New England Association of Schools and Colleges

Commission on Public Secondary Schools

Report of the Visiting Committee for Lunenburg High School

Lunenburg, Massachusetts April 11 – 14, 2010

John K. Clements, Chair Francis Cronin, Assistant Chair Michael G. Barney, Principal

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New England Association of Schools and Colleges, Inc. 209 Burlington Road, Bedford, MA 01730-1433 TEL. 781-271-0022 FAX 781-271-0950 www.neasc.org

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STATEMENT ON LIMITATIONS THE DISTRIBUTION, USE, AND SCOPE OF THE VISITING COMMITTEE REPORT The Commission on Public Secondary Schools of the New England Association of Schools and Colleges considers this visiting committee report of Lunenburg High School to be a privileged document submitted by the Commission on Public Secondary Schools of the New England Association of Schools and Colleges to the principal of the school and by the principal to the state department of education. Distribution of the report within the school community is the responsibility of the school principal. The final visiting committee report must be released in its entirety within sixty days (60) of its completion to the superintendent, school board, public library or town office, and the appropriate news media. The prime concern of the visiting committee has been to assess the quality of the educational program at Lunenburg High School in terms of the Commission's Standards for Accreditation. Neither the total report nor any of its subsections is to be considered an evaluation of any individual staff member but rather a professional appraisal of the school as it appeared to the visiting team. INTRODUCTION The New England Association of Schools and Colleges (NEASC) is the oldest of the six regional accrediting agencies in the United States. Since its inception in 1885, the Association has awarded membership and accreditation to those educational institutions in the six-state New England region who seek voluntary affiliation. The governing body of the Association is its Board of Trustees which supervises the work of six Commissions: the Commission on Institutions of Higher Education (CIHE), the Commission on Independent Schools (CIS), the Commission on Public Secondary Schools (CPSS), the Commission on Technical and Career Institutions (CTCI), the Commission on Public Elementary and Middle Schools (CPEMS), and the Commission on American and International Schools Abroad (CAISA). As the responsible agency for matters of the evaluation and accreditation of public secondary school member institutions, CPSS requires visiting committees to assess the degree to which the evaluated schools meet the qualitative Standards for Accreditation of the Commission. Those Standards are: Teaching and Learning Standards Mission and Expectations for Student Learning Curriculum Instruction Assessment of Student Learning Support of Teaching and Learning Standards Leadership and Organization School Resources for Learning Community Resources for Learning. The accreditation program for public schools involves a threefold process: the self-study conducted by the local professional staff, the on-site evaluation conducted by the Commission's visiting committee, 3

and the follow-up program carried out by the school to implement the findings of its own self-study and the valid recommendations of the visiting committee and those identified by the Commission in the Follow-Up process. Continued accreditation requires that the school be reevaluated at least once every ten years and that it show continued progress addressing identified needs.

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Preparation for the Evaluation Visit - The School Self-Study A steering committee of the professional staff was appointed to supervise the myriad details inherent in the school's self-study. At Lunenburg School, a committee of four members, including the principal, supervised all aspects of the self-study. The steering committee assigned all teachers and administrators in the school to appropriate subcommittees to determine the quality of all programs, activities, and facilities available for young people. In addition to faculty members, the self-study committees included participation from students, parents, and community members. The self-study of Lunenburg High School extended over a period of 26 school months from September 2008 to February 2010. The visiting committee was pleased to note that the self-study process included representation from many groups in the school community including students, teachers, parents, administrators, and community members who joined the professional staff in the self-study deliberations. Public schools evaluated by the Commission on Public Secondary Schools must complete appropriate materials to assess their adherence to the Standards for Accreditation and the quality of their educational offerings in light of the school's mission, learning expectations, and unique student population. In addition to using the Self-Study Guides developed by a representative group of New England educators and approved by the Commission, Lunenburg High School also used questionnaires developed by Endicott College to reflect the concepts contained in the Standards for Accreditation. These materials provided discussion items for a comprehensive assessment of the school by the professional staff during the self-study. It is important that the reader understand that every subcommittee appointed by the steering committee was required to present its report to the entire professional staff for approval. No single report developed in the self-study became part of the official self-study documents until it had been approved by the entire professional staff. The Process Used by the Visiting Committee A visiting committee of 14 evaluators was assigned by the Commission on Public Secondary Schools to evaluate the Lunenburg High School. The Committee members spent four days in Lunenburg, Massachusetts, reviewed the self-study documents which had been prepared for their examination, met with administrators, teachers, other school and system personnel, students, and parents, shadowed students, visited classes, and interviewed teachers to determine the degree to which the school meets the Commission's Standards for Accreditation. Since the evaluators represented educators with a variety of roles in public schools, diverse points of view were brought to bear on the evaluation of Lunenburg High School. The visiting team built its professional judgment on evidence collected from the following sources: 

review of the school's self-study materials

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40 hours shadowing 14 students for a half day

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a total of 15 hours of classroom observation (in addition to time shadowing students)

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numerous informal observations in and around the school 5

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tours of the facility

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individual meetings with 28 teachers about their work, instructional approaches, and the assessment of student learning

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group meetings with students, parents, school and district administrators, and teachers

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the examination of student work including a selection of work collected by the school

Each conclusion on the report was agreed to by team consensus. Sources of evidence for each conclusion drawn by the visiting committee appear in parenthesis in the Standards sections of the report. The seven Standards for Accreditation reports include commendations and recommendations that in the team’s judgment will be helpful to the school as it works to improve teaching and learning and to better meet Commission Standards. This report of the findings of the visiting committee will be forwarded to the Commission on Public Secondary Schools which will make a decision on the accreditation of Lunenburg High School. Overview of Findings Although the conclusions of the visiting committee on the school's adherence to the Commission's Standards for Accreditation appear in various sections of this report, the committee wishes to highlight some findings in the paragraphs that follow. These findings are not intended to be a summary of the report. Teaching and Learning at Lunenburg High School Lunenburg High School (LHS) developed its mission statement and expectations for student learning through an inclusive, reflective process that accurately represented the beliefs of the school. As a result of their work, the students, teachers, and administrators at LHS are in agreement that these documents accurately reflect the objectives of the teaching and learning activities that take place at the school. The visiting team repeatedly saw evidence of educational experiences that personalize learning, transfer learning to new contexts, and promote collaboration and self-direction. The school is currently in the early stages of the implementation of its mission statement and expectations for student learning. It will be important for the school to design a process to review the mission statement regularly in order to ensure that it remains reflective of the core values of the school community. The curriculum at Lunenburg High School provides students with the opportunity to engage in a variety of rigorous and meaningful learning activities. In recent years, the professional staff at the high school has worked diligently to design, organize, evaluate, and revise the curriculum. Through these initial efforts, the school has formalized a variety of curriculum documents that describe the educational opportunities offered to students. Based on this work, the school will have the opportunity to further develop the curriculum by creating a comprehensive curriculum document that not only prescribes content and explains course-specific learning goals but also incorporates instructional strategies, assessment techniques, and an identification of how to measure school-wide academic learning expectations.

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Teachers at Lunenburg High School use a variety of instructional strategies that are consistent with the school’s mission statement and expectations for student learning. Through their efforts, learning at the high school is a personalized, collaborative process that adapts teaching methods to students’ needs. Some of this achievement is realized through the use of common planning time to develop cooperative professional relationships with their colleagues. Despite these efforts, teachers at Lunenburg High School are challenged to provide appropriate educational experiences because of the inadequate technological resources available at the school. Assessment of student learning at LHS is measured in a variety of ways in order to match the needs of different learning styles. Consistent with the mission statement, students often have the opportunity to transfer their learning to new contexts. Additionally, teachers regularly use rubrics as a tool to communicate course-specific learning goals. As the school continues to implement the academic, civic, and social learning expectations, it will be important to determine a process to measure student achievement in each of these areas. Support of Teaching and Learning at Lunenburg High School The principal of Lunenburg High School is the clear leader of the school. Through his guidance and shared leadership with members of the professional staff, the school has created a focus on student learning. Additionally, Lunenburg is characterized by a safe and respectful school culture that leads to the establishment of strong student-teacher relationships. Teachers within academic departments benefit from the opportunity to work collaboratively on their professional practices. The school will benefit from being able to expand these opportunities for professional collaboration between teachers in different disciplines. Student support personnel at Lunenburg High School are dedicated to assisting in students’ education. The guidance department provides a variety of services that helps to meet individual learning needs. The school nurse works to overcome the shortcomings of the facility in ensuring students’ well-being. The special education department works closely with other members of the school community to ensure that all students have appropriate opportunities for learning. Additionally, the library media specialist helps students and teachers to maximize their use of the library media center. Despite the work of these members of the professional community, the school faces a challenge in providing facility, materials, resources, and technology that adequately meet the needs of students. The most significant challenges facing the students, teachers, and administrators at Lunenburg High School result from the significant needs of the facility and the insufficient materials, resources, and technology available for teaching and learning. These shortcomings affect all aspects of the educational program at the high school. Though the professional staff members at Lunenburg High School make efforts to mitigate the effects of these insufficient resources, they remain challenged in their ability to fully meet students’ needs. In addition to safety concerns that result from the condition of the facility, students are not able to experience an integrated curriculum, and teachers are not able to incorporate a full range of instructional and assessment strategies. The visiting committee agrees with the school’s judgment that, as it continues to implement its mission statement and expectations for student learning, the school will require additional funding in order to meet the needs of students.

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School and Community Profile The town of Lunenburg lies near the New Hampshire border in north central Massachusetts about 43 miles northwest of Boston and 24 miles north of Worcester. Throughout its history, Lunenburg has been a close-knit community of farms and of small businesses that strives to maintain its rural appearance. Because of the town’s close proximity to Route 2, most of the residents travel to other communities for employment. Lunenburg residents work in a variety of fields - business, education, industry, commerce, technology and agriculture. Family-owned farms (dairies, orchards, market and landscape gardens) continue to operate in town. Major businesses include Powell Stone and Gravel, P.J. Keating (sand and gravel), Ecological Systems, Chapdelaine Auto Sales, Padula Brothers John Deere, Maki’s Building Products, Walmart, and Hannaford Supermarket. Other commercial enterprises include restaurants, banks, and small retail businesses. Measured by the 2000 US Census, Lunenburg's population of 9,401 was 97% white, 1.1%Hispanic, 0.7% African-American, 0.8% Asian, and 1% multiple-race. Slightly more than 7% of the population reported speaking a language other than English at home. Twelve percent of the population was older than 65 and 74.2% was older than 18. Nearly 89% of the population aged 25 or older graduated from high school or higher (compared to 80.4% nationally) and 31.5% obtained at least a bachelor's degree (compared to 24.4% nationally). Although the census bureau projected the population of Lunenburg to be 9,948 in 2007, the town’s population has been predicted to grow to 12,900 within the next five years if all anticipated new housing units are built. At present, the economic recession has stalled the building of most new housing units. The last national census in 2000 showed a relatively positive economic status for Lunenburg. The median family income was $63,981 compared to the state average of $61,664 and national average of $50,046. The percentage of families with incomes below the poverty level was 3.3% compared to the state average of 6.7% and national average of 9.2%. The unemployment rate for the town was 3.5%. However, Lunenburg has felt the effects of the recent US economic recession. According to the Massachusetts Executive Office of Labor and Workforce Development, the unemployment rate in December 2008 for Lunenburg increased to 7.0% and to 6.9% at the state level. Most current figures for November 2009 indicated the unemployment rate as 8.7% for Lunenburg. Due to economic changes, all Town of Lunenburg departments, including the school department, are facing dramatic budgetary shortfalls and ensuing budgetary cuts. State funding has also been cut in recent years. These deficits have posed considerable hardship to the budget of the Lunenburg School District. A Proposition 2 1/2 tax override proposed in 2007 to provide funds for new classroom teachers, increased computer technology, expanded curriculum offerings, and capital improvements failed at town vote. In most recent years, town boards and committees have struggled to maintain level support of services and programs by working cooperatively on the town budget while remaining acutely aware of the demands on the local taxpayers. Within the last five years Lunenburg has experienced new building in three areas. The public library, which dates to 1850, opened a new library building in December 2005. This project was spearheaded by a citizen's interest group. A new Public Safety Building opened in 2004, and a new Primary School opened in 2005. Lunenburg High School (LHS) has been in existence since September, 1895. The present high school building, housing a comprehensive public high school of grades 9 through 12 and accredited by the New England Association of Schools and Colleges, was built in 1957. The high school is located on a campus that contains the elementary school, middle school and new town library and is within walking distance of the center of town where a senior center and a teen center are located. As of January 1 2009, nearly 85% of Lunenburg's school-age population attended one of the four public schools in the district. For the 2008-2009 school year, the Lunenburg Primary School (grades K-2) 8

enrolled 387 students, T.C. Passios Elementary School (grades 3-5) 386 students, Turkey Hill Middle School (grades 6-8) 395 students, and Lunenburg High School (grades 9-12) 570 students for a total student enrollment of 1,738 students (910 male and 828 female). In 2009, nine Lunenburg children were home-schooled while 127 attended non-public schools; in 2008, ten children were home-schooled and 157 attended non-public schools. Feeder schools for the high school include Turkey Hill Middle School and Twin City Christian School in Lunenburg and the Shirley Middle School. The town of Shirley does not have a high school; as a result, it has established a special high school tuition agreement with Lunenburg. The three towns of Lunenburg, Shirley and Ayer investigated the creation of a regional school district beginning in early 2007, but Lunenburg decided not to continue forward with negotiations in September 2009 when state transitional funding became unavailable. However, Shirley and Ayer continue to move toward regionalization and the tuition contract between Lunenburg and Shirley will end with the 2009-2010 school year. Twenty-six students (10 males and 16 females) from Shirley enrolled in grade 9 at Lunenburg High School in 2009-2010, 12 in 2008-2009, 13 in 2007-2008, and 19 in 2006-2007. In addition, the school district is a member of the FLLAC Collaborative and also accepts school choice students when classroom space permits. The current 2009-2010 enrollment at the high school is 558 with a population divided between 278 males and 280 females. This enrollment includes 29 choice students (13 males and 16 females) and 78 students from Shirley (25 males and 53 females). Nearly 81% of the students attending LHS reside in Lunenburg, 14% reside in Shirley and the rest reside in surrounding communities. The projected enrollment for the high school in 2010-2011 is 527 students (down from a recent high of 653 students in 2006). Lunenburg’s per pupil expenditure in 2008 was $9,740 while the state average was $12,449. Per pupil expenditure in 2007 was $9,557, again considerably lower than the state average of $11,858, and in 2006 was $8,865 (state average was $11,210). Of this figure, 66% came from local appropriation, 20% from state aid, 6% from local tuition, 6% from local revolving funds, and 2% from federal grants. The town allocated 55.97% of the local property tax to the schools in 2008, 55.56% in 2007, and 58.12% in 2006. Choice students brought a total of $438,373 into the district; while tuition for Shirley students was $5960 per student, bringing in a total of $802,871 for FY08. Tuition for Shirley students increases to $6,369 in FY09 and to $6,779 for FY10. In addition to town and state funding, the high school receives grant money and community support. Federal Grants include No Child Left Behind Consolidated Grant, Title I, Title IIA (teacher quality), Title IID (technology), and Title 4 (Safe Drug-Free Schools). At the State level, Lunenburg receives the Academic Support Grant 632, Grant 274 and a $6,950 Community Service Learning Grant. Various administrators and teachers pursue grants that total less than $5,000 per year. The Parent Teacher Organization donates about $2500 to each school per year. The Lunenburg School Committee accepts donations of goods and services from local businesses and citizens. SCHOOL The current high school building is over fifty years old and in need of major renovation. A detailed feasibility study was completed by Drummey, Rosane and Associates in February 2007 and a comprehensive facilities master plan was presented to the town and town boards presenting options for renovations and/or new construction of Lunenburg High School. The Lunenburg school committee researched forming a regional school district with the towns of Shirley and Ayer, but decided not to continue forward with negotiations in September 2009 when state transitional funding became unavailable. Shirley, without its own high school, is working towards a regionalization agreement with Ayer. Should Ayer and Shirley regionalize, LHS will enroll fewer students and experience a reduction in tuition from those students. Lunenburg is presently investigating 9

regionalization with the North Middlesex school district, but a decision on whether to pursue this avenue has not yet been reached. Lunenburg High School is economically diverse, but racially, culturally and ethnically homogeneous. No single identifiable minority group represents more than 3% of the high school enrollment. According to the 2008-2009 enrollment statistics, 95.6% of the 571 students at the high school were white, 1.4% Asian, 1.4% Hispanic, 0.5% African-American, 0.4% Native American, 0.4% Pacific Islander, and 0.4% Multi-race/Non-Hispanic. No high school students indicate limited English proficiency or a language other than English as their first language. Each year a small number of exchange students enrolls at the high school. Currently two male students from Colombia and Finland and two female students from Germany and Norway are part of the student body. No students are enrolled in bilingual or ESL classes. The ethnic composition of the student body has not changed in recent years, nor has there been any unusual variance in age or grade distribution. Lunenburg High School currently employs 38 classroom teachers, 5 special education teachers, 1 library media specialist, 3 guidance counselors, and one .5 guidance counselor shared with the middle school, 1 nurse, and 7 tutors and aides. Lunenburg High School lost 2.2 classroom teachers in the last year. One Social Studies position was eliminated due to decreased enrollment projections. A position in the English department was filled with a permanent substitute for the first semester of 2009-2010 and was eliminated for the second semester; English students were be absorbed into other English courses and the Theatre Arts, Journalism, and Storytelling Through Images electives were cancelled. The French teacher is now shared between the high school and the middle school (4 classes at high school and 1 at middle school). One of the guidance counselors monitors the Senior Transition Experience Program. A school psychologist and speech pathologist are shared district-wide. The administration consists of 1 principal, 1 assistant principal, and a volunteer dean of students who assists with discipline issues. There is 1 administrative assistant, 1 attendance secretary, and 1 guidance secretary/registrar. A model of instructional teaming involving three Special Education teachers was piloted in the areas of English language arts (ELA), mathematics, science and social studies in 2007-2008. Two other Special Education teachers coordinate the Achieve program which provides an enriching environment for students with severe learning disabilities. Tutors and aides are available to provide more flexible grouping and differentiated instruction. The ACE (Advanced Community Experience) program provides job coaching and placement services for students in need of transitional services. An Academic Support Center (ASC) is staffed by tutors, aides and special service teachers and provides extra help for students in a small classroom setting. A total of 10.5% of high school students and 14.7% of all students in the district are covered under Special Education compared to the State average of 17.1%. Title I services are provided only in the primary and elementary grades. Two other academic support centers offer focus sessions for all students in grades 9-10 and 11-12. These centers are staffed by para-professionals who focus on time management, study skills and goal setting, and provide help with specific assignments. All teachers attend one 40 minute meeting after school per week. Of the four monthly meetings, two cover agenda items generated by faculty and administration, one is devoted to departmental issues, and one is reserved for results-team meetings. Beginning with the 2008-2009 school year, classroom teachers have two periods per week that are designated for common planning time. This provision allows teachers time for a number of activities; to meet within their departments or across curricular departments in order to plan instruction, curriculum units and common Understanding By Design (UBD) units/assessments; to revise curriculum maps; to create/refine rubrics, or to compare student

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work. Since the inception of common planning time, several interdepartmental projects have been designed and implemented as a direct result of this scheduling change. Professional development opportunities for teachers include five in-service half days and one full day per school year. These are complemented by courses and workshops offered throughout the summer and the school year for professional development points (PDPs) at no charge, for Lunenburg credits (no charge) or for graduate credit (at varying fees). The teacher contract provides each teacher the opportunity to attend one professional experience per year covering one day's substitute and up to $200 in fees. In addition, teachers new to the district have several special professional development opportunities, including a two-day training in the fundamentals of UBD and assignment to the mentor/mentee team. Annually, the district sends teachers for Advanced Placement (AP) training. In 2007, 97.7% of the 44 faculty at the high school were teaching/working in their areas of certification and 97% of core academic courses were taught by teachers considered to be highly qualified. (Districtwide 98.7% teach in their area of certification and 98.4% are highly qualified.) A survey conducted in September 2008 found that 77% of the high school teachers possessed advanced degrees and 23% held provisional certification in the areas of foreign language, mathematics, science and social studies. Teachers are contractually required to be in school for 183 days and the teacher attendance rate is 96%. Lunenburg High School uses a modified block schedule that includes seven class periods on a five day rotation and breaks the calendar into two semesters. The rotation allows each course to have three 50 minute classes and one 85 minute class per week to accommodate more flexible instructional time, labs, projects, presentations, senior internships and other classroom activities. Within this block schedule, an extended homeroom period of 21 minutes occurs each Tuesday and Thursday. Every Thursday this period is devoted to a program entitled Choice Personalized Reading (CPR). During this time, students and staff read silently from any material of their personal choosing. This is valued instructional time and is counted toward the 990 minimum hours required by the state. The remaining 21 minute homeroom period is used for class and activity meetings, time for students to catch up with teachers and occasionally for a school-wide assembly such as the preview to the school musical or the much anticipated school-wide holiday assembly. This holiday assembly showcases the school’s community spirit, as well as the specific talents of various members of the school community. Undergraduate students are required to attend school for 180 days and seniors are required to attend 173 days. During the 2007-2008 school year, the average student- to -teacher ratio was 14.1 to 1 representing an average teaching load of 93.5 students. The state average teaching load was 13.6 to 1. Due to the scheduling constraints of trying to offer as many electives as possible to a small student body, the average class size currently is 19 students with class sizes ranging from 8 in a second section of the Global Issues elective to 39 in film-literacy class and 61 in chorus. All students are required to have twenty-three total credits in order to graduate: four credits in ELA, three credits each in science, mathematics, and social studies (including U.S. History and World History), two credits in unified arts (Fine or Applied Arts or Technology Education), one credit in a foreign language, one and one-half credits in physical education, and one-half credit in health education. The English department offers standard, college prep, and honors level courses through the 11th grade and AP English literature for seniors. Mathematics offers honors level courses beginning with geometry and culminating with AP calculus. The foreign language department offers courses in French, Spanish and Latin through level 5 and/or AP. Science offers honors level courses in biology, chemistry, physics, and anatomy. Currently AP chemistry, AP biology, AP studio art and AP U.S. 11

history are offered. The grade point average at LHS is not weighted and is a cumulative computation of final grades from all courses. Class rank is weighted with all honors and advanced placement courses carrying additional weight for the sole purpose of calculating class rank. In addition to the public schools within the district, students in the community may attend Fitchburg State College, Mount Wachusett Community College in Westminster, Massachusetts Academy of Math and Science at WPI in Worcester, Parker Charter Essential School at Devens, North Central Charter Essential School in Fitchburg, Montachusett Regional Vocational Technical High School in Fitchburg, Fitchburg High Night School, Job Corps at Devens, Mount Wachusett Community College Gateway to College dropout recovery program, and Nashoba Technical High School in Westford (an option for high school students from Shirley). Some of the local private high schools available to Lunenburg students include St. Bernard’s High School in Fitchburg, Lawrence Academy in Groton, Cushing Academy in Ashburnham, and St. John’s in Shrewsbury. Sixty-four students (38 males and 26 females) from Lunenburg attended Montachusett Regional Vocational Technical School during the 2008-2009 school year and 54 students (34 males and 20 females) attended during the 2007-2008 school year. Four Lunenburg High School students are currently enrolled in college courses through dual enrollment; ten students took advantage of this program during the 2008-2009 school year and four in 2007-2008. Online courses were previously offered through Keystone National High School, but this year Lunenburg High School joined the Virtual High School (VHS) Consortium. Seventeen students are currently taking online VHS courses and 23 are enrolled in spring semester courses. In addition to a wide variety of classroom assessments, LHS students are evaluated through standardized tests including MCAS, ASVAB, PSAT, SAT, National Latin, National French, and AP exams. The school implemented a PSAT test day during the 2006-2007 school year. All sophomores and juniors now take the PSAT exam during the school day in October. In 2009, 119 students took the SAT exam with the following results: 590 for Reading, 580 for Writing, and 610 for Math. This is a great improvement over the 2007 SAT results: 500 for Reading, 495 for Writing, and 528 for Math. Of the students taking the AP exams in spring 2009, 61% scored a grade of 3 or higher, 13% scored a 4, and 15% scored a 5. In 2008, 78% scored a grade of 3 or higher, 27% scored a 4, and 16% scored a 5. Over the past four years, LHS had 3 National Merit finalists, 7 semi-finalists and several more commended students. In 2008 and 2009, 52 seniors from Lunenburg High School received the John and Abigail Adams Scholarship based upon their MCAS test scores. The 2009 MCAS exam was administered to 133 sophomores. In ELA 45% of students scored at the Advanced level (29% state average), 47% scored at the Proficient level (52% state average), 5% scored at the Needs Improvement level (15% state average), and 2% scored at the Warning level (4% state average). In Mathematics 59% of students scored at the Advanced level (47% state average), 30% scored at the Proficient level (28% state average), 5% scored at the Needs Improvement level (18% state average), and 5% scored at the Warning level (8% state average). The Science & Technology 20% of students scored at the Advanced level ( 16% state average), 65% scored at the Proficient level (45% state average), 13% scored at the Needs Improvement level (29% state average), and 2% scored at the Warning level (9% state average). In 2008, 30% of students scored at Advanced, 58% scored at Proficient, 9% scored at Needs Improvement, and 3% scored at Warning in ELA; in Mathematics 52% of students scored at Advanced, 38% scored at Proficient, 7% scored at Needs Improvement, and 4% scored at Warning; and in Science & Technology 8% scored at Advanced, 75% scored at Proficient, 15% scored at Needs Improvement, and 2% scored at Warning. In 2007, the Advanced and Proficient levels were 29% Advanced/56% Proficient in ELA and 55% Advanced/28% Proficient in Mathematics. Lunenburg High School partners with local businesses and the community in a number of ways. Seniors may apply to participate in STEP (Senior Transition Experience Program) which encourages 12

students to participate in career or community service internships. In 2008-09, 40 students participated in this program. Members of the community visit the high school to inform students of the evolving nature of career choices and to highlight essential skills needed for the 21st century workforce at the annual Career Day, an initiative developed with the assistance of the PTO. Community speakers are featured in individual classes and on occasion for the entire school. Town meetings and elections are held in the schools and provide students an opportunity to see local government in action. Many students have part-time after school positions with area businesses and many volunteer as coaches, referees, managers, teachers and more in various sports and community groups. A service learning requirement for all students does not exist at this time. Members of the National Honor Society are required to perform 25 hours of community service (with many performing even more hours). Many students and groups participate in a wide array of service activities that raise funds and awareness through such activities as clothing, food, blood and toy drives, or by providing volunteers for activities in other district schools and in the community. Annually, the freshman class sponsors a World Hunger Task Force and raises awareness and funds for organizations such as the Lunenburg Lion’s Club food bank, the Christian Children’s Fund, and Heifer International. The Renaissance Club is active in supporting the Lunenburg Food Bank. Currently each student in the Global Issues classes each is responsible for an area of community awareness and/or community service. The Community Service Club has operated for several years, providing group and individual service projects for students to assist at the local or national level. According to the Education Reform Act of 1993, students are expected to show proficiency in mastering challenging subject matter and in the ability to develop solutions to challenging problems. This skill is known as the Competency Determination (CD) and one method used to test proficiency is the MCAS test. The state of Massachusetts has begun offering students who did not reach the Proficiency level on either or both the ELA or Mathematics MCAS with an alternative method of demonstrating competency in these skills. These opportunities include Educational Proficiency Plans (EPPs), as well as community service learning projects (CSLs), that are embedded into classes already being offered. Each student with an EPP has a CSL/Academic Support Mentor on the faculty. Students have the option of compiling portfolios of exemplary work, as well as enrolling in classes that provide CSL opportunities tailored to their proficiency needs. Some examples of CSL projects at LHS include education on local and global nutrition, Internet neutrality, AIDS, hurricane victims of Haiti, human rights, animal rights, energy conservation, land pollution, gay rights and managing survey data in the district schools. These projects afford both independent and collaborative research and the opportunity for students to engage to study topics about which they are passionate. Lunenburg High School offers many opportunities for students to participate in academic, social and athletic extracurricular activities. The Student Council and student government structure provide leadership experience and afford students a voice in the decision-making process for the school. LHS offers extra-curricular activities such as A Capella, Anime, Best Buddies, Bookclub, Community Service Club, Envirothon, French Club, Gay Straight Alliance, Jazz Band, Latin Club, Literary Magazine, Marching Band, Math Team, Mock Trial, National Honor Society, Outdoor Adventure Club, Renaissance, SADD, Student Council, Video Club, and World Hunger Taskforce. Events such as the Competitive Class Plays, Freshman Speech Contest, Pops Concert, and Homecoming are held annually and draw support from the entire community. A student- initiated Science Club was formed in 20082009 with 6 male and 3 female students; members will participate in the Department of Energy sponsored Science Bowl held at Boston University. The music teacher produces a highly anticipated musical every other year, and events such as Open Mic Night, Talent Show and the Battle of the Bands provide students a showcase for talents not necessarily honed in school. Students may elect to join one

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of fourteen athletic programs offered by the school. Many of the athletic teams qualify annually for district-level competition. Students’ accomplishments are recognized in a variety of ways. The school sponsors a leadership breakfast to recognize the contributions and responsibilities of student leaders, as well as an annual National Honor Society induction ceremony, a breakfast for honor roll students after each term, and an academic rally after first term. A popular way for teachers to acknowledge academic and civic achievements is through the use of “Good News" postcards. Teachers mail these student-designed cards home throughout the year to recognize any noteworthy areas of a student's success. In addition, there are seasonal athletic banquets, senior awards assemblies, and an undergraduate awards assembly. Teachers are encouraged to use email regularly to maintain supportive communication with parents, including the celebration of student accomplishments. The dropout rate for the 2008-2009 was officially 2.1 %, for 2007-2008 it was 2.1% (state average 3.4%) and for 2006-2007 it was 1.1% (3.8% state). Although students who leave LHS may continue their education through Job Corps, Fitchburg High Night School or the Mount Wachusett Community College Gateway to College dropout recovery program, these students are reported to the state department of education as dropouts from LHS. The 2009 graduating class consisted of 150 students (79 males and 71 females) with 94.2% of students graduating. In 2009, 89.2% of students pursued a post-secondary education, with 99 students (66%) enrolled in four year colleges, 33 enrolled (21.9%) in two year colleges, and 2 enrolled (1.3%) in another type of training program. Three members of the class entered the work force, 6 joined the military, and 5 remained undecided about future plans. In 2008, 86.8% of the senior class graduated from Lunenburg High School and 88.6% graduated in 2007 (the state average in 2007 was 80.9%). In 2008, 89.5% of students pursued a post-secondary education, with 96 students (72.2%) enrolled in four year colleges, 19 enrolled (14.3%) in two year colleges, and 4 enrolled (3%) in another type of training program. Six members of the class entered the work force, 7 joined the military, and 8 remained undecided about future plans. In 2007, 90% of students pursued a post-secondary education (68% at a four year college and 22% at a two year college).

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SCHOOL IMPROVEMENT AND RECENT INITIATIVES In general, the administration handles student disciplinary and academic issues. The total number of out-of-school suspensions was 226 in 2006; in 2007 the number decreased to 100 and to 46 for the 20082009 school year. There were three permanent exclusions in 2008-2009. In 2007-2008, three students from grade 9, three students from grade 10, two students in grade 11, and six students in grade 12 did not earn enough credits to progress to the next grade. The retention rate for 2006-2007 was 1.1%. LHS instituted several new programs during 2008-2009 intended to improve academic achievement. A Peer Tutoring Center was created and peer tutors were trained in cooperation with Fitchburg State College to provide support during guided study periods and before and after school. In addition, tutors from Fitchburg State College came to the high school to assist struggling students. Unfortunately, the state funding for that program has been inconsistent. All students with six academic courses are scheduled in the newly developed focus sessions as a seventh course. The Academic Support Center (ASC) also provides study skills for special service students. In 2006-2007, student daily attendance at Lunenburg High School was 92.8%, compared to 94.6% at the state level. Lunenburg High School believes that classroom activities constitute the heart of the educational process and time lost from class can never truly be regained. The important benefits derived from teacher explanations and from the interaction among students and between teacher and student cannot be replaced. Demonstrations, laboratory exercises, oral presentations, and debates are particularly difficult to make up outside of the regularly scheduled class. A new attendance policy was put into effect during 2007-2008 to address this issue. The student daily attendance rate improved to 94.5% for 2007-2008 and 2008-2009. In addition, on-time percentages increased from 95.4% during 2006-2007 to 96.2% the following year to the present. Parents’ participation is highly valued at LHS. Teachers remain in contact with parents via emails or telephone calls. The new Naviance program used by the guidance department allows parents and students to register an email address so that they can receive school-wide notifications and allow teachers to create classroom email lists. Open houses are held at the beginning of the school year and parent-teacher conferences are scheduled in fall and spring. To facilitate conference scheduling for parents, the Pickatime program was implemented allowing parents to make online conference reservations. The program sends parents an email reminder about the upcoming event. As part of the new attendance policy, attendance warning letters are sent to parents. Students facing loss of academic credit are offered a hearing involving both student and parents to discuss circumstances. The high school guidance department recently implemented a number of new initiatives. For example, a transition plan for incoming freshmen was developed that allows eighth grade students a chance to visit the high school in June on "move up day." During this day, eighth graders participate in a walking tour of the school, meet the 9th grade teaching staff, and receive their upcoming class schedules. In addition, a re-entry protocol for hospitalized students was developed and implemented, and the MASCA Massachusetts Model for developmental guidance counseling is being introduced, including the development of personal learning plans in grades 9 and 10. While progress continues to be made at Lunenburg High School, the administration, faculty, staff and students have identified the following as the most critical issues and challenges facing the school and community:

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

Budgetary challenges--responsibly and cooperatively supporting a quality, comprehensive educational program in economically restrictive times



Lack of work space for teachers, administrators and support staff; lack of teacher workrooms or offices; no private area for communication either in conference or by telephone; shared classrooms; teaching from carts; lack of storage space



Facility in major need of repair and renovation

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Proposed regionalization plan with Shirley and Ayer tabled when state transitional funding evaporated; new regionalization plan with North Middlesex currently under examination, but future enrollment and program of studies continue to be uncertain.



Lack of adequate and/or equitable availability of and exposure to technology, instructional technology support, and administrative technology support; lack of supervised computer lab space; few technology resources available in classrooms



Lack of critical funding due in part to failure of the Proposition 2 1/2 override in 2007

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Lunenburg High School Mission Statement We prepare our student for life-long learning and responsible community membership. We provide a culture and climate that is safe, personalized and collaborative so that all students become literate, selfdirected and reflective individuals who contribute to their communities and effectively transfer learning to new contexts. Academic Expectations for Student Learning Critical Thinking Skills Collaborative and independent learning skills Communication Skills: Speaking, writing and performance Literacy skills: Reading, informational, visual and technological Social and Civic Expectations for Student Learning Empathy, self-knowledge, and perspective Responsible community membership

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COMMISSION ON PUBLIC SECONDARY SCHOOLS

TEACHING AND LEARNING STANDARDS

MISSION AND EXPECTATIONS FOR STUDENT LEARNING CURRICULUM INSTRUCTION ASSESSMENT OF STUDENT LEARNING

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TEACHING AND LEARNING STANDARD

1

MISSION AND EXPECTATIONS FOR STUDENT LEARNING

The school's mission statement describes the essence of what the school as a community of learners is seeking to achieve. The expectations for student learning are based on and drawn from the school's mission statement. These expectations are the fundamental goals by which the school continually assesses the effectiveness of the teaching and learning process. Every component of the school community must focus on enabling all students to achieve the school's expectations for student learning. 1. The mission statement and expectations for student learning shall be developed by the school community and approved and supported by the professional staff, the school board, and any other school-wide governing organization. 2. The school's mission statement shall represent the school community's fundamental values and beliefs about student learning. 3. The school shall define school-wide academic, civic, and social learning expectations that: 

are measurable;



reflect the school’s mission.

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4.

For each academic expectation in the mission, the school shall have a targeted level of successful achievement identified in a rubric.

5.

The school shall have indicators by which it assesses the school’s progress in achieving school-wide civic and social expectations.

6.

The mission statement and the school’s expectations for student learning shall guide the procedures, policies, and decisions of the school and shall be evident in the culture of the school.

7.

The school shall review regularly the mission statement and expectations for student learning using a variety of data to ensure that they reflect student needs, community expectations, the district mission, and state and national standards.

CONCLUSIONS The Lunenburg High School Mission Statement and Expectations for Student Learning were developed by the school community and approved and supported by the professional staff, school board, and school council. This process began when faculty members, students, administrators, tutors, and aides reviewed the previous mission statements of the school and the district. A representative group of members of the school community structured a system to review current research and literature and other schools’ mission statements, and a smaller team participated in a preparatory seminar provided by Teachers 21 and the New England Association of Schools and Colleges (NEASC) Commission on Public Secondary Schools (CPSS). This session provided focus for identifying needs, a redefinition of mission and expectations, and an articulation of best practices. In October 2008, a professional development day was devoted to reviewing current research and editing and updating the mission statement to best reflect the needs and practices of Lunenburg High School (LHS). That product was then reviewed by the school council, a group comprised of administrators, faculty members, students, and parents. In November, members of various committees met with a consultant to review and revise academic expectations. In December, faculty and staff members developed and edited school-wide rubrics for academic expectations, refined the mission statement based on feedback from the faculty, and piloted the use of rubrics. The faculty approved the mission statement and expectations for student learning in January, 2009. The school committee approved the documents in February, 2009. Through this thorough, systematic development of the mission statement and expectations for student learning, the Lunenburg community has a clear, well-articulated focus and direction. (self-study, teachers, students, community members, school committee members) The mission statement represents the school community’s fundamental values and beliefs about student learning. For instance, students talk about the emphasis placed on life-long learning and the application of knowledge in each of their classes. Teachers discuss the way they build opportunities for reflection and self-assessment into their curriculum. Additionally, parents talk about how the school has developed their children into responsible citizens as well as learners. In considering the curriculum, programming, extra-curricular offerings, and academic expectations of the school, each of these groups pointed out that the school’s core beliefs are represented in the mission statement. As a result, the Lunenburg High School Mission Statement captures the essence of the school’s values and beliefs and is acknowledged by all stakeholders. (self-study, students, teachers, parents, administrators) Lunenburg High School has defined school-wide academic, civic, and social expectations that are measurable and reflect the school’s mission. The school identifies four academic and four social and civic expectations that could be measured across the curriculum, allowing for the reporting of student progress in each area. In the area of academics, the school has identified the critical thinking skills, collaborative and independent learning skills, communication skills, and literacy skills that each student should know and be able to do by the time they graduate. In the areas of social and civic expectations, the school requires that each student should be able to demonstrate empathy, selfknowledge, perspective, and responsible community membership. In order to promote achievement of these expectations, the school provides a set of essential questions aimed at prompting reflection on the achievement of each expectation. Although there is, as yet, no formal means of measuring student achievement of these expectations, teachers informally take school-wide rubrics and modify them to meet their classroom needs. There is no system in place for measuring and reporting student achievement of the social and civic expectations. Teachers and administrators recognize a need and have begun to discuss the development of an electronic portfolio that would meet this need. At this time, however, this process is not in place. Teachers report that they measure these expectations through rubrics but that their measurement is course-specific and focuses on different aspects of the 20

expectations. Thus, although the school has identified expectations for student learning that reflect the school’s mission, Lunenburg High School is not currently measuring the achievement of these expectations in a uniform manner. (teachers, administrators, self-study) Lunenburg High School has identified a targeted level of successful achievement for each of its academic expectations for student learning. This process began by reaching consensus on academic expectations for student learning. Once this work was complete, a group of faculty members and administrators collaborated with a consultant to establish criteria for the “exceeds expectations” level of performance. After reviewing current research, literature, and other schools’ best practices, the director of instructional services and faculty formalized the criteria for other levels of performance leading to “exceeds expectations.” The group agreed that the acceptable level of performance or “approaches the standard” mark represents roughly a passing grade of 60. Lunenburg continues to identify and systematize levels of achievement and incorporate them into the developing library of rubrics. Although the school has developed rubrics that can be used to assess student achievement of the academic expectations, these rubrics are not consistently used by faculty members. Teachers often apply particular aspects of the rubric according to the goals of their assignments rather than using the rubrics uniformly and consistently. Lunenburg High School faculty members must apply rubrics consistently in order to measure all students’ achievement of the academic expectations for student learning. (self-study, teachers, student work, students) Lunenburg High School has not yet established indicators to assess the school’s progress in achieving school-wide civic and social expectations have not been established. There are many opportunities for student involvement in civic and social activities, including but not limited to athletics, student government, National Honor Society, the Renaissance Club, the Achieve program, the Advanced Community Experience (ACE) program, the Community Service Learning Club, and more. Students, teachers, and administrators report that the school benefits from a high level of student involvement in the civic and social activities. Students point out that they have many choices allowing them opportunities for growth within and beyond the classroom. In addition to providing an array of opportunities for student involvement, the school also regularly analyzes the school dropout rate and disciplinary information as a means of assessing awareness of student achievement and behavior. Despite the opportunities for involvement and the analysis of data, however, the school does not currently formally assess achievement of the civic and social expectations. While the school can generate data on the level of participation in social and community organizations, it cannot measure students’ level of achievement of the social and civic expectations for student learning. A formal means of gathering this information must be established so the school is able to report student progress and the school’s own success in achieving the social and civic learning expectations. (teachers, selfstudy, administrators, students, parents) The school’s mission statement and expectations for student learning guide the procedures, policies, and decisions at Lunenburg High School and are evident in the culture of the school. Mission and expectations posters are visible in all classrooms and printed in student agendas as well as the program of studies, the faculty handbook, and on the school’s website. Learning opportunities at Lunenburg High School often provide authentic experiences that relate to students’ lives. Additionally, teachers often personalize learning experiences and provide collaborative learning activities. Teachers also report that the mission statement is considered when making changes to curriculum materials or planning professional development activities. Also, before submitting any changes of school policy and practice to the school committee for approval, faculty members or administrators must show how these changes support the mission statement and expectations for student learning. (self-study, school committee, teachers, student shadowing)

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Lunenburg High School does not regularly review the mission statement and expectations for student learning using a variety of data to ensure that they reflect student needs, community expectations, the district mission, and state and national standards. Teachers and administrators recognize the need for this process and see the development of this process as an important step in further developing their implementation of the mission statement. The initial mission development drew collaboration from all members of the school community and was research-based and refined in a lengthy process of committee work, professional development, and more community discussion. Members of the school community report that they will continue this process to develop a means to review their mission statement regularly. When this process is developed and implemented, Lunenburg High School will be able to ensure that its mission statement reflects the needs of the school and community and effectively guides the process of teaching and learning at the high school. (self-study, teachers, administrators) COMMENDATIONS 1. The inclusive process used to develop the mission statement and expectations for student learning 2. The alignment of the mission statement and expectations for student learning with the core values and beliefs of the school community 3. The development of school-wide academic, civic, and social learning expectations that are measurable and are reflective of the school’s mission 4. The development of rubrics that identify targeted levels of achievement for each of the academic expectations 5. The active use of the mission statement in the culture of Lunenburg High School RECOMMENDATIONS 1. Determine indicators by which student achievement of the civic and social expectations can be measured 2. Develop and implement a plan for the review of the school’s mission and expectations for student learning that is based on an analysis of data and involves all members of the community 3. Examine the targeted level of achievement to ensure it aligns with the school’s mission and higher expectations for all students

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TEACHING AND LEARNING STANDARD

2

CURRICULUM

The curriculum, which includes coursework, cocurricular activities, and other school-approved educational experiences, is the school’s formal plan to fulfill its mission statement and expectations for student learning. The curriculum links the school’s beliefs, its expectations for student learning, and its instructional practices. The strength of that link is dependent upon the professional staff’s commitment to and involvement in a comprehensive, ongoing review of the curriculum.

6.

The school shall provide opportunities for all students to extend learning beyond the normal course offerings and the school campus.

7.

There shall be effective curricular coordination and articulation between and among all academic areas within the school as well as with sending schools in the district.

8.

Instructional materials, technology, equipment, supplies, facilities, staffing levels, and the resources of the library/media center shall be sufficient to allow for the implementation of the curriculum.

9.

The professional staff shall be actively involved in the ongoing development, evaluation, and revision of the curriculum based on assessments of student performance in achieving the school's academic expectations and course-specific learning goals.

1. Each curriculum area shall identify those schoolwide academic expectations for which it is responsible. 2. The curriculum shall be aligned with the schoolwide academic expectations and shall ensure that all students have sufficient opportunity to practice and achieve each of those expectations. 3. The written curriculum shall: 

prescribe content;



integrate relevant school-wide learning expectations;



identify course-specific learning goals;



suggest instructional strategies;



suggest assessment techniques including the use of school-wide rubrics.

10. The school shall commit sufficient time, financial resources, and personnel to the development, evaluation, and revision of curriculum. 11. Professional development activities shall support the development and implementation of the curriculum.

4. The curriculum shall engage all students in inquiry, problem-solving, and higher order thinking as well as provide opportunities for the authentic application of knowledge and skills. 5. The curriculum shall:  

be appropriately integrated; emphasize depth of understanding over breadth of coverage.

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CONCLUSIONS The curriculum areas at Lunenburg High School do not consistently identify the academic expectations for which they are responsible. In each department, curricular information is organized in several documents including a district-wide curriculum document, the program of studies, course syllabi, and curriculum maps. Though there has been diligent work in the initial steps of curriculum development, the academic departments do not currently have a comprehensive curriculum document that assigns departmental responsibility for the academic expectations. Instead, Lunenburg High School assigns this responsibility on a course-by-course basis which is communicated in the school’s program of studies. The program of studies lists the academic expectations that each course measures, but it does not identify the learning experiences required to meet each expectation. Additionally, although teachers are making increasing efforts to integrate school-wide rubrics as a means to assess achievement of the academic expectations for student learning, these rubrics are often adapted by teachers according to the goals of individual assignments and are not applied as a consistent means to measure all students’ achievement of the academic expectations. The school must formalize this connection between curriculum areas and expectations so that there is accountability for the instruction and assessment of academic expectations by specific curriculum areas. (self-study, teachers, program of studies, students, administrators) Lunenburg High School (LHS) is in the initial phases of aligning its curriculum with the school-wide student expectations. Though the school has clearly identified graduation requirements by grade, these requirements do not provide a plan by which all students have the opportunity to practice and achieve each academic learning expectation. As outlined in the program of studies, individual courses are accountable for the school’s academic expectations. As a result, students may have different learning experiences with the academic expectations according to their individual courses of study and teachers. The course description in the program of studies and the information in individual teacher’s course syllabus sometimes describe specific learning experiences, but they do not specifically connect the learning activity to the academic expectation. While a substantial amount of work has been done to take ownership of school-wide student expectations and to create learning activities that address the academic expectations, Lunenburg High School does not have a formal plan that ensures all students will have sufficient opportunity to practice and achieve each of those expectations. As a result, it is unclear which set of courses a student must take to ensure he/she practices and achieves each of the learning expectations. Thus, as part of the continuing curriculum work that must be done, all curricula should contain specific references to academic learning expectations and should suggest learning and assessment strategies that include school-wide rubrics. (self-study, syllabi, program of studies, teachers) Although the LHS school community is engaged in an ongoing process of curriculum development, the school does not at this time have a comprehensive written curriculum that prescribes content; integrates relevant school-wide learning expectations; includes course-specific learning goals; suggests instructional strategies; and suggests assessment techniques including the use of school-wide rubrics. The school has worked over time to create several curriculum documents referred to as curricula, curriculum maps, course syllabi, and the program of studies. Although these documents contain important information regarding the content of instruction, they do not fulfill all the curricular needs of all academic departments, and they do not guarantee consistency of educational opportunity. Each academic department has worked to organize its curricular information, but the format and information contained within those documents is not consistent. For instance, the history department’s curriculum is comprised primarily of information taken directly from the Massachusetts History and Social Science Curriculum Framework. There are also enduring understandings and essential questions that are specific to the Lunenburg High School History Department. The English curriculum is also 24

comprised primarily of material from the state’s curriculum frameworks, but this curriculum material is organized under the headings “Enduring Understandings,” “Important to Know and Be Able to Do,” and “Worth Being Familiar.” Also, the curriculum documents in these departments do not focus on instructional strategies or assessment techniques. In contrast, the course-specific curricula in the science department are organized in a different format. While these documents also include information from the state curriculum frameworks as well as information about departmental enduring understandings and essential questions, they also include a mention of the skills utilized in each unit and a listing of different types of assessments that could be used during the lessons. None of the documents labeled “curriculum” or “curriculum maps” makes specific reference to the school-wide academic expectations for student learning. This information is incorporated into the school’s program of studies. Teachers reference the program of studies as an element of the curriculum that provides the credits of each course, the prerequisites for the course, a description of the some of the course’s content, and a listing of the academic expectations measured in the course. In referencing the academic expectations evaluated in the course, the program of studies lists the category of the academic expectations being measured but not the specific skills that are measured. For instance, under the category of literacy skills, Lunenburg High School has identified “reading, informational, visual and technological” as the individual abilities that comprise that category. The program of studies references only “Literacy Skills” rather than listing each of these skills specifically. Additionally, the program of studies does not explain the manner in which the expectations are to be taught or measured. Teachers report that the school-wide rubrics are being used more often to measure the achievement of curricular goals and the academic expectations. At this time, however, the curriculum documents do not prescribe a specific means of applying the rubrics to measure student progress, and teachers often modify these rubrics in order to meet the needs of individual learning experiences and courses. Additionally, rubrics are not applied consistently across the curriculum. Although Lunenburg High School continually engages in the process of curriculum development and revision, it has not created comprehensive guides that consistently address all areas of curriculum. Without the completion of such documents, the school will not be able to ensure that the learning goals, instructional practices, and assessment techniques of teachers meet the needs of all learners. Thus, the school needs to adopt a complete, uniform format for curriculum documentation and to establish a schedule for completing all curricula. (program of studies, curriculum documents, teachers, self-study) The curriculum at Lunenburg High School provides students with the opportunity to engage in inquiry, problem-solving, and higher order thinking and provides opportunities for the authentic application of knowledge and skills. These aspects of teaching and learning can be found across the curriculum areas at Lunenburg High School. For instance, students in geometry classes are challenged to apply their algebra and geometry knowledge in the inquiry-based “centroid circumcenter project.” In this assignment, students choose a business and determine the most appropriate places to locate their offices through application of their math knowledge. Students in English classes regularly practice their critical thinking skills through writing assignments which ask them to compare and contrast, consider cause and effect, and conduct literary analysis. Students in history classes utilize higher order thinking skills when considering how primary source documents can be used to formulate conclusions about the causes and effects of historical events. In health classes, students have the opportunity to make an authentic application of their knowledge of the effects of alcohol on the body when responding to hypothetical situations that involve the impact of alcohol on the physical and emotional health of family members. Additionally, students in Spanish classes learn the vocabulary of common household tools by incorporating plastic brooms or irons into their learning activities. Another means by which students have an opportunity to experience rigorous, authentic learning opportunities is through the school’s horticulture class which utilizes the greenhouse located 25

on campus, allowing students to present each year at the New England Flower Show. Through these activities and other lesson plans created by the faculty at Lunenburg High School, students have the opportunity to engage in a learning experience that challenges them in a variety of meaningful ways. (self-study, teachers, students, observation, administrators) The curriculum is integrated and emphasizes depth of understanding as well as breadth of coverage. Math courses are integrated and reinforce basic mathematical concepts throughout the curriculum. Similarly, in the science curriculum the scientific method and skills of inquiry are developed across subjects and courses. In the English and history departments, individual teachers seek out ways to make connections between important texts and historical eras. Students report that teachers consistently delve deeply into specific parts of the curriculum. Additionally, although they acknowledge that, while memorization of material and factual accountability are an important part of most units of study, students are often asked to demonstrate understanding in a project or activity that assesses their ability to apply their learning to a new context. For instance, in biology classes students are tested on their knowledge of microscopes by using the microscopes to identify different types of cells and organisms. Students also point out that teachers often prompt them to make connections between concepts. As an example, students in English classes will be asked to compare and contrast characters and themes from different Shakespearean plays. Another way that the curriculum integrates learning experiences is through the use of essential questions and enduring understandings. Faculty members have been trained in the Understanding by Design system and report that they refer to essential questions with increasing frequency. The school has identified nine essential questions that help to inform the mission statement and expectations for student learning. Additionally, many departments have created subject-specific essential questions and enduring understandings that guide their instruction. Although there is no formal expectation for how to integrate essential questions and enduring understandings into the instruction of each course, this work has created opportunities to enhance the integration of curriculum. (curriculum documents, teachers, observation, self-study, students) In accordance with its mission to help students “transfer learning to new contexts,” Lunenburg High School provides opportunities for many students to extend learning beyond the normal course offerings and the school campus. One of the ways in which this is accomplished is through the LHS Senior Transition Experience Program (STEP). This program encourages students to apply their knowledge in an authentic environment through unpaid internships with local companies. Through STEP, approximately 26% of seniors has the opportunity to participate in a local business or organization as part of their high school experience. Another means by which students can experience learning beyond the opportunities available on the Lunenburg campus is through Virtual High School (VHS). VHS allows students to participate in online courses that may not be offered in the Lunenburg High School Program of Studies. Students may also participate in dual enrollment through courses at Fitchburg State College or Wachusett Community College. Also, seniors are encouraged to utilize knowledge gathered through their experiences outside of school in order to create a senior project. This project is supervised by a member of the English department and prompts students to reflect on their life experiences beyond the classroom. Additionally, one of the classes offered in the history department, Global Issues, includes a service-learning requirement. Last year, Global Issues students participated in research projects that helped them to understand issues related to gender equity and poverty. Finally, students are able to see the world beyond their classroom by participating in community service activities like the Community Service Club or the Toys for Tots campaign sponsored by the National Honor Society. They also have the chance to travel abroad as an extension of the foreign language department’s curriculum or to New York City as part of the band or chorus. Through all of these activities, Lunenburg High School provides its students with valuable

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opportunities to extend their learning beyond the traditional classroom setting. (self-study, teachers, students, program of studies, observation) Lunenburg High School conducts curricular coordination with the sending schools in the district on an ongoing basis. This coordination is completed primarily through the work of the curriculum task force, a group composed of teacher representatives from all grade levels, guidance counselors, special educators, and the director of instruction. In a five-year cycle, the curriculum task force focuses on each discipline on a five-year cycle to revise the district’s curriculum documents. The process began with English language arts during the 2002-03 school year. This was followed by work with history (2003 – 2005), instructional technology (2005), foreign languages (2007-2008), integrated health (2008-09), integrated arts (2008-09), and math (2009-10). Teachers recognize this as a challenging step in moving toward a fully aligned curriculum and look forward to further developing their curriculum materials with an increased focus on the work in their daily instructional responsibilities. Another means of curricular coordination between buildings takes place each year when high school department heads meet with eighth grade teachers to ensure that students are appropriately placed in their high school class levels. These meetings provide a chance for meaningful conversation about the curricular expectations at each school. Although there is recognition that additional work could be conducted in this area, the steps taken by Lunenburg High School to provide curricular articulation between schools in the district has allowed increased alignment of the district’s educational program. Curricular coordination at Lunenburg High School takes place most often during common planning time. Each department schedules common planning time as an opportunity to work collaboratively on curriculum, instruction, and assessment. There are some formal meetings during common planning time and teachers regularly seek out colleagues who are teaching similar courses in order to plan curriculum or collaborate on lesson plans. Conversation between members of the same department regularly takes place during common planning time, and teachers are afforded the autonomy to direct much of their own work in these sessions. As a result, teachers of the same courses have been able to provide more uniformity in the learning experiences offered in their classrooms. In some cases common planning time allows teachers in different academic departments to collaborate, leading to faculty members occasionally designing and implementing interdisciplinary projects that meet the needs of several curriculum areas, but, overall, there are few formal opportunities for interdepartmental programming. (teachers, self-study, administrators) Instructional technology, equipment, facilities, staffing levels, and the resources of the library/media center are not sufficient to allow for the implementation of the curriculum. Technology, in particular, is a significant need at Lunenburg High School is technology. There is insufficient technology hindering teachers from integrating technology into the curriculum. While some classrooms have an interactive white board and there are some available computers, there are not enough computers to assure that all students have access to the technology. Additionally, the computers that are available to students in the library and the computer labs do not meet students’ learning needs. These computers, most of which are refurbished or out-of-date, do not support effective use of the Internet and have limited functionality beyond word processing. One computer lab is frequently not available as a result of the need for repairs or service. Additionally, although the school makes efforts to support learning through the provision of research databases, it does not have the technological infrastructure needed to support these tools. Students find difficulty using technology in school to fulfill the needs of the curriculum, and most of them save any work that requires technology for homework. When planning lessons that incorporate technology, teachers have sometimes needed to prepare a separate lesson plan that does not rely on technology because of the likelihood that the school’s technological resources will not be able to support their work. As a result, students at Lunenburg High School have a limited ability to access any of the curriculum through technology. Rather than rely on technology, teachers and students are more apt to use course-specific textbooks as a resource for teaching and learning. In 27

most cases there are enough textbooks to meet students’ needs, and the textbooks are generally in good condition. Another area of need at Lunenburg High School is the provision of educational materials and staffing levels necessary to support the library. Seventy-five per cent of the staff feels that the school library is inadequate. Though the library is able to maintain a collection of approximately 12,000 items, there is insufficient opportunity to update these materials regularly. In addition, the insufficient staffing levels in the library prevent students from being able to utilize the library during lunch periods and from obtaining individualized assistance on a regular basis. This is complicated by the need for the library media specialist to assist with many of the technological concerns that arise in the building, further limiting her opportunity to work with students and teachers. Lunenburg High School also struggles to provide science classrooms that support the needs of the curriculum. Teachers have sought ways to be resourceful in managing the aging, outdated, and insufficient laboratory equipment. Although science teachers base their curricula on the state frameworks, they need to seek creative ways to adapt lesson plans to the limits of the outmoded provisions of their laboratories. Although teachers and administrators work diligently to overcome the shortcomings of their materials, technology, equipment, and the resources of the library media center, they are limited in their ability to create and implement a curriculum that meets the needs of all students. (faculty members, self-study, administrators) The professional staff is actively involved in the ongoing development, evaluation, and revision of the curriculum. In a five-year curriculum review cycle, the curriculum task force provides the opportunity for teachers, guidance counselors, and administrators to collaboratively review the curriculum for each discipline. Teachers, administrators, and district personnel regularly examine data from student performance on the SAT, the Massachusetts Comprehensive Assessment System (MCAS), and classroom work as they continually revise the curricular practices of the school. Additionally, common planning time provides opportunities each week for teachers in a particular department to work together on curriculum. As a result of continuous discussion of curriculum, teachers have been able to collaborate to produce lesson plans, to plan common assessments, and to implement projects that assess students’ understanding of core concepts in authentic ways. Teachers and administrators recognize the need to include specific academic expectations for student learning in all revised curriculum documents, syllabi and curriculum maps. As a result of their work and the time allotted for collaborative work with curriculum, teachers at Lunenburg have the opportunity to continually develop, evaluate, and revise their curriculum. (teachers, administrators, self-study) Lunenburg High School provides sufficient time, resources, and personnel for the development, evaluation, and revision of curriculum. The primary time allotted for these purposes comes in the form of common planning time. Through this time, all departments have the opportunity to meet weekly in order to address issues related to the curriculum. Despite the valuable potential of this allotment of time, the academic departments do not always approach their meeting in a uniformed, structured manner. Only 46% of teachers feels that there is sufficient time provided to address curricular concerns. While some teachers and departments use this time consistently for the development of curriculum, others do not utilize the time in the same manner. In addition to common planning time, faculty members undertake curricular development and review through curriculum task force meetings which evaluate different curricula on a cyclic basis. Further curriculum work has been managed by departments as well. For example, the school recently provided math teachers with eight days to evaluate and revise the algebra curriculum. Additionally, members of the math department meet with a group of teachers from local districts to discuss topics related to math curricula. As a result of this opportunity, teachers have the chance to actively participate in curriculum work. Their efforts 28

are supported through the guidance of department chairs, building administrators, and the district’s director of instruction. As a result of providing sufficient time, resources, and personnel for the evaluation and revision of curriculum, Lunenburg High School has the opportunity to take the next steps in developing its curriculum in each academic department. (teachers, administrators, Endicott survey, self-study) Professional development activities at Lunenburg High School support the development and implementation of the curriculum. Especially during recent years, the district has placed an emphasis on curriculum in its professional development activities. The district offers five half-day professional development sessions geared toward curriculum. Offerings have recently included training in Understanding by Design, Junior Great Books, and the Six Traits of Effective Writing. In addition, the director of instructional services solicits ideas for in-district professional development opportunities and provides teachers with a comprehensive list of those opportunities. Teachers who take the initiative to arrange for their own professional development are provided with a small reimbursement for conferences and some reimbursement for attendance at graduate courses. The district also provides curricular training for advanced placement courses by sending two teachers each summer to professional development seminars in these areas. (self-study, administrators, teachers) COMMENDATIONS 1. The efforts of the faculty and administrators in taking the initial steps of designing, organizing, and articulating the curriculum 2. The opportunities provided for students to engage in inquiry, problem-solving, and higherorder thinking and to make authentic application of their learning 3. The integration of knowledge, skills, and concepts within different curriculum areas 4. The opportunities provided through the STEP program, extracurricular groups, and schoolsponsored trips to extend learning beyond the campus of Lunenburg High School 5. The opportunities for curricular coordination and articulation provided by common planning time and the curriculum task force 6. The provision of time, financial resources, and personnel to enable the development, evaluation, and revision of curriculum 7. The focus of professional development opportunities on development and implementation of curriculum RECOMMENDATIONS 1. Identify which curriculum areas are responsible for teaching and assessing students’ progress in achieving the academic expectations for student learning, include the details in the curriculum, and ensure that teachers and learners know them 2. Align the curriculum with the school-wide academic expectations to ensure that all students have the opportunity to practice and achieve each of those expectations 3. Design and implement a comprehensive written curriculum document for school-wide use that prescribes content; integrates relevant school-wide learning expectations; includes coursespecific learning goals; suggests instructional strategies; and suggests assessment techniques including the use of school-wide rubrics 29

4. Provide additional opportunities to formalize interdisciplinary connections 5. Ensure that instructional materials, equipment, supplies, facilities, and the resources of the library/media center are sufficient to allow for the implementation of the curriculum 6. Provide adequate technology for students to practice and achieve the learning expectations and the school’s curriculum 7. Formalize the work conducted during common planning time to ensure that all teachers and departments have the opportunity to utilize this resource effectively

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TEACHING AND LEARNING STANDARD

3

INSTRUCTION

The quality of instruction in a school is the single most important factor affecting the quality of student learning, the achievement of expectations for student learning, the delivery of the curriculum, and the assessment of student progress. Instructional practices must be grounded in the school's mission and expectations for student learning, supported by research in best practice, and refined and improved based on identified student needs. Teachers are expected to be reflective about their instructional strategies and to collaborate with their colleagues about instruction and student learning.

3.

Teachers shall use feedback from a variety of sources including other teachers, students, supervisors, and parents as a means of improving instruction.

4.

Teachers shall be expert in their content area, knowledgeable about current research on effective instructional approaches, and reflective about their own practices.

5.

Discussion of instructional strategies shall be a significant part of the professional culture of the school.

1. Instructional strategies shall be consistent with the school's mission statement and expectations for student learning.

6.

Technology shall be integrated into and supportive of teaching and learning.

2. Instructional strategies shall:

7.

The school’s professional development program shall be guided by identified instructional needs and shall provide opportunities for teachers to develop and improve their instructional strategies.

8.

Teacher supervision and evaluation processes shall be used to improve instruction for the purposes of enhancing student learning and meeting student needs.



personalize instruction;



make connections across disciplines;



engage students as active learners;



engage students as self-directed learners;



involve all students in higher order thinking to promote depth of understanding;



provide opportunities for students to apply knowledge or skills;



promote student self-assessment and selfreflection.

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CONCLUSIONS The practices of the teachers at Lunenburg High School are consistent with the school’s mission statement and expectations for student learning. Many examples of life-long learning skills such as critical thinking, independent learning, literacy, self-direction, and reflection can be found within classrooms. For example, the senior English classes provide the opportunity for independent learning and personal reflection through the senior project. Reading literacy is encouraged through the provision of Choice Personalized Reading in weekly extended homeroom periods. Visual literacy is instructed through the world language classes’ use of pictures to tell a story. Self-direction is an important aspect of most teachers’ instruction. This is particularly evident in some art classes where students are prompted to rely on their own creative process to begin some projects. For instance, one class created a mural memorializing Whalom Park in the main lobby. This project required historical research as well as a collaborative approach to plan, draw and paint the mural. Students are asked to reflect on their learning when directed by teachers to refer to past assignments in order to improve skills for future assignments. Additionally, students in math classes are asked to maintain a journal that keeps track of their thought processes as they answer problems. The teachers at Lunenburg High School provide a culture and climate that is safe, personalized, and collaborative in order to successfully meet the mission statement. Teachers personalize instruction in a variety of ways including one-to-one instruction, the use of tools such as graphic organizers or teacher generated fact sheets, and the modification of assignments to meet students’ needs. Additionally, teachers are regularly available to meet with students after school to provide extra support that complements classroom instruction. Faculty members at Lunenburg High School also make efforts to incorporate students’ interests into their lesson plans as a way to make the material more meaningful to learners. Another aspect of the school’s mission statement that is emphasized in the teachers’ instructional practices is the preparation of students for responsible community membership. Students regularly practice communication skills, collaborative exercises, and authentic application of learning. They gain a variety of perspectives through learning activities that prompt them to consider ideas from a variety of viewpoints. For example, freshman English classes prompt students to take on the point of view of a holocaust survivor and tell a story from this perspective. This broadening of understanding also takes place in the freshman speech project, the use of peer revision in English classes, and the development of a public service announcement on addiction in health classes. By using instructional practices that guide students toward life-long learning and responsible community membership in an atmosphere that values personalized, self-directed, and reflective learning experiences, the teachers at Lunenburg High School provide an education that is consistent with the core values of the school community. (teachers, students, self-study, observation) Teachers at Lunenburg High School use instructional strategies to personalize instruction. During class meetings teachers often work with individuals or small groups of students to differentiate the lesson plan to their needs. For instance, in conducting a lab, science teachers may work with one group to ensure that they understand the sequence of steps to be taken in the assignment; with another group they might direct their instruction toward the interpretation of data and the process of developing conclusions from the lesson plan. Parents appreciate that teachers make efforts to communicate with them on a regular basis to give updates on their children’s progress in the class. Additionally, students are able to develop positive relationships with their teachers that allow effective communication about teaching and learning. (teachers, students, self-study, student work, observation) Although there are few opportunities to consistently provide formal opportunities for interdisciplinary collaboration, individual teachers sometimes look for ways to provide these opportunities in their lessons. Teachers are confident in their content-knowledge and open to collaboration with their peers, but, they do not often have the chance to meet with teachers from other departments in order to 32

collaborate. When meeting in common planning time, teachers generally have the opportunity to work only with members of their own departments. Despite this, faculty members sometimes utilize their own time to produce interdisciplinary lesson plans and projects. For instance, science and math teachers work together to reinforce mathematical concepts and members of the history and English departments work together to support and broaden the concepts studied in courses offered to freshmen. There is a school-wide effort to engage students as active learners at Lunenburg High School in a variety of ways. For instance, world history teachers engage students in a lesson on the Cuban missile crisis by encouraging them to recreate the decision-making process completed by John F. Kennedy and consider the effects of their decision. Students in math classes use the quadratic formula in a project that asks them to create a functional mouth guard. Students in astronomy classes have the opportunity to participate in “star parties” which allow students to gather in the evening to view the stars and gain a better understanding of both the universe and the curriculum. Students at Lunenburg High School are prompted to act as self-directed learners in a variety of ways. Seniors participate in a senior project which asks them to reflect on their life experiences by writing a reflective essay. Debates in history class provide students with the opportunity to take a position on an issue and formulate viewpoints based on their learning. Students participating in the Senior Transition Experience Program (STEP) are able to choose a field of interest and pursue it through an unpaid internship that allows them to work in the world beyond the high school’s campus. Seniors at Lunenburg have the opportunity to participate in the First Year Experience course which explores transition issues from the secondary to post secondary environment. By completing this class students receive dual enrollment credit at Mount Wachusett Community College. Students also have the opportunity to participate in Virtual High School (VHS) which provides them with a chance to enroll in a wide variety of on-line elective offerings. Lunenburg High School’s teachers also frequently involve all students in higher order thinking to promote depth of understanding. This can take place through a health addiction project in which students take on the voice of a well-known addict and suggest how the person’s life would have been if they had not had an addiction. There is another example of the application of higher-order thinking in an environmental science class where students are asked to use their content-knowledge to create a reforestation plan. This also shows how Lunenburg High School teachers extensively provide opportunities for students to apply knowledge or skills. In horticulture and advanced placement biology classes, students are able apply their knowledge in the school’s greenhouse. Additionally, lesson plans across departments regularly ask students to follow a process and apply skills at each interval. For instance, when completing the circumcenter project in geometry class, students need to be able to apply their math knowledge in a variety of ways in order to choose appropriate locations for three businesses. Lunenburg High School promotes student self-assessment and self-reflection as a school-wide practice. The test correction option for students is used regularly in classes, allowing them the opportunity to revisit concepts and skills in order to improve and learn. Teachers also include reflection components to assignments where students are to reflect on the process of their achievement and how they can improve for the future. Through their work of providing a variety of instructional strategies, teachers at Lunenburg High School are able to provide a rigorous, responsive learning environment that challenges the students to higher levels of achievement. (teachers, students, self-study, student work, observation) Teachers regularly use feedback from other teachers, students, and evaluators but do not frequently solicit feedback from parents as a means of improving instruction. Common planning time allows teachers within a department to discuss their work and collaborate with their peers. Teachers report that they often have informal conversations with their colleagues during these meetings which ultimately affect their work in the classroom. Teachers regularly use formative assessment of students to adapt instructional approaches to meet the needs of the students. Some teachers also provide opportunities for students to provide formal opportunities for feedback on lesson plans, but not all 33

teachers regularly solicit written student feedback on a regular basis. Teachers also appreciate the feedback provided from evaluators as a result of the formal evaluation process. The building administrators recognize that teachers utilize these evaluations as a tool for improving instruction. Another source from which teachers receive feedback is the new teacher induction program that incorporates the district’s focus on Understanding by Design. This program stresses the value of giving, receiving, and incorporating feedback as a tool in improving instruction. Through this initiative, teachers are provided with time to practice giving constructive feedback. Teachers also use parent feedback that is obtained from activities such open houses, parent-teacher conferences, special education meetings, and guidance meetings. Although teachers often provide feedback about student learning to parents, they do not have a formal structure by which they can collect feedback from the parents about their instructional work. By regularly using formative assessment and through the use of individual teacher-directed collaboration, teachers increase their ability to improve instructional practices. Without formalizing their collaboration with their peers or their process to obtain feedback from parents, teachers at Lunenburg High School are limiting the effective feedback needed to improve instruction. (self-study, teachers, parents, administrators, observation) Teachers at Lunenburg High School are expert in their content area, knowledgeable about current research on effective instructional approaches, and reflective about their own practices. Students respect and appreciate their teachers’ understanding of subject-matter. Eighty-five percent of LHS students reports that their teachers know the material for classes. Seventy-seven percent of parents expresses confidence in the qualifications of the teachers. Additionally, 98% of the 44 faculty members at the high school teaches in their areas of certification and 97% of core academic courses is taught by teachers considered to be highly qualified. Teachers also regularly take advantage of opportunities to enhance the understanding of their subject matter by sharing content-specific ideas and opinions with their colleagues. Professional collaboration also assists teachers in maintaining an up-to-date understanding of research on instructional practices. Cooperative work during common planning time as well as faculty training in district initiatives such as Understanding by Design provide opportunities for professional growth and reflection. Many teachers also remain current in instructional techniques through memberships in professional organizations and by reading professional journals. As a result of their content knowledge and their efforts to remain current in the area of instruction, teachers at Lunenburg High School are better able to meet the learning needs of their students. (self-study, teachers, administrators, Endicott Survey) The discussion of instructional strategies is part of the climate and culture of the school. Teachers often meet informally with their peers to discuss instructional strategies during common planning time. In addition, through the process of supervision and evaluation, the principal creates partnerships, informal mentoring, and inter-disciplinary links primarily centered on instruction and curriculum. The district’s central office also provides professional development in instructional strategies through its implementation of Understanding by Design initiatives. The superintendent and director of instructional services include instructional strategies as a key component of their support of common planning time, and many teachers and departmental leaders participate in regular discussion about instruction in the hallways and other informal settings. These conversations often include the sharing of lesson plans and advice for working with particular types of learners. As a result, teachers reflect upon their practices and are able to evaluate their professional practice from the standpoint of instruction. (teachers, students, self-study, administrators) The technological resources available at Lunenburg High School are not adequate to support the integration of technology into the curriculum. Teachers are eager to incorporate technology in their instruction and continue to plan lessons with rich technological components despite the limited technology resources available at Lunenburg High School. While teachers plan to incorporate 34

technology into their lessons and support instruction with technology, the high school’s technological infrastructure is unreliable and limited so that teachers must prepare contingencies should there be malfunctions or equipment becomes unavailable. Thus, teachers must make efforts to adapt to the limitations of the available technology when planning their lessons and assignments. When possible, they use LCD projectors to display student work for analysis and revision. Also, students develop video recordings of skits they have created, and they develop more elaborate video pieces such as the Spanish movie trailer and public service announcements. Despite this work, frequent technological malfunctions disrupt planned lessons, hindering teaching and learning. Access to computer lab time is limited and competitive, and the refurbished and out-of-date computers often cannot support anything beyond word processing. The use of the Internet is slow and often unreliable, prompting teachers to limit their use of these resources in presenting information. Additionally, work that requires computers is often assigned as homework with the expectation that students’ personal computers are superior to those offered at the school. (students, teachers, self-study, administrators, parents) The district’s professional development is often guided by instructional needs and provides opportunities for teachers to develop and improve their instructional strategies. There is a number of professional development courses offered that address instruction. These classes include “Understanding by Design: Transfer Service Learning, Shared Inquiry to Improve Critical Thinking,” and “Differentiated Instructional Technology.” In addition to the professional development hosted within the district if a teacher feels that he or she would benefit from course outside the district, the district provides partial reimbursement for college course tuition. Additionally, a survey is given to teachers allowing them to provide feedback about which professional development programs are most interesting to them. Most recently, the school has focused its professional development offerings on Understanding by Design. This program specifically addresses improving instructional strategies and is at the core of the district’s new teacher induction program. Through the district-wide focus on Understanding by Design, teachers have the opportunity to discuss and implement similar instructional strategies. Teachers use a common language stemming from Understanding by Design principles, helping to facilitate instructional conversations and providing students with consistency in their teachers’ instructional approaches. By participating in professional development programs aimed at instructional development, teachers continue to review and refine their instructional practices in an effort to improve student learning. (self-study, teachers, administrators) Teacher supervision and evaluation processes at Lunenburg High School are used to improve instruction for the purpose of enhancing student learning and meeting student needs. One means of faculty supervision takes place through informal classroom visits conducted by the principal and assistant principal. Through these visits, the administrators are able to provide teachers with written or verbal feedback on their performance. Additionally, a newly adopted process for teacher evaluation provides teachers with the opportunity to focus on reflection, exploration, and collaboration in addition to standard evaluation procedures. Through this process, teachers with professional status will be evaluated on a four-year cycle that delivers a variety of professional feedback and experiences. Teachers recognize the importance of the evaluation process in developing and refining their instructional ability. They express enthusiasm about the potential of the new evaluation tool to provide them with meaningful feedback about how to improve student learning. The teacher handbook clearly expresses that teachers should meet students’ various learning styles, use a variety of instructional methods, and access students’ prior knowledge to inform instruction. As a result, teachers are using good teaching practices and are reflective about improving their instruction to enhance student learning and meet their individual needs. (teachers, administrators, self-study)

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COMMENDATIONS 1. The teachers’ use of instructional practices that are consistent with the beliefs and values expressed in the mission statement 2. The use of instructional strategies that personalize instruction, engage students in the learning process, and provide students with the opportunity to apply their learning 3. The teachers’ use of feedback from their students and their colleagues to improve instruction 4. The collaboration of many teachers during common planning time to improve instruction 5. The qualified and knowledgeable teaching staff 6. The active discussion of instructional practices as a part of the professional culture of the school 7. The provision of professional development programs that support teachers’ instructional development RECOMMENDATIONS 1. Implement a formal method of obtaining regular feedback on instruction from parents 2. Formalize the expectations for common planning time so that all teachers are able to utilize this resource effectively 3. Provide adequate technological resources to support the integration of technology in teaching and learning and its practice

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TEACHING AND LEARNING STANDARD

4

ASSESSMENT OF STUDENT LEARNING

Assessment is an integral part of the teaching and learning process. Its purpose is to inform students regarding their learning progress and teachers regarding ways to adjust the curriculum and instruction to respond effectively to the learning needs of students. Further, it communicates to the school community the progress of students in achieving the school’s expectations for student learning and course-specific learning goals. Assessment results must be continually discussed to improve curriculum and instruction. 1.

2.

The school shall have a process to assess school-wide and individual student progress in achieving the academic expectations in the mission based on school-wide rubrics. The school’s professional staff shall use data to assess the success of the school in achieving its civic and social expectations.

3.

For each learning activity teachers shall clarify to students the relevant school-wide academic expectations and course-specific learning goals that will be assessed.

4.

Teachers shall base classroom assessment of student learning on school-wide and coursespecific rubrics.

5.

Teachers shall use varied assessment strategies to determine student knowledge, skills, and competencies and to assess student growth over time.

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6.

Teachers shall meet collaboratively to discuss and share student work and the results of student assessments for the purposes of revising the curriculum and improving instructional strategies.

7.

The school's professional development program shall provide opportunities for teachers to collaborate in developing a broad range of student assessment strategies.

8.

The school’s professional staff shall communicate: 

individual student progress in achieving school-wide academic expectations to students and their families;



the school’s progress achieving all school-wide expectations to the school community.

CONCLUSIONS Lunenburg High School does not have a process in place to assess both individual and school-wide student progress in achieving the academic expectations. The school has taken the initial steps of formalizing its academic expectations and developing rubrics that can be used to measure students’ achievement of these expectations. Additionally, teachers of individual courses often gear learning activities toward the academic expectations. When assessing student work, they also often adapt the rubrics to measure course-specific learning goals rather than the school-wide academic learning expectations. In these efforts, teachers are not using the rubrics in a uniform manner, however, and data is not collected regarding individual or school-wide achievement of any of the academic expectations. Teachers recognize that they are in the initial steps of an ongoing process to measure this form of student achievement, and that they are not consistently using school-wide rubrics. They need a formal system to uniformly and regularly measure students’ achievement so that the school can ensure that all students are successfully accomplishing its academic expectations and to provide data upon which to base improvement of curriculum and instruction. (teachers, self-study, observation, students) Lunenburg High School does not have a system in place to use data to assess the success of students in achieving the civic and social expectations for learning. Although the professional staff has discussed this issue and begun to seek opportunities to measure student achievement in these areas, teachers and administrators have not decided how to collect data for this purpose. The school provides a number of curricular and extracurricular activities that faculty members view as areas in which students’ empathy, self-knowledge, perspective, and responsible community membership could be measured. Some of these opportunities include the service learning requirement found in the Global Studies course, the volunteer opportunities available through groups like the Best Buddies Program, the Renaissance Club, and the World Hunger Task Force as well as various classroom activities that prompt the adoption of different points of view when considering a topic. Additionally, the school has created rubrics that could be applied to student work as a means of gathering data about achievement of the civic and social expectations for student learning. At this point, however, the school has not decided upon a formal means to gather this type of data nor are there plans to make such activities part of graduation requirements. Until the school determines which how to collect data related to civic and social expectations and uses this information to measure student achievement, it will not be able to ensure that students are achieving its civic and social expectations for student learning. (teachers, students, administrators, self-study) Teachers at Lunenburg High School regularly communicate the course-specific learning goals associated with each unit of study. In some cases, these goals are aligned with essential questions and enduring understandings articulated in the curriculum guide. This information is often shared with students when a new lesson or topic is introduced. Teachers sometimes provide students with coursespecific rubrics at the beginning of a unit of study to clarify their learning goals. Other times, these rubrics are provided prior to an assessment of student understanding. Through the teachers’ efforts, approximately 80% of students states that they know in advance what they need to do to earn a particular grade. Additionally, 89% of parents agrees that their child clearly understands the criteria for grading. Since the adoption of the school-wide academic expectations for student learning in the 2008-2009 school year, teachers have increasingly been incorporating this information into their lesson plans. At this time, however, teachers’ main efforts in this area have been to seek opportunities to adapt the academic expectations to the course’s goals, rather than building in meaningful opportunities to assess the achievement of the academic expectations. Although the academic expectations are printed in the student handbook and are posted in classrooms, teachers do not often refer to these expectations when articulating the learning goals of a unit or course of study. As a result,

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students do not always understand how the school-wide academic expectations for student learning relate to the goals of particular courses. (students, teachers, self-study, Endicott Survey) Teachers at Lunenburg High School often use course-specific rubrics as a measurement of student achievement on learning activities. Students at Lunenburg High School complete a variety of types of assignments including creative and critical essays, short and long-term projects, in-class group activities, oral presentations, and discussion guides; each of these assessments is often evaluated using rubrics. These rubrics include indicators of successful achievement and often provide an opportunity to present students with individualized feedback on their successes and challenges in the assignment. In some cases, such as the research rubric used by the English and history departments, common rubrics have been created to assess skills that transfer across curriculum areas. Through these rubrics, teachers are able to provide specific feedback on students’ achievement of course-specific learning goals, and they are led to understand transferable skills. Teachers’ rubrics often contain information that is adapted or modified from the school-wide rubrics intended to measure students’ achievement of the academic expectations for student learning. Teachers report that the school-wide rubrics are too general to meet the needs of their specific assignments and that they rarely use the rubrics strictly to measure achievement of academic expectations. Rather, they regularly adapt the rubrics to the needs of their course-specific materials as another means of measuring the expectations of the course. Through their use of course-specific rubrics, teachers at Lunenburg High School are able to clearly communicate and measure students’ performance levels in meeting course-specific learning goals. However, until the school-wide rubrics are used consistently as a means to measure student performance with the academic learning expectations, students will not be able to ensure that they are achieving an acceptable performance level in mastery of the academic expectations. (teachers, self-study, students) Lunenburg High School’s teachers use varied assessment strategies to determine student knowledge, skills, and competencies and to assess student growth over time. For example, in addition to using tests and quizzes to assess student understanding of course materials, math teachers also use authentic assessments that challenge students to apply their mathematical skills and knowledge to real-life situations. One example of this type of assessment occurs in the Algebra I “Tiling for Dollars” project in which students apply mathematical skills to calculate the financial impact of home remodeling projects. Another widely used instrument for authentic assessment across departments are the creation of games, such as the math department’s “geometry circling center game” and an English assignment that reviews Catcher in the Rye by developing board games which reflect the novel’s themes and incorporate questions about specific details from the text. Health classes use peer editing and role playing that assesses the effect of living in an alcoholic household. The social studies department asks sophomore students to answer a number of document-based questions and free response questions based on the advanced placement exam model. All English teachers post and use a shared inquiry protocol that asks students to conduct evidence-based analytical discussions of literary texts on their own. Students also have the opportunity to participate in the English department’s Family Story Project, a multi-part assignment that asks students to compose family stories in a variety of literary genres, linking them thematically to texts they read during freshman year. Additionally, peer editing is widely used as a self-assessment tool across all disciplines. As a result of the use of varied assessment strategies at Lunenburg High School, students have the opportunity to demonstrate their understanding and competency in academic subjects in many ways. (students, teachers, observation, self-study, student work) The teachers at Lunenburg High School meet collaboratively to review and discuss student work and the results of student assessments at specifically designated times but on a generally informal basis. Faculty members appreciate the opportunities for collaboration presented by bi-weekly departmental common planning time. During this time, many teachers have worked collaboratively in the ongoing 39

work to monitor and improve curriculum, instruction, and assessment. Some of the assessment-related activities that regularly take place during common planning time include sharing and discussing student work, reviewing data from local and standardized tests, and engaging in independently organized opportunities for common assessment. From week to week, self-selected pairs or small groups of teachers within departments informally determine how to use this time to improve their professional practices. At the end of each term, department heads report to the principal on the work of these groups. In the past two years, English language arts teachers have used this time to develop and share effective lines of questioning for shared inquiry discussion informed by professional development in Junior Great Books. Foreign language teachers have applied Understanding by Design methodology to develop joint, project-based units on Columbus Day and the Day of the Dead. They have also developed a shared suite of terms and abbreviations for providing direct feedback on student writing. Mathematics teachers have used this time to refine their assessment techniques for approaching word problems. Common planning time is used by science teachers to discuss the use of labs as a means of assessing understanding. In social sciences, common planning time has supported the introduction and development of primary document-based discussion and writing activities and assessments for freshman and sophomore courses. Through each of these examples, faculty members have the opportunity to improve student learning by collaborating to discuss, evaluate, and revise their practices with assessment. Despite the significant amount of work completed by teachers on a departmental basis during common planning time, teachers report that there are limited formal expectations about the type of work that is completed during these meetings. Teachers sometimes work collectively as a department, but work often takes place on an individual or small group basis. As a result, the work conducted during common planning time does not uniformly guide the school toward cohesive goals. (teachers, self-study, administrators) The Lunenburg School District’s professional development programs provide several opportunities for teachers to collaborate in developing a broad range of student assessment strategies. Primarily, this is through the district-wide focus on Understanding by Design. In addition to providing training to all staff members, the high school also runs a three-year course for new teachers, including mentoring and training in assessment design and unit planning using Understanding by Design, differentiated instruction, and rubric design. Through this program, new teachers have the chance to go offsite for one day each month to be trained in Understanding by Design and then to construct curriculum units. Since all the teachers have been trained in Understanding by Design, newer teachers bring these units back to colleagues for peer editing. During common planning time, a teacher having trouble developing formative and summative assessments may be paired with a veteran teacher to receive help in the problem area. This training allows all teachers to continually revisit and refine their assessment strategies. Additionally, starting in 2008, the district has been working towards developing common assessments, evaluating assessments already in existence, and instituting electronic data collection on all common assessments. To this end, the district plans to pilot the use of Test Wiz to gather student performance data electronically, carry out peer review and evaluation of existing common assessments against design standards, identify signature common assessments, gather student exemplars, and revise or replace common assessments based on results. Through this work, Lunenburg High School continues to provide professional development opportunities that help teachers to improve their use of assessment strategies. (teachers, self-study, administrators) Although teachers regularly communicate student progress in meeting course-specific learning goals, there is no formal process in place to communicate individual student progress in achieving schoolwide academic expectations or the school’s progress in achieving all school-wide expectations. One of the challenges in reporting student and school-wide achievement of the academic expectations is the inconsistent manner in which progress in these areas is measured. Although school-wide rubrics intended to measure academic expectations are being used more frequently, teachers often adapt or 40

modify these rubrics, limiting their ability to accurately report student achievement. Additionally, not all of the academic expectations can regularly be measured in the subject curriculum. For instance, literacy skills are not measured in most classes, limiting the ability of teachers to provide input on student progress in these areas. The school faces a greater challenge in measuring the school-wide achievement of the civic and social expectations for student learning as indicators of achievement, and student data to measure achievement have not yet been identified. Therefore, though the school can identify a variety of ways in which students have the opportunity to practice these skills, they do not have a process to measure student achievement. Until Lunenburg High School determines a way to formally assess students’ achievement of the academic, civic, and social expectations, it will not be able to determine whether students are successful in meeting these requirements. (teachers, parents, students, self-study, administrators) COMMENDATIONS 1. The communication of course-specific learning goals during most learning activities 2. The use of course-specific rubrics as a means to measure student achievement 3. The variety of assessment tools employed by teachers to determine student knowledge, skills, and competencies 4. The use of common planning time as a means to collaborate on student assessment 5. The provision of professional development activities that help teachers develop the assessment strategies they use to measure student progress RECOMMEDATIONS 1. Measure and communicate individual student progress in achieving school-wide academic expectations to the school and community 2. Develop and implement a process to assess individual and school-wide achievement of the civic and social expectations expressed in the mission which is based on the use of a the schoolwide rubrics 3. Clarify to students the relevant academic expectations that will be assessed in each learning activity

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SUPPORT STANDARDS

LEADERSHIP AND ORGANIZATION SCHOOL RESOURCES FOR LEARNING COMMUNITY RESOURCES FOR LEARNING

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SUPPORT STANDARD

5

LEADERSHIP AND ORGANIZATION

The way in which a school organizes learning for students, fosters leadership, and engages its members has a profound effect on teaching and learning. The professional culture of the school must be characterized by thoughtful, reflective, and constructive discourse about decision-making and practices which supports student learning and wellbeing. 1.

The school board and superintendent shall ensure that the principal has sufficient autonomy and decision-making authority to lead the school in achieving the mission and expectations for student learning.

2.

The principal shall provide leadership in the school community by creating and maintaining a shared vision, direction, and focus for student learning.

3.

Teachers as well as administrators other than the principal shall provide leadership essential to the improvement of the school.

4.

5.

6.

7.

Meaningful roles in the decision-making process shall be accorded to students, parents, and all members of the school staff to promote an atmosphere of participation, responsibility, and ownership.

8.

Each teacher shall have a student load that enables the teacher to meet the learning needs of individual students.

9.

There shall be a formal, ongoing program through which each student has an adult member of the school community in addition to the school guidance counselor who personalizes each student’s educational experience, knows the student well, and assists the student in achieving the schoolwide expectations for student learning.

10. The professional staff shall collaborate within and across departments in support of learning for all students. 11. All school staff shall be involved in promoting the well-being and learning of students.

The organization of the school and its educational programs shall promote the school’s mission and expectations for student learning.

12. Student success shall be regularly acknowledged, celebrated, and displayed.

Student grouping patterns shall reflect the diversity of the student body, foster heterogeneity, reflect current research and best practices, and support the achievement of the school’s mission and expectations for student learning.

13. The climate of the school shall be safe, positive, respectful, and supportive, resulting in a sense of pride and ownership. 14. The school board shall support the implementation of the school’s mission and expectations for student learning.

The schedule shall be driven by the school’s mission and expectations for student learning and shall support the effective implementation of the curriculum, instruction, and assessment.

The

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CONCLUSIONS The principal of Lunenburg High School is afforded sufficient autonomy and decision-making authority by the school board and superintendent to lead the school in achieving the mission and expectations for student learning. The principal is responsible for the development and presentation of the school’s annual budget to the school board and superintendent, and he also leads the review and revision of the school improvement plan (SIP) in conjunction with the school advisory council, a group comprised on parents, students, faculty members, community members, and administrators. He is responsible for developing and implementing school-based policies including the recently revised attendance policy and graduation requirements. The principal has also served an important role in adapting the district-level professional development opportunities to the needs of staff members and faculty members in the high school. He has implemented several initiatives, including the Seniors Transition Experience Program (STEP), Virtual High School (VHS), and common planning time for all faculty members. The scheduling of common planning time has allowed the professional staff to collaborate regularly with their peers on a variety of curricular endeavors. The principal is responsible for the creation of the master schedule, including his focused efforts to schedule the school’s singleton courses. As a result of his autonomy and decision-making authority, he has the ability to serve as the leader of Lunenburg High School. (self-study, school board, teachers, administrators) In his responsibilities as the leader of Lunenburg High School, the principal provides leadership through the creation of a shared vision, direction, and focus on student learning. At the beginning of each school year, the principal presents the vision and goals for the year to the members of the school community, and teachers appreciate that he relies on input from faculty members in shaping these goals. Additionally, though his focus is often regarded as ambitious, staff members and teachers regard his approach as focused and practical. Rather than taking on several goals at the same time, he guides the faculty toward the completion of a single aspect of the vision before directing them to the next aspect of the vision. Through his efforts, the school’s vision for professional development has included district-wide initiatives such as training in Understanding by Design and curriculum mapping. He has also been able to provide each curriculum area with the autonomy to pursue departmental goals and, through common planning time, the opportunity to complete valuable work on each of these goals. In order to maintain an informed perspective on the guidance and leadership of the building, the principal works collaboratively with department chairs with whom he meets monthly. He communicates the school’s overall progress to the community through the publication of articles in the Lunenburg Ledger and through community-wide e-mails disseminated via Naviance. Through this work, the principal has established a learning environment in which staff and faculty members work together to the completion of shared goals and objectives. (self-study, teachers, parents, administrators, teachers) Teachers as well as administrators other than the principal provide leadership essential to the improvement of the school. There are department chairs and/or liaisons in the areas of English/language arts, foreign languages, social studies, unified arts, science, guidance and mathematics. These school leaders meet monthly with the principal to discuss professional development, budget concerns, and school improvement initiatives. In addition to departmental leadership, school leaders have emerged throughout the building. For instance, in the guidance department, counselors have taken a leadership role through the institution of STEP and VHS. Other leadership roles are taken on by teachers who design and implement a senior project program for all senior students. The principal also empowers faculty members interested in research-based change to form committees or task forces in order to investigate potential systemic changes. One such task force researched and proposed the development and implementation of Choice Personalized Reading (CPR) in one of the two extended homeroom sessions. Another example of teacher leadership is the 44

formation of a focus group charged with the task of revising the current final exam schedule. Teachers also serve as leaders through their participation in the school’s new teacher mentoring program. Finally, the assistant principal provides leadership through his various roles that include daily operational responsibilities such as attendance, facility management, discipline, and teacher evaluation as well as serving as chairperson for special education team meetings. As a result of promoting leadership beyond the principal, Lunenburg High School is able to use a collaborative process to improve teaching and learning for its students and to tap the resources of all professionals. (teachers, parents, administrators, self-study). The organization of the school and its educational programs generally promotes the school’s mission and expectations for student learning. Lunenburg High School is a small, close-knit community of learners, a source of pride both in the school and community. Students, teachers, and administrators recognize the size of the school as a positive factor in maintaining the safe, personalized, and collaborative school culture and climate referenced in the school’s mission statement. In meeting another goal of the mission statement, to transfer learning to new contexts, the school has implemented programs such as the Senior Transitional Experience Program (STEP) and Virtual High School (VHS) in an effort to offer students hands-on, experiential learning opportunities outside the classroom environment. The school also offers programs that provide enhanced learning opportunities for challenged learners, such as those serviced by the special education department. The Lunenburg High School Achieve Program provides special education students with one-on-one academic support and the Advanced Community Experience Program (ACE) extends learning for special education students beyond the classroom through the provision of vocational and community skills. In addition to providing these opportunities, the faculty members at Lunenburg High School have used common planning time to further the development of curriculum documents, interdisciplinary learning opportunities and performance-based assessments. Although the formal provision of common planning time allows increased opportunities to meet the goals of the mission statement, faculty members recognize that many of these endeavors are currently undertaken on an individual basis and that the school is in the initial steps of integrating curricular experiences and expanding learning to new contexts beyond the classroom. As the school formalizes the work completed by faculty members during common planning time, it will further promote the mission statement and expectations for student learning. (self-study, teachers, administrators, panel presentation). Student grouping patterns reflect the diversity of the student body, foster heterogeneity, reflect current research and best practices, and support the achievement of the school’s mission and expectations for student learning. In an effort to foster heterogeneity, the school has phased out the most basic class levels in English, social studies, and foreign language classes. This has reduced the number of course levels in most content areas from three to two. As a result, teachers often work with students across ability and grade levels within individual classes. For example, a geometry class at Lunenburg High School may include freshmen who have demonstrated the ability to achieve more in their eighth grade math class, sophomores who have taken an algebra class in the prior year, and juniors who are looking to fulfill their third year math requirement. When working with such a range of abilities and experience in a single classroom environment, teachers report that they are challenged to differentiate instruction in order to appropriately challenge all students. Heterogeneity is also supported through inclusion in special education, where forty-seven of sixty students on individualized education plans are fully integrated into all academic and elective courses. The remaining thirteen special education students receive services to accommodate moderate to severe disabilities. Six of these students are integrated into at least one elective course. Through the efforts of teachers and administrators, student grouping patterns at Lunenburg High School support the school’s mission to provide a personalized and collaborative school culture and climate. (teachers, administrators, self-study)

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Some features of the schedule at Lunenburg High School support the effective implementation of the curriculum, instruction, and assessment. The modified block schedule allows each course to meet three times per week for a period of 50 minutes and once per week for a period of 90 minutes. This allows teachers to implement project learning experiences, inquiry-based lessons such as laboratory science experiments, and authentic, performance-based assessments. Students report that the educational experience in each class is often responsive to the amount of time available in a single meeting time. The schedule has also been purposefully designed to accommodate programs such as STEP which requires a standardized time frame in which students may travel off campus for community-based experiential learning opportunities. This is accomplished in the current model of the master schedule by alternating F and G blocks as the final class of each school day. While this feature of the schedule allows for the implementation of the STEP program, it detracts from other classes because students will always have the same two classes at the end of each school day. Teachers report that this has a negative impact on teaching and learning because students’ energy levels and attentiveness wane as the day progresses. Faculty members and administrators have engaged in a collaborative effort to resolve these schedule-related issues for the upcoming school year, and student feedback on scheduling concerns has been solicited through an online survey. One of the most widely appreciated aspects of the schedule at Lunenburg High School is its provision of common planning time for teachers. Teachers often have up to two blocks per week which are available for collaborative work with other members of their department. This time has been used effectively as a means of working together to improve curriculum, instruction, and assessment within content areas. While this time is valued by teachers, they note that the current schedule does not often allow a chance to work with faculty members in other departments. As a result, although departmental collaboration continues to be an important part of the professional culture of the school, interdisciplinary planning and programming does not take place frequently or widely. Despite this concern many features of the schedule help teachers and students in meeting the goals of the mission statement and expectations for student learning. (teachers, facility tour, students, administrators). Students, parents, and all members of the school staff have meaningful roles in the decision-making process, promoting an atmosphere of participation, responsibility, and ownership. In addition to his attendance at bi-weekly district leadership meetings, the principal schedules one meeting per week, dedicated to faculty concerns, departmental professional development initiatives, and data-driven results discussions. Faculty members are also invited to hold positions on the school council, a group comprised of students, teachers, parents, administrators, and community members. Faculty feedback is frequently collected from staff members through online surveys as well as monthly meetings. Students have the opportunity to become involved in the decision-making process by serving in elected and appointed positions on various school-based groups like the student council, student advisory council, and student senate. The student advisory council meets regularly and directly with the principal in order to voice student concerns and discuss school change. The student senate is a newly formed organization that strives to represent students’ perspectives through meetings with the principal. This group recently worked with administrators conducting an online survey to gain students’ feedback on a potential schedule change. Parent participation is also garnered through a variety of venues. Parents are included in the administrator interview process and are invited to attend building and technology committee meetings. Parents are also invited to participate in the Lunenburg High School Parent Advisory Council Supporting All Learners (PACSAL) group. Lunenburg High School also benefits from collaboration and assistance from the parent teacher organization (PTO). Through each of these activities, Lunenburg High School encourages the participation of all members of the school community in guiding their teaching and learning activities. (self-study, teachers, parents, administrators, students)

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Most teachers have a student load that enables them to meet the learning needs of individual students. The average class size at Lunenburg High School is approximately 20 students, but this number varies according to the number of sections offered for each course. In some cases, student enrollment in a course may approach 30 students. In working with their students, some teachers are able to provide differentiated instruction and personalized learning experiences. Teachers regularly complement their teaching to the entire class with follow-up visits to individuals or small groups particularly when guiding students through project-based learning experiences or assignments that require collaborative student work. In these circumstances, teachers are able to spend much of their instructional time personalizing their teaching. As a result of the school’s provision of teacher loads and class sizes that average 20 students per class, the teachers at Lunenburg have the opportunity to provide sufficient attention to the needs of all students. (teachers, students, administrators, self-study) Lunenburg High School does not have a school-wide, formal, ongoing program through which each student has an adult member of the school community in addition to the school guidance counselor who personalizes each student’s educational experience, knows the student well, and assists the student in achieving the school-wide expectations for student learning. Although the school has not formalized this program, it provides several opportunities to foster this type of personal connection with adult members of the school community. For instance, the school has a scheduled homeroom period that meets daily for the purpose of disseminating daily announcement information and collecting time-sensitive documents such as course selection sheets. This homeroom is extended twice per week for a period of twenty minutes to accommodate lengthier activities and the choice personalized reading (CPR) initiative. Despite this allotment of time, there are no guidelines for the effective use of homeroom time, so that connections with faculty members are not predictably developed across homerooms. In addition to providing a homeroom period, Lunenburg High School prides itself the strength of personal connections that develop as a result of the size of their student population and the opportunities for students to become involved in the life of the school. Despite the provision of homeroom and the ability for students to be meaningfully involved at Lunenburg High School, the school will not be able to ensure that all students are able to build relationships with members of the school staff and be well-known by at least one adult without a formal, ongoing program that is directed toward this need. (self-study, teachers, students) The professional staff at Lunenburg High School collaborates within departments in support of learning for all students. Through common planning time, teachers have two opportunities each week to collaborate with members of their own departments. Teachers often use this time to work in small groups to develop, evaluate, and revise their work in curriculum, instruction, and assessment. In addition to common planning time, monthly departmental meetings also provide faculty members with a chance to review the concerns of the department and collaborate on their professional practices. Some new and veteran teachers also have the opportunity to develop relationships through the school’s peer coaching and mentoring programs. By taking advantage of these opportunities, teachers at Lunenburg High School often have the chance to develop collaborative, supportive relationships with their department members. Although teachers recognize these opportunities as a valuable part of the school’s professional culture, they are not able to collaborate with teachers in other departments as often. Common planning time does not often provide the chance for interdisciplinary work or conversation. Some teachers regularly look for ways to work with members of other departments, but these relationships are often developed beyond the school day. Without the provision of time for teachers to work with members of other academic disciplines, interdisciplinary efforts will not be able to achieve the same level of success that has resulted from common planning time. (teachers, administrators, self-study)

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The faculty and staff at Lunenburg High School are actively involved in promoting the well-being and learning of students. Professional and non-professional staff members work to meet the needs of their students in a variety of ways. There is a formal means of addressing the concerns of at-risk students through the student support team (SST), a group comprised of the principal, assistant principal, counselors, nurse, and special education teachers. The student support team meets weekly to address student concerns referred to the team by teachers or other members of the school community. The school is also beginning to implement a response-to-intervention (RTI) protocol which will refine the process for providing regular, formal communication of students’ needs. There is also a number of informal ways that professional members of the school community assume responsibility for the wellbeing and learning of the students. Students recognize and appreciate the relationships that they develop with faculty members, administrators, and non-teaching professionals at the high school. They acknowledge that the caring culture of the school results largely from the genuine attention they receive from the adult members of this community. While many of the students establish these relationships with faculty members, other students express appreciation for the support provided beyond the classroom by advisors, coaches, and other non-teaching professionals. Teachers regularly discuss student concerns during common planning time. Additionally, teachers rely on informal, impromptu meetings to share concern for students and to look for guidance in meeting their needs. By maintaining a clear focus on the learning and welfare of their students, the staff of Lunenburg High School provides students with responsive and caring learning environment. (teachers, students, school committee, administrators, parents, self-study) Student success is regularly acknowledged, celebrated, and displayed at Lunenburg High School. Academic successes are celebrated through regularly scheduled events hosted by the Renaissance Club. Quarterly honors breakfasts are hosted, during which students are presented with certificates acknowledging placement on the honor roll. Academic status is also recognized through the National Honor Society induction ceremony and end-of-year academic awards ceremonies for seniors and underclassmen. The principal encourages community-wide coverage of student success by submitting academic and athletic achievements for publication in the Lunenburg Ledger. Student success, both in the classroom and on the athletic fields, is showcased during daily school-wide announcements. The school also hosts academic and athletic rallies in which student-athletes, NHS inductees, and peer tutors are recognized and celebrated. Athletic awards events are also held regularly to celebrate individual and team accomplishments. Throughout the building student work is prominently displayed; murals are commissioned from art students, and framed photos of school-sponsored extracurricular and athletic events are visibly posted. Lunenburg High School ensures that students’ efforts and achievements are acknowledged, displayed, and celebrated in a regular, meaningful way. (self-study, facility tour, teachers, students, parents, administrators) The climate of the school is safe, positive, respectful, and supportive, resulting in a sense of pride and ownership. This results primarily from the value placed on building personal relationships between students and members of the professional staff. Each morning, the principal greets students as they enter the building. Teachers develop relationships with their students in the classroom and also by acting as club advisors or coaches for the school’s teams. Students, too, work to establish and maintain an environment that fosters pride, respect, and support. This takes place regularly through the efforts of groups like Best Buddies which aims to create meaningful relationships between students of all learning abilities and the Lunenburg High School Community Service Learning Club which promotes volunteer efforts in the school and community. Students, teachers, and administrators regularly express pride in being part of the school community. Parents enthusiastically discuss the educational experience provided by the school and the respect held by community members for the school. Through the collective efforts of members of the school community, Lunenburg High School has

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established a school climate characterized by pride and respect. (students, teachers, administrators, parents, self-study) The school board supports the implementation of the school’s mission statement and expectations for student learning. The school board, in conjunction with administrators, supported the revision of the mission statement and has collaborated with faculty members and administrators in developing the new document. The school board particularly supports the concepts of responsible community membership, self-direction, and the transfer of learning to new contexts. Eighty-two percent of teachers at Lunenburg High School feels that the school board supports the implementation of the school’s mission and expectations for student learning. In providing this support, the school board has assisted with the development and implementation of programs and initiatives, such as buildingbased professional development and common planning time that foster and ultimately further the school’s ability to fully carry out its mission and expectations. (school board, Endicott survey, teachers, administrators) COMMENDATIONS 1. The autonomy and decision-making authority afforded to the principal by the superintendent and the school board 2. The creation of a shared vision, direction, and focus on student learning through the leadership of the principal 3. The opportunities for teachers to take a meaningful role in the leadership of the school 4. The ability of teachers, parents, and students to share in the decision-making process 5. The promotion of the beliefs and values of the mission statement through the organization of the school and its educational programs 6. The elimination of basic levels in most content areas from three to two in establishing student grouping patterns that foster heterogeneity 7. The use of a schedule that generally supports effective implementation of curriculum, instruction, and assessment 8. The meaningful roles in the decision-making process provided to students, parents, and all members of the school staff 9. The use of common planning time to promote collaboration of teachers within academic departments 10. The dedication of members of the school staff in promoting the well-being of students 11. The regular and meaningful recognition of student achievement 12. The establishment of a safe, positive, and respectful school climate 13. The support provided by the school board in implementing the school’s mission statement and expectations for student learning RECOMMENDATIONS 1. Implement a formal, ongoing program through which each student has an adult member of the school community who personalizes the educational experience 2. Provide a structure through which teachers from different academic departments have the opportunity to collaborate on teaching and learning

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SUPPORT STANDARD

6

SCHOOL RESOURCES FOR LEARNING

Student learning and well-being are dependent upon adequate and appropriate support programs and services. The school is responsible for providing an effective range of integrated resources to enhance and improve student learning and well-being and to support the school's mission and expectations.

Guidance Services

All Student Support Services

8.

1.

7.

The school's student support services shall be consistent with the school's mission and expectations for student learning.

2.

The school shall allocate resources, programs, and services so that all students have an equal opportunity to achieve the school's expectations for student learning.

3.

Student support personnel shall enhance

There shall be sufficient certified/licensed personnel and support staff to provide effective counseling, health, special education, and library media services.

The school shall provide a full range of comprehensive guidance services, including:     

student learning by interacting and working

individual and group meetings with counseling personnel; personal, career, and college counseling; student course selection assistance; collaborative outreach to community and area mental health agencies and social service providers; appropriate support in the delivery of special education services for students.

cooperatively with professional and other staff and by utilizing community resources to

Health Services

address the academic, social, emotional, and

9. The school’s health services shall provide:

physical needs of students.



4.

All student support services shall be regularly evaluated and revised to support improved student learning.

   

5.

There shall be a system for effective and ongoing communication with students, parents/guardians, and school personnel, designed to keep them informed about the types of available student support services and identified student needs.

6.

3.

Student records, including health and immunization records, shall be maintained in a confidential and secure manner consistent with federal and state law.

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preventive health services and direct intervention services; appropriate referrals; mandated services; emergency response mechanisms; ongoing student health assessments.

SUPPORT STANDARD

6

SCHOOL RESOURCES FOR LEARNING

Library Information Services 10. The library/information services program and materials shall be fully integrated into the school's curriculum and instructional program.

2. 11. Library/information services personnel shall be knowledgeable about the curriculum and support its implementation. 12. A wide range of materials, technologies, and other library/information services that are responsive to the school’s student population shall be available to students and faculty and utilized to improve teaching and learning. 13. Students, faculty, and support staff shall have regular and frequent access to library/information services, facilities, and programs as an integral part of their educational experience before, during, and after the school day. 14. The library/information services program shall foster independent inquiry by enabling students and faculty to use various school and community information resources and technologies. 15. Policies shall be in place for the selection and removal of information resources and the use of technologies and the Internet. Special Education Services 16. The school shall provide special education services related to the identification, monitoring, and referral of students in accordance with local, state, and federal laws.

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CONCLUSIONS Student support services at Lunenburg High School (LHS) have been developed and refined in response to students’ needs and the goals expressed in the school’s mission and expectations for student learning. While their roles vary, the comprehensive school counseling and special education programs, the health office and library media services, all work to provide students the opportunity to meet the goals of the mission statement and expectations for student learning at Lunenburg High School. The guidance department meets with students to complete four-year personal learning plans during their freshmen year. Guidance counselors meet with students individually and in classes each year to review their course selections. Students are encouraged to take challenging courses such as honors and advanced placement when appropriate. A rigorous college preparatory course load is required of all students, as is one year of a foreign language. Additionally, students report that they are encouraged to “get involved” in sports, clubs, or activities. While the guidance department does not yet have a formal curriculum, it is currently in development. The school nurse meets with students regularly in her work to provide necessary preventive health screenings. The library/media specialist works with students relative to media literacy and research skills. Special education services address the needs of their students by implementing individual education programs (IEPs), acting as liaison to parents, and providing specific courses to meet students’ needs such as academic support, LHS Advanced Community Experience, and the LHS Achieve Program. As a result, each of these service areas is invested in the school mission statement and therefore gives all students the opportunity to achieve their personalized academic, civic, and social goals. (teachers, students, observation, parents, self-study) Lunenburg High School utilizes its resources, programs, and services to provide students with an equal opportunity to achieve the school’s expectations for student learning. Most classes at Lunenburg High School are offered at the college preparatory level, including honors and advanced placement courses, but all other classes are comprised of students of all learning abilities. Many parents believe that LHS has a reputation for rigor and have reported that is why they live in this community. Students can take any class if they receive teacher recommendation and meet prerequisites. Students with disabilities are served through special education. The LHS Achieve Program is designed to serve students with severe disabilities. An academic support center provides individual and group learning support to students on IEPs. The LHS Advanced Community Experience Program (ACE) extends learning for special education students beyond the classroom by offering the acquisition of vocational and community skills. These identified students are assigned a liaison who will help to develop an IEP relative to students’ needs and strengths. Students’ unique needs and abilities are celebrated at LHS, and the school is constantly and actively re-examining itself to ensure that positive social and civic outcomes are achieved. A group known as Best Buddies pairs a student with a disability with a student without a disability to develop a friendship. For example, a recent initiative of the group was to run the “Ban the R” campaign to raise sensitivity to those with disabilities. Students engage in other civic and social activities, including a community services club. (students, faculty members, guidance counselors, parents) The guidance department has a student to counselor ratio of 158:1, allowing counselors to meet several times a year with students through individual and class meetings. If a guidance counselor is not able to provide a service directly, this need is referred to community resources who can partner with students and families to meet their needs. The community provides students with resources, programs, and services. Local employers attend an annual career fair to educate students about careers and businesses. Mental health agencies visit the school to run support groups relative to students’ needs. The school faces some challenges in 52

providing facilities to assist with these programs, however, as there are insufficient confidential locations in which to hold a counseling group. The community also supports students in their placements in offering community-based experiential learning opportunities through the Senior Transitional Experience Program (STEP). (faculty members, students, self-study) Lunenburg High School recently added focus sessions which replaced a more traditional study hall as a means to assist all students without disabilities. It is supported by professional tutors who work with students during each class period of the day. The Virtual High School (VHS) program offers students the opportunity to choose from a wide range of courses delivered online; it currently has 25 students utilizing this opportunity. There are other nontraditional course options. STEP serves 36 seniors who are participating in internships in the community, many relating to their career interests. Dual enrollment is available for some classes in which students earn college credit and high school credit for the same class at Mount Wachusett Community College and Fitchburg State College. While student support services personnel work very closely with all students and parents, the school continues to look for other alternatives to meet the needs of at-risk students. Two initiatives that Lunenburg High School has put in place are the LHS Pick-a-Time and 8th grade transition meetings for at risk students transitioning to the 9th grade. The pick-a-time program involves contacting the parents of at risk students for early registration for parent conferences. Eighth grade transition meetings invite family members and students attending summer meetings to discuss pathways to academic success at the school. Through these programs the school has been able to help more students transitioning into high school and meet with academic success. The library is accessible to all students at Lunenburg High School. The library media specialist works with all students to ensure that they have the necessary media literacy skills to be successful in their courses. Students may use the resources in the library after school, during focus session periods, and during class periods with the permission of the instructor. In addition, teachers routinely bring whole classes into the library for hands-on instruction and coaching in the research process. The library program does not have adequate funding to support the print, non-print and technology needs of staff members and students. The guidance counselors, school nurse, special educators, and library media specialist work within the limits of the facility and funding for materials to meet the needs of students at Lunenburg High School. As a result of their efforts, students are better able to gain access to a rigorous academic program that is responsive and supportive of their needs. (teachers, self-study, students, parents) Guidance counselors, the school nurse, special education teachers, and paraprofessionals work cooperatively with each other and with other faculty members in addressing academic, social, emotional, and physical needs of students. The Lunenburg High School Student Support Team (SST) is a group of professionals comprised of the principal, assistant principal, school counselors, school nurse, and special education teachers who meet weekly to discuss individual student or school concerns and to develop and implement action plans designed to increase student success. Recently, this team has started to review pre-referrals and students of concern as a response-to-intervention team (RTI). Referrals come from staff members, teachers, administrators, and parents. Teachers and staff members are provided student information that may impact student learning. Members of the school community are educated on how to refer a student for special services through guidance counselors or special education personnel as well as through information in the student handbook. The guidance department at Lunenburg High School has 3.5 certified counselors with a student to counselor ratio of 158:1. Guidance counselors consult with teachers to enhance student learning. Teachers often utilize guidance counselors, special educators, and the school nurse to collaborate about student success. School counselors and the school nurse refer students to community agencies and resources to provide assistance and information. Special education teachers provide support to classroom teachers through co-teaching and by offering support in the classroom and consultations 53

and reinforcement beyond the classroom. Outside agencies provide in-school support in a variety of ways. For instance, the district attorney’s office provides a presentation on cyber-bullying and officers from the Lunenburg Police Department provide classes on rape aggression defense (RAD). Group counseling is not provided by staff members at Lunenburg High School, but outside agencies have been brought into the school to provide group counseling for specific issues. The student support services staff members also host annual health safety awareness fairs. In the first few weeks of the year, the school hosts an evening open house for all parents. Immediately following first term progress reports, parent/teacher conferences are scheduled for two evenings, and an additional parent/teacher conference is scheduled for the spring, particularly for semester courses. As a result of their efforts, school support personnel are able to support the academic, social, emotional, and physical needs of the students. (self-study, teachers, guidance counselors, school nurse, administrators) Lunenburg High School support services departments periodically employ different methods to assess the effectiveness of their services. Each month the director of special education meets separately with the assistant principal who serves as the team chairperson of the high school and all special education teachers district-wide to review service delivery and make revisions to their practices. The school also participates in periodic coordinated program reviews to ensure compliance with state guidelines. While the library program has no formal evaluation process, the librarian is continuously revising the services of the facility and the content of the collection based on informal feedback from students and survey data from staff. Records are kept on the use of the library computer lab to monitor access and availability. Health services are evaluated internally on an ongoing basis. A daily log of student visits to the health office is maintained. This data is reviewed on professional development days by school nurses from each building to review best practices, discuss emerging trends in health services, and review data collected from student log sheets. School counselors meet weekly for common planning and monthly for a department meeting, at which time counseling services are planned and evaluated. Pre and post-test data is often collected from students during guidance curriculum classes, and program evaluations are completed by parents at guidance evening programs. Regular evaluation and revision is ongoing in weekly student support team meetings. Formalized evaluations offer consistency among staff, services, and professional standards. While staff members recognize that there are opportunities to provide more formal evaluation of services, each area of student support services currently evaluates its own programs, remaining adaptive to student needs and revising student services as needed. (student support personnel, teachers, administrators, self-study) There is effective and ongoing communication between students, parents, and student support personnel to keep them informed about the types of available student support services and identified student needs. Lunenburg High School hosts a series of events to maintain effective and ongoing communication with students, parents/guardians, and school personnel. The school hosts three eighth grade transition activities for students, including an orientation and open house for parents and students the evening before the first day of school. The school also holds an evening open house for all parents in the fall. During these orientations, parents are given avenues to contact teachers, counselors, administrators, and all school personnel and follow the child’s abbreviated schedule. Parent-teacher conferences are offered twice a year; parents access an electronic reservation system called Pick-a-time to schedule meetings with teachers. Parents can access school staff members through the phone or email. The school also communicates with parents and students through Naviance, a network which allows the school to send e-mails regarding school calendar, upcoming events, testing dates, career exploration, college planning and research, social issues and resources, and other important information. In order to ensure that all parents have access to this resource, guidance personnel register parents and students who do not register themselves. The school also reaches out to students through online surveys to gain their feedback on various issues. Recently, the principal created a survey for students to provide feedback about potential scheduling changes. Teachers, student support 54

personnel, and administrators also work with the student advisory council, student senate and school council to solicit feedback on the needs and concerns of the school community. New faculty must complete a three year induction program, which includes training on how to utilize student support services. Parents and staff members are educated on how to refer a student for special services through guidance, special education personnel, and the student and staff handbooks. This effective and ongoing communication makes parents partners in education, and students have better opportunities to access the support services provided by the school. (teachers, parents, student support personnel, administrators, self-study) Student records, including health and immunization records, are maintained in a confidential and secure manner consistent with federal and state law. The guidance department stores current student records in locked file cabinets, and the entrances to this office are locked when the office is unstaffed. Records of graduates are kept in a locked safe in the main office. Health and immunization records for students are securely kept in file cabinets in the nurse’s office. The office door is locked when the office is not occupied by staff members. Special education records are kept in locked file cabinets in the special education office located at the superintendent’s office. The school’s special education staff members obtain and return current files weekly to the superintendent’s office. In Lunenburg High School, the files are locked in an office. By maintaining student records in a secure manner, the school ensures that private information about students remains confidential. (student support personnel, school nurse, self-study, observation) Lunenburg High school has sufficient certified/licensed personnel and support staff members to provide effective counseling, health, and special education services; however, the library media services are not adequately staffed. The guidance department has 3.5 certified counselors who maintain a student-to-counselor ratio of 158:1. One full-time, district-wide certified school psychologist administers cognitive achievement testing, reports at team meetings, and provides crisis and counseling support. The health office is staffed by one school nurse during the school day. Five special educators and thirteen paraprofessionals/tutors provide services to students who are on IEPs. The district employs one behavioral consultant to observe students and provide behavioral intervention strategies. By providing enough staff members in the guidance, health, and special education departments, Lunenburg High School is able to provide students with the guidance, counseling, health, and educational support necessary to support learning. The library is staffed by one full-time certified library media specialist who is available to assist all students and faculty members. The library media specialist has no clerical support and is therefore not always able to provide adequate services to all students and staff. Additionally, the library media specialist often needs to work with students or faculty members who encounter difficulties with technology. As a result, she is further hampered in her ability to meet the library needs of the school community. Although the library media specialist is skilled and respected by faculty members, the lack of paraprofessional support in the media center and the need to provide technology support limit her ability to provide adequate library media services to all students. Because of insufficient staffing in the library and the technology responsibilities exacerbated by the school’s inadequate technology, LHS struggles to provide adequate library media services to all students. (self-study, observation, teachers, student personnel) The Lunenburg High School Guidance Department provides a full range of comprehensive services to assist students in meeting the expectations expressed in the mission statement. This assistance is provided in a variety of ways including individual meetings for course selection, transition issues, academic concerns, personal counseling, crisis intervention, peer mediation, and college and postgraduation planning. The school counselors also coordinate Section 504 plans and often act as liaisons between teachers and families in meeting the health and physical needs of students. Seventy-seven percent of parents reports that they trust that their child’s guidance needs are being met. Over 94% of 55

staff members reports they have confidence in the school’s guidance services. While school counselors do not provide group counseling services, they refer students to appropriate outpatient care when necessary. Counselors contact parents, refer students to the student support team, and are in contact with outside agencies such as the Massachusetts Department of Youth Services, the Department of Children and Families, local mental health providers, and the local police department. Through their work, school counselors develop lasting connections with the community resources. Guidance counselors also partner with representatives from the Massachusetts Educational Financing Authority (MEFA) to present several evening information sessions for parents and students regarding college planning and financial aid. The guidance department also coordinates the Virtual High School (VHS) and STEP registration, ensuring that students are able to access the opportunities presented by these programs. In addition, guidance counselors coordinate assessments such as the Massachusetts Comprehensive Assessment System (MCAS), PSAT, SAT, advanced placement (AP), and the Armed Services Vocational Aptitude Battery (ASVAB). Members of the guidance department initiated and now teach a dual enrollment first-year experience college class partnering with Mount Wachusett Community College. Additionally, school counselors attend classes throughout the year to give information about guidance events and services such as the PSAT test, Naviance, and personal learning plans. Students meet a minimum of four times each year with their counselors either in individual or class settings. Students are also able to set appointments with their counselors on an asneeded basis. Through the efforts of the guidance counselors, the Lunenburg High School Guidance Department provides a full range of guidance services and works to ensure the social and personal well-being of all students. Within the limits of the facility, the Lunenburg High School nurse works to provide a full range of health services. Preventive health services and direct intervention services are provided during school hours. The health services are delivered in accordance with the district’s written policies and procedures and requirements of state law relative to vision and hearing screening, body mass index (BMI) screening, immunization, and abuse reporting. Survey data indicates that 93.0% of parents feels comfortable with the school’s procedures in the event that a student becomes ill. The survey also indicates that 95.7% of staff members feels that the nurse keeps them apprised of the specific health needs of students in their classroom. Sixty-two percent of parents agrees that preventive health initiatives are provided at the school. The school nurse coordinates the emergency response team in the building and maintains the automated external defibrillator (AED). The school nurse also provides ongoing student health assessments. The school nurse teaches cardiopulmonary resuscitation (CPR) classes and offers first aid training to district staff members and coaches, free of charge. Despite the efforts of the school nurse in meeting the medical concerns of students, the facility does not adequately meet the needs of health services. The nurse’s office is small, and the area available to ailing students has a limited capacity to serve several students at a time. Additionally, the facility does not have enough space or privacy to allow for confidential consultation with students, parents, or faculty members. Although the nurse provides effective care to her students, the limitations of the facility prevent students from fully accessing her services and from ensuring that student care is managed in a sensitive, confidential manner. (Endicott Survey, self-study, parents, teachers, student support personnel) The library/information services program and materials are partially integrated into the school’s curriculum and instruction program. Although the library media center faces needs in materials and staffing, it is valued by students and teachers as a part of the school’s educational program. The resources are used often by students and teachers. Although there is no formal information literacy curriculum, students are taught research skills the beginning of their freshmen year and through senior year by the library media specialist. Instruction takes place through projects and assignments and teachers regularly use the library and its resources. It is connected with the curriculum. The library 56

media specialist supports teachers in their planning of research or library-based projects. She guides the students through the use of Google Apps for Education and supports all students and faculty members in curriculum and instruction. Informational sheets are available in the library media center to explain how to gain access to several technological resources. Instructions for using the Movie Maker, Photo Story, and Google Apps are displayed with other research aides. Students and staff members utilize the limited resources and information services available to obtain assistance in technology and literacy. (students, teachers, student support personnel, self-study) The Lunenburg High School library media specialist is knowledgeable about the school’s curriculum and helps to support its implementation, but she is not often involved in the curriculum development. Nearly 90% of staff members indicated that the school library media specialist has the knowledge to assist in their curriculum and instructional needs. The challenges of supporting the use of the aging technological resources and assisting students and teachers in utilizing the library media center’s resources, and the clerical work of managing the library media center’s resources limit the amount of time she is available to collaborate in curriculum development. While the library media specialist is capable and desires to be informed about curriculum, she does not have time to collaborate effectively in this aspect of teaching and learning. (school support personnel, teachers, administrators, self-study, observation, library media specialist) The library media center provides a limited range of materials, technologies, and other library/information services that are responsive to the school’s student population and are available to students and faculty and utilized to improve teaching and learning. The library’s print collection is in the process of being updated. Both fiction and nonfiction collections have been expanded and updated. However, over 75% of the staff feels the print and non-print materials are inadequate. Collections are limited by resources available to support the building and housing of the collection. The library provides some online subscriptions to supplement the nonfiction print collection. Along with the Infotrac and Mass Newsstand databases provided through membership in the Massachusetts Regional Library System, the library media center also provides subscriptions to Ancestry.com and Proquest’s Literature Resource Center. The library media center also administers the school’s use of Google Apps for staff and students. The library has an Internet based library catalog and a website providing a variety of informational resources including subject specific bibliographies, research aides, and Teenreads, a collection of reviews of books for the teen reader. Individual and class instruction tailored to specific projects is offered by the library media specialist, including sessions on how to use Movie Maker or Photo Story or how to search specific databases. Scanners, camcorders, digital cameras, LCD projectors, and television/digital video disc recorder (DVD) carts are available upon request. The student support services department works in conjunction with faculty and staff members to obtain books-on-tape for students on IEPs or 504s. The Lunenburg High School Library has 28 outdated, refurbished computer workstations. Support of these machines is often time consuming and challenging as Internet connections are unreliable and the computers have little functionality beyond word processing. Students and staff members do not have a secure method to save their documented work on a school server because there are no personal accounts for users. All work is saved to the individual work station and can be accessed by any user. Students are encouraged and instructed to use an alternative means to save their information. The library media specialist backs up the data at the work stations in the lab on an external hard drive attached to her computer on a daily basis. This allows students to have some access to previous assignments, but this is not a reliable means for students save their work. The library media specialist introduced Google Apps for students and staff members for purposes of word processing and presentations. Google Apps provides passwordprotected accounts for each user and is accessible through the Internet. Although Google Apps provides a secure place for students to save and access previous work without concerns of tampering from other users, limited access to the Internet from the school prevents this from being an effective 57

solution to the school’s data storage needs. There are many demands on the computer lab including research, word processing, and film editing. The equipment frequently can not support these demands. Because materials, technologies, and other information resources are limited, the library media center does not provide learning tools that sufficiently meet students’ needs. (Endicott Survey, students, teachers, student support personnel, observation, self-study) Although the library media center is open before, during, and beyond the school day, the shortage of staffing in the library media center and the limited resources and facilities prevent students, faculty, and support staff from having regular access to its services, facilities, and programs. Students have to access the library from 7:20 a.m. to 3:00 p.m., but it is closed during the first lunch to accommodate the library media specialist’s lunch break. In addition to using the library media center as part of a class, students may use its resources during focus session hours and after school. In order to better accommodate teachers wanting to use the library media center, the media specialist has implemented a program which allows teachers to schedule library and computer lab time online. Faculty members report that is difficult to schedule adequate time in the library’s computer lab because its resources are often booked by other teachers or unavailable for use. Additionally, when teachers visit the library media center with their classes, the media specialist is often unavailable to assist them because she is working with students who are using the center’s computers. Library log sheets show frequent use by classes and students from the focus sessions. More than one class often shares the computer lab as well as the main library. As a result of the limited space, resources, and library time, students and teachers are not able to gain adequate support for their teaching and learning activities. This area is very important to current educational needs and must be updated and adequately staffed and funded to serve the entire school community. (observations, students, teachers, self-study, student support personnel) The library/information services program fosters independent inquiry by enabling students and faculty members to use various school and community information resources and technologies. During freshman year, students are provided orientation to the library and training in the use of its resources by the library media specialist. She offers instruction in using various applications available at the school, including Movie Maker and Google Apps. Students are also taught how to use the online library. To encourage use of community resources, the library media specialist provides applications to students for cards at the public library. In addition, the library media specialist makes sure interlibrary loan is available to staff members and students. The library media specialist also provides instruction to faculty members on resources. Her introduction of Google Apps has provided an innovative way for staff and students to use online applications for word processing and presentation software in school and at home. If a faculty member informs the library media specialist of a new program, she will train herself on the program prior to student use in order to better serve as a resource for teaching and learning. As a result of the efforts of the library media specialist, students and teachers have the opportunity to maximize the resources that are currently available in the library media center. (students, teachers, student support personnel, observation, self-study) Policies are in place for the selection and removal of information resources and the use of technologies and the Internet. Lunenburg High School has a system to manage the update and removal of information resources. In 1997, the school also adopted a policy to guide the process of challenging the materials of the library media center. Administrators require each student to sign and abide by the policies set forth in the student handbook. Within the handbook, there is an acceptable use policy for the Internet and any technological resources. Nearly 82% of students reports they are aware of the school’s policies about using the Internet. The selection policy is in the process of review by the district 58

media specialists. By implementing policies for the selection and removal of information resources, Lunenburg High School is able to guide students and faculty members in the acceptable use of appropriate learning materials. (self-study, teachers, school support personnel) Lunenburg High School provides a full range of special education services appropriate to the needs of students. The school follows local, state, and federal laws relative to the identification, monitoring, and referral process to find students eligible for special education services. The special education department utilizes the student support team to start a student in the response-to-intervention (RTI) process which has recently been adopted by the school. Referrals may be generated by teachers, staff members, administrators, and parents. Through guidance, special education personnel, and the student and faculty handbook, parents and staff members are educated on how to refer a student for special services. LHS provides weekly monitoring of special education students in the academic support center and the annual team meetings held with parents. Regularly scheduled progress reports are sent out four times a year to provide parents with updates on student progress and detailed information about service providers. The LHS Achieve Program, LHS Advanced Community Experience program, and the academic learning center are services for students with moderate to severe disabilities. In addition, tutors and special education teachers co-teach with regular education teachers. In working with the varying abilities and needs of their learners, teachers at Lunenburg High School personalize their services to promote the success of each student. (students, teachers, self-study, parents) COMMENDATIONS 1. The provision of student support services that are consistent with the school’s mission statement and expectations for student learning 2. The allocation of resources to support equal learning opportunities for all students 3. The cooperative efforts of the student support personnel in addressing the academic, social, and emotional needs of students 4. The work of student support personnel to facilitate communication with students and parents 5. The range of guidance services offered to students to help them achieve the mission statement and expectations for student learning 6. The work of the nurse to overcome the inadequacy of the facility to provide health services to students 7. The work of the library media specialist to overcome insufficient staffing, materials, and technological resources to integrate library media services into teaching and learning 8. The full range of special education services to meet the needs of students RECOMMENDATIONS 1. Provide the confidential space needed to meet students’ health needs 2. Provide the staffing and materials necessary to integrate library media services into teaching and learning 3. Provide the technological resources necessary to integrate library media services into teaching and learning 4. Ensure that the library media specialist has an active role and time to participate in curriculum development

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SUPPORT STANDARD

7

COMMUNITY RESOURCES FOR LEARNING

Active community and parent participation, facilities which support school programs and services, and dependable and adequate funding are necessary for the school to achieve its mission and expectations for student learning.

7. There shall be ongoing planning to address future programs, enrollment changes, staffing, facility, and technology needs as well as capital improvements. 8. The community and the district's governing body shall ensure an adequate and dependable source of revenue to provide and maintain appropriate school programs, personnel, services, facilities, equipment, technological support, materials, and supplies for student learning.

1. The school shall engage parents and families as partners in each student’s education and shall encourage their participation in school programs and parent support groups. 2. The school shall foster productive business/community/higher education partnerships that support student learning.

9. Faculty and building administrators shall have active involvement in the budgetary process, including its development and implementation.

3. The school site and plant shall support and enhance all aspects of the educational program and the support services for student learning. 4. The physical plant and facilities shall meet all applicable federal and state laws and shall be in compliance with local fire, health, and safety regulations. 5. Equipment shall be adequate, properly maintained, catalogued, and replaced when appropriate. 6. A planned and adequately funded program of building and site management shall ensure the appropriate maintenance, repair, and cleanliness of the school plant.

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CONCLUSIONS Lunenburg High School engages parents and families in each student’s education in a variety of ways. A freshman orientation and parent night is held each August, and a school-wide open house is held in September. Each year, three parent teacher nights are held using a web based Pick-a-time program for parent conferences. Guidance staff members make efforts to engage at-risk students and their parents in meaningful ways. Teachers regularly communicate with parents, and all parents are able to contact teachers through phone or e-mail. Progress reports and report cards are issued each quarter. Teachers collect signed freshman progress reports to ensure that grades are communicated to parents and families. Informational meetings are held throughout the year to inform parents about important events. The Internet-based Naviance program is used to increase parent communication regarding guidance issues, particularly the college application process. Additionally, parents are represented on the school council, the Renaissance Committee, and the student senate. Parents are also involved in the parent teacher organization (PTO), Parent’s Advisory Council for Special Achiever in Lunenburg (PACSAL), and numerous booster clubs. Parents also support numerous fundraising activities, activities of the band and chorus, and sporting events. As a result of its efforts Lunenburg High School has developed effective relationships with many parents, enhancing student achievement and fostering a positive school climate. (self-study, teachers, parents, administrators) Lunenburg High School has formed some partnerships with businesses, the community, and higher education. Although there is not an extensive network of local industry, local businesses have provided support and developed partnerships with the school in fundraising efforts and providing school programs. Guest speakers from the community attend a mock trial, career day, and the health fair. The Lunenburg Police Department visits classes and teaches rape aggression defense (RAD). The Senior Transition Experience Program (STEP) has placed 36 seniors in internships with local businesses. These students have the opportunity to make practical application of their classroom learning in an authentic environment. Students participating in STEP build their internship experience into their schedule and leave campus during the school day to participate in the program. The LHS Advanced Community Experience program (ACE) has helped give job training and resume experience to students with learning challenges. Many students also participate in local charities. Several higher education partnerships have been formed including the tech prep program through Mount Wachusett Community College and the dual enrollment partnerships with Mount Wachusett Community College and Fitchburg State College. Through the collaboration of the school with community members and local businesses, Lunenburg High School has been able to provide educational opportunities that make use of community resources. (self-study, teachers, parents, students, administrators) The Lunenburg High School site and physical plant do not adequately support all aspects of the educational program and the support services for student learning. Lunenburg High School has many deficiencies in its physical plant. There is insufficient handicapped access in many areas. The building does not have an elevator; a wheelchair lift is available in one stairwell at the school, limiting stairwell access for other students. Only one male lavatory and one female lavatory in the facility have handicapped accessible stalls, and wheelchair access in the gymnasium is limited. To access the gymnasium from the cafeteria, one must travel down four corridors. Public access to the gym from the exterior of the building is problematic, and the main entrance is inaccessible. Additionally, cafeteria lines are too narrow for wheelchair access and there is no accessible route to each level in the music room. There is no wheelchair seating in the auditorium, and few wheelchair cuts in walkways. The inaccessibility to parts of the building for students and parents means that students do not have equitable opportunities to access programs and activities the school offers. New accessible railings and doorknobs have recently been installed in the facility, but there are no power-assisted door-openers in the building. Thus, the current building does not meet the needs of all students and community 61

members and must provide required access and facilities to meet these needs. (students, parents, administrators, self-study, facility tour, custodial personnel) The computer labs and technology infrastructure do not allow students to use technology as teachers need them to do to fulfill the curriculum and to promote and enhance learning. Technology hardware is limited in quantity and accessibility. Computer workstations are aging and mostly comprised of refurbished or older machines, and much of the software is outdated. In several instances where new software was acquired, the hardware available would not support the application. Although there are several computer labs in the school, the computers in most labs do not regularly support any work beyond word processing. The computer lab located in the library media center best supports teaching and learning needs, but even these computers do not reliably meet educational needs. Work space for teachers and storage space for supplies is lacking. For example, the conference room doubles as the English department book storage room, and physical education equipment is openly stored in hallways and locker rooms. Science labs are in particular need of updating. Lab stations are in poor condition, and surface area for experiments is limited. Additionally, the lab benches are not handicap accessible. Chemicals are stored within reach of students and the storage area is cramped and crowded. The electrical infrastructure is not reliable in the labs where circuits are frequently tripped by basic equipment. Many students and staff members reported leaks in the roof during wet weather. Stains on the ceiling indicate that these leaks have been present in the school for an extended period of time. Students and staff members report that, during wet weather numerous buckets are used to prevent leaks from covering floors and furniture. (students, teachers, administrators, parents, selfstudy) When possible, the school has made efforts to improve the facility. Infrastructure improvements have been made to the heating and ventilation system, and air-conditioning was recently added to the auditorium. Recently, some security improvements have been made, including new exterior locks, an improved alarm system, and security cameras. The cafeteria and kitchen area was also recently upgraded. There is a new track and field facility. Additionally, in 2000 one classroom was converted to a full science lab. As a result of the age of the facility, the poor repair of the building, the limited technological resources, and limited space available in the building, the physical plant does not meet the demands of teaching and learning, and the basic expectations of a school’s physical plant. These concerns dramatically limit the school’s ability to meet the educational needs of students. (observation, facility tour, students, teachers, administrators, parents, self-study) Although the physical plant and facilities are minimally compliant with applicable federal and state laws, the facility does not adequately meet the health and safety needs of the students. Minimal compliance with fire safety is assured through cooperation with the local fire department. Each year, members of the fire department inspect the facility and work with administrators to ensure appropriate safety protocols are in place. The school also works with the local police department to practice and revise its safety plans. Although the school recognizes the need to redesign the front office to better control access to the building, it has not been able to implement such changes. The school also has limited availability to provide seating, lavatories, and building-access to individuals with disabilities. Additionally, the sidewalks around the building do not regularly provide handicapped accessible ramps, creating safety concerns in the event of emergency exit from the facility. The roof of the facility leaks frequently, creating potentially unsafe conditions and mold problems in hallways, classrooms, the auditorium, and the gymnasium. These leaks are of particular concern in the cafeteria where falling water and pieces of damaged ceiling tiles creates safety concerns. The school regularly had concerns with mold and mildew in the locker rooms. Additionally, despite the efforts of the school 62

in alleviating this concern, rodent control remains a problem at Lunenburg High School. Another area of concern in the building is the aging single-pane windows which often break and pose safety threats to the students. The school’s science laboratories also present safety challenges in their limited workspace and poor storage capacity, particularly in chemistry labs. Also, although some asbestos thermal insulation has been removed, asbestos remains in ceilings in some parts of the building, on floors in many classrooms, and in caulking around windows. As a result of the health and safety challenges presented by the facility and physical plant at Lunenburg High School, the school faces significant challenges in ensuring the safety of students and teachers. (self-study, students, teachers, parents, staff members, administrators) Lunenburg High School’s equipment is not adequate, properly maintained, catalogued, and replaced when appropriate. Maintenance and technology repair requests are managed through School Dude, an Internet-based information management system. Despite this system, response time to requests varies and is often delayed, particularly when the request relates to technology. The technology department personnel work to handle all concerns; however, limited staffing and materials do not allow them to be responsive to all concerns. The school provides 165 mostly refurbished and outdated units; these computers generally do not meet the demands of current software. There is no student access and limited staff access to wireless networks. Access to computer labs for classes is very limited and a frequent source of frustration for staff members. Most departments share a media cart containing a laptop, a DVD player, and an in-focus projector as a means to maximize their limited resources; however, even these resources are not reliable tools for teaching and learning such as digital cameras and video cameras is limited. Many teachers rely on older technology such as overhead projectors in their instruction. Currently, a formal inventory of equipment at the high school does not exist. Lunenburg High School’s technological equipment is not properly maintained in a timely manner. When it is replaced, it is not replaced at a level capable of adequately meeting current and anticipated needs. This approach to equipment replacement severely limits the ability to develop curriculum and implement effective instructional and assessment strategies. (faculty members, custodial personnel, library media specialist, staff members, self-study) Lunenburg High School has several plans to manage the maintenance, repair, and cleanliness of the school. These include the technology plan, maintenance plan, and cleaning plan. Although these plans have been established, a lack of adequate funding limits the school’s ability to fully implement them. Students and teachers report that the building is often dirty, and equipment is in need of repair. Staff members identify the recent reduction of a custodian as a challenge to manage the facility appropriately. The school continues to have problems with rodents. Additionally, the 25-year old roof is in significant need of repair. The building has an aging physical appearance. A number of windows have caulk falling off, are broken, or do not function. Several windows are covered with plywood, and staff members report that they have remained that way for significant periods of time. Nearly every section of the building has peeling paint, stained ceilings, or broken tiling. Loose or hanging network and cable wires are present in most rooms. In several rooms, network cables are draped over furniture and require students to duck under them in order to pass. Staff members frequently use numerous extension cords to make up for the lack of convenient outlets. Funding limitations prevent the creation of a plan to address needed maintenance and repairs. (staff members, self-study, teachers, students, administrators, parents) Lunenburg High School has plans to address future programs, enrollment changes, staffing, and technology needs as well as capital improvements. The curriculum task force meets every five years, led by the director of instructional services in conjunction with the school council and the school improvement plan. Departments create budgets with the goal of supporting student and classroom goals. In recent years the LHS Senior Transitional Experience Program (STEP), LHS Advanced 63

Community Experience (ACE), and Virtual High School (VHS) programs have been added. Future academic programs are being explored in the math area, in accordance with MassCORE standards for realigning math curriculum. Staff requests and rationale are submitted by department chairs to the principal and then to the superintendent. The superintendent and school committee approve requests based on the needs of the entire district. Facility needs are addressed by the director of facilities and grounds in coordination with the building administration and the superintendent. Technology needs are addressed by a town network administrator. The district capital plan recognizes many needs for the high school, at present and in the future. $2,671,895 has been planned for FY 2012 for “critical and necessary repairs to the high school.” This includes window replacement, creating increased access to the gym and greenhouse, refinishing the gym floor, enhancing compliance with the Americans with Disabilities Act (ADA), providing asbestos abatement, as well as repairing kitchen equipment, the HVAC system, security system, and the technological infrastructure. In April 2007, Lunenburg Public Schools completed a school facilities educational program master plan and high school feasibility study. LHS then submitted a statement of interest to the Massachusetts School Building Authority (MSBA). In July 2007 the MSBA requested that the school community investigate a regional solution before initiating any renovation or new construction project. As a result, the Ayer-Shirley-Lunenburg Regional Planning Board was formed. From May 2007 to September 2009 this group investigated the feasibility of regionalization. At the conclusion of the process the board decided that the amount of transitional funding available to the school did not meet their needs, and the group elected not to present the negotiated regional agreement to each town’s selectmen. The MSBA then directed Lunenburg to begin a regionalization discussion with the North Middlesex Regional School District. Representatives from the MSBA will be meeting with administrators at Lunenburg to examine the viability of maintaining the independence of the district, to evaluate its physical plant needs, and to investigate a regional solution to the facility needs of the school. (self-study, teachers, administrators, parents) The community and the district’s governing body have not ensured an adequate and dependable source of revenue to provide and maintain appropriate school programs, personnel, services, equipment, materials, and supplies for student learning. The revenue allocated for facilities and technological support is not adequate to support student learning. Support for the school budget is solicited through a combined effort of the superintendent, school committee, the principal, and department heads. Each department creates a report which is presented to the school committee. Two of three local budget meetings are broadcast on local television for the community. Public comment is solicited prior to submission of reports to the finance committee and select board. Final school budgets are voted on at the annual town meeting in May. Three local newspapers send reporters to the school committee meetings. The Lunenburg School District has not always been able to secure an adequate source of funding. While budgets typically pass, the 2007 Proposition 21/2 override was defeated. Sources of revenue for the facilities and purchasing of equipment and technology have also been deficient, as is evident from the state of the facilities, equipment, and technology resources. The 2010 budget was $350,000 less than the school department recommendation. The current budget also has no appropriations for capital improvements. Important upgrades to electrical and plumbing systems have been delayed. Significant roof repairs have been delayed and postponed. ADA accessibility concerns are not addressed in the current budget or planning. Upgrades to the school technology network have been postponed, and adaptation of a wireless network has been abandoned despite the recommendations of the technology plan. Providing network security is increasingly challenging for school personnel. According to the technology support, the deficiencies of the technological infrastructure far exceed their availability to complete the repairs and updates. The single technology support position dedicated to the high school was vacated in 2009 and not filled. School leadership reports using typical programmatic means of developing support for the budget and bond related issues. Nevertheless, the state of the school’s infrastructure, equipment, and technology reveal a 64

persistent inability to garner sufficient support for such major fiscal expenditures or even to maintain an adequate level of services. Budgetary shortfalls and a general struggle to secure dependable sources of revenue have hindered the response to the challenge of delivering a comprehensive educational program for all students at Lunenburg High School. Lack of adequate technology and lack of adequate and equitable access to technology, have not allowed Lunenburg High School to deliver an educational experience appropriate to the modern world. The absence of important upgrades and routine maintenance to the physical plant has negatively impacted the school climate, delivery of instruction, and the ability of the school to offer adequate and appropriate educational programming. (self-study, teachers, administrators, parents) Faculty members and building administrators provide input and have an active involvement in the development of the school’s budget. Budget requests are gathered from departments in consultation with departmental faculty and reviewed by school leadership. Some building personnel submit requests directly to central office leadership as appropriate to the district’s organizational structure. However, departmental budgets are routinely frozen in order to cover other shortfalls in the school budget. In recent years, staff positions and programming have been eliminated from the school’s budget as informed by the building principal and his leadership team. In order to make these budgetary decisions, the principal underwent a process that involved the review and consideration of some aggregate data sources as well as input from department heads. Class sizes and data from the Massachusetts Comprehensive Assessment System (MCAS) were considered in making these decisions. The decision to maintain the industrial arts program at current levels was based on the desire to offer hands-on programming in support of students who benefit from such instructional approaches. SAT data supported the decision to offer the PSAT to all students at school expense in order to assess more adequately students’ college readiness. The faculty and administration at Lunenburg High School have worked cooperatively to develop and implement annual budgets. Through this cooperative process faculty members and building administrators have a collective understanding of the challenges of meeting the funding needs of the school community. (self-study, administrators, teachers, school committee) COMMENDATIONS 1. The engagement of parents and families as partners in the education of students at Lunenburg High School 2. The efforts to foster productive community partnerships 3. The efforts of faculty members and building administrators in the development and implementation of the school’s budget RECOMMENDATIONS 1. Provide a school site and plant that supports and enhances all aspects of the educational program at Lunenburg High School 2. Ensure that the physical plant meets the health and safety needs of the students 3. Secure the storage of dangerous chemicals in science labs 4. Eliminate the threat posed by the leaks in the roof 5. Replace broken windows that pose a safety threat to students 6. Eliminate the safety risks created by the ongoing rodent problem at the school 7. Ensure that the equipment at the high school is adequately maintained, catalogued, and replaced 65

8. Provide adequate funding for the maintenance, repair, and cleanliness of the school plant 9. Provide appropriate funding to support future programs, enrollment changes, staffing, facility, and technology needs as well as capital improvements 10. Ensure an adequate and dependable source of revenue to maintain appropriate school programs, personnel, services, facilities, equipment, technological support, materials, and supplies for student learning

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FOLLOW-UP RESPONSIBILITIES This comprehensive evaluation report reflects the findings of the school's self-study and those of the visiting committee. It provides a blueprint for the faculty, administration, and other officials to use to improve the quality of programs and services for the students in Lunenburg High School. The faculty, school board, and superintendent should be apprised by the building administration yearly of progress made addressing visiting committee recommendations. Since it is in the best interest of the students that the citizens of the district become aware of the strengths and limitations of the school and suggested recommendations for improvement, the Commission requires that the evaluation report be made public in accordance with the Commission's Policy on Distribution, Use, and Scope of the Visiting Committee Report. A school's initial/continued accreditation is based on satisfactory progress implementing valid recommendations of the visiting committee and others identified by the Commission as it monitors the school's progress and changes which occur at the school throughout the decennial cycle. To monitor the school's progress in the Follow-Up Program, the Commission requires that the principal of Lunenburg High School submit routine Two- and Five-Year Progress Reports documenting the current status of all evaluation report recommendations, with particular detail provided for any recommendation which may have been rejected or those items on which no action has been taken. In addition, responses must be detailed on all recommendations highlighted by the Commission in its notification letters to the school. School officials are expected to have completed or be in the final stages of completion of all valid visiting committee recommendations by the time the Five-Year Progress Report is submitted. The Commission may request additional Special Progress Reports if one or more of the Standards are not being met in a satisfactory manner or if additional information is needed on matters relating to evaluation report recommendations or substantive changes in the school. To ensure that it has current information about the school, the Commission has an established Policy on Substantive Change requiring that principals of member schools report to the Commission within sixty days (60) of occurrence any substantive change which negatively impacts the school's adherence to the Commission's Standards for Accreditation. The report of substantive change must describe the change itself and detail any impact which the change has had on the school's ability to meet CPSS Standards. The Commission's Substantive Change Policy is included in the Appendix on page 68. All other substantive changes should be included in the Two- and Five-Year Progress Reports and/or the Annual Report which is required of each member school to ensure that the Commission office has current statistical data on the school. The Commission urges school officials to establish a formal follow-up program at once to review and implement all findings of the self-study and valid recommendations identified in the evaluation report. An outline of the Follow-Up Program is available in the Commission's Accreditation Handbook which was given to the school at the onset of the self-study. Additional direction regarding suggested procedures and reporting requirements is provided at Follow-Up Seminars offered by Commission staff following the on-site visit. The visiting committee is appreciative of the warm hospitality shown by the Lunenburg school community during the site visit. As well, the preparedness of the school for the visit, the quality and comprehensiveness of the self-study, and the frankness and openness of the site interviews and meetings all contributed positively to the experience and to the accuracy and relevance of the final report.

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NEW ENGLAND ASSOCIATION OF SCHOOLS & COLLEGES Commission on Public Secondary Schools

SUBSTANTIVE CHANGE POLICY Principals of member schools must report to the Commission within sixty (60) days of occurrence any substantive change in the school which has a negative impact on the school's ability to meet any of the Commission's Standards for Accreditation. The report of a substantive change must describe the change itself as well as detail the impact on the school’s ability to meet the Standards. The following are potential areas where there might be negative substantive changes which must be reported: -

elimination of fine arts, practical arts and student activities

-

diminished upkeep and maintenance of facilities

-

significantly decreased funding

-

cuts in the level of administrative and supervisory staffing

-

cuts in the number of teachers and/or guidance counselors

-

cuts in the number of support staff

-

decreases in student services

-

cuts in the educational media staffing

-

increases in student enrollment that cannot be accommodated

-

changes in the student population that warrant program or staffing modification(s) that cannot be accommodated ,e.g., the number of special needs students or vocational students or students with limited English proficiency

-

identification by the state as an underperforming school

-

takeover by the state

-

inordinate user fees

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ROSTER OF TEAM MEMBERS

Team Member

School

City

State

John Clements, Chair

Nipmuc Regional High School

Upton

MA

Francis Cronin, Assistant Chair

Edwin O. Smith High School

Storrs

CT

Kevin Mortenson

Pioneer Valley Regional School

Northfield

MA

Laura Cronin

Foxborough High School

Foxborough

MA

Frank Lenox

East Greenwich High School

East Greenwich

RI

Jean Bradanini

Wheeler High School/Middle School

North Stonington

CT

Kristy Yankee

Franklin High School

Franklin

MA

Nelina Backman

Littleton High School

Littleton

MA

Pamela Kyrka

Nipmuc Regional High School

Upton

MA

James Giuca

Methuen High School

Methuen

MA

Christine Lord

Dracut Senior High School

Dracut

MA

Dina Karlon

Souhegan High School

Amherst

NH

Marie Erwin

Mount Everett Regional School

Sheffield

MA

Hank Giardin

Belchertown High School

Belchertown

MA

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