NARRATIVE OF STRENGTHS AND CHALLENGES
APPENDIX 1: DATA PROFILE
APPENDIX 2: SCHOOL SELF-REFLECTION
APPENDIX 3: RUBRICS FOR SCHOOL QUALITY FOCUS STANDARDS
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BACKGROUND TO THE SCHOOL QUALITY REVIEW WORK During 2010-2011, fourteen task forces were formed with representation from a variety of stakeholders ranging from students and parents, to teachers, administrators, and community partners throughout Oakland. The Quality Community Schools Development Task Force was formed to define and set out a work plan to move the community toward a common vision of quality in Oakland’s schools. The Quality Community Schools Development Task Force created a set of School Quality Standards, comprised of six Quality Indicators delineating sixty-one Quality Standards. This work incorporates findings from other task forces (Teaching Effectiveness, Effective Leadership, Full Service Community Schools, Experience and Achievement, and African American Male Achievement) that were also addressing elements of quality in schools. At the end of the year, the School Quality Standards and the School Quality Review (SQR) process were incorporated into the District Strategic Plan, which was adopted by the OUSD Board of Education in May 2011. The 2011-2012 was Year 1 of School Quality Review implementation. The goal of the Quality Community Schools Development office for year 1 was “to implement a successful pilot of 15 schools for School Quality Reviews across 3 regions in grades K-8.” In this “pilot” year, in addition to completing the 15 SQR reports, the emphasis was on design, capacity building, promoting district-wide awareness of the new process, and aligning it to District tools and systems. For Year 2 in 2012-2013, the plan is to begin reviewing high schools as well and complete reviews on a total of 21 schools (eleven elementary, five middle and five high schools). Revision of tools and processes continues, but the SQR Teams will again focus on select, “high leverage” school quality standards and not every standard. High school reviews will be designed to align with the high school WASC accreditation process. About this report: The following report provides a description of this school’s strengths and challenges in its development toward the school quality defined in the OUSD School Quality Standards. This report does not offer specific recommendations for further improvement or growth. A key goal of the School Quality Review is for schools to “see” what they do well and what needs improvement. It is the school community, in coordination with central supports, that should identify what should be done next to improve the quality of services the school provides students and families. These next steps need to be carefully planned and prioritized by the various stakeholders of the school and incorporated into the Community Schools Strategic Site Plan (CSSSP).
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PART 1: THE SCHOOL CONTEXT Location/Neighborhood and Community Description/Description of School Facilities Bret Harte Middle School is located in the Dimond/Laurel neighborhood right on Coolidge Avenue and within walking distance to MacArthur Blvd. The school is easily accessed by public transportation making it possible for the 60% of the students who do not live in the neighborhood to attend the school. The school is large and is located on a six acre lot. It is composed of three core buildings. The main building is a two story structure in front of the school. This building houses classrooms, administrative offices with various conference rooms, the main office, several restrooms, and the teachers’ lounge. The second building sits in back of the main building and is connected through a breezeway on the second floor. There is a small courtyard on the first floor separating both buildings. The courtyard has a ramp leading to the gym, locker rooms, and play area. This second building holds many classrooms and a large library with a book room. A library clerk oversees both the bookroom and the library. There is also a large storage area in the basement; and a multi-purpose room with a stage and additional classrooms to the side. The school has an additional eating area right outside of the multi-purpose room with table-bench structures for students use. The third building houses the locker rooms and gymnasium located directly across from the main building and separated by an open area where physical education classes take place. This area is paved and has sitting benches, basketball hoops, and soccer goals. There are six additional portables located on a hill that were not in use as classrooms at the time of the SQR visit, but housed 6th grade classes in the past when enrollment was larger. The campus was clean throughout with little information posted in the halls around the school. There were a few large posters related to science in one hallway on the second floor of the school; other than this, there was no indication of students’ projects, the activities going on at the school, information about the school, or directions to navigate the puzzling school plan. Student Demographics At the time of the December School Quality Review visit, approximately 550 students were enrolled at Bret Harte Middle School. This enrollment signified a steady drop of about 75 students for two consecutive years. Forty percent of Bret Harte students were African American and the highest enrollment group for the past five years. Twenty-nine percent were Latino, the second largest group that had remained steady at the school for several years. Asian/Pacific Islander students comprised 21% of Bret Harte’s enrollment. White students comprised 3% of the student population The remaining 7% covered other/mixed race/ and no response.
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The English Learners’ population had remained fairly steady around 20%. The highest language of this population was Spanish with Cantonese, Vietnamese, Mien, and Arabic equally distributed. The school’s Special Education population had been stable at approximately 100 students regardless of the decrease in student population. The Special Education program was large and varied. It serviced students with disabilities in the following programs: Visually Impaired, Hearing Impaired, Special Day Class (SDC) mild-moderate, SDC moderate-severe, Ambulatory Impaired, Inclusion, Resource Specialist Program and Speech.
School Leadership Tom Hughes is the principal at Bret Harte Middle School and he is in his second year as principal. He is a native of the Bay Area and attended school in Berkeley, graduating from Berkeley High School. He attended college in New York and returned to California after he graduated. He began as a teacher in Oakland Unified, working at Carter and Westlake Middle schools for seven years before he joined the administrative team. His first administrative assignment was Assistant Principal at Frick Middle School for three years where he supported the principal as an instructional leader. In this role, he supported the school in making good California Standard Test (CST) score increases and establishing a reading intervention program using the Response to Intervention (RTI) model. This experience prepared him to become the principal at Bret Harte Middle School. Additionally, the principal is supported by an assistant principal, Mr. Rene Garcia. Mr. Garcia has been in Oakland Unified for 14 years as a teacher, administrator on special assignment overseeing the expulsion process, and for the last four years as assistant principal at Bret Harte Middle. In this position, he supports the principal with teachers and classified staff evaluations. He also ensures safe and clean facilities by walking the campus with the lead custodian on a daily basis and by supervising before/after school and during passing periods. His additional responsibilities revolve around IEP and 504 meetings, ELAC meetings and discipline. He shares, “I enjoy coming to work” and like the friendly staff who support a positive culture for the adults and students at the school. Teaching Staff Bret Harte Middle employs thirty teachers: nineteen teachers in general education, three teachers in the enrichment program (Music, Art, and Spanish), and eight teachers in special education. Sixty percent of the staff has more than five years teaching experience. Of the 40% of the teachers who have less than three years teaching experience, four teachers support special education and eight teachers service general education. Additionally, the school has one academic counselor, two teachers on special assignment (TSAs), one for Math and one for Reading, and one literacy coach provided by the district to implement a Reading Intervention program for 6th grade students. Bret Harte Middle School School Quality Review 2012-2013
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Instructional Programs Bret Harte Middle offers its students a core academic program (English, Social Studies, Math, Science, and Physical Education). Additionally, students have access to enrichment classes such as art, music, Spanish, journalism, leadership, and IWE (Independent Work Education for 8th graders who work as aides in classrooms, the main office, and other general places). The school is piloting two initiatives to address the needs of readers with sixth graders. The first initiative is with students at Tier 2 being pulled on a six week basis for reading intervention targeted to a specific stage of reading development identified through an assessment protocol that begins with the SRI. The second initiative is a Tier 3 intervention in the form of a replacement ELA core that revolves around the Read 180 program. Additionally, to support reading growth in the core classes, or Tier 1, all students have access to the Achieve3000 program which differentiates expository text to a variety of reading levels and continually adapts as student reading levels rise. Bret Harte Middle is part of the Secondary Math Inquiry Cohort. Per the School’s SelfReflection, the participation in this initiative was driven by a concern over the success of students within math classrooms, the transition to the Common Core State Standards (CCSS), as well as the wealth of district resources available to promote this work. As part of this initiative, the Math Specialist works for half of each day with math teachers providing classroom coaching, professional development, and curricular support in coordination with district math support staff from LCI. English Language Learners (ELLs) are serviced through the Newcomer Program, Intensive Reading Intervention Program and the general education program. Twenty eight students participate in the Newcomer program composed of two periods of ELD, one period of math, one period of history, and one period of science. An additional eleven students received ELD support in the form of an ELD –Level 2 class and the Intervention Reading program. Classroom observations determined that newcomer students with less than two years in the country were clustered together regardless of their grade level in these classes and the subject matter was taught by three main teachers. Teachers in the Newcomer program instruct with non-grade units or service students at their level as in the case of mathematics. The school has an extensive Special Education programs and services around 100 students through various programs (Visually Impaired, Hearing Impaired, SDC mild-moderate, SDC moderate-severe, Autism, Ambulatory Impaired, Inclusion, Resource and Speech). Each of these programs is staffed with teachers and other support staff as necessary. Each teacher uses the students’ Instructional Educational Plan (IEP) as their guide to provide the necessary supports to each student in their specific programs. This program is supported by multiple amount of Instructional Assistants who support students both in the Special Education classroom as well as in general education classrooms when they are mainstreamed into these Bret Harte Middle School School Quality Review 2012-2013
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classrooms per the students’ IEP. There are also interpreters, speech therapy support, and a psychologist. Bay Area Community Resources (BACR) sponsors the afterschool program at Bret Harte Middle. This program is overseen by a previous teacher of the school and several “mentors” employed to provide direct services to students. For the first 1.25 hours of the program, students engage in homework time two times per week, English or Math intervention sessions twice per week, and personal development classes once per week. Additional enrichment, recreation, and sports fill the rest of the time following an established schedule of daily activities. Recent “School Quality” Story Bret Harte Middle School is a traditional public middle school whose demographics have changed over time, especially in size. The school has a large campus capable of housing nearly twice as many students in a peaceful neighborhood easily accessible by public transportation. There have been two principals within the last seven years. In his second year, the current principal “has garnered positive reviews for pulling Bret Harte forward with the full support of the faculty” (Self-Reflection, pg. 2). The school is transitioning into the adoption of the Common Core State Standards and teachers across the school meet weekly to address the demands of the new standards and fill in the gaps that are exhibited between the new expectations and their students’ present levels of performance. Bret Harte has not changed or revisited its vision recently; as an alternative, the Instructional Leadership Team, administration, and school climate committee, engage in conversations about academic programs, creating the conditions for a positive climate and coordinating the operational stability of the school. In an indirect way, they are designing their new vision that can later be shared with the staff and further refined with accountability systems to measure improvement over time. The present Community School Strategic School Plan (CSSSP) reflects the following information under the Vision category: “At Bret Harte, our mission is to provide an orderly, productive and flexible educational setting in order to produce a positive, nurturing learning environment for all to realize their goals. Bret Harte provides each student with an opportunity to succeed by fostering intellectual and personal growth, creativity and discipline, building on the spirit of tolerance and support to instill cultural and linguistic sensitivity, and engaging students in the process of learning to improve themselves. We strive to engage our parents through regular meetings, trainings, and other events. We rely on community partners to provide services to support the emotional and social growth of our students as we prepare them for the challenges that lay ahead in high school and in life”.
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There are three primary initiatives at Bret Harte Middle: 1. A Response to Intervention (RtI) model to address English Language Arts and Mathematics with supports (Teacher on Special Assignment and Literacy coach) provided by district. 2. Math Cohort emphasis to make the transition to the Common Core State Standards; and 3. Implementation of Positive Behaviors Interventions and Supports (PBIS) through the work of the Climate Committee. This group is focusing on developing positive incentives and rewards as well as developing systems that support a positive culture at the school.
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PART 2: THE SCHOOL’S QUALITY OUTCOMES Academic Performance Index (API) Bret Harte Middle School met its California academic target of 7 points by growing 8 points schoolwide; it also met its target of 9 points in the African American subgroup (+16). The school has experienced slow drops in API scores since 2007 when it reached an all-time high of 678. Presently, Bret Harte Middle has an API score of 670 when the API target for California in 2012 was 740 points (See Data Profile – Accountability section). Annual Yearly Progress (AYP) Bret Harte Middle School did not meet AYP Annual Measurable Objectives (AMOs) targets schoolwide set at 78.9% proficient in English Language Arts for 2012 and at 79% proficient in Mathematics for 2012, but met AYP in two subgroups in English Language Arts (African American and Students with Disabilities) via the Safe Harbor method (moving 10% of the population into the proficiency band). The school met 15 of 25 AYP criteria. Balanced Literacy Overall in English Language Arts (ELA), 38% of students scored “proficient or advanced” on the 2011-12 California Standards Test (CST). This is an increase of 3% from the previous two years. The school is also making positive progress in reducing the number of students scoring Far Below Basic in the past three years (from 15% in 2010 to 14% in 2011 to 11% in 2012).
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In addition, when looking at progress in ELA over a two year span, students showed mixed progress (See Data Profile –Section 1A: Balanced Literacy). o 6th graders showed weaker performance, with 38% of the students sliding down a performance band or staying at “far below basic”. o 8th graders showed slightly better progress with only 22% of the students sliding or remaining in the Far Below Basic level. o African American represents the biggest subgroup at the school (40%). 25% showed growth or scored advanced; 49% of the students stayed flat; and 26% slide or remained at the Far Below Basic level. o English Learners represent 20% percent of the school. 32% showed growth or held at advanced level; 38% remained flat; and 30% slide or remained at the Far Below Basic level. o The Students with Disabilities group has remained steady around 17% of the population. 32% showed growth or held at advanced level; 25% remained flat; and 43% slide or remained at the Far Below Basic level. Math (STEM focus) Overall, in Mathematics, 24% of 6th and 7th grade students scored “proficient or advanced” on the 2011-12 CST; In the Algebra test, 14% of 8th graders scored “proficient or advanced.” This percentage is similar to the score the school has achieved in the past three.
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In addition, when looking at progress In Mathematics over a two year span, students showed mixed progress (See Data Profile –Section 1B: STEM). o 7th grade (students that have been at the school for two years), showed the best scores. 36% showed growth or held at advanced level; 34% remained flat; and 30% slide or remained at the Far Below Basic level. o There is a clear achievement gap between White and Asian students and African American and Latino Students. CELDT Bret Harte Middle tested a total of 111 students on the California English Language Development Test (CELDT) during the 2011 – 2012 school year. The number of students at each Overall Performance Level was as follows: 6 Advanced, 36 Early Advanced, 35 Intermediate, 14 Early Intermediate, and 20 Beginning. Forty three of the students were in 6th grade; thirty three were in 7th grade; and thirty five were in 8th grade.
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Attendance
Bret Harte’s Average Daily Attendance (ADA) during the 2011-2012 school year was 96.47%; this percentage is slightly higher than the district’s average ADA for 6th – 8th grade of 95.98% for the same school year. In 2011-12, 74% of students attended school at least 95% of school days. This is 3 percentage points lower than the 77% district percentage for all 6-8 students. In 2011-2012, 12% of students were chronically absent, meaning they missed more than 10% of school days. This is 3 percentage points higher than the 9% chronic absence rate for all 6-8 students. The attendance data for the school’s two largest student sub-groups, African American and Latino students, reflects some disproportionality. o In 2011-12, 65% of African American students attended school at least 95% of school days. This is 9 percentage points lower than the average of 74% for the school; 76% of Latino students attended school at least 95% of school days. This is 2 percent higher than the average of 74% for the school o In 2011-2012, 16% of African American students were chronically absent, meaning they missed more than 10% of school days. This is 4 percentage points higher than the average of 12% for the school. 10% of Latino students were chronically absent. This is 2 percent lower than the average of 12% for the school. o In 2011-2012, 3% of African American students were severely chronically absent, meaning they missed more than 20% of school days. This is 1% higher than the average of 2% for the school. 2% of Latino students were severely chronically absent. This is similar to the chronically absent percent for the school.
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Suspensions and Expulsions
In 2011-12, student suspensions increased compared to the previous years, 23.3% as compared to 14.7% the previous year. The 2011-12 suspension data shows African Americans being the highest subgroup suspended holding 79.4 % of the suspensions. This percentage is disproportionate to the number of African Americans enrolled at the school (40%). The 2011-12 Disciplinary Hearing Panel (DHP) data shows seven students being referred for disciplinary action. This is a 40% decrease from the previous year. Six of these students were African American.
Conditions for Learning Seventy-seven percent (n=144) of 7th graders participated in this survey during the last California Healthy Kids Survey. The following are some of the findings that support the conditions for learning at Bret Harte Middle School: 59% of 7th graders said they felt safe most or all of the time. 77% of 7th graders said that there is a teacher or some other adult at Bret Harte Middle who believes “I can do a good job”. 25% of 7th graders said they have a strong experience of caring relationships with adults at Bret Harte Middle. 14% of 7th graders said they have a strong experience of opportunities for meaningful participation at Bret Harte Middle. Physical Fitness Test (PFT) The PFT test was administered to 7th grade students (n=186) and provided the school with information regarding how students perform in six major areas: Aerobic capacity, body composition, abdominal strength, trunk extension, upper body strength, and flexibility. These zones represent minimum levels of fitness that offer protection against the diseases that result from sedentary living. Based on the 2012 results of this test, students scored as follows: trunk extension (89%), upper body strength (87%), abdominal strength (77%), and flexibility (73%). The two areas in which students scored lowest include aerobic capacity (53%) and body composition 42%). The data also shows that 28% are achieving proficiency in all six areas tested and 14% of students land in healthy zones in less than three areas.
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PART 3: FINDINGS - SUMMARY EXPLANATION OF RUBRIC RATINGS Focus Standard 1.1
Focus Standard Meaningful and Challenging Curriculum
Rubric Placement Developing
1.2
Safe and Nurturing Learning Experiences
Developing
1.4
Active & Different Types of Learning
Beginning
1.7
Students Know What They are Learning, Why, and How it can be Applied
Developing
1.8
Academic Intervention & Enrichment Support
Developing
Bret Harte Middle School School Quality Review 2012-2013
Summary Explanation of Ratings School is a Math cohort school and receives district support in the form of coaching staff (2) and a literacy coach. Although Math department is using common sentence starters to promote student discussion of math concepts, implementation/transition to common core varies across departments. Students have few opportunities to connect their learning to their interest, goals, experiences, and communities based on classroom observations. Classroom environment is safe in majority of classes. Social emotional skills are not addressed in the classroom to encourage more students to participate in class. Shadow students shared they like their teachers and they have at least one teacher they can go talk to because they care for their students. Interviews by DaTown Researchers found mixed feelings about safety at the school. SQR team observed inconsistent use of Kagan strategies. Although students sit in groups in majority of classrooms, few classrooms engage students in work that required them to use each other as thinking partners or to go deeper in their thinking. Library is not fully utilized by the staff as a support to reading, research, and different forms of media and technology. Most students interviewed had an answer to “What are you learning?” although their answers ranged from the activity they were doing to the learning objective of the day. Fewer students had an answer for why they were learning specific information or how this learning connected to long term outcomes. The school has developed an RTI tier process to address the reading needs of students. This model only addresses the needs of 6th graders as a pilot program of the district that ensures students have access to the enrichment program in 7th and 8th grades. The school had plans to support students in math, but had not determined how to support those students needing reading intervention in 7th and 8th grade.
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1.10
Equitable Access to Curriculum
Developing
1.11
College-going Culture & Resources
Developing
2.1
Safe & Healthy Center of Community
Developing
2.2
Coordinated & Integrated System of Academic Learning Support Services
Sustaining
2.5
Identifies At-Risk Students & Intervenes
Developing
2.6
Inclusive, Welcoming & Caring Community
Developing
3.1
Collaboration
Developing
Bret Harte Middle School School Quality Review 2012-2013
Students have access to core curriculum (English, Math, History, Science, PE, and Enrichment) regardless of academic status or English proficiency for two years or more. School offers a Geometry math class to advanced math students. Although Special Education students mainstream into the general education program, their experiences vary depending on how well the general education teacher can include them into their classroom. School holds an annual Career Day and provides speakers based on data they collect from students’ career preferences in Kuder Navigator. Counselor supports students and parents with career and transition plans. Majority of teachers do not make explicit to students that certain skills and dispositions learn in the classroom, prepares them to be successful in college and careers. School has good supervision systems to ensure a safe environment at the school. Although the school has a working PTSA, there does not seem to be a strong parent/family ownership of the school community. Functioning COST is in place with ongoing structured and informal opportunities for staff and support providers to discuss students’ needs and connect them to resources. School employs a nurse, an academic counselor and an all-around person to support students. Advisory is reflected in the master schedule once per week for 50 minutes. There are multiple partnerships with community agencies that support students (Fred Finch, Alameda County Office of Public Health) as well as conflict coordinator and a Restorative Justice coordinator two days per week. COST addresses academic and socio-emotional needs and makes decisions about services needed. Some teachers feel less responsible to provide socio-emotional supports to their students, especially when misbehaving and readily send them out of class. Safe and clear expectations are appropriate during passing in the halls, lunch, and after school program with several staff supervising between periods. School offers clear set of classroom management guidelines that allow for teacher personalization. As a result, classroom rules & rewards vary across the school. School data shows majority of suspended students being African American. Teachers, with the exception of electives and sometimes Special Ed., meet in PLCs. The math department has developed an ongoing structure that is accepted by all 16
3.2
Data Development & Analysis
Developing
3.4
Professional Learning Activities
Developing
4.2
Working Together in Partnership
Beginning
4.5
Student/Family Engagement on Student Progress
Beginning
4.6
Family Engagement on Academic Expectations and Opportunities
Beginning
4.7 5.2
Standards of Meaningful Engagement Partners with Students and Families in Decision Making
Bret Harte Middle School School Quality Review 2012-2013
Beginning
Beginning
members. Other subject matter departments meet, but their structure is less developed. Shared accountability of PLC is work in progress depending on the department. Data is used to place students in Reading Intervention program and to monitor their progress. Although, Math and English department have a culture of looking at data (formative and summative), this practice is inconsistent across staff, departments, and level of analysis. The culture and climate committee has made limited use of data (attendance, referrals, and suspensions) as an approach to change. The Professional Development calendar reflects a focus on Common Core. Professional learning activities in Special Education are not differentiated. Teachers and staff expressed mixed responses on the usefulness and relevance of district and site professional development opportunities. The school recently hired a Family Resource Specialist to increase parent engagement at the school. Although the school has an active PTSA, their membership does not represent the demographic population of the school. School has a particular challenge in needing to work to eliminate the barrier of not being a neighborhood school. School complies with progress reports and report card process. Although there is a practice of teacher-parent conferences to address failing grades after each grading period, parents don’t always participate at rate desired by school. Teachers currently use different online grade-book programs (Gradekeeper, Easy Grade Pro, ABI, etc.) making it hard for parents to access their students’ information. School uses their monthly newsletter, “From the HARTE” to inform parents of information, special event opportunities, and monthly calendar. School also provides parents the “Family Calendar and Handbook”. Could not determine the level of effectiveness of these techniques because the SQR team was not able to interview any parents during the visit. The school recently hired a bilingual Spanish Family Resource Specialist. Goals addressing meaningful engagement have not yet been developed. School involves parents in mandated decision making groups. With the exception of PTSA members, few parents are involved in decision making. Students in the after-school program shared that they provided feedback about the 17
5.4
Vision Driven
Beginning
5.5
Focused on Equity
Developing
5.6
Supports the Development of Quality Instruction
Developing
enrichment classes offered to them. Students in journalism have a student newspaper and they survey students on important issues to them, although they do not determine the topics to write about. School has not revisited their vision to determine what continues to be appropriate. ILT is addressing conversations that can easily be constructed as a vision for the school. The school has structures in place (ILT, Administrative Team, and Climate and Culture group) to ensure that the school addresses academic, culture, and operational issues. School uses the Focal 15 method to ensure that students receive the support they need. Teaching staff is not engaged in conversations around inequalities (lowest performing students, highest suspension groups, etc.) and how to address these students’ needs. Principal and Assistant Principal support the development of quality instruction through the teacher evaluation system. Math and ELA coaches provide support to teachers in these departments and engage them in looking at student work. Teachers who are not evaluated or in other departments do not get the same support to improve the quality of instruction they provide their students. Culture of mutual accountability is just beginning with the Math department heading this work.
5.9
Culture of Mutual Accountability
Beginning
5.10
Organizational Management
Sustaining
Bret Harte's use of unrestricted resources is slightly higher than district average. Bret Harte's use of restricted resources is very similar to district averages.
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PART 4: FOCUS STANDARDS RATINGS CHART Quality Indicator 1 1
Focus Standard 1.1 1.2
1 1
1.4 1.7
1 1 1 2 2
1.8 1.10 1.11 2.1 2.2
2 2 3 3 3 4 4
2.5 2.6 3.1 3.2 3.4 4.2 4.5
4
4.6
4 5
4.7 5.2
5 5 5 5 5
5.4 5.5 5.6 5.9 5.10
Focus Standard Meaningful and Challenging Curriculum Safe and Nurturing Learning Experiences Active & Different Types of Learning Students Know What They are Learning, Why, and How it can be Applied Academic Intervention/ Enrichment Equitable Access to Curriculum College-going Culture & Resources Safe & Healthy Center of Community Coordinated & Integrated System of Academic Learning Support Services Identifies At-Risk Students & Intervenes Inclusive, Welcoming & Caring Community Collaboration Data Development & Analysis Professional Learning Activities Working Together in Partnership Student/Family Engagement on Student Progress Family Engagement on Academic Expectations and Opportunities Standards of Meaningful Engagement Partners with Students and Families in Decision Making Vision Driven Focused on Equity Supports the Development of Quality Instruction Culture of Mutual Accountability Organizational Management
Bret Harte Middle School School Quality Review 2012-2013
Rubric Rating Developing Developing Beginning Developing
Undeveloped
Beginning
Developing
Sustaining
X X X X
Developing Developing Developing Developing Sustaining
X X X X
Developing Developing Developing Developing Developing Beginning Beginning
X X X X X X X
Beginning
X
Beginning Beginning
X X
Beginning Developing Developing Beginning Sustaining
X
X
X X X X 19
Refining
PART 5: FINDINGS - NARRATIVE OF STRENGTHS AND CHALLENGES The School Quality Review team spent three days (January 14, 15, and 16, 2013) observing classrooms, school-wide activities, and various parts of the campus inside and outside the building. The team carried a variety of interviews (individually and in groups) with students, parents, teachers, classified staff, administrators, and community partners. The team also reviewed the school’s materials, data binder, and budget. The information in this section reflects such findings. The following narrative presents the general conclusions by the School Quality Review Team on how the school is developing toward the School Quality Standards. As a summary it does not include much of the specific evidence that supports these conclusions. To see this detail, the reader must consult the Rubric Analysis in the following Part 3 of the report. Each section of the Summary begins with a description of the specific focal standards for which the SQR Team gathered evidence and made its evaluation. The Team did not gather evidence on every School Quality Standard, as described above on page 3. The following narrative relies on specific language of each standard’s rubric and the developmental scale for the ratings. That scales is:
Undeveloped
There was little evidence found that the school implemented the practice(s) and/or built the conditions described in the standard.
Beginning
There was some evidence found that the school implemented the practice(s) and/or built the conditions described in the standard.
Developing
There was substantial evidence found that the school implemented the practice(s) and/or built the conditions described in the standard.
Sustaining
Refining
There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard, and the school has implemented systems to review and improve these practices/conditions.
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Quality Indicator 1: Quality Learning Experiences for All Students For Quality Indicator 1, the School Review Team investigated how a school is developing toward the quality described in 7 focus standards: Standard 1: A quality school provides students with curriculum that is meaningful and challenging to them. Standard 2: A quality school provides safe and nurturing learning environments. Standard 4: A quality school uses instructional strategies that make learning active for students and provide them with different ways to learn. Standard 7: A quality school ensures that students know what they're learning, why they're learning it and how it can be applied. Standard 8: A quality school provides academic intervention and broader enrichment supports before, during, and after school. Standard 10: A quality school provides and ensures equitable access to curriculum and courses that prepare all students for college. Standard 11: A quality school has a college-going culture with staff and teachers who provide college preparedness resources. Standard 1.1: A quality school provides students with curriculum that is meaningful and challenging to them. (DEVELOPING) While looking at Bret Harte Middle School classrooms, the following conditions that capture the presence of meaningful and challenging curriculum were observed. The ratings below are based on classroom observations carried during the three day SQR visit (as outlined in the rubrics in Appendix 3).
In 69% of the observations conducted by the Team, learning built on students’ prior knowledge, skills, and experiences. In 19% of the observations conducted by the Team, students applied learning to questions or problems connected to their interests, goals, experiences, and communities. In 53% of the observations conducted by the Team, students communicated their thinking, supported by teacher/peers, using the language and reasoning of the discipline. In 56% of the observations conducted by the Team, the curriculum reflected an academic push, from the teacher, to have all students progress far and attain high levels of mastery.
While overall the team observed some evidence of meaningful and challenging curriculum, the above statistics represent consistently enough evidence to conclude that Bret Harte Middle was still developing toward such curriculum being strong and consistent across the school. Bret Harte offered a core curriculum (English, Math, History, Science, and Physical Education) using district adopted materials. This curriculum was enhanced by a variety of enrichment classes (Art, Music, Spanish, Journalism, Leadership, and student assistant). Furthermore, the school was a Math cohort Bret Harte Middle School School Quality Review 2012-2013
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school and received district support in the form of coaching staff (2) and a literacy intervention coordinator. Per interviews and the school’s self-reflection, the SQR Team learned and observed classes in the Math department using common sentence starters to promote student discussion of math concepts and improve the level of rigor and understanding of their students. Additionally, the school was transitioning to the Common Core State Standards (CCSS) in all subject areas. Although the Math department was ahead in this transition, the implementation of such standards varied across all other departments. Standard 1.2: A quality school provides safe and nurturing learning environments. (DEVELOPING) While looking at school’s classrooms, the following conditions were observed that capture the presence of safe and nurturing learning environments in classrooms. The ratings below are based on classroom observations carried during the three day SQR visit (as outlined in the rubrics in Appendix 3).
In 78% of the observations conducted by the Team, students were safe and learned free from intimidation, bullying, and/or discrimination. In 47% of the observations conducted by the Team, classroom routines and structures supported students to build positive relationships across different individual and cultural “lines”, so that they could effectively work and learn together. In 59% of the observations conducted by the Team, the classroom was an “accepting” environment in which the contributions, culture and language of each student is validated, valued, and respected. In 50% of the observations conducted by the Team, all students managed their emotions to persist through difficult academic work. In 78% of the observations conducted by the Team, the physical environment of the classroom was clean and organized to be safe and supportive of learning.
The SQR Team determined that the majority of classrooms exhibited safe learning environments. Classrooms were orderly and students were behaving. During shadowed students’ interviews, students shared that they like most of their teachers and that they had at least one teacher they could talk to when they had a problem because, “they care about their students.” Although classrooms were safe, the Team did not observe any evidence of emotional safety being intentionally supported which could have led to greater academic risk taken by students, especially in raising their hands and offering answers or in sharing personal ideas and experiences. The SQR Team also heard from students that many substitutes did not have control of the class and these substitutes had to call the SSO to come and take students away. Students also shared that there were some teachers that “don’t care about students and are always yelling”. Three students from DaTown Researchers spent one afternoon at the school the day after the three day School Quality Review visit. They collected evidence about safety in general and socio-emotional behaviors both inside and outside of classrooms by visiting two classrooms, walking around the campus during lunch, and holding two focus group with students. Their findings included mixed and somewhat Bret Harte Middle School School Quality Review 2012-2013
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different evidence about safety at the school during their visit. In classrooms, they observed students listening to their teachers and working quietly, but also girls on their cell phones, boys tapping on their desks, and many students not participating in any type of work. Standard 1.4: A quality school uses instructional strategies that make learning active for students and provide them with different ways to learn. (BEGINNING) While looking at Bret Harte’s classrooms, the following conditions were observed that capture the presence of instructional strategies that make learning active and provide students with different ways to learn. The ratings below are based on classroom observations carried during the three day SQR visit (as outlined in the rubrics in Appendix 3).
In 72% of the observations conducted by the Team, students actively “worked”—reasoning, reading, writing, and/or speaking the language of the discipline more than 50% of the time. In 34% of the observations conducted by the Team, students “work” together in the discipline, and their collaboration facilitate deep learning. In 41% of the observations conducted by the Team, students learned using various learning modalities and/or multiple intelligences. In 22% of the observations conducted by the Team, students used language support scaffolds (sentence frames, multiple choice oral responses, diagrams and other representations) to engage in learning. In 13% of the observations conducted by the Team, students developed questions, posed problems, made connections, reflected on multiple perspectives, and/or actively constructed knowledge. In 9% of the observations conducted by the Team, students explained or revised their thinking and built on or evaluated the thinking of others. In 41% of the observations conducted by the Team, the pacing of learning reflected an academic push to have all students complete learning activities and reach expected high levels of mastery (i.e., reflected that “every minute was used well”). In 19% of the observations conducted by the Team, various technologies were used to make learning active and to meet the learning needs of students.
While overall the team observed some evidence that students were experiencing active and different ways of learning in the classroom, there was consistently enough evidence of its absence to conclude that Bret Harte Middle can benefit from addressing this standard. The SQR Team observed some “active and different ways of learning” especially in the Math department (Teacher scaffolded well and modeled use of language supports and visuals to engage students and increase understanding. Teacher called on a number of students throughout lesson to share their thinking and answer problems at front screen), but also in History (There was a moment when students were reading a book about a court scene and the teacher asked students to put themselves in the person’s shoes and had them unpack its meaning on their own), and in Science (Students engaged in Bret Harte Middle School School Quality Review 2012-2013
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labs dissecting owl pellets). In general, although students’ time on target was maximized, the activities were less engaging: finding definitions for key vocabulary individually, going over homework, listening to reading selections, and finding correct answers. The SQR Team observed missed opportunities for students to work in groups and although working with a partner was mentioned as an option, students decided to work alone and the teacher did not insist that students worked together. Many of the class observations included more teacher guided instruction where teachers were working hard presenting information and some guided instruction allowing students to interact with the new information, but for the most part students were not given many opportunities to develop questions, pose problems, make connections, reflect on multiple perspectives, and/or actively construct knowledge. Students were also not observed explaining and revising their thinking or evaluating the thinking of others. Standard 1.7: A quality school ensures that students know what they're learning, why they're learning it and how it can be applied. (DEVELOPING) During classroom observations, the SQR Team briefly talked to 45 students about what they were learning and why. In 82% of the short interviews conducted by the SQR Team during classroom observations, students interviewed had a response to the question “What are you learning?” These answers did not always coincide with the daily objective, but reflected the work students were engaged in. For example, students responded “graphs” when the objective was learning how to determine and graph for “slope.” In 49% of the short interviews conducted by the SQR Team during classroom observations, students recognized the connection between the day’s learning and longer-term outcomes. For students to know what they are learning and why, a teacher must be explicit about making this connection. In 58% of the short interviews conducted by the SQR Team during classroom observations, students rated themselves on how close to proficiency they thought they were. This was done based on personal ratings (if they could do the work or not; if they had finished their homework) and not based on a rubric or other type of formative assessment. In the school’s Self-Reflection, the school describes their journey in creating quality of curriculum and instruction at the school as follows: “A common blackboard configuration exists across classrooms and includes the Do Now, learning target, and homework.” The SQR Team observed the board configurations in all classrooms and learning objectives in 75% of the classrooms although the quality of them ranged from daily to weekly objectives. Furthermore, although learning objectives were posted in the majority of classrooms, they were stated or read in a smaller numbers (63%). In the classrooms where the objective was read, students were able to connect their learning to the learning objective of the day. Most often, teachers were not clear or specific with students about what learning a specific activity was trying to promote. The SQR Team also looked for the explicit ways that Bret Harte Middle teachers checked the understanding of students and thereby clarified what understanding they were looking for and what it Bret Harte Middle School School Quality Review 2012-2013
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looked like to know or perform “well.” In 34% of the classroom observations, the SQR Team found that students had their learning checked with immediate feedback regarding their progress toward the day’s learning objectives. Standard 1.8: A quality school provides academic intervention and broader enrichment supports before, during, and after school. (DEVELOPING) Bret Harte Middle had classroom strategies and school-wide systems that identified which students were struggling and needed academic support. School-wide systems efficiently referred students to needed academic supports, monitored their effectiveness, and adjusted them—ensuring that students “got in and got out” as progress occurred using the RTI model, especially in Reading. These included:
Tier 1: Using SRI data, classroom teachers make use of Achieve 3000 as a program to support students fill their reading gaps. Tier 2: ELD classes to support English Learners and six week pull out sessions to meet reading and writing gaps to 6th graders based on CST data. Tier 3: Read 180 classes with the Literacy Specialist. Intensive academic supports through various Special Education programs. Strong after school program with BACR as the service provider. Geometry classes for students that had proven to be academically advanced in mathematics.
In contrast to these strengths, the Team did not find evidence of strategies and systems that supported 7th and 8th grade students in Reading. Although not in place at the time of the SQR visit, the school’s self-reflection informed us of an upcoming math intervention program: “Before school, there will be a short term intervention class that will begin mid-January. The LCI math specialist, who is the instructor, will use ‘Timez Attacks,’ a math program that gives the teacher information on a student’s conceptual deficits, as well as Math Navigator, which will support in erasing a student’s mathematical misconceptions and mastering the concept”. The school planned to place students in this class based on their performance on the ARO assessment, CST scores and teacher recommendation. Standard 1.10: A quality school provides and ensures equitable access to curriculum and courses that prepare all students for college. (DEVELOPING) Diverse groups of students were represented in the general education academic program (English, Math, History, Science, Electives and Physical Education) and there were programs and practices that ensured that different groups of students received the support they needed to be successful (see Standard 1.8 above). The school provided classes for English Learners so that they learned English without compromising content subjects (Math, Science, and History) due to their limited English. Furthermore, the school offered a section of Geometry for those students who were advanced and ready for this course. Bret Harte Middle School School Quality Review 2012-2013
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The school offered a large Special Education program and students with disabilities were mainstreamed into the general curriculum both through the Inclusion class as well as through the IEP process. A concern the SQR Team heard in this area was around how students were mainstreamed into general education. While some teachers integrated students in activities and groups, others sat them to the side and gave them alternative projects, this second group of students did not have a chance to work with general education students. A similar experience was observed with the Instructional Assistants during observations in the general education classrooms. While some worked well with the teacher and all students, some aides sat to the side and/or only worked with Special Education students. The SQR Team also heard of a challenge Special Education teachers experienced in accessing materials that were at the level of their students. Although some teachers used the same curriculum as in the general education classrooms, some teachers created their own curriculum, borrowed units and books from each other, bought books with their own money, or borrowed them from other organizations. According to interviews, the district’s Program for Exceptional Children (PEC) was not providing Special Education teachers with the materials or funds they needed and this affected the quality of service provided and/or impacted the time they spent in gathering quality curriculum for their students. Standard 1.11: A quality school has a college-going culture with staff and teachers who provide college preparedness resources. (DEVELOPING) The school had some strategies in place to address creating a college-going culture. Some of those strategies included the counselor sending a brochure home for parents to learn how to support students with career planning; sending information home regarding college tours; staff displaying college memorabilia twice a month on College Fridays; and the use of Kuder Navigator to determine career interests of students and using this information to plan and hold Career Day. Yet, when students were asked why their learning was important, approximately 10% of students interviewed made the connection to college and/or careers. Similarly, they did not report that their teachers explicitly talked about getting ready for college. In fact, in 3% of classroom observations, the SQR Team heard teachers being explicit that certain skills and dispositions learned in their classrooms prepared students to be successful in college and careers. In the school’s self-reflection, the school recognized that some of their challenges in this area revolve around: ● Common Core transition is a work in progress. Many challenges and unanswered questions exist for math and ELA teachers. ● Use of Achieve3000 is inconsistent and it is unclear whether or not there will be access to the program in future years. ● College Fridays do not have participation across the entire school and opportunities to build meaning for students around the event are often unfulfilled. ● More coordinated and well-defined effort to create a college-going culture. Bret Harte Middle School School Quality Review 2012-2013
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Quality Indicator 2: Safe, Supportive & Healthy Learning Environment For Quality Indicator 2, the School Review Team investigated how a school is developing toward the quality described in 4 focus standards: Standard 1: A quality school is a safe and healthy center of the community, open to community use before, during, and after the school day. Standard 2: A quality school offers a coordinated and integrated system of academic and learning support services, provided by adults and youth. Standard 5: A quality school identifies at-risk students and intervenes early, to help students and their parents develop concrete plans for the future. Standard 6: A quality school creates an inclusive, welcoming and caring community, fostering communication that values individual/cultural differences. Standard 2.1: A quality school is a safe and healthy center of the community, open to community use before, during, and after the school day. (DEVELOPING) The SQR Team found substantial evidence that the campus was well maintained and that adults and students contributed to keeping the facilities this way. During campus observations of the cafeteria and fields, the SQR Team observed a clean and well maintained school with good supervision to make it safer. Students were observed disposing of their garbage and being very polite to various members of the SQR Team (opening doors, saying hello, and escorting members to various locations). The SQR Team observed a crossing guard at Coolidge and MacArthur avenues; two School Security Officers (SSOs) covering both the day and the after-school program; administrative and other leadership staff monitoring passing periods and teachers supervising during lunch on a voluntary basis. Furthermore, the SQR Team heard of a daily practice where the Assistant Principal and the Lead Custodian walked the school building and grounds to ensure there were no safety issues that could harm students. The school was used by a variety of programs before, during and after school. The SQR Team learned that there were music and intervention classes for selected students before school; a person from the Alameda County Office of Public Health came into classrooms to speak about healthy food choices; various support staff partnered with the school in providing services for students during the school day (Conflict Coordinator, therapists from Fred Finch, health services and case managers, the Nurse, and a psychologist). The after-school program staff engaged students in both academic and enrichment activities (classes as well as sports). The SQR Team did not observe parents at the school, either volunteering or participating in workshops or trainings, although the Team did meet the recently hired parent liaison whose main responsibility was to engage more parents into the school. Also, the school had a Parent Teacher Student Association (PTSA). Although the Team did not see any of their members at the school during the three-day visit, there was evidence of their presence in the form of notice about a breakfast for teachers they were sponsoring two days after the visit and minutes where PTSA had agreed to sponsor monthly teacher Bret Harte Middle School School Quality Review 2012-2013
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breakfasts. Their membership was small and they had a similar challenge as the school in engaging parents that represented the school’s enrollment because only 40% of the students lived in the school’s immediate attendance area. Standard 2.2: A quality school offers a coordinated and integrated system of academic and learning support services, provided by adults and youth. (SUSTAINING) The SQR Team found substantial evidence that Bret Harte had a broad menu of on-site strategies, services and partnerships that respond to student/family needs: A Coordination of Services Team (COST) composed of a multi-disciplinary team of individuals, which met weekly to provide interventions for students to address their social, emotional, and health needs. A full-time counselor who aside from programming students, collaborated with teachers regarding students’ needs, supported 8th graders with the transition process to high school, college and career planning, and participated in Student Study Team meetings and home visits as necessary. The counselor also worked with outside agencies such as Kaiser Permanente to bring assemblies such as “Nightmare on Puberty Street.” A school nurse four days per week responsible to oversee students’ health needs including calling parents for doctors’ orders for medication; conducting puberty education and talking to girls about healthy habits and self-esteem; and training main office staff on how to treat a student with seizures. A school psychologist four days per week responsible for assessing mental health needs as well as necessary testing to support students with Individual Educational Plans. A part-time Family Resource Center Coordinator to bring more parents into the school and to support parents with needed resources. An After-School Program Director to provide a program involving intervention and homework help as well as enrichment and sports opportunities. The school’s master schedule reflected the presence of advisory once per week. Although this time has not been maximized as a time to support youth development or building a stronger student culture and climate, it was used as a time to pass out materials and school-wide information. The "Boys and Men of Color,” provided young men of color with support and mentors that focus on academic improvement. Standard 2.5: A quality school identifies at-risk students and intervenes early, to help students and their parents develop concrete plans for the future. (DEVELOPING) (Note: This standard complements Quality Indicator 1, Standard 8, which focuses on systems of academic support services to promote student learning. This Quality Indicator 2, Standard 5 focuses on health, safety, and socialemotional services to support at-risk students.)
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The SQR Team found some evidence that systems were in place to identify which students were struggling and why they were struggling. The SQR Team heard that teachers as well as parents could make referrals to COST when they had concerns. These referrals were addressed in COST meetings where the team determined who would provide services. Once support providers were assigned to a case, services began with ongoing follow-up conducted by the agency providing the services. The SQR Team also learned that COST was working with students who “are constantly being suspended” and was beginning to see positive results in reducing suspensions. Additionally, the school employed a Restorative Justice Coordinator two days per week. This person had been responsible for training conflict mediators. Also, there was a teacher who sponsored the Gay-Straight Alliance to further support a safe environment for students. Furthermore, the school took advantage of Student Study Teams to address other needs of students when there was a need to engage parents/families and the school around specific needs. Standard 2.6: A quality school creates an inclusive, welcoming and caring community, fostering communication that values individual/cultural differences. (DEVELOPING) The SQR Team found some evidence that students and staff felt safe and free from threat, bullying, and/or discrimination. In shadow students’ interviews, students reported that they felt safe at the school for the most part because of the two security guards that roamed the school and the adults that monitored passing periods. The Team heard disconnect between some students’ feedback about feeling uncared for or disrespected by some teachers who yelled and sent them out of class. Students also shared that they were concerned about incidents that take place outside or near the school, as in the case when the school held a lockdown or the few times when there were fights at the school. Students also shared that they felt safe in the after-school program because the people who run it were always reminding students to stay safe. This is further supported by an increase of 20% in the California Healthy Kids survey from 2011 (39%) to 2012 (59%) to the question, “Do you feel safe at school most or all of the time?” From campus observations and student focus groups conducted by DaTown Researchers (high school students from Oakland Unified), students spoke about the tardy policy and how they had to serve detention if they were late to classes. As a result of this policy, more students were on time to class. Students also spoke about classroom discipline policies that ranged from very strict to very lose and how they needed to remember which classrooms they were sitting in to avoid problems. During the visit, DaTown Researcher students noticed how in some classrooms, students could use their cell phones, while in others they could not. They also observed how some teachers treated students in a caring manner while others yelled and sent students out of class. Campus observations completed by DaTown Researchers during lunch varied from students talking to their friends, playing sports, doing homework, to students having arguments, using curse words, and some bullying in places where adults were not around. Bret Harte Middle School School Quality Review 2012-2013
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The SQR Team found some evidence that the school had some systems, programs, and structures in place to address a behavior management school-wide (rewards, progressive discipline plan, celebrations to recognize improvement/ achievement, daily routines that reinforce culture of the school, etc.). For example, the school participated in anti-bullying education for two years; Positive Behavior Interventions and Supports (PBIS) work was incorporated into the Culture and Climate group with plans to create lessons that could be addressed during Advisory; and the school had a system to reward students with “Bobcat Bucks” that could be exchanged for prizes at the student store run by the Special Education Department. In the school’s self-reflection, the school shared, “the school Climate and Culture Committee (CCC) has undertaken several initiatives to improve the campus culture for students: from celebrating honor roll students regularly, to a bullying prevention day, to implementing a system of school wide incentives that revolves around a newly opened student store”. Although progress continues to be made in reducing suspensions, classroom management was inconsistent among teachers either in following their policies or because of teachers’ individual classroom management needs. The SQR Team saw documentation that the school offered a clear set of classroom management guidelines that allowed for teachers to personalize their rules and reward systems and observed a variety of rules, expectations, consequences, and incentives from class to class. The SQR Team also observed classrooms where behavior expectations were very clear, and others where it was very lose. The observations from DaTown Researchers also supported this discrepancy.
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Quality Indicator 3: Learning Communities Focused on Continuous Improvement For Quality Indicator 3, the School Quality Review Team investigated how a school is developing toward the quality described in 3 focus standards: Standard 1: A quality school makes sure that teachers work together in professional learning communities focused on student progress. Standard 2: A quality school ensures that staff regularly analyzes multiple kinds of data about student performance and their experience of learning. Standard 4: A quality school provides professional development that models effective practices, promotes teacher leadership, and supports teachers to continuously improve their classroom practice. Standard 3.1: A quality school makes sure that teachers work together in professional learning communities focused on student progress. (DEVELOPING) The SQR Team found evidence that teachers continued to build a culture of collaboration in Professional Learning Communities (PLCs) in most departments with the exception of Electives and sometimes Special Education because of the variety of individual and different programs offered in this department. Teachers consistently shared “engagement in PLCs was high, especially compared to previous years.” The Math department, in particular, had developed an ongoing structure that was accepted by all members. This structure began with a five-minute check-in with each member to build community. This was followed by looking at student work. Each week a different teacher brought in student work and others shared observations and feedback. Finally, the group engaged in planning time by grade level. Math instructional staff consistently agreed that this structure was effective and productive. The English PLC also reviewed student work and assessment data and provided feedback and suggestions to each other. The ELA Teacher on Special Assignment (TSA) was attributed with bringing leadership and structure to the English PLC. Other departments met on a regular basis, but their collaboration varied and was not as developed as the Math and English departments. When asked about accountability in the PLCs, some teachers mentioned they did not observe each other, nor give feedback about their teaching practice. The Math Coach said that shared accountability was not at the desired level in the math department. Standard 3.2: A quality school ensures that staff regularly analyzes multiple kinds of data about student performance and their experience of learning. (DEVELOPING) The SQR Team gathered substantial evidence that Bret Harte Middle staff analyzed multiple kinds of data (CST, SRI, Read 180, Achieve 3000, and writing assessments) about student performance and their experience of learning. The SQR Team heard how data was used to place 6th grade students in the Read 180 program and to offer extra pull-out support to 6th graders based on gaps evident on the CST. The Math Coach modeled the use of data through the Focal 5 students’ process. All data available on these students was collected and discussed with Math teachers. English teachers shared SRI results with their students and worked with them to set goals for themselves before the next benchmark assessment. The Bret Harte Middle School School Quality Review 2012-2013
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Team did not find evidence of how this data was then utilized individually or systematically to plan and implement effective differentiated re-teaching and extension learning experiences. The SQR Team also heard how “data from end-of-year tasks quickly becomes obsolete the following year and is of little use to teachers” and how “formative assessments are more useful, but there is not always enough time to gather this data since these assessments are more time consuming.” Standard 3.4: A quality school provides professional development that models effective practices, promotes teacher leadership, and supports teachers to continuously improve their classroom practice. (DEVELOPING) The SQR Team found some evidence that professional learning activities at the school were embedded in practice. They were useful to teacher practice with students and modeled effective strategies. Professional Development (PD) opportunities revolved around the transition to the Common Core Standards. Some of this PD was in the form of district trainings, while others were coordinated through the Math and ELA coaches that supported the school. Teachers and staff expressed mixed responses on the usefulness and relevance of site and district PD. This was especially the reality of Special Education teachers, but also of Elective and Classified staff.
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Quality Indicator 4: Meaningful Student, Family and Community Engagement/Partnerships For Quality Indicator 4, the School Review Team investigated how a school is developing toward the quality described in 4 focus standards: Standard 2: A quality school shares decision-making with its students, their families, and the community, as part of working together in partnership. Standard 5: A quality school works with students, their families, and the community, to know how the student is progressing and participating in school. Standard 6: A quality school provides opportunities for families to understand what their child is learning; why they're learning it; what it looks like to perform well. Standard 7: A quality school builds effective partnerships by using principles of student and family/community engagement. Standard 4.2: A quality school creates the structures and mechanisms to work in partnership with students, families and community. (BEGINNING) The SQR Team found some evidence that the school offered quality activities and strategies which built the capacity of students, families, and community to work together in partnership. In October 2012, the school hired a Family Resource Specialist for three days per week with a goal of increasing parent engagement at the school. This person shared her plans to make the Family Resource Center an inviting and cozy space by developing parent workshops and a coffee klatch for parents to casually come together and share ideas. Also, the school had an active PTSA (Parent-School organization) that was small (7-8 parents) and did not represent the demographics of the school. This group carried some fund-raising activities and sponsored special events such as the Back-to-School BBQ, Clean-up Days, and a monthly Teacher Appreciation Breakfast. They had also done some work on the school’s website and supported the school with the monthly newsletters. Interviews with students and staff revealed that students felt their voice counted thanks to the elective classes (Journalism and Leadership) and the after-school program. Multiple students shared how they were asked about which enrichment classes they wanted in the after-school program. Furthermore, the school’s Self-Reflection shares, “An annual Castle Walk event exhibiting seventh grade projects related to feudalism is a big hit with the BHMS community and regularly draws more families than any other event”. The SQR Team heard about barriers the school faced around partnering with parents; they included: Eliminating the barrier of not being a neighborhood school so that families could fully participate. Meetings/activities are offered at a time when parents are working. Bret Harte lacks parent engagement structures and mechanisms that intentionally bring together families that are representative of the student body. For example, the school offers activities for parents/families to participate, yet there are no conversations if in fact these activities build the capacity of students and families to work together in partnership. Bret Harte Middle School School Quality Review 2012-2013
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Standard 4. 5: A quality school works with students, their families, and the community, to know how the student is progressing and participating in school. (BEGINNING) The SQR Team found some evidence that the school provided some activities and strategies which engaged students and their families in knowing how the student was progressing academically. These included: Parent-teacher conferences after report cards to discuss students’ performance. They have not been well attended. Mental health practitioners involve parents in their work with their clients. Parents were involved in depth for the initial assessment/intake and afterwards to share how students were progressing. Home visits as needed by the academic counselor and by the school’s case manager. While there was evidence of parent communication, Bret Harte lacked a shared standard practice that compelled parents to get involved at the school. Teachers made calls home, filled out progress reports for students whose parents requested them, yet the ownership was on the parent to initiate the request for information. Furthermore, while teachers tried to balance out their phone calls home to be both about positive news as well as reports of academic or discipline concerns, these good intentions often did not pan out due to lack of time. Lastly, Bret Harte teachers used different online grade book programs. Some used Gradekeeper, otherd used Easy Grade Pro. While the different programs may have met teacher needs, parents needed to learn more than one system. Furthermore, the teachers who were currently using the aforementioned grade book programs were not using them to capacity to truly create a two-way communication channel with parents. The SQR Team also heard that the staff was going to receive training on the new district’s ABI Parent Portal. This training presents an opportunity for Bret Harte staff to come together and create a standard practice that provides transparent, two-way communication with parents, regardless of where they live. Standard 4.6: A quality school provides opportunities for families to understand what their child is learning; why they're learning it; what it looks like to perform well. (BEGINNING) (Note: This standard draws a contrast with Standard 5 in the way that the school engages with families, not only about how their child is progressing academically and socially, but about the what, why, and “so what” of the academic program. Typically in this stage of development, a school engages with parents and families to discuss their overall academic vision and mission, to clarify what it looks like to do well academically and socially, and to map out toward what goals this quality of work is taking a student.)
The SQR Team gathered little evidence that the school engaged with families about the what, why, and “so what” of the academic program. Bret Harte used their monthly newsletter, “From the HARTE” to inform parents of information, special event opportunities and the monthly calendar. The school also provided parents and families with the “Family Calendar and Handbook” which delineated expectations and opportunities for students and families while at Bret Harte. Furthermore, the school employed an academic counselor that supported students individually and through their school-wide career fair to Bret Harte Middle School School Quality Review 2012-2013
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prepare for their future and take steps to get there. Unfortunately, due to the fact that the school did not invite parents to be interviewed during our SQR visit, the Team could not determine the level of effectiveness of these techniques or any other activities that parents found useful. Standard 4.7: A quality school builds effective partnerships by using principles of student and family/community engagement. (BEGINNING) The SQR Team found that the school was beginning to build systems that engaged parents in their children’s education. The establishment of the Family Resource Center showed promise in bringing more parents into the school. Afterwards, the school can set goals addressing meaningful engagement for their parents and families, which did not exist at the time of the SQR visit.
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Quality Indicator 5: Effective School Leadership and Resource Management For Quality Indicator 5, the School Review Team investigated how a school is developing toward the quality described in 5 focus standards: Standard 2: A quality school has leadership that shares school improvement and decision-making with students and their families. Standard 4: A quality school has leadership that ensures that the school’s shared vision is focused on student learning, grounded in high expectations for all. Standard 5: A quality school has leadership that creates and sustains equitable conditions for learning and advocates for interrupting patterns of historical inequities. Standard 6: A quality school has leadership that guides and supports the development of quality instruction across the school. Standard 9: A quality school has leadership that collaboratively develops outcomes, monitors progress, and fosters a culture of accountability. Standard 10: A quality school has leadership that develops systems and allocates resources in support of the school’s vision. Standard 5.2: A quality school has leadership that shares school improvement and decision-making with students and their families. (BEGINNING) The SQR Team gathered some evidence that the school complied with mandated parent groups such as the School Site Council (SSC) and the English Language Advisory Council (ELAC). Additionally, the small PTSA engages in some decision-making around hiring, choosing an after school program, and providing teachers with mini grants to improve their classroom curriculum. Beyond these, there was no evidence of parent involvement in other leadership structures that engaged in decision-making. Students in the after-school program shared that they provided feedback about the enrichment classes offered to them. Students in Journalism produced the student newspaper and although they included articles where they ask students for their opinions, these topics were chosen by the adults and not by the students themselves. The SQR Team heard of a wish on the part of students to be able to write about issues they believed are important to them. Standard 5.4: A quality school has leadership that ensures that the school’s shared vision is focused on student learning, grounded in high expectations for all. (BEGINNING) The school shared in their Self-Reflection that they had not revisited their vision to determine what continues to be appropriate after the transition of their present principal. Instead, as shared in the school’s Self-Reflection, “In the absence of a formal school vision, the work of improving the quality of the school takes place in a variety of settings. An instructional leadership team of representatives from each department and school administration meets regularly to discuss academic programs and strategize about how to improve the schools offerings. A school climate committee meets as well. It works to create the conditions for a positive engagement of students and staff. The school Bret Harte Middle School School Quality Review 2012-2013
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administrative team, consisting of principal, assistant principal, counselor, ELA and math specialists, and the director of the after school program, meets weekly to coordinate the operational stability of the school. A strong COST (Coordination of Services Team) exists to triage the various student services based on referrals from any staff member.” With the lack of a working vision, there was a lack of goals and a plan and process to achieve those goals. As a result, the school was involved in many activities in the absence of a formal vision. Standard 5.5: A quality school has leadership that creates and sustains equitable conditions for learning and advocates for interrupting patterns of historical inequities. (DEVELOPING) The SQR Team gathered some evidence that the leadership of the school guided, monitored, and supported curricular choices, instructional practices, and interventions. The Instructional Leadership Team (ILT) was composed by administrators, ELA and Math coaches and leaders from each department. They were the “Agents of Change” at the school and engaged in being able to build equitable conditions of learning for their students as reflected in the master schedule. Furthermore, this year the ILT was engaged in looking at data of African American males with an equity focus. Also, the administrative team engaged in looking at the suspension data and in conversations about how to change this reality. As a result, the Culture and Climate group was incorporating elements of PBIS to further support a decrease of suspensions at the school; COST was supporting students that received multiple suspensions and addressing root causes of those suspensions. Furthermore, the Math Coach modeled sharing data about their “5 focal students” and engaged staff in dialogue around supports and progress they were making. The SQR Team found that the staff did not have a practice of engaging in conversations around historical inequities (lower performing groups and highest suspension groups) and how to address these students’ needs, especially in their regular education classroom. Standard 5.6: A quality school has leadership that guides and supports the development of quality instruction across the school. (DEVELOPING) The SQR Team gathered evidence that the Principal and Assistant Principal played an active role in providing teachers with feedback to improve their practice through the teacher evaluation process; BTSA support of new teachers was available to new teachers; and Math and ELA coaches provided teachers in these two departments with professional development and coaching while they transitioned to Common Core Standards. Standard 5.9: A quality school has leadership that collaboratively develops outcomes, monitors progress, and fosters a culture of accountability. (BEGINNING) The SQR Team gathered little evidence that the school had developed outcomes, monitored progress, and fostered a culture of accountability. The SQR Team gathered some evidence that the intervention program had the goal of improving reading levels by 150 lexile points as measured by the benchmark assessments of the reading programs it uses (Read 180). Other than this, the SQR team did not find Bret Harte Middle School School Quality Review 2012-2013
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evidence that teachers had identified specific targets of academic performance, nor measures of academic or interpersonal behavior. Consequently, staff did not describe monitoring multiple measures of student progress. Standard 5.10: A quality school has leadership that develops systems and allocates resources in support of the school’s vision. (SUSTAINING) The SQR Team gathered substantial evidence that Bret Harte Middle had leadership that developed systems and allocated resources in support of the school’s needs. Beyond the resources allocated for classroom teachers, the SQR Team found that school financial and human resources expanded to hire an Assistant Principal, an Academic Counselor, Math and ELA Coaches, a Case Manager to coordinate interventions of students failing or with poor attendance, and a Family Coordinator. The SQR Team gathered strong and consistent evidence that the school leadership effectively used the district’s budgeting systems (RBB, IFAS, etc.) to maximize use of state and federal funds.
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BRET HARTE MIDDLE SCHOOL DATA PROFILE
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SCHOOL QUALITY REVIEW Self-Reflection Bret Harte Middle School
December 20, 2012
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1
What is the school’s “story”?
Consider the following: When you tell someone about your school, what do you say? How did your school come to be? What’s the “journey” your school has been on over the last several years? What are 3 “internal” strengths & challenges that impact that journey? What are 3 “external” strengths & challenges that impact your school’s journey? Where do you see your school headed? Bret Harte Middle School was originally built as a junior high school in 1930. It is located in the Dimond/Laurel neighborhood. It was named after the American author and poet, best remembered for his accounts of pioneering life in California. It converted from junior high to middle school in 1998. Bret Harte is a traditional public middle school whose demographics have changed over the years. Current enrollment of about 575 students is comprised of approximately 40% African American or black, 32% Hispanic or Latino; 20% Asian/Pacific Islander, and 7% white. Approximately 85% of students receive free or reduced lunch. The school has a large campus capable of housing nearly twice as many students in a peaceful neighborhood easily accessible by public transportation. The faculty is a mix of seasoned veterans and many new to the teaching profession. Camaraderie is promoted by meeting after hours on a regular basis. There have been two principals within the last seven years. The current principal, Mr. Hughes, is in his second year at Bret Harte and has garnered positive reviews for pulling Bret Harte forward with the full support of the faculty. Bret Harte is proud to have three full-time elective teachers, a full-time counselor, a nurse three days per week, math and ELA specialists, a site based literacy coach provided by the district, and three full time clinicians who work with students in individual and group therapy settings. There is a strong, but small, core of involved parents who form the PTSA and organize many events throughout the year, provide mini-grants to teachers, and work to promote the school within the neighborhood. In addition to the core academic program, several other programs help define Bret Harte. A new after school program began in the 2012-2013 school year headed by a former Bret Harte teacher and is increasingly integrated with the regular school day. A large, highly visible special education population exists and is fully included in the general education population. The presence of many students with a variety of special needs in such a diverse school enables a wonderful mixture of children at Bret Harte who intermingle in the classroom and on the blacktop. A newcomer population also exists that is sheltered for most of the school day in special ELD classes. A strong Restorative Justice program has emerged in the last two years and has helped broaden the response to conflicts beyond traditional discipline towards a more holistic approach. Several annual events bring the school community together. Biennial workdays to beautify the site are organized by the PTSA. Back to School Night is held in the fall and an Expo in the spring. An annual Castle Walk event exhibiting seventh grade projects related to feudalism is a big hit with the BHMS community Bret Harte Middle School School Quality Review 2012-2013
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and regularly draws more families than any other event. An annual Washington D. C. trip takes place for eighth graders who sign up, and in past years there have been trips to Yosemite. Internally, Bret Harte benefits from several strengths. A new principal has brought a fresh perspective to the school and its programs. A well-established, committed faculty is increasingly mixed with new teachers who demonstrate considerable promise. The strong special education and elective programs also draw families to the school. These strengths are balanced by many challenges Bret Harte grapples with internally. Declining enrollment and the associated lack of resources is a chief challenge. While it is related to external causes as well, it is also a reflection of the mixed reputation of Bret Harte’s academic program in recent years. A consequence of the school’s decline in reputation has been a shift in student population, with many students from outside of the neighborhood attending and the school struggling to meet their needs which in many cases have been more intense. The seniority of the much of the teaching staff and the associated high salary costs has strapped the school budget, leaving little to no resources for support staff or non-salary expenses. Finally, the 2012-2013 school year has been marked by multiple medical leaves and prolonged substitute teacher presence in classrooms for the first two months of the school year. Externally, Bret Harte also draws strength from many community resources and faces challenges that are bigger than the school. The community involvement in art projects and beautification has benefitted the school and its students. The peaceful character of the school’s neighborhood also provides a safe setting for the students, many of whom come from neighborhoods severely impacted by poverty and violence. Finally, Bret Harte’s broad reach into the Oakland community provides a diversity of students that is nearly unparalleled in the city. At the same time, the school is challenged by the fiscal climate in the state and school district. Many staff members, with only a few years of experience, are able to recall multiple programs and positions that have been cut due to reduced funding. The city-wide growth of charter schools as well as demographic changes in Oakland, which have reduced public school enrollment, have also challenged Bret Harte and resulted in a feeling of continually diminishing resources. Finally, the new Common Core State Standards present an instructional challenge to teachers across the school as they work to meet the demands of the new standards and fill in the gaps their students exhibit between the new expectations and their present levels of performance. 2
School Vision
What is your school’s vision of a quality school? How is that vision defined and shared with all staff, students, and families? Bret Harte does not have a formal vision statement, or other broadly agreed upon definition, of what quality looks like in a middle school that is in authentic use at the school. Several years ago, a process was undertaken to develop a vision that still has legitimacy with many long time staff members. However, it has not been a “living document” within the last 2-3 years. Bret Harte Middle School School Quality Review 2012-2013
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Who are the people on campus who “hold” that vision? In the absence of a formal school vision, the work of improving the quality of the school takes place in a variety of settings. An instructional leadership team of representatives from each department and school administration meets regularly to discuss academic programs and strategize how to improve the schools offerings. A school climate committee meets as well. It works to create the conditions for a positive engagement of students and staff. The school administrative team, consisting of principal, assistant principal, counselor, ELA and math specialists, and the director of the after school program, meets weekly to coordinate the operational stability of the school. A strong COST (Coordination of Services Team) exists to triage the various student services based on referrals from any staff member.
3
What are the school’s current improvement initiatives?
Please describe current initiatives.
How and why was each initiative chosen?
How successful has it been thus far, and what are the indicators of success?
What is the strategic focus for your school?
Bret Harte is actively engaged with the work of improving math and ELA instruction as well as improving campus climate to promote the safety of all students. First, Bret Harte is fully engaged with the Secondary Math Inquiry Cohort that revolves around the transition to the Common Core State Standards (CCSS). The participation of the school in this initiative was driven by a concern over the success of students within math classrooms, the necessity of transition to the CCSS, as well as the wealth of district resources available to promote this work. The math specialist works for half of each day with math teachers, providing classroom coaching, professional development, and curricular support in coordination with district math support staff from LCI. Math intervention, which is limited during the school day due to lack of resources, takes place outside of the school day in partnership with LCI. Now in its second year, the transition to the CCSS has shown some success with students showing an increased capacity to explain their conceptual thinking and teachers demonstrating an increased ability to promote analytical thinking and discussion with their students. With the transition to the CCSS not yet complete, math teachers are struggling to find a balance between the old California state standards and the CCSS as well as the demands of building basic math skills in the context of a professional development model that emphasizes other aspects of math instruction. The ELA department is also engaged with the work of transitioning to the CCSS, although that work is not as fully developed as it is with the math department. This year ELA teachers are working to incorporate two CCSS aligned units into their instruction. This requires not only an understanding of the new standards and the demands implicit within them, but also a commitment to work collaboratively in a way Bret Harte Middle School School Quality Review 2012-2013
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that has not happened consistently in the past. The necessity of this work comes partly from the fact of the new standards existence as well as the state and district assessment data that indicate a need for increased rigor for Bret Harte students to meet grade level standards. This year the sixth grade is also piloting two initiatives to address the needs of readers at all levels. A comprehensive reading intervention model based on RTI structures is taking hold, with students at Tier 2 being pulled on a six week basis for reading intervention targeted to a specific stage of reading development identified through an assessment protocol that begins with the SRI. Tier 3 interventions take the form of a replacement ELA core that revolves around the Read 180 program. To support reading growth in the core classes, or Tier 1, setting, all students have access to the Achieve3000 program which differentiates expository text to a variety of reading levels and continually adapts as student reading levels rise. Finally, the school Climate and Culture Committee (CCC) has undertaken several initiatives to improve the campus culture for students: from celebrating honor roll students regularly, to a bullying prevention day, to implementing a system of school wide incentives that revolves around a newly opened student store. The CCC is currently going through the PBIS planning process to evaluate current practices and plan new initiatives to improve school culture. In addition to the work of the CCC on school climate, the Family Resource Center has been restored this year after several years of dormancy and the new coordinator is working to re-establish programs to engage and communicate with families and provide parent education opportunities to promote positive student outcomes. The recent addition of a school nurse has also contributed to student health needs being more systematically addressed. 4
What are the school’s quality outcomes?
Please describe the overall strengths and challenges in the outcomes of your school.
How are students achieving/progressing toward defined academic and social-emotional goals?
Describe any patterns of achievement/progress that you are aware of? What do you believe accounts for these patterns?
Does your school have a strategic focus on any specific group(s) of students? How and why? What actions are being taken to address their needs?
In math, there is a strategic focus on African American male students. Teachers chose five African American males students who performed basic or below basic on the CST. These students are being monitored throughout the school year and their work is routinely brought back to department meetings. There, their portfolios are analyzed in order to inform instructional decisions. This population has had a pattern of underperforming on state and district assessments as compared with their peers. In ELA, students are progressing in our Strategic (Tier 2) and Intensive (Tier 3) reading programs. With the implementation of the RTI model, struggling reading students are given support. Sixth grade students who are one year behind are placed in a strategic reading program where they are given direct Bret Harte Middle School School Quality Review 2012-2013
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instruction and progress is monitored on the identified skill. Sixth grade students who are two or more years behind in reading are placed in a comprehensive intensive reading program called Read 180. The data used to drive this process is the SRI along with additional screening protocols used for students below a given threshold. For the last two years, AA males have shown some improvement in reading and math on our CST scores. This may be because of support from the "Boys and Men of Color,” which provides AA males with support and mentors that focus on academic improvement. Also, many teachers have focused on supporting this population through focal student initiatives last year. In the socio-emotional domain, Bret Harte works to reduce, and ultimately eliminate, out of school suspension for any reason as well as excessive student absence. Support services to help reach this outcome are brokered through COST, which meets weekly to review new referrals and check on the status of open referrals. Mental health services, both individual and group, as well as substance abuse counseling, SSTs, special education assessments, eyeglasses, and a range of other services are offered through this process. The SART and SARB processes also exist to eliminate chronic absence.
Quality Indicator 1: Quality Learning Experiences for All Students 5
Describe the quality of curriculum and instruction at your school. 4
Evaluation:
Excellent
3
2
1 Unsatisfactory
Briefly describe the curricula you use in each subject area. Are there specific “programs” in use? Do you create or amend adopted curriculum in anyway? How is your curriculum structured across the day or week? Any common curricular themes across a grade or between grades? Any intervention structures (push in or pull out)? Briefly describe any common instructional strategies, language, procedures, etc. we should expect to see across teachers, content areas, or grade levels? Briefly describe any common instructional strategies, language, procedures, etc. we should expect to see across teachers, content areas, or grade levels? A common blackboard configuration exists across classrooms and includes the Do Now, learning target, and homework. 2 Equity of student engagement is a more recent focus and an increasing number of teachers are using equitable strategies to call on students to participate as well as structured interaction strategies. 3 ELA teachers within same grade PLCs are increasingly designing common units although 1
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consistency may not be evident on a daily basis. Math teachers are using common sentences starters to promote student discussion of mathematical concepts. 5 The use of the SRI across all grades three times per year. 6 The TCI “History Alive” curriculum is used as an ancillary for history in 6 th and 7th grade, with 8th grade texts on order at the time of this writing. 4
Which of these elements of your curriculum and instruction, described above, are particular strengths? What evidence tells you this? The reading intervention program, although new, has promise to become a strength of the school, with the use of data to target specific areas for intervention and a flexible structure allowing students to move in and out of the Tier 2 (strategic) classes as needed. Practices aimed at increasing the equity of engagement are also showing promise, but much work remains to be done. Which of these elements are particular challenges? What evidence tells you this? Aside from the areas above, there is a frequent lack of consistent practices at this school. It has been a focus of professional development within the last two years and will continue to be an ongoing focus in upcoming years. Defining the parameters of collaboration is an ongoing process for teachers and administration.
6
Describe the quality of the school’s strategies and resources (before, during, and after school) to ensure that all students are academically successful. 4
Evaluation:
Excellent
3
2
1 Unsatisfactory
How does your school identify students who are struggling to meet expected learning targets (please note specific assessment strategies), identify why students are struggling, refer struggling students to supports that address their need(s), and provide supports (before, during, and after school) to struggling students?
●
Students are identified for academic support using CST scores, grades, SRI scores and referrals from teachers. SSTs are held to determine reasons that students are struggling, and the COST team shares information about students and families to target interventions.
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●
Before school, there will be a short term intervention class that will begin mid-January. The LCI math specialist, who is the instructor, will use “Timez Attacks,” a math program that gives the teacher information on a student’s conceptual deficits, as well as Math Navigator, which will support in erasing a student’s mathematical misconceptions and mastering the concept. Students are placed in this class based on their performance on the ARO assessment, CST scores and teacher recommendation.
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The tiered reading intervention program (described in section #4 above) provides reading support to students below grade level in the sixth grade, with plans to expand into other grades next year. Students who score below a certain threshold on the SRI are run through another screening protocol to determine the exact nature of their reading struggle.
●
The Achieve3000 program also tests students within their own lexile score and makes informational text accessible to them at their own reading level. If a teacher makes a request and the student has the appropriate lexile score, the counselor can change a student’s class so they are in the appropriate intervention course for reading.
●
During the after school program, students are sorted according to academic need for the academic support (“Homework Club”) portion of the program. The students needing the most support are assigned to certificated staff members with a greater capacity to meet their academic needs.
7
Describe the quality of the school’s efforts to create a college-going culture with students and their families. 4
Evaluation:
Excellent
3
2
1 Unsatisfactory
What strategies, programs, and/or resources support students and their families to plan for college? Which are the strongest features, and why? Which most needs improvement? Strategies: ● ● ● ● ●
Teachers are transitioning instruction to Common Core Standards in all classrooms to help develop students' skills for college and career readiness. On-staff school counselor gives each 8th grader a copy of a brochure to take home to parents on how parents can support students with career planning. Information on college tours and information sessions is sent home to parents of 8th graders. Bret Harte staff members display college memorabilia twice a month on College Fridays. Teachers create conversations and discussions that share the message of college being possible for all students.
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● ● ● ● ● ●
All students will register to use the Kuder Navigator, an online career and college readiness program. Students will have access to this account for life. Bi-Monthly Parent newsletter, email groups and the school’s website provide upcoming college readiness information and programs, i.e. district parent workshops and college fairs. Options Fair held to help 8th graders and their parents make the decision about what high school they will attend next year. Students are encouraged to apply for pre-collegiate programs such as College Track and Upward Bound. Counselor supports students through the application process. Counselor facilitates Student Success Team meetings for students who are struggling academically. The student’s parents and teachers are also a part of the team. College information posters are on display
Programs: ● Kuder Navigator ● Achieve3000 ● College Fridays every other week ● Accelerated math program (currently leads to Geometry, will lead to Algebra moving forward with the CCSS) Resources: ● Computer labs for all students to access Kuder, an online career and college readiness program and other college information websites. ● Computer labs for all students to access Achieve3000, an online differentiated reading program that helps students build career and college reading and writing skills. ● Full time counselor ● On-staff ELA and math specialists ● Family Resource Center What strategies, programs, and/or resources support students to connect how the knowledge, skills and dispositions they are learning prepare them to succeed in college? Which are the strongest features, and why? Which most needs improvement? On-staff counselor provides students and parents with college planning information through multiple opportunities: ● Helps guide students in selecting courses for high school. ● Reviews the high school graduation requirements with 8th graders. Bret Harte Middle School School Quality Review 2012-2013
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●
Teaches and reviews college words with 8th graders during classroom presentations. ● Conducts on-going small group instruction to students on the use of Kuder. ● Sets up classroom visits for Upward Bound and College Track representatives. ● Creates bulletin boards providing students with college information. Students’ use of Kuder online career and college planning program with lifetime membership ● Helps students create their 4 year plan. ● Provides students with information on requirements for college admissions. ● Helps students monitor extracurricular activities that will help them qualify for college admissions and scholarships. ● Aides students in monitoring application process for college. ● Aides students in exploring colleges and universities. ● Aides students in preparing for college admissions testing and keep track of their results. Which needs the most improvement? ● Common Core transition is a work in progress. Many challenges and unanswered questions exist for math and ELA teachers. ● Use of Achieve3000 is inconsistent and it is unclear whether or not there will be access to the program in future years. ● College Fridays do not have participation across the entire school and opportunities to build meaning for students around the event are often unfulfilled. ● More coordinated and well-defined effort to create a college-going culture
Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments 8
Describe the quality of the school’s strategies to be a safe, supportive and healthy learning environment for students and families. 4
Evaluation:
Excellent
3
2
1 Unsatisfactory
What strategies does the school use to be a safe, supportive, and healthy learning environment for students and families—before, during, and after school? Consider strategies that Keep students focused and ready to learn; Keep students safe from physical/emotional threat or bullying; Keep families informed of and involved in efforts to support their child; Provide healthy food, health-focused physical activity, and health education to students and their families. Bret Harte Middle School School Quality Review 2012-2013
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Which are the strongest strategies, and why? Which most needs improvement? Before School: ● Free breakfast and security guards are available at 8am. There is always a custodian and administrator in the cafeteria at that time as well. ● The parent center is open two days a week before school starts. ● A math intervention program for selected students before school as well as practice time for music students. ● A highly effective crossing guard is a fixture at Coolidge and MacArthur ensuring students arrive safely at school. During School: ● Three food choices are given at lunch and given to students for free. ● “Healthy Joe” from the Alameda County Office of Public Health comes into classrooms to speak about healthy food choices students can make that will help their grades improve. ● Some students are on daily progress reports that can help parents and teachers communicate about a child’s success/needs for a class. ● Administration does a lot of conflict mediation/ violence prevention with students when a problem arises. ● A restorative justice program staffed two days a week both provides adult mediation for conflicts as well as trains students to be peer mediators. ● Bullying prevention activities happened last year and this year. The Climate and Culture Committee (CCC) continues to work on promotion, positive interactions and addressing incidents of bullying. ● Supervision of a large campus during every passing period and at lunch ensures that students are accountable for positive behavior and throughout their day at school. ● All students have access to a Physical Education (PE) class unless there is a medical reason they cannot. ● Family Resource Center coordinator informs families of events, provides support for those looking to engage with the school and their students’ education and offers guidance to those who are uncertain of how to begin. ● Nearly half of certificated teachers volunteer to supervise during lunch to provide for increased safety of students. ● Goals have recently been purchased to help formalize a soccer game that occurs every day at lunch. A teacher has volunteered to supervise that game once per week. During the second marking period, another teacher organized a three-on-three basketball tournament that was popular with students. A third teacher is beginning a gay-straight alliance to provide a positive activity for students at lunch. After School: ● Free snacks for the after school program as well as physical activity opportunities within the after Bret Harte Middle School School Quality Review 2012-2013
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school program. Parent conferences after grades are out each marking period encourage parent engagement. The presence of an SSO in the after school program that knows the students by name helps maintain peace on campus after school. ● A highly effective crossing guard is a fixture at Coolidge and MacArthur ensuring students arrive safely at school. An administrator is also present on the corner after school every day to make sure students get on the bus or proceed home without incident. If something happens, the school can respond quickly. ● ●
Areas of improvement: ● Continued improvement in the quality of food students receive. Although fat content has been reduced and fried food eliminated, many vegetables are not fresh and students do not enjoy the food. ● Although fights and other incidents of violence are down dramatically this year and were down last year, the goal of the school is to eliminate physical altercations between students. ● The restorative justice program is very strong and needs to be expanded beyond two days per week. ● Lunch is desperately in need of more structured activities. Despite the activities named above, many students are aimless at lunch and need more things in which to engage positively.
9
Describe the quality of the strategies and services (before, during, and after school) to support the emotional and social needs of students? 4
Evaluation:
Excellent
3
2
1 Unsatisfactory
How does your school identify students who are struggling for social-emotional reasons, identify why students are struggling, refer struggling students to supports that address their social-emotional need(s), and provide supports (before, during, and after school) to these struggling students? Students who are struggling academically or socio-emotionally are all referred to the COST for review. The team includes mental health professionals as well as certificated staff and makes decisions about the next steps necessary. Depending on the circumstance, an SST might be scheduled or another form of outreach to the family, sometimes through the Family Resource Center, is devised to gain a deeper understanding of the basis of the students socio-emotional need. Once there is an understanding of the basis for the student need, the COST may broker a variety of services including counseling, group therapy, medical services, academic support, restorative justice training, schedule changes, substance abuse counseling, mentoring, etc. This process is coordinated by the school’s clinical case manager through Bret Harte Middle School School Quality Review 2012-2013
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Alameda County, Cynthia Dimon. What strategies does your school use to create an inclusive, welcoming and caring community? Which are the most effective strategies, and why? Which most needs improvement? Several events over the course of the year seek to create a welcoming and open community. The annual EXPO opens the school to future, current, and past students and families. It exposes the range of academic and social programming at the school. The School Climate Committee is engaged with a year of planning according to the PBIS framework to more explicitly teach students what the expectations of the school are as far as peer interactions, respecting differences and resolving conflicts. Special Education students with a wide variety of abilities are included in the general education program. Teachers work purposefully to include them in the social life of the school. A newly formed Gay/Straight Alliance seeks to address homophobia within the school community and create a safe space for students regardless of sexual orientation or gender identity.
Quality Indicator 3: Learning Communities Focused on Continuous Improvement 10
Describe the quality of professional learning at the school. 4
Evaluation:
Excellent
3
2
1 Unsatisfactory
How do teachers collaborate together to focus on student progress, reflect on their practice, and to learn and plan more effective curriculum and instruction? What collaboration has been most effective, and why? What has been least effective, and why? Any patterns to its effectiveness—by content area, by grade level, by specific support, etc.? Like other OUSD schools, Bret Harte has attempted to organize its professional learning around the PLC model. While the term is still used by some, it does not accurately describe what is more often a regular department meeting. The departure from the regular analysis of student work, reflection, and adjustment of lessons moving forward has been caused by the shrinking size of the school and the fact that in many cases there are only 1 or 2 teachers who teach the same subject. The ELA department meets both in grade levels and as a department, while the math department always meets all together. Special Education teachers meet together as department occasionally, but due to the diversity of the department are frequently drawn off site to meetings at PEC or with smaller subsets within the department. Science teachers meet as a department and as two small PLCs as well as participating in district PD. The math department has been effective at bringing about more and more common practices amongst itself while the transition to the CCSS is underway. Teachers are still struggling with how to balance the new standards with the basic skills gaps many students bring to class. The ELA department is beginning Bret Harte Middle School School Quality Review 2012-2013
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the CCSS this year and has taken some positive steps towards developing common departmental practices and vertical alignment, but there is still much work to do. What professional development activities have staff participated in this year (whole staff, groups, individuals)? Which have been the most effective activities, and why? Which activities need improvement, and why? Most effective strategies are on common core, peer observations and planning time. Teachers learn best from each other. Most effective collaboration has been common lesson planning and evaluating student work because teachers are able to share best practices and are consistently evaluating students’ progress. This year, the ELA department has participated in professional development related to the transition to the Common Core State Standards. The professional development has been effective in providing teachers with resources to guide their development of units aligned with the Common Core. There needs to be follow-up PD on specifics related to the transition to Common Core such as close reading and academic discourse. What supports exist to organize, facilitate, and/or reflect on the effectiveness of professional learning (TSA, coach, central resource, professional network, etc.)? A Teacher on Special Assignment (TSA) position exists to support math instruction and professional development. An ELA specialist is released from teaching for half of the day to provide for ELA professional development and instructional support. Both of these individuals serve on the Instructional Leadership Team (ILT) where their work is debriefed and discussed with next steps identified. A Site Based Literacy Coach, funded through LCI, also provides key support to the reading intervention program and sits on the ILT.
Quality Indicator 4: Meaningful Student, Family, and Community Engagement 11
Describe the quality of the school’s engagement with students, parents & community. 4
Evaluation:
Excellent
3
2
1 Unsatisfactory
How often do teachers communicate with parents? What kinds of information do they communicate? What methods do they use to communicate with parents/guardians? Which are the most effective strategies, and why? Which most needs improvement? Teacher-parent communication varies significantly from teacher to teacher. All teachers participate in parent conferences after each marking period where parents come and meet with teachers on a first Bret Harte Middle School School Quality Review 2012-2013
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come, first served basis. Outreach leading up to these events is targeted toward families of students with GPAs below 2.0. Many teachers provide progress reports to students at the mid-way point of the marking period to provide early warning if a student is not experiencing success. A school wide email list also exists with teachers having access to all email addresses. Many utilize email to communicate with parents. Annual events such as Back to School Night, Castle Walk, EXPO and the two campus work days also provide opportunities for teacher-parent interaction. The provision of progress reports needs improvement to ensure that all families are notified in a timely manner if a student is not doing well in class. Increased translation services are also needed, particularly for the growing Arabic-speaking population which is often linguistically isolated from school events.
How often does the school (school and volunteer leaders, specific staff, etc.) communicate with parents? What kinds of information do they communicate? What methods do they use to communicate with parents/guardians? Which are the most effective strategies, and why? Which most needs improvement? Communication between the school as a whole and parents happens regularly but not systematically. A variety of methods are used, from the marquee in front of the school, to “robo calls”, flyers sent home and emails. Communication typically takes place in advance of a major event or after a serious incident. A newsletter developed by the PTSA in partnership with school administration is sent home with each report card. The Family Resource Center coordinator also communicates with families, although this role is new and will become more formalized as time goes on. Parents also receive communication from the school regarding attendance in the form of letters scheduling SART hearings. How are families actively involved as school leaders, support providers, and/or audiences at the school (or in other locations) to support students and school programs? Which is the most effective involvement, and why? Which most needs improvement? There are three main bodies of parents that help shape the school. The PTSA is a small, but active, group of parents who fundraise, organize special events, promote the school, recognize teachers and support other school events. This group is highly effective in the areas listed, although they desire to have a larger impact in terms of fundraising and to engage more families. The SSC plays a central role in the school by controlling the allocation of categorical resources that provide for many of the key staff members at the school and enable the reading intervention program. This committee has been very effective in recent years in taking full advantage of categorical resources to support the school program and complying with state and federal mandates. The ELAC meets from time to time and has a group of families committed to deepening their engagement with the school. This committee has been looking for a broader purpose. With the advent of the Family Resource Center, the school is looking forward to providing more parent education opportunities to this community. Between all of these groups, the vast majority of parents are still not engaged as leaders at the school. A needed area of improvement is Bret Harte Middle School School Quality Review 2012-2013
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engaging a broader cross-section of the school population in the program. How are families engaged by the school to be knowledgeable of and involved with their children’s learning? Which is the most effective engagement, and why? Which most needs improvement? Parent conferences are frequently well attended and are considered a strength, although often many of the families that attend are not the ones that teachers most wish to reach. Report cards are mailed to families of students who are below a 2.0 GPA and calls are made to encourage their attendance at the parent conferences. SSTs are held based on need to engage families more deeply in discussions of their students progress or lack thereof. The SST process has been disorganized in the past, although with the advent of a more formal COST process this year SSTs are happening more frequently. Finally, the Family Resource Center holds potential to engage families with the academic progress of their students but given the recent hiring of the coordinator, this potential has yet to be realized. How does the school share decision-making with students, their families, and the community? Which is the most effective, and why? Which most needs improvement? The student leadership class is more and more aligned with the district’s meaningful student engagement initiative as it has detached from the AVID program with which it was associated in recent years. Student leaders are consulted on important school decisions from time to time and organize school-wide events. The new Journalism class encourages students to take a critical eye to the school and ownership of the state of the school. The PTSA encourages student membership and attendance at meetings along with parents as they work to improve the school. The SSC includes community members, parents, and administration and teacher leaders. It authentically helps shape important staffing and financial decisions for the school. How does the school coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community? Which is the most effective, and why? Which most needs improvement? The COST often ends up providing services to families such as signing them up for health insurance, connecting them with community mental health services and other services such as those related to families in housing transition. The communication point between the school and families is often either the clinical case manager or the Family Resource Center coordinator.
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Quality Indicator 5: Effective School Leadership & Resource Management 12
Describe the quality of the school’s leadership and management of the school. 4
Evaluation:
Excellent
3
2
1 Unsatisfactory
Describe how leadership is organized at this school. Who makes what kinds of decisions about what parts of the school? The administrative team meets formally once a week and informally throughout each school day to coordinate school operations, instructional plans, and student discipline. Our principal does a great job involving as many stakeholders and taking in as much input as possible before making decisions ranging from small to very significant. The ILT coordinates instruction and professional development and includes both administration and teacher leaders. The Climate and Culture Committee (CCC) implements programs to improve the school climate and build a positive and academically focused school culture. Describe how school leadership guides and supports the development of quality curriculum & instruction. Administrative team includes teacher leaders who ensure that teachers are given as much time as possible to work together towards creating creative and rigorous standards-based lesson plans. During these PLCs instructors are reviewing student work, modifying lessons, and creating common assessments. Math and ELA both are led by TSAs who devote their time to ensure that the school is maximizing curricular resources and professional development opportunities. Which are the strongest features of leadership and management, and why?
School leaders are trustworthy and have integrity. There is a willingness to collaborate with all stakeholders and delegate responsibility as possible. Administration knows the community and is able to anticipate future needs of students and families. All school leaders have shown the ability to take in feedback and actually incorporate it when making decisions, and are not afraid to make positive change. New teachers have received coaching and veteran teachers who need help with curriculum, lesson planning are receiving support.
What aspects of leadership and management most need improvement?
A broader array of teachers engaged with school leadership through one of the committees available or through other avenues. We need to continue to foster collaboration between instructors to ensure that all students are learning the same thing in all respective subjects.
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The use of data to help drive instruction is not taking place consistently and needs continued facilitation from members of the ILT to become an internalized practice. The school needs to continue to build relationships with the surrounding community and feeder schools to forge stronger relationships and community investment with the school. A school vision that is shared by the whole community and to which various initiatives can be tied would help frame decisions from school leaders. Describe the fiscal, human, and in-kind resources the school uses beyond those resources presented in the district data systems (IFAS, AERIES, etc.).
What are these resources? How did the school come to have them? Who manages them and how? Which resources are most effective, and why? Which most need improvement? ■
Full time clinical case manager (Cynthia Dimon) who coordinates COST process and provides individual and group therapy to students through partnership with Alameda County.
■
Two full time clinicians (Marion Bayard and Kelsey Acevedo) who provide individual and group therapy to students through a partnership with the Fred Finch Youth Center next door.
■
A school nurse (Thuy Van Le) through the FSCP office on campus more than half of the time.
A transitions program supporting students moving from 5th to 6th grade and from 8th to 9th grade through BACR and staffed by AAron Jones.
14
Describe the steps the school took to complete this SQR Self-Reflection.
Our ILT reviewed the questionnaire and divided all of the parts amongst the team members and administration. Drafts were written and reviewed at an ILT meeting. Our principal then took all drafts and developed a cohesive self-reflection narrative for submission.
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APPENDIX 3: RUBRICS FOR SCHOOL QUALITY FOCUS STANDARDS
Quality Indicator 1: Quality Learning Experiences for All Students The Oakland Unified School District is committed to supporting high levels of learning for every student, ensuring that students are prepared for success in college, in their careers, and as citizens. Central to this commitment is the creation of quality learning experiences for all students. “Quality Learning Experiences for All Students” happen when every child is engaged and learns to high standards. The quality school makes sure that the school curriculum is challenging and connects to the needs, interests, and cultures of its students. It ensures that students learn in different ways inside and outside the classroom, including having opportunities to work with their peers, to investigate and challenge what they are taught, and to develop knowledge and skills that have value beyond the school. The quality school supports students to take risks and intervenes when they struggle. It inspires students to see how current learning helps them achieve future goals. In a quality school, each child’s learning is regularly assessed in different ways. This assessment information is used to plan their learning, to provide strategic support, and to empower the students and their families to manage their academic progress and prepare for various college and career opportunities. The following rubrics enable key school stakeholders to assess the development of a school toward the “quality learning experiences” standards, based on evidence from a range of sources. In addition, school leaders, central office personnel, and coaches will use these rubrics to design improvement strategies and support schools’ ongoing development. The unit of analysis for these rubrics is the school, not individuals within the school. These rubrics will not be used for the evaluation of school leaders, teachers, or other school personnel. Undeveloped
There was little evidence found that the school implemented the practice(s) and/or built the conditions described in the standard.
Beginning
There was some evidence found that the school implemented the practice(s) and/or built the conditions described in the standard.
Developing
There was substantial evidence found that the school implemented the practice(s) and/or built the conditions described in the standard.
Sustaining Refining
There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard, and the school has implemented systems to review evidence of these practices/conditions. And improve these practices and conditions
Definitions Learning experiences: Structured learning experiences found in the classroom during the day; in on-campus academic intervention and enrichment opportunities before, during, and after the school day; in mentoring, internship, and work-based learning opportunities organized by the school. Bret Harte Middle School School Quality Review 2012-2013
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Quality Indicator 1: Quality Learning Experiences for All Students Standard Standard 1: Meaningful and Challenging Curriculum A quality school provides students with curriculum that is meaningful and challenging to them. Such curriculum is shaped by student input, targets their assessed learning needs, and takes advantage of their strengths and experiences. It educates them about their history and culture, and that of others. It shows how what is learned in school can help students to solve real problems in their lives. Standard
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
There is some evidence of the standard as described in the “Sustaining” column.
Beginning
Developing
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining The school provides learning experiences that show strong and consistent evidence of the following: a. Learning builds on students’ prior knowledge/ skills/ experiences. b. Students apply learning to questions or problems connected to their interests, goals, experiences, and communities. c. Students communicate their thinking, supported by teacher/peers, using the language and reasoning of the discipline. d. Curriculum reflects an academic push, from the teacher, to have all students progress far and attain high levels of mastery.
Refining There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems, including student input, to review evidence of these practices to ensure that all students experience meaningful and challenging curriculum across the day and across the campus.
Sustaining Refining The school provides learning experiences that show strong and consistent evidence of the following: There is strong and consistent a. Students are safe and learn free from Standard 2: Safe and Nurturing evidence of the standard as intimidation, bullying, and/or discrimination. Learning Experiences** There is There is described in the “Sustaining” There is little b. Routines & structures support students to build A quality school provides safe some substantial column. evidence of positive relationships across different individual and nurturing learning evidence of evidence of the standard and cultural “lines”, so that they can effectively environments where adults and the standard the standard In addition, the school has as described work and learn together. students care for each other, feel as described as described implemented systems, including in the c. The classroom is an “accepting” environment in trust, and have relationships in the in the student input, to review evidence “Sustaining” which the contributions, culture and language of that fully engage students in “Sustaining” “Sustaining” of these conditions to ensure that column. each student is validated, valued, and respected. their learning and inspire them column. column. all students experience safe and d. All students manage their emotions to persist to work hard and push toward nurturing learning experiences through difficult academic work. higher levels of achievement. across the day and across the e. The physical environment of the classroom is campus. clean and organized to be safe and supportive of learning. **Note that this standard is focused on conditions in the classroom (or locations where the core activities of teaching and learning are happening). Broader, school-wide conditions of safety and nurture are addressed in Quality Indicator 2. Bret Harte Middle School School Quality Review 2012-2013
Undeveloped
Beginning
Developing
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Quality Indicator 1: Quality Learning Experiences for All Students Standard
Standard 4: Active and Different Ways of Learning A quality school uses instructional strategies that make learning active for students, that provide them with different ways to learn, and that respond to their different learning needs (including language and literacy needs). Instruction is geared toward the construction of meaning, disciplined inquiry and the production of writing and problem-solving that has value beyond the school.
Bret Harte Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining The school provides learning experiences that show strong and consistent evidence of the following: a. Students actively “work”—reasoning, reading, writing, and/or speaking the language of the discipline. b. Students “work” together in the discipline, and their collaboration facilitate deep learning. c. Students learn using various learning modalities and/or multiple intelligences. d. Students use language support scaffolds (sentence frames, multiple choice oral responses, diagrams and other representations) to engage in learning. e. Students develop questions, pose problems, make connections, reflect on multiple perspectives, and/or actively construct knowledge. f. Students explain and revise their thinking and build on and evaluate the thinking of others. g. The pacing of learning reflects an academic push to have all students complete learning activities and reach expected high levels of mastery. (“Every minute is used well.”) h. Various technologies are used to make learning active and to meet the learning needs of students.
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Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems, including student input, to review evidence of these strategies to ensure that all students experience active and different ways of learning.
Quality Indicator 1: Quality Learning Experiences for All Students Standard
Standard 7: Students Know What They are Learning, Why, and How it can be Applied A quality school ensures that students know what they're learning, why they're learning it and how it can be applied. It ensures that students understand what it looks like to know, perform, and interact “well” (i.e. with quality). It makes sure that students play an active role in managing and shaping their learning and in developing an individualized learning plan for improvement.
Bret Harte Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining The school provides learning experiences that show strong and consistent evidence of the following: a. Students know the learning objectives for the lesson. b. Students recognize the connection between today’s learning and long-term outcomes. c. All students have their learning checked with immediate feedback regarding their progress toward the day’s learning objectives. d. Students make “real world” connections about how their learning can be applied. e. Students understand what it looks like to know or perform “well”. f. Students can accurately assess how close they are to mastering expected learning outcomes.
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Refining There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems, including student input, to review evidence of these strategies to ensure that all students know what they are learning, why they are learning it, and how that learning can be applied.
Quality Indicator 1: Quality Learning Experiences for All Students Standard
Standard 8: Academic Intervention and Enrichment Supports** A quality school provides resources and programs before, during, and after school that ensure that all students have the academic intervention and broader enrichment supports they need to be academically successful and engaged as a whole person.
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining There is strong and consistent evidence that the school provides: a. Classroom strategies and school-wide systems identify which students are struggling and need academic support and which students are mastering targets and need academic enrichment. b. Classroom strategies and school-wide systems identify specifically why students are struggling to reach expected learning targets. c. School-wide systems efficiently refer students to needed academic supports, monitor their effectiveness, and adjust—ensuring that students “get in and get out” as progress occurs. d. Patterns of shared student characteristics are considered when identifying student academic needs and providing supports. e. Classroom and school-wide strategies—before, during, and after school—provide a variety of: “Universal” academic supports (e.g., classroom & on-line resources, teacher “office” hours, ASP homework help, advisory class); “Targeted” academic supports (e.g., classroom push-in or pull-out homogeneous grouping, specific EL supports, ELD or intervention class, 504 accommodations, Saturday or summer programs); “Intensive” academic supports (Small-group intervention class, assigned tutor or mentor, Special Ed IEP and class) f. Classroom and school-wide strategies—before, during, and after school—provide a variety of academic enrichment opportunities for identified students (e.g., “elective” or ASP academic content; leadership; technology; media).
Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems, including student input, to review evidence of these supports to ensure that all students experience needed academic intervention and enrichment.
**This standard and rubric describe how a school provides a coordinated and integrated system of academic supports and enrichment that promote quality learning experiences for all students. In Quality Indicator 2, Standard 2, the standard and rubric describe how the school provides a coordinated and integrated system of other supports and enrichment—specifically health, safety, social-emotional, and youth development services—that are necessary to promote quality learning experiences for all students.
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Quality Indicator 1: Quality Learning Experiences for All Students Standard
Undeveloped
Beginning
There is little evidence of the standard as described in the “Sustaining” column.
There is some evidence of the standard as described in the “Sustaining” column.
Developing
Standard 10: Equitable Access to Curriculum A quality school provides curriculum and courses (including A-G and AP courses at the high school level) that prepare students for college, and it ensures equitable access to such curriculum and courses, for all students, through academic interventions that catch and support students to complete a college preparatory course work.
Bret Harte Middle School School Quality Review 2012-2013
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining There is strong and consistent evidence that the school provides the following: a. Diverse groups of students are proportionally represented in the academic programs. b. The school offers academic interventions that identify and support specific learners who experience ongoing discrimination or who are part of historically lower-achieving groups, which gives them access to challenging curriculum and enables them to achieve high standards. c. These specific students are fully integrated into a challenging core curriculum with appropriately trained teachers. d. All teachers and staff in key gatekeeping roles (e.g., counselors) have received training about access and equity issues, and operate with clear guidelines for ensuring full access.
Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems, including student input, to review evidence of these supports to ensure that all students have equitable access to curriculum.
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Quality Indicator 1: Quality Learning Experiences for All Students Standard
Undeveloped
Beginning
Developing
Standard 11: College-going Culture and Resources A quality school has a collegegoing culture with staff and teachers who provide college preparedness resources to inform students and families about the importance of college, their college options, the entrance requirements, and the supports needed to successfully complete college.
Bret Harte Middle School School Quality Review 2012-2013
There is little evidence of the standard as described in the “Sustaining” column.
There is some evidence of the standard as described in the “Sustaining” column.
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining The school provides learning experiences that show strong and consistent evidence of the following: a. Students connect how their learning in class prepares them for future college and/ or career opportunities. b. Teachers are explicit that certain skills and dispositions (e.g., peer collaboration, study/organizational habits) particularly prepare students to be successful in college and careers. c. School staff helps students develop concrete plans for the future and counsels them about college and career options. d. Students use a variety of resources to understand the importance of college, their college options, the entrance requirements, and the supports needed to complete college. e. Families use a variety of resources to understand the importance of college, their college options, the entrance requirements, and the supports needed to complete college.
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Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems, including student input, to review evidence of these conditions to ensure that a college-going culture and resources are experienced by all students.
Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments The Oakland Unified School District is committed to supporting high levels of learning for every student, ensuring that students are prepared for success in college, in their careers, and as citizens. Central to this commitment is the creation of learning environments that are safe, supportive, and healthy for all students. “Safe, Supportive, and Healthy Learning Environments” recognize that all members of the school community thrive when there is a broad, coordinated approach to identifying and meeting the needs of all members. The quality school is a safe, healthy center of its community. Its students, their families, the community, and school staff feel safe because school relationships, routines, and programs build respect, value individual and cultural differences, and restore justice—in the classrooms, hallways, and surrounding neighborhood. Its members are healthy and ready to learn, work, and parent because they have access to services—before, during, and after the school day—that address their academic, emotional, social, and physical needs. In such a quality school, the adults in the community coordinate their support so that students plan for and are prepared for future success. The following rubrics enable key school stakeholders to assess the development of a school toward the “Safe, Supportive, & Healthy Learning” standards, based on evidence from a range of sources. In addition, school leaders, central office personnel, and coaches will use these rubrics to design improvement strategies and support schools’ ongoing development. The unit of analysis for these rubrics is the school, not programs or individuals within the school. These rubrics will not be used for the evaluation of school leaders, teachers, or other school personnel.
Undeveloped Beginning Developing Sustaining Refining
There was little evidence found that the school implemented the practice(s) and/or build the conditions described in the standard. There was some evidence found that the school implemented the practice(s) and/or build the conditions described in the standard. There was substantial evidence found that the school implemented the practice(s) and/or build the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or build the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or build the conditions described in the standard, and the school has implemented systems to review evidence of these practices/conditions.
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Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments Standard
Undeveloped
Beginning
Developing
Standard 1: Safe and Healthy Center of Community A quality school is safe and a healthy center of the community. Safety procedures are in place to maintain order and keep all members safe. It is an open, fun and attractive space for the community to use before, during, and after the school day.
There is little evidence of the standard as described in the “Sustaining” column.
Bret Harte Middle School School Quality Review 2012-2013
There is some evidence of the standard as described in the “Sustaining” column.
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining The school provides learning environments that show strong and consistent evidence of the following: a. The campus (inside and out) is well maintained and attractive. Adults and students contribute to keep the facilities this way. b. Safety procedures are in place and evident (emergency plan, supervision schedules, responses to safety concerns, custodial schedules, drills, etc.); they are known and followed by respective stakeholders. c. Mechanisms are in place to communicate about and manage district/school staff/families/ community partners regarding emergencies/incidents affecting the site in a timely way. d. Systems are in place for community to access facilities before, during, and after the school day and to ensure space is taken care of. e. The school is utilized by parents, students and community before, during, and after the school day.
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Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school monitors, reviews, and adjusts these practices with input from the various stakeholders of the school, including students, in order to ensure that the school functions as a safe and healthy center of the community.
Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments Standard
Standard 2: Coordinated and Integrated System of Support Services A quality school provides 1) health and social-emotional services and 2) a youth and community development component to help students acquire the attitudes, competencies, values, and social skills they need to facilitate academic learning.
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Bret Harte Middle School School Quality Review 2012-2013
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
There is substantial evidence of the standard as described in the “Sustaining” column.
Sustaining The school provides learning environments that show strong and consistent evidence of the following: a. A broad menu of on-site strategies, services and partnerships respond to student/family needs. b. Students are provided healthy food and health-focused physical activity. c. Health education is integrated into classrooms, programs, and services. d. The school has a youth development component (citizen/values programs, advisory, leadership class, student council, internships, etc.) to help students acquire the attitudes, competencies, values, and social skills they need to facilitate academic learning. e. Strategies and/or organizational structures (e.g., houses, academies, etc.) provide social supports for all students. Staff can modify these strategies/ structures to meet student needs. f. All services at the school are coordinated efficiently and effectively to support student learning.
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Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school monitors, reviews, and adjusts these practices with input from the various stakeholders of the school, including students, in order to ensure that the school provides a coordinated and integrated system of academic and learning support services.
Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments Standard
Undeveloped
Sustaining Refining The school provides learning environments that show strong and consistent evidence of the following: There is strong and a. Systems are in place to identify which students are consistent evidence of the Standard 5: struggling and why they are struggling and to support standard as described in the Identifies At-Risk Students their health/social emotional issues. “Sustaining” column. and Intervenes* There is little There is some There is b. Systems are in place to refer students to the supports In addition, the school A quality school identifies evidence of evidence of substantial that address their need(s) following the RTI model. monitors, reviews, and at-risk students and the standard the standard evidence of the c. Systems are in place to identify service gaps and seek adjusts these practices with intervenes early, to help as described as described standard as resources to fill them. input from the various students develop concrete in the in the described in the d. Teachers are part of these strategies/services and stakeholders of the school, plans for the future to “Sustaining” “Sustaining” “Sustaining” provide/work closely with these services to ensure including students, in order counsel them about college column. column. column. student needs are met. to ensure that the school and career options, and to e. Parents/families are engaged as partners with the school provides a coordinated and engage parents in this in supporting their students and know how their children integrated system of advising. are being supported. academic and learning f. At-risk students receive the necessary support to ensure support services. that they have access to college and career options. * This standard complements QI-1.8 (systems of academic support services to promote student learning). This standard focuses on health, safety, and social-emotional services to support at-risk students in accessing student leaning, including access to college and career options.
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Beginning
Developing
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Quality Indicator 2: Safe, Supportive, & Healthy Learning Environments Standard
Undeveloped
Sustaining The school provides learning environments that show strong and consistent evidence of the following: Standard 6: a. Students and parents feel safe and free from threat, Inclusive, Welcoming, and bullying, and/or discrimination. Caring Community* b. Students and parents trust staff. A quality school creates an c. Students and their families are “known” by school staff. inclusive, welcoming, safe, d. Procedures and practices support new students and their caring and nurturing families to quickly feel like members of the school community which: 1. Fosters There is little There is some There is community. respectful communication evidence of evidence of substantial e. Staff, students, and their families intentionally build among students, families, the standard the standard evidence of the caring and supportive relationships across different staff, and community. 2. as described as described standard as individual and cultural “lines”. Values individual and cultural in the in the described in the f. Interactions are characterized by caring communication. differences. 3. Engages and “Sustaining” “Sustaining” “Sustaining” g. Procedures and practices support students to resolve partners with students, column. column. column. and heal conflicts and “restore justice” to the school families, and community. 4. community. Creates a positive school h. Structures and activities before/during/and after school climate that includes behavior create a safe and inclusive environment for students management as well as (main office, playground, hallways, cafeteria, etc.) structures that recognize i. The school has effective behavior management schoolimprovement, achievement, wide that creates a positive school climate (rewards, and growth. progressive discipline plan, celebrations to recognize improvement/ achievement, daily routines that reinforce culture of the school, etc.) *This standard addresses systems and practices outside of the classroom and it complements QI 1.2
Bret Harte Middle School School Quality Review 2012-2013
Beginning
Developing
74
Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school monitors, reviews, and adjusts these practices with input from the various stakeholders of the school, including students, in order to ensure that students and their families experience an inclusive, welcoming, safe, caring and nurturing community.
Quality Indicator 3: Learning Communities Focused on Continuous Improvement The Oakland Unified School District is committed to supporting high levels of learning for every student, ensuring that students are prepared for success in college, in their careers, and as citizens. We believe that thriving schools consistently endeavor to develop as robust learning communities. A “Learning Community Focused on Continuous Improvement” describes a school that consistently and collaboratively works to improve the school and to produce higher and more equitable outcomes by students. The school staff – in collaboration with students, families and the broader community – study, reflect, and learn together to strengthen their individual and collective efforts. They consistently look at data, plan, monitor, and evaluate their work. Through these efforts, they share decision-making, responsibility, and accountability. OUSD’s approach to learning communities is rooted in the literature on Professional Learning Communities (PLCs) developed by Richard DuFour, Rebecca DuFour, and Robert Eaker. They define a PLC as “characterized by a set of core beliefs and practices: a commitment to the learning of each student and structures that support teachers’ focus on student learning. When a school functions as a PLC, adults within the school embrace high levels of learning for each student as both the reason the school exists and the fundamental responsibility of those who work within it.” This Learning Communities rubric focuses on the members of the community whose primary responsibility is student learning: teachers and those that support teachers. This group of individuals is not de facto a learning community; however, they develop into a learning community as they collaborate, build trust, challenge one another, and support one another – in service of student learning. This rubric enables schools to self-assess against the quality school learning community standards, based on evidence from a range of sources. In addition, the Quality Community School Development office, other central office personnel, and coaches will interact around this rubric to develop growth plans and support schools’ ongoing development. The unit of analysis for this rubric is the school, not individuals or teams within the school.
Undeveloped Beginning Developing Sustaining Refining
There was little evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was some evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was substantial evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard, and the school has implemented systems to review and improve these practices/conditions.
Bret Harte Middle School School Quality Review 2012-2013
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Quality Indicator 3: Learning Communities Focused on Continuous Improvement Standard
Standard 1: Professional Learning Communities A quality school makes sure that teachers work together in professional learning communities (PLC) focused on student progress
Bret Harte Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column
Beginning
There is some evidence of the standard as described in the “Sustaining” column
Developing
There is substantial evidence of the standard as described in the “Sustaining” column
Sustaining There is strong and consistent evidence of the following: a. Most teachers meet in Professional Learning Communities at least once a month for collaborative planning and inquiry focused on student learning. b. Teachers use PLC time to map curriculum backwards from high leverage, important learning goals/outcomes/standards; collaboratively make curricular choices; and plan instruction and assessments. c. Teachers in PLCs regularly look at evidence of student learning (formative and summative assessment data or student work) to understand students’ level of mastery of the learning objectives. d. Based on this evidence of student learning, teachers in PLCs share best practices, trouble shoot dilemmas, and plan re-teaching and extension activities. e. All teachers take responsibility for creating and maintaining a quality PLC by participating fully, supporting a clear agenda, recording notes and decisions, and following-up with assigned tasks.
76
Refining There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems to review and improve the practices that ensure effective Professional Learning Communities focused on student progress.
Quality Indicator 3: Learning Communities Focused on Continuous Improvement Standard
Standard 2: Data Collection and Analysis A quality school ensures that staff members regularly analyze multiple kinds of data about student performance and their experience of learning and then employ this analysis to improve student learning.
Bret Harte Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column
Beginning
There is some evidence of the standard as described in the “Sustaining” column
Developing
There is substantial evidence of the standard as described in the “Sustaining” column
Sustaining
There is strong and consistent evidence of the following: Individually and collectively, staff members frequently – a. Collect multiple kinds of data about student performance and their experience of learning. b. Use their data analysis to identify specific needs for reteaching, intervention, and extension for individual students. c. Use their data analysis to identify trends and patterns among groups of students to inform programmatic decisions, personnel deployment, curricular choices, and instructional strategies.
77
Refining There is strong and consistent evidence of the standard as described in the “Sustaining” column.
In addition, the school has implemented systems to review and improve the practices that ensure effective data collection and analysis.
Quality Indicator 3: Learning Communities Focused on Continuous Improvement Standard
Standard 4: Professional Learning Activities A quality school has professional learning activities that are embedded in practice, promote teacher leadership, and support teachers to evaluate and revise their classroom practices.
Bret Harte Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column
Beginning
There is some evidence of the standard as described in the “Sustaining” column
Developing
There is substantial evidence of the standard as described in the “Sustaining” column
Sustaining There is strong and consistent evidence that high quality professional learning activities help teachers improve student learning. Professional Learning Activities at the school are: a. Embedded in practice. They are useful to teacher practice with students, and model effective instructional strategies. b. Aligned to the vision and mission of the school. c. Targeted towards and responsive to the current needs of students and teachers. d. Developmental and differentiated to meet the needs of all teachers at the school. Professional Learning Activities at the school: e. Promote teacher leadership. f. Support teachers to evaluate and improve their classroom practices. g. May include: Whole staff learning opportunities Individual or small group coaching Supervision Peer Coaching Peer observations Lesson study Training in a specific item PLCs Participating in protocols such as “Looking at Student Work”, “Tuning”, Etc. Study groups or book studies
78
Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems to review and improve the practices that ensure high quality professional learning activities for teachers.
Quality Indicator 4: Meaningful Student, Family and Community Engagement/Partnerships The Oakland Unified School District is committed to supporting high levels of learning for every student, ensuring that students are prepared for success in college, in their careers, and as citizens. Central to this commitment is meaningfully engaging students, families, and communities as key partners in this work. “Meaningful Student, Family, and Community Engagement/Partnerships” result when the school staff ensures that students, families and the community are partners in creating quality learning experiences for all students and a “full-service” school for the community. A quality school draws on the strengths and knowledge of the students, their families, and the community to become a center of support to the community and to meet the needs of all its members. Students, families, and community groups are “at the table”—giving voice to their concerns and perspectives; looking at data; planning, monitoring, evaluating the quality of the school; and participating in key decisions. The following rubrics enable key school stakeholders to assess the development of a school toward the “Meaningful Student, Family and Community Engagement/Partnerships” standards, based on evidence from a range of sources. In addition, school leaders, central office personnel, and coaches will use these rubrics to design improvement strategies and support schools’ ongoing development. The unit of analysis for these rubrics is the school, not programs or individuals within the school. These rubrics will not be used for the evaluation of school leaders, teachers, or other school personnel.
Undeveloped Beginning Developing Sustaining Refining
There was little evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was some evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was substantial evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard. There was strong & consistent evidence found that the school implemented the practice(s) and/or built the conditions described in the standard, and the school has implemented systems to review evidence of these practices/conditions.
Definitions Leaders: Principals are the primary leaders of their schools; some schools have assistant principals, coaches, and/or teachers who also have formal roles as leaders. In addition, every member of a school community has opportunities to function as a leader, depending on the school’s needs and the individual’s specific skills. School Staff: Staff includes the principal, other administrators, and teachers (certificated), as well as other adults who work in the school (classified). School Community: The community includes school staff, students, students’ families, individuals from the neighborhood, community-based organizations, and support providers who are associated with the school. Leadership Groups: Schools have a variety of groups that provide guidance for and make decisions regarding the school. All schools have school site councils (SSCs) that are responsible for strategic planning, and many schools have additional structures, such as an Instructional Leadership Team, which guide and support the ongoing work of the school.
Bret Harte Middle School School Quality Review 2012-2013
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Quality Indicator 4: Meaningful Student, Family and Community Engagement/Partnerships Standard Standard 2: Working together in Partnership A quality school creates the structures and mechanisms to work in partnership with students, families and community; as part of working together, they share information, influence, and support the creation of policies, practices, and programs that affect students, thus becoming agents of change.
Undeveloped
Beginning
Developing
There is little evidence of the standard as described in the “Sustaining” column.
There is some evidence of the standard as described in the “Sustaining” column.
There is substantial evidence of the standard as described in the “Sustaining” column.
Bret Harte Middle School School Quality Review 2012-2013
Sustaining There is strong and consistent evidence of the following: a. The school has high-quality activities and strategies which build the capacity of students, families, and community to work together in partnership. b. The school creates structures and mechanisms to bring families of all racial, ethnic, socio-economic backgrounds which are representative of the student body as volunteers into the school. c. The school creates structures and mechanisms which continuously engage families, including those who are less involved to get their ideas, input, and involvement. d. Student, family, and community groups (Coordination of Services Team, After School programs, community agencies, etc.), in partnership with the school, set clear and measurable goals that are aligned with the school wide vision and goals.
Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems to monitor the effectiveness of these practices to ensure that a school works together in partnership.
80
Quality Indicator 4: Meaningful Student, Family and Community Engagement/Partnerships Standard Standard 5: Student/Family Engagement on Student Progress A quality school communicates with families effectively so they know how the student is progressing and how they participate in the school community. It allows clear two-way channels for communication. The school uses strategies that help families overcome the language, cultural, economic, and physical barriers that can limit their full participation.
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Bret Harte Middle School School Quality Review 2012-2013
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
Sustaining
There is substantial evidence of the standard as described in the “Sustaining” column.
There is strong and consistent evidence of the following: a. The school has multiple high-quality activities and strategies which engage students and their family in knowing how the student is progressing academically and engaging in the school community. b. Families and school staff have trusting relationships and engage in regular, two-way, meaningful communication about student progress. c. These activities and strategies are designed to minimize language, cultural, economic, and physical barriers that can limit students and their families’ full participation. d. The school has created and implemented policies that encourage all teachers to communicate frequently with families about student academic progress and student engagement in the school community. These policies are well communicated with staff and families.
Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems to review evidence of the effectiveness of these practices to ensure effective student/family engagement on student progress.
81
Quality Indicator 4: Meaningful Student, Family and Community Engagement/Partnerships Standard Standard 6: Family Engagement on Academic Expectations and Opportunities A quality school provides opportunities for families to understand what their child is learning (grade level standards); why they are learning it; what it looks like to know, perform, and interact “well” (i.e. with quality); and what potential career/college pathways are before them.
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
Sustaining
Refining
There is substantial evidence of the standard as described in the “Sustaining” column.
There is strong and consistent evidence of the following: a. The school engages with families, not only about how their child is progressing academically and socially, but about the what, why, and “so what” of the academic program. That includes the overall academic vision and mission, what it looks like to do well academically and socially, and to map out toward what goals this quality of work is taking a student. b. These strategies help each student and their families overcome the language, cultural, economic, and physical barriers that can limit full understanding.
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems to review evidence of these practices to ensure effective family engagement on student learning.
Note: This standard draws a contrast with Standard 5 in the way that the school engages with families, not only about how their child is progressing academically and socially, but about the what, why, and “so what” of the academic program. Typically in this stage of development, a school engages with parents and families to discuss their overall academic vision and mission, to clarify what it looks like to do well academically and socially, and to map out toward what goals this quality of work is taking a student.
Bret Harte Middle School School Quality Review 2012-2013
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Quality Indicator 4: Meaningful Student, Family and Community Engagement/Partnerships Standard
Undeveloped
Beginning
Developing
There is little evidence of the standard as described in the “Sustaining” column.
There is some evidence of the standard as described in the “Sustaining” column.
There is substantial evidence of the standard as described in the “Sustaining” column.
Standard 7: Standards of Meaningful Engagement A quality school builds effective student, family, and community partnerships by implementing standards of meaningful student and family/ community engagement, which are developed and approved by these local key stakeholders.
Bret Harte Middle School School Quality Review 2012-2013
Sustaining There is strong and consistent evidence of the following: a. The school has developed/adopted and implemented standards of meaningful engagement (either school or district approved) to build effective student, family, and community partnerships. b. The school sets goals and plans activities annually to bring students, families and community into the school and become authentic co-owners of the school and share responsibility for students’ learning. c. The school has programs and activities in place to support student engagement around events and decisions that affect them at school and in the community. d. The school has programs and activities in place to build student leadership and voice and teach children to become their own advocates in education.
Refining
There is strong and consistent evidence of the standard as described in the “Sustaining” column. In addition, the school has implemented systems to review evidence of these practices to insure standards of meaningful engagement.
83
Quality Indicator 5: Effective School Leadership and Resource Management The Oakland Unified School District is committed to supporting high levels of learning for every student, ensuring that students are prepared for success in college, in their careers, and as citizens. We believe that the leaders of a school play a critical role in this success: supporting students, nurturing and guiding teachers, and empowering families and the community – thriving together as a full service community school. “Effective School Leadership & Resource Management” happens when school leaders work together to build a vision of quality and equity, guiding the efforts of the school community to make this vision a reality. Leaders focus the school community on instruction, ena bling positive academic and social-emotional outcomes for every student. Leaders guide the professional development of teachers and create the conditions within which teachers and the rest of the community engage in ongoing learning. These leaders manage people, funding, time, technology, and other materials effectively to promote thriving students and build robust, sustainable community schools. This rubric enables schools to self-assess against the quality school leadership standards, based on evidence from a range of sources. In addition, the Quality Community School Development office, other central office personnel, and coaches will interact around this rubric to develop growth plans and support schools’ ongoing development. The unit of analysis for this rubric is the school, not individuals within the school. A separate tool guides the development of individual leaders, based upon OUSD’s Leadership Dimensions. This rubric will not be used for the evaluation of school leaders. Undeveloped Beginning Developing Sustaining Refining
There was little evidence found that the school has implemented the practice(s) and/or build the conditions described in the standard. There was some evidence found that the school has implemented the practice(s) and/or build the conditions described in the standard. There was substantial evidence found that the school has implemented the practice(s) and/or build the conditions described in the standard. There was strong and consistent evidence found that the school has implemented the practice(s) and/or build the conditions described in the standard. There was strong and consistent evidence found that the school has implemented the practice(s) and/or build the conditions described in the standard, and the school has implemented systems to review and improve these practices/conditions.
Definitions Leaders: Principals are the primary leaders of their schools; some schools have assistant principals, coaches, and/or teachers who also have formal roles as leaders. In addition, every member of a school community has opportunities to function as a leader, depending on the school’s needs and the individual’s specific skills. School Staff: Staff includes the principal, other administrators, and teachers (certificated), as well as other adults who work in the school (classified). School Community: The community includes school staff, students, students’ families, individuals from the neighborhood, community-based organizations, and support providers who are associated with the school. Leadership Groups: Schools have a variety of groups that provide guidance for and make decisions regarding the school. All schools have school site councils (SSCs) that are responsible for strategic planning, and many schools have additional structures, such as an Instructional Leadership Team, which guide and support the ongoing work of the school.
Bret Harte Middle School School Quality Review 2012-2013
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Quality Indicator 5: Effective School Leadership and Resource Management Standard
Undeveloped
Beginning
Developing
Sustaining
Refining
Standard 2: Partners with Students and Families in Decision Making A quality school has leadership that shares school improvement and decisionmaking with students and their families when together they look at data, develop key school plans (e.g., the master schedule, the school’s code of conduct, restorative justice strategies), monitor programs, and participate in hiring and evaluating staff. Students and their families share leadership through mandated representative bodies (e.g., School Site Council, English Language Advisory Council) and through other collaborative strategies as well.
There is little evidence of this standard as described in the “Sustaining”" column.
There is some evidence of this standard as described in the “Sustaining”" column.
There is substantial evidence of this standard as described in the “Sustaining” column.
There is strong and consistent evidence that: a. Students and their families are involved, through various leadership structures, in monitoring results of school programs and creating/revising improvement plans. b. Students and their families participate in key school planning decisions in support of student outcomes. c. Students and their families provide input in hiring and evaluation processes. d. Students and their families participate in both mandated representative bodies (SSC, ELAC, etc.) and other collaborative structures.
Standard
Undeveloped
Beginning
Developing
Sustaining
There is substantial evidence of the standard as described in the “Sustaining” column.
There is strong and consistent evidence of the following: a. The school’s vision is focused on student learning and high expectations for all students. b. The school’s vision guides all aspects of the school’s programs and activities. c. The school’s leadership engages all constituents in aligning their efforts to the vision. d. Members of the school community are knowledgeable about and committed to the vision. e. School leaders consistently act on core beliefs which reflect the vision and mission.
Standard 4: Vision Driven A quality school has leadership which ensures that the school’s shared vision is focused on student learning, grounded in high expectations for all students, and guides all aspects of school life.
Bret Harte Middle School School Quality Review 2012-2013
There is little evidence of the standard as described in the “Sustaining” column.
There is some evidence of the standard as described in the “Sustaining” column.
There is strong and consistent evidence of this standard as described in the “Sustaining”" column. In addition, the school has implemented systems to review and improve the practices that ensure that there is shared reflection and decisionmaking with students and families.
Refining
85
There is strong and consistent evidence of this standard as described in the “Sustaining”" column. In addition, the school has implemented systems to review and improve the practices that ensure that all aspects of the school are guided by the shared vision, focused on student learning and high expectations for all.
Quality Indicator 5: Effective School Leadership and Resource Management Standard
Undeveloped
Beginning
Developing
Sustaining
There is substantial evidence of the standard as described in the “Sustaining” column.
There is strong and consistent evidence of the following: a. The school leadership consistently articulates the need to interrupt patterns of inequities. b. School leadership guides the development and quality of services that support all students to have equal access to learning (including academic, social-emotional, health, family well-being, adult attitudes, etc). c. The school staff consistently engages in practices that interrupt patterns of inequity. d. The school staff frequently collects and analyzes learning data by subgroup in order to monitor and adjust practices designed to interrupt patterns of inequity. e. The school staff has implemented programs to address specific subgroup needs based on their learning data. f. Resources are used to meet the needs of all students equitably: staffing, technology, materials, space, etc. g. School leadership fosters an ongoing dialogue among school and community constituents across race, class, age, and school and community to engage in bold change to achieve equitable school results. h. School leadership acts in concert with allies to systematically address inequities; help others navigate the system and remove or circumvent institutional barriers to student opportunity and achievement.
Standard 5: Focused on Equity A quality school has leadership that creates and sustains equitable conditions for learning and advocates for interrupting patterns of historical inequities.
There is little evidence of the standard as described in the “Sustaining” column.
Bret Harte Middle School School Quality Review 2012-2013
There is some evidence of the standard as described in the “Sustaining” column.
Refining
86
There is strong and consistent evidence of this standard as described in the “Sustaining”" column. In addition, the school has implemented systems to review and improve the practices that ensure that the leadership is focused on equity.
Quality Indicator 5: Effective School Leadership and Resource Management Standard
Standard 6: Supports the Development of Quality Instruction A quality school has leadership that guides and supports the development of quality instruction across the school to ensure student learning.
Standard
Standard 9: Culture of Mutual Accountability: Collaboratively develops outcomes & monitors progress A quality school has leadership which collaboratively develops outcomes, monitors progress, and fosters a culture of mutual accountability.
Bret Harte Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
There is substantial evidence of the standard as described in the “Sustaining ” column.
Beginning
Developing
There is some evidence of the standard as described in the “Sustaining” column.
There is substantial evidence of the standard as described in the “Sustaining ” column.
Sustaining There is strong and consistent evidence that the leadership of the school (principal, specialists, ILT, etc.): a. Guides, monitors, and supports curricular choices and interventions based on expected student learning outcomes and the school vision. b. Guides, monitors, and supports instructional practices that engage all students in high quality learning, are aligned with the school vision. c. Ensures that there is adequate professional learning, coaching, and supervision to develop quality instruction across the school.
Sustaining There is strong and consistent evidence that: a. The school staff has developed clear student outcomes and goals for learning and behavior b. The school staff has developed clear professional expectations and goals for staff c. The school staff monitors students’ progress d. The school staff monitors staff expectations e. The school staff follows clear processes and procedures to hold themselves accountable to one another and the goals and expectations f. There is a culture of mutual accountability within the staff – staff members have productive difficult conversations that continually improve their collaboration and work with students and families.
87
Refining There is strong and consistent evidence of this standard as described in the “Sustaining”" column. In addition, the school has implemented systems to review and improve the practices that ensure the development of quality instruction across the school to ensure student learning.
Refining There is strong and consistent evidence of this standard as described in the “Sustaining”" column. In addition, the school has implemented systems to review and improve the practices to collaboratively develop outcomes, monitor progress and have a culture of mutual accountability.
Quality Indicator 5: Effective School Leadership and Resource Management STANDARD
Standard 10: Organizational Management A quality school has leadership which develops systems and allocates resources (time, human, financial, and material) in service of the school’s vision.
Bret Harte Middle School School Quality Review 2012-2013
Undeveloped
There is little evidence of the standard as described in the “Sustaining” column.
Beginning
There is some evidence of the standard as described in the “Sustaining” column.
Developing
There is substantial evidence of the standard as described in the “Sustaining ” column.
Sustaining There is strong and consistent evidence that: a. The school’s resources are allocated in service of the school vision b. The school’s resources are maximized in service of the vision c. The school leadership effectively leverages district and community resources, grants and partnerships in service of the school vision d. The school leadership effectively uses the district’s budgeting systems (RBB, IFAS, etc.) to maximize use of state and federal funds in service of the school vision e. The assignment and use of TSAs, coaches, etc. are appropriate, effective, and focused in service of the school vision f. The school leadership seeks out additional resources to meet identified student needs and aligned to the school vision.
88
Refining
There is strong and consistent evidence of this standard as described in the “Sustaining”" column. In addition, the school staff regularly reflects on their approach to resource allocation, and has adjusted their approach and systems to better allocate resources in service of the school’s vision.
