VISITING TEAM REPORT
Pittsfield High School 300 East Street Pittsfield, MA 01201 USA
Mr. Matthew Bishop Principal
Mr. Ronald McCarthy Dedham High School Principal Chair
Mr. William Rivard North Country Union High School Principal Assistant Chair
04/10/2016 - 04/13/2016
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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 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 this 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 committee.
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STANDARDS FOR ACCREDITATION The Committee on Public Secondary School's Standards for Accreditation serve as the foundation for the accreditation process and by which accreditation decisions are made. The seven Standards are qualitative, challenging, and reflect current research and best practice. The Standards, written and approved by the membership, establish the components of schools to ensure an effective and appropriate focus on teaching and learning and the support of teaching and learning.
Teaching and Learning Standards Core Values and Beliefs About Learning Curriculum Instruction Assessment of and for Student Learning
Support Standards School Culture and Leadership School Resources for Learning Community Resources for Learning
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CORE VALUES, BELIEFS, AND LEARNING EXPECTATIONS Teaching and Learning Standard Effective schools identify core values and beliefs about learning that function as explicit foundational commitments to students and the community. Decision-making remains focused on and aligned with these critical commitments. Core values and beliefs manifest themselves in research-based, school-wide 21st century learning expectations. Every component of the school is driven by the core values and beliefs and supports all students’ achievement of the school’s learning expectations. 1. The school community engages in a dynamic, collaborative, and inclusive process informed by current research-based practices to identify and commit to its core values and beliefs about learning. 2. The school has challenging and measurable 21st century learning expectations for all students which address academic, social and civic competencies. Each expectation is defined by specific and measurable criteria for success, such as school-wide analytic rubrics, which define targeted high levels of achievement. 3. The school's core values, beliefs, and 21st century learning expectations are actively reflected in the culture of the school, drive curriculum, instruction, and assessment in every classroom, and guide the school's policies, procedures, decisions and resource allocations. 4. The school regularly reviews and revises its core values, beliefs, and 21st century learning expectations based on research, multiple data sources, as well as district and school community priorities.
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CURRICULUM Teaching and Learning Standard The written and taught curriculum is designed to result in all students achieving the school's 21st century expectations for student learning. The written curriculum is the framework within which a school aligns and personalizes the school's 21st century learning expectations. The curriculum includes a purposefully designed set of course offerings, co-curricular programs, and other learning opportunities. The curriculum reflects the school’s core values, beliefs, and learning expectations. The curriculum is collaboratively developed, implemented, reviewed, and revised based on analysis of student performance and current research. 1. The curriculum is purposefully designed to ensure that all students practice and achieve each of the school's 21st century learning expectations. 2. The curriculum is written in a common format that includes: units of study with essential questions, concepts, content, and skills the school’s 21st century learning expectations instructional strategies assessment practices that include the use of specific and measurable criteria for success, school-wide analytic and course-specific rubrics. 3. The curriculum emphasizes depth of understanding and application of knowledge through: inquiry and problem-solving higher order thinking cross-disciplinary learning authentic learning opportunities both in and out of school informed and ethical use of technology. 4. There is clear alignment between the written and taught curriculum. 5. Effective curricular coordination and vertical articulation exist between and among all academic areas within the school as well as with sending schools in the district. 6. Staffing levels, instructional materials, technology, equipment, supplies, facilities, and the resources of the library/media center are sufficient to fully implement the curriculum, including the co-curricular programs and other learning opportunities. 7. The district provides the school’s professional staff with sufficient personnel, time, and financial resources for ongoing and collaborative development, evaluation, and revision of the curriculum using assessment results and current research.
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INSTRUCTION Teaching and Learning Standard The quality of instruction is the single most important factor in students’ achievement of the school’s 21st century learning expectations. Instruction is responsive to student needs, deliberate in its design and delivery, and grounded in the school’s core values, beliefs, and learning expectations. Instruction is supported by research in best practices. Teachers are reflective and collaborative about their instructional strategies and collaborative with their colleagues to improve student learning. 1. Teachers’ instructional practices are continuously examined to ensure consistency with the school’s core values, beliefs, and 21st century learning expectations. 2. Teachers’ instructional practices support the achievement of the school’s 21st century learning expectations by: personalizing instruction engaging students in cross-disciplinary learning engaging students as active and self-directed learners emphasizing inquiry, problem-solving, and higher order thinking applying knowledge and skills to authentic tasks engaging students in self-assessment and reflection integrating technology. 3. Teachers adjust their instructional practices to meet the needs of each student by: using formative assessment, especially during instructional time strategically differentiating purposefully organizing group learning activities providing additional support and alternative strategies within the regular classroom. 4. Teachers, individually and collaboratively, improve their instructional practices by: using student achievement data from a variety of formative and summative assessments examining student work using feedback from a variety of sources, including students, other teachers, supervisors, and parents examining current research engaging in professional discourse focused on instructional practice. 5. Teachers, as adult learners and reflective practitioners, maintain expertise in their content area and in content-specific instructional practices.
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ASSESSMENT OF AND FOR STUDENT LEARNING Teaching and Learning Standard Assessment informs students and stakeholders of progress and growth toward meeting the school's 21st century learning expectations. Assessment results are shared and discussed on a regular basis to improve student learning. Assessment results inform teachers about student achievement in order to adjust curriculum and instruction. 1. The professional staff continuously employs a formal process to assess whole-school and individual student progress in achieving the school’s 21st century learning expectations based on specific and measurable criteria for success, such as school-wide analytic rubrics 2. The school’s professional staff communicates: individual student progress in achieving the school’s 21st century learning expectations to students and their families the school’s progress in achieving the school’s 21st century learning expectations to the school community. 3. Professional staff collects, disaggregates, and analyzes data to identify and respond to inequities in student achievement. 4. Prior to each unit of study, teachers communicate to students the school’s applicable 21st century learning expectations and related unit-specific learning goals to be assessed. 5. Prior to summative assessments, teachers provide students with specific and measurable criteria for success, such as corresponding rubrics, which define targeted high levels of achievement. 6. In each unit of study, teachers employ a range of assessment strategies, including formative and summative assessments. 7. Teachers collaborate regularly in formal ways on the creation, analysis, and revision of formative and summative assessments, including common assessments. 8. Teachers provide specific, timely, and corrective feedback to ensure students revise and improve their work. 9. Teachers regularly use formative assessment to inform and adapt their instruction for the purpose of improving student learning. 10. Teachers and administrators, individually and collaboratively, examine a range of evidence of student learning for the purpose of revising curriculum and improving instructional practice, including all of the following: student work common course and common grade-level assessments individual and school-wide progress in achieving the school’s 21st century learning expectations standardized assessments data from sending schools, receiving schools, and post-secondary institutions survey data from current students and alumni. 11. Grading and reporting practices are regularly reviewed and revised to ensure alignment with the school’s core values and beliefs about learning.
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SCHOOL CULTURE AND LEADERSHIP Support Standard The school culture is equitable and inclusive, and it embodies the school's foundational core values and beliefs about student learning. It is characterized by reflective, collaborative, and constructive dialogue about researchbased practices that support high expectations for the learning of all students. The leadership of the school fosters a safe, positive culture by promoting learning, cultivating shared leadership, and engaging all members of the school community in efforts to improve teaching and learning. 1. The school community consciously and continuously builds a safe, positive, respectful, and supportive culture that fosters student responsibility for learning and results in shared ownership, pride, and high expectations for all. 2. The school is equitable and inclusive, ensuring access to challenging academic experiences for all students, making certain that courses throughout the curriculum are populated with students reflecting the diversity of the student body, fostering heterogeneity, and supporting the achievement of the school’s 21st century learning expectations. 3. There is a formal, on-going program(s) or process(es) through which each student has an adult in the school, in addition to the school counselor, who knows the student well and assists the student in achieving the school’s 21st century learning expectations. 4. In order to improve student learning through professional development, the principal and professional staff: engage in professional discourse for reflection, inquiry, and analysis of teaching and learning use resources outside of the school to maintain currency with best practices dedicate formal time to implement professional development apply the skills, practices, and ideas gained in order to improve curriculum, instruction, and assessment. 5. School leaders regularly use research-based evaluation and supervision processes that focus on improved student learning. 6. The organization of time supports research-based instruction, professional collaboration among teachers, and the learning needs of all students. 7. Student load and class size enable teachers to meet the learning needs of individual students. 8. The principal, working with other building leaders, provides instructional leadership that is rooted in the school’s core values, beliefs, and learning expectations. 9. Teachers, students, and parents are involved in meaningful and defined roles in decision-making that promote responsibility and ownership. 10. Teachers exercise initiative and leadership essential to the improvement of the school and to increase students’ engagement in learning. 11. The school board, superintendent, and principal are collaborative, reflective, and constructive in achieving the school’s 21st century learning expectations. 12. The school board and superintendent provide the principal with sufficient decision-making authority to lead the school.
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SCHOOL RESOURCES FOR LEARNING Support Standard Student learning and well-being are dependent upon adequate and appropriate support. The school is responsible for providing an effective range of coordinated programs and services. These resources enhance and improve student learning and well-being and support the school's core values and beliefs. Student support services enable each student to achieve the school's 21st century learning expectations. 1. The school has timely, coordinated, and directive intervention strategies for all students, including identified and at-risk students, that support each student’s achievement of the school’s 21st century learning expectations. 2. The school provides information to families, especially to those most in need, about available student support services. 3. Support services staff use technology to deliver an effective range of coordinated services for each student. 4. School counseling services have an adequate number of certified/licensed personnel and support staff who: deliver a written, developmental program meet regularly with students to provide personal, academic, career, and college counseling engage in individual and group meetings with all students deliver collaborative outreach and referral to community and area mental health agencies and social service providers use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the school’s 21st century learning expectations. 5. The school's health services have an adequate number of certified/licensed personnel and support staff who: provide preventative health services and direct intervention services use an appropriate referral process conduct ongoing student health assessments use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the school’s 21st century learning expectations. 6. Library/media services are integrated into curriculum and instructional practices and have an adequate number of certified/licensed personnel and support staff who: are actively engaged in the implementation of the school's curriculum provide a wide range of materials, technologies, and other information services in support of the school's curriculum ensure that the facility is available and staffed for students and teachers before, during, and after school are responsive to students' interests and needs in order to support independent learning conduct ongoing assessment using relevant data, including feedback from the school community, to improve services and ensure each student achieves the school’s 21st century learning expectations. 7. Support services for identified students, including special education, Section 504 of the ADA, and English language learners, have an adequate number of certified/licensed personnel and support staff who: collaborate with all teachers, counselors, targeted services, and other support staff in order to achieve the school's 21st century learning expectations provide inclusive learning opportunities for all students perform ongoing assessment using relevant data, including feedback from the school community, to
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improve services and ensure each student achieves the school’s 21st century learning expectations.
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COMMUNITY RESOURCES FOR LEARNING Support Standard The achievement of the school’s 21st century learning expectations requires active community, governing board, and parent advocacy. Through dependable and adequate funding, the community provides the personnel, resources, and facilities to support the delivery of curriculum, instruction, programs, and services. 1. The community and the district's governing body provide dependable funding for: a wide range of school programs and services sufficient professional and support staff ongoing professional development and curriculum revision a full range of technology support sufficient equipment sufficient instructional materials and supplies. 2. The school develops, plans, and funds programs: to ensure the maintenance and repair of the building and school plant to properly maintain, catalogue, and replace equipment to keep the school clean on a daily basis. 3. The community funds and the school implements a long-range plan that addresses: programs and services enrollment changes and staffing needs facility needs technology capital improvements. 4. Faculty and building administrators are actively involved in the development and implementation of the budget. 5. The school site and plant support the delivery of high quality school programs and services. 6. The school maintains documentation that the physical plant and facilities meet all applicable federal and state laws and are in compliance with local fire, health, and safety regulations. 7. All professional staff actively engage parents and families as partners in each student’s education and reach out specifically to those families who have been less connected with the school. 8. The school develops productive parent, community, business, and higher education partnerships that support student learning.
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School and Community Summary School and Community Summary Pittsfield High School, located in Pittsfield, Massachusetts, serves the communities of Pittsfield, Massachusetts. Located in the Berkshires, Pittsfield borders New York State to the west. Pittsfield is the largest community in Berkshire County. While the county is rural and has a tourist based economy, Pittsfield is an urban center with a decaying manufacturing base. With a combined population of 43,697, the community is economically, racially, culturally, and ethnically diverse. The PHS population mirrors the make up of the general community. The community is 88.3% white and English is the primary language spoken by 91% of the school population; of the 9% who are not primarily English speakers, the vast majority are Spanish speakers. Pittsfield is a lower middle class community with a median income of $42,114 with an unemployment rate for the city of 7.5% (March 2015). 44.9% of our students are considered low income. At the district level 65.3% of students in the district are considered low income. The US Census Bureau states that 17.1% of the Pittsfield community is living below the poverty level. General Electric was once the primary employer in Pittsfield, but since it has left, no major manufacturer has replaced it. As a result, the single largest employer in Pittsfield is Berkshire Health Systems and the Pittsfield Public Schools are second. As Pittsfield is in the center of Berkshire County, a major second home and vacation area, tourism and hospitality are also substantial industries. In addition to PHS, with a population of 916, Pittsfield has another high school, Taconic High School, with a population of 774. Pittsfield has two middle Schools, John T. Reid and Theodore Herberg, which house 517 and 633 respectively. Pittsfield has eight elementary schools: Allendale (316), Crosby (410), Egremont (514), Morningside Community (473), Capeless (235), Conte Community (386), Stearns (234), and Williams (336). Two parochial schools in the district, St. Mark's (now closed 15-16 school year) and St. Joseph's Central School, also educate some middle and high school students. The Berkshire Arts and Technology, a charter school in Adams, has also enrolled Pittsfield students. The city of Pittsfield also has several private schools: Miss Hall's School (A private female academy), Berkshire County Arc, Housatonic Academy, and Sinai Academy. In terms of per pupil expenditures, Pittsfield Public Schools spends less than the state average; In FY 14 the schools spend $13,755 per student while the average across the state is $14,518. In FY 2013, state, federal, and other resources accounted for 53 percent of all funds received in the district, leaving 47 percent of funding to be obtained through local resources. IN FY15, total educational spending accounted for 58 percent of the City of Pittsfield total budget of $147,802,745. This includes the school budget ($56,506,241) as well as new school spending ($29,592,186) which includes insurance, building maintenance and other city services. In school year 2015-2016, 16 students are attending PHS through School Choice. The sending districts pays a tuition of $5000 per student for a total of $80,000. There is one student attending PHS from Richmond, MA. Richmond pays an annual tuition rate of $9,734 for the student per agreement with Pittsfield. Pittsfield High School includes students in grades 9-14 (Special Education students can stay enrolled until their 22nd birthday) with the total enrollment of 916 students divided between 476 males and 440 females. The school population has been steady over the last ten years, ranging between 900 and 1000 students. The ethnic, racial, and cultural composition has remained constant with 11.7 % African American, 1.1 % Asian, and Hispanic 9.1 %. The average dropout rate has been 2.1%, The average daily attendance is 93.2%, and the average attendance rate among teachers is 94.6% in the 15-16 school year up through February 2016. There are 91 teachers at PHS, creating a ratio of 10.5:1. The average class size at PHS is 19.1. Students attend school for 180 days and for a minimum of 1225 hours. Grade 9 students are enrolled in Intensive level classes in one of two graduation pathways, either MASSCore or
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Career Vocational Technical Education (CVTE). Grades 10 -12 are offered classes in Standard, Intensive, Honors or Advanced Placement. Student schedules are made up of a combination of those levels highlighting individual strengths. 27 % of students are enrolled in at least one Advanced Placement class. 24.8% of students receive special education services and 4.5% receive ELL services. All students are required to take four years of English and Physical Education, three years of mathematics in sequence; Algebra 1, Geometry, and Algebra 2 (it is recommended that students take four years of math and students on an Educational Proficiency Plan are required to take four years of math), three years of social studies, and science. Two years of a foreign language (Spanish, Italian, French or Latin) and human development. MASSCore states that in order to meet the requirements for graduation students must also complete at least one year in a fine and performing arts course. Students who follow a CVTE pathway are required to meet the varying requirements for their selected vocational area. Students are required to earn 244 credits to graduate and must maintain a schedule with at least 64 credits in it per year. Most students earn 70 credits per year at Pittsfield High School. In the class of 2014, 51% of graduates attended four-year colleges (private and public), with 36% enrolled in twoyear colleges, 2% enrolled in another secondary training program, 2% entered the workforce, 1% went into the military and 9% were unknown. Graduates take advantage of the plethora of college choices in the northeast area including (but not limited to): Williams College, Massachusetts College of Liberal Arts (MCLA), Westfield State University and several University of Massachusetts campuses. Pittsfield is the home to Berkshire Community College (BCC) as well as Mildred Elley where students can earn an Associate's degree or a certificate in specialized trades/areas. Pittsfield High School has established partnerships with local businesses, including SABIC, where students are paired with an adult mentor. Due to SABIC closing in 2016, this will no longer be offered. Grade 9 students also take part in an annual Career Fair day where they are bussed to Berkshire Community College to meet representatives from many different business fields. This program is organized by the Pittsfield Public Schools (PPS). Other business partnerships include (but are not limited to): Greylock Federal Credit Union, Berkshire Museum, Nuclea, Colonial Theater, Barrington Stage Company, and Kripalu. Pittsfield High School has also established a partnership with both Berkshire Community College and Massachusetts College of Liberal Arts. On the BCC campus PHS has students in the Positive Options (POPS) program where students are enrolled in high school online learning courses and are allowed to participate in BCC's forums and one college class per semester, free of charge. Students in that program are allowed to utilize most of BCC's amenities. Pittsfield High students are also afforded the opportunity to partake in dual enrollment at BCC where they take ½ of their classes at PHS and 2 at BCC, also free of charge. MCLA partners with PHS to place student teachers as well as overseeing the Pittsfield Public Schools New Teacher Induction Program. (This will cross over to full ownership by PPS in the 15-16 school year). Students are formally recognized in a variety of ways at PHS. Some examples include, the Generals of the Week program which is the most frequently used. The National Honor Society holds a formal ceremony to induct student in the Spring and Winter. Special and individual recognitions such as state finals placement for the Academic Decathlon, students are recognized and congratulated via email and during the morning announcements.
Core Values, Beliefs and Learning Expectations CORE VALUES The Pittsfield High School learning community believes that its mission is to challenge learners to demonstrate excellence, creativity,and compassion to lead fulfilling lives as active citizens of their city, country, and world. BELIEFS
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• P – Personal Achievement • H – Honorable Actions • S – Strength in Community LEARNING EXPECTATIONS Students will be able to SOLVE complicated problems in a variety of contexts. Students will demonstrate an INTELLECTUAL CURIOSITY in the pursuit of their own talent. Students will be able to effectively COMMUNICATE to a variety of audiences. Students will demonstrate a KNOWLEDGE of their local and global communities. Students will demonstrate and evaluate an AWARENESS of their own actions and beliefs.
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Introduction 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 four Commissions: the Commission on Institutions of Higher Education (CIHE), the Commission on Independent Schools (CIS), the Commission on Public Schools which is comprised of the Committee on Public Secondary Schools (CPSS), the Commission on Technical and Career Institutions (CTCI), and the Commission on Public Elementary and Middle Schools (CPEMS), and the Commission on International Education (CIE). 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 Committee. Those Standards are: Teaching and Learning Standards Core Values, Beliefs, and Learning Expectations Curriculum Instruction Assessment of and for Student Learning Support of Teaching and Learning Standards School Culture and Leadership 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 Committee's visiting committee, 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 Committee 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. Preparation for the Accreditation 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 Pittsfield High School, a committee of nine 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
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people. In addition to faculty members, the self-study committees included students, parents, central office personnel, and school board representatives. The self-study of Pittsfield High School extended over a period of 18 school months from September 2014 to March 2016. The visiting committee was pleased to note that (Chair: Name those groups of student citizens, parents, school board members) joined the professional staff in the self-study deliberations. Public schools evaluated by the Committee 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 Committee, Pittsfield High School also used questionnaires developed by The Research Center at 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 selfstudy 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 sixteen evaluators was assigned by the Committee on Public Secondary Schools to evaluate Pittsfield High School. The Committee members spent four days in Pittsfield, Massachusetts reviewing 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 Committee's Standards for Accreditation. Since the evaluators represented public schools, central office administrators, a board of education, vocational institutions, institutions of higher education, and the public, (Chair: Cite only those groups who were actually represented) diverse points of view were brought to bear on the evaluation of Pittsfield High School. The visiting committee built its professional judgment on evidence collected from the following sources: review of the school's self-study materials 36 hours shadowing 14 students for a half day a total of 52 hours of classroom observation (in addition to time shadowing students) numerous informal observations in and around the school tours of the facility individual meetings with 32 teachers about their work, instructional approaches, and the assessment of student learning group meetings with students, parents, school and district administrators, and teachers the examination of student work including a selection of work collected by the school Each conclusion in the report was agreed to by visiting committee 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 visiting committee's judgment will be helpful to the school as it works to improve teaching and learning and to better meet Committee Standards.
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This report of the findings of the visiting committee will be forwarded to the Committee on Public Secondary Schools which will make a decision on the accreditation of Pittsfield High School.
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Standard 1 Indicator 1 Conclusions The school community engaged in a dynamic, collaborative, and inclusive process informed by current researchbased practices to identify and commit to its core values and beliefs about learning. Pittsfield High School's steering committee met on March 25, 2011 to determine the process for the Core Values Committee. Members from the school committee, teaching staff, administration, parents, students, and community were invited to participate in the process to identify a set of core values and beliefs about learning that function as a foundation for the students and community. They connected this to research-based, school-wide 21st century learning expectations and reflected the core values in the culture of the school to drive curriculum, instruction, assessment practices, policies, procedures, decisions, and mission statement. The school has a record of the meetings, participants, and process used by the stakeholders to identify and commit to core values and beliefs about learning. The Core Value Committee met three times, June 5, 2011, September 30, 2011, and October 5, 2011. The first meeting had one student, one teacher, one parent, principal, the NEASC steering chair and co-chair. The second meeting consisted of five teachers. The third meeting had two students, four teachers, one parent, principal and the NEASC steering chair. Other stakeholders were invited, including a school committee member and a member of the Chamber of Commerce. One meeting shows evidence that current research-based best practices were discussed. The committee used these research-based practices collaboratively to inform their committee discussions and to create the final document. The committee met in June 2011, to distribute and review the research on effective schools as well as to review local school data. Resources used include Common Core Standards, 21st Century Learning Skills, No Child Left Behind, NEASC 2011 Standards, Pittsfield Master Plan, District Improvement Plan, and the School Improvement Plan. The committee focused on answering the question, “What do we want a Pittsfield High School (PHS) graduate to be able to do?” At the end of the meeting the members were given the task of reviewing the research material and answering the question. The Core Values Committee met in October 2011, to review the responses from their members. Using an exercise for identifying core beliefs, the members answer questions that focused on identifying effective classrooms, successful students, quality of instruction, good administration, effective school faculty, effective central administration, and instruction. The information was complied into short paragraphs identifying each of these elements. Some of the beliefs the committee identified were, "the school should teach effective communication skills, successful students can think critically, a good administrator is one that has a clear vision, students should challenge themselves to perform well in academic environments, and a school should reflect on the needs of its community." In October 2011, the steering committee presented the results of the Core Values Committee's research to the faculty and administration. The faculty was asked to revisit the question, “What should a future PHS graduate look like?” The input from the faculty was integrated into the core values and beliefs document. The administration presented the document to the Student Council and Parent Advisory Council asking for input. The steering committee collected and evaluated all the input from the stakeholders and created the first draft of the core values, beliefs, and learning expectations document. The document was reviewed by the Core Values Committee and then provided to the faculty to review. The document was revised several times taking into consideration the feedback provided. The committee took into account all of the input from school community stakeholders to ensure that the learning expectations would be embedded in because they wanted to ensure the expectations applied to all departments within the school. The Core Values, Beliefs and Learning Expectations document was accepted by a vote of thirty-two to nine in January 2012. The Leadership Team revisited the
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beliefs and changed them from “Creativity, Compassion, and Excellence” to “Personal Achievement, Honorable Actions, and Strength in Community," using PHS as an acronym for their beliefs. Parents were unclear about the process in which the core values, beliefs, and learning expectations were created. They were unfamiliar with the core values and beliefs and did not know how to locate them. However, in the Endicott survey, 82 percent of the parents who took survey state they are familiar with the core values and beliefs adopted by PHS. The survey also states that 69.7 percent of the parents feel that the core values and beliefs represent what the community values about student learning. The school has a clear set of written core values that is provided in a document, posted in all the classrooms, on the school's website, displayed on the electronic kiosk, and stated every day during the morning announcements. The core values are concise focusing on “challenging learners to demonstrate excellence, creativity and compassion” and to be “active citizens of their city, country and world.” PHS is used as an acronym to create the beliefs about learning which are "Personal Achievement, Honorable Actions, and Strength in Community." This acronym helps students remembered the beliefs. During our visit several students were asked if they knew what PHS core values and beliefs are and all of them, using the acronym, could state the beliefs. In the Endicott survey only 61 percent of the students state they are familiar with the school's core values and beliefs. Because the school community engaged in a collaborative process informed by current research-based best practices to identify and commit to its core values and beliefs about learning these statements can be used to guide teaching, learning and decision-making in the school.
Sources of Evidence self-study student shadowing panel presentation teacher interview students parents Endicott survey school website
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Standard 1 Indicator 2 Conclusions The school has challenging and measurable 21st century learning expectations for all students which address academic, social, and civic competencies and are defined by school-wide analytic rubrics that identify targeted high levels of achievement. Pittsfield High School has a list of five learning expectations which can easily be labeled as academic, civic or social competencies. The five learning expectations are "Solve, Intellectual Curiosity, Communicate, Knowledge, and Awareness." These learning expectations are versatile and can be applied to any assignment, regardless of the level of difficulty or the discipline. One analytic rubric is in place for each of the learning competencies. The analytic rubrics list the desired level of achievement as “Exemplary", "Proficient", "Needs Improvement" and "Unsatisfactory". Within each level of achievement, there are a myriad of categories. For example, under "Solve", there are five: Identify Problem Show a process Create solutions Apply best answer Self assessment Each category and level of achievement are easily understood by stakeholders. The continuum between and among the levels and categories are progressively more challenging as they move from "Unsatisfactory" to "Exemplary". The rubrics are consistent with the core values and beliefs of the school. Because the school has challenging and measurable 21st century learning expectations which address academic, social, and civic competencies and are defined by school-wide analytic rubrics, teaching and learning can be organized to ensure that students achieve the school's expectations.
Sources of Evidence self-study
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student work school leadership school website
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Standard 1 Indicator 3 Conclusions The core values and beliefs and 21st century learning expectations are actively reflected in the school culture and beginning to drive curriculum, instruction, and assessment, and guide decision-making. The beliefs of the school are encapsulated in the initials of the school and are referred to frequently throughout the day. PHS (Personal Achievement, Honorable Actions and Strength in Community) is posted in most classrooms and in common areas. It is referred to daily in the school announcements. The core values and beliefs are displayed in the Pittsfield High School Handbook. If students have no more than one absence or tardy and no suspensions or detentions and have an average of a 95 percent or higher, they receive a "gold card." No more than two absences or tardies with no detentions or suspensions and a GPA of 90 percent or higher results in a "purple card." A three-point increase in the quarterly GPA, with no detentions or suspensions results in a "white card." These cards afford students different privileges. For example a student with a gold card may get free admission at a school sporting event. In addition to the gold, purple and white cards, the school has another metric to measure and reward the embodiment of their core values and beliefs. This reward system allows a student who may be struggling academically but performing honorable actions or contributing positively to the community to be recognized as well. This positive reinforcement strategy that is in place to emphasize the PHS acronym. If a student is seen exhibiting any of the core values, a student is given a ticket or token. This ticket is then entered into a raffle in which students can win prizes such as gift cards to the various restaurants students frequent for lunch. In teacher interviews, teachers were able to identify the PHS beliefs and explain how they are a part of the school culture. The core values, beliefs and learning expectations drive some aspects of instruction. Pittsfield High School has rubrics of their learning expectations entitled "Solve, Intellectual Curiosity, Communicate, Knowledge, and Awareness." In the Endicott survey 61.8 percent of students say they are familiar with the school's core values and beliefs about learning. Although only 163 parents participated in the survey, 82.2 percent of those parents say they are familiar with the core values and beliefs. Curriculum is driven by the core values especially through the relationship the career technical education (CTE) program has with the academic component of the school. CTE teachers are in close communication with their students' core academic teachers in the event a student's performance declines or if a student's overall well being is questioned. Core values and beliefs are listed in every teacher's syllabus. Core values and beliefs are also reflected in district decisions and policies implemented. The district this year, for the first year, opted to no longer have curriculum leaders at the administration office. Instead, teachers are viewed as the experts in their fields and are consulted on decisions regarding curriculum with the expectation that they adhere to the Common Core Standards. The core values and beliefs drive assessment at PHS as evidenced by their Advanced Placement Test scores. Student participation in the Advanced Placement classes is high. Additionally, many students are taking multiple Advanced Placement exams. This is evidenced by the Advanced Placement score data for both the 2013-2014 as well as the 2014-2015 academic year. In the 2013-2014 school year, 153 students took 264 Advanced Placement exams. In 2014 the percentage of PHS students with qualifying scores (a 3 or greater) exceeded the state percentage of qualifying scores. Samples of student work demonstrated a variety of ways students were assessed. The core values and beliefs shape and inform instruction. Because the school's core values, beliefs, and 21st century learning expectations are actively reflected in the culture of the school, drive curriculum, instruction, and assessment, and guide the school's decision-making, the school will be able to improve teaching and learning to
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ensure students can achieve the school's 21st century learning expectations.
Sources of Evidence classroom observations self-study student shadowing panel presentation facility tour teacher interview teachers students department leaders school leadership Standard sub-committee
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Standard 1 Indicator 4 Conclusions The school has reviewed and revised its core values, beliefs, and 21st century learning expectations based on research, multiple data sources, as well as on district and school community priorities, but does not yet have a in place for the regular review and revision of their core values, beliefs, and learning expectations. The core values and beliefs were discussed at length in different settings. Agendas, minutes, and various artifacts documenting the brainstorming at steering committee and faculty meetings demonstrate the revision of core values and beliefs. The report indicates that the core values and beliefs document will continue to be revised as needed. There is no specific timetable in place with regards to revising and revising the current documents. The school has been in transition with changes in leadership at both the district and school level which may have impacted the involvement of all stakeholders in this process. The robust selection of readings and research discussing 21st century learning suggests that faculty and school leadership have readings from a variety of sources including, but not limited to, articles by the National High School Alliance, Partnership for 21st Century Skills, No Child Left Behind and the Report on Career Exploration and Preparation for Young People. This evidence demonstrates that the school leadership and faculty are cognizant of research about 21st century learning, but it is unclear how this research was used in developing the core values. The school does not currently have a plan for the regular review and revision of its core values, beliefs, and learning expectations. Since these were established in 2011, the school has worked with their Instructional Leadership Team (ILT) and central office staff to ensure that school improvement and district planning initiatives reflect the current core values, beliefs and 21st century learning expectations. When the school develops a plan to review and revise its core values, beliefs, and learning expectations based on research, multiple data sources, as well as district and school community priorities on a regular basis, students will be assured that the school is offering an education aligned with current research and the values of the community.
Sources of Evidence self-study teacher interview teachers students school board department leaders central office personnel school leadership Endicott survey school website Standard sub-committee
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Standard 1 Commendations Commendation The process and involvement of all stakeholders in the development of their core values, beliefs, and learning expectations
Commendation The students' knowledge of the school's core values and beliefs
Commendation The core values and beliefs about learning that are readily available and published on the website
Commendation The school's challenging learning expectations that include academic, civic, and social competencies
Commendation The school's analytic rubrics that clearly state a desired level of achievement using common terminology
Commendation The positive reinforcement awarded to students that embodied the core values and beliefs
Commendation The initiatives such as the complex task project and professional development half days that demonstrate an ongoing effort to align the school's learning expectations with that of the district
Commendation
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Standard 1 Recommendations Recommendation Communicate the core values, beliefs and learning expectation more effective among all school community stakeholders including, but not limited to, parents, superintendent, the school committee and Chamber of Commerce using a variety of media including the school's website
Recommendation Develop and implement a process for the regularly review and revision of the core values, beliefs, and learning expectations based on research, multiple data sources, as well as district and school community priorities to ensure relevance to all stakeholders in the school community
Recommendation
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Standard 2 Indicator 1 Conclusions The curriculum at Pittsfield High School is not yet designed to ensure that all students practice and achieve each of the school's 21st century learning expectations. Pittsfield High School (PHS) does not yet have a formal written curriculum. Each department bases its curriculum and instruction on the Massachusetts Curriculum Frameworks and Common Core Standards. Teachers use these instructional materials to ensure that all students practice and achieve each of the school's 21st century learning expectations. Curriculum maps across all content levels have not yet been formalized to include all essential elements. The school has started to have conversations around the implementation of their 21st century learning expectations; the specific steps to monitor and assess these indicators has not been determined. Currently, most students are not aware of expectations and are receiving very little feedback on strengths and weaknesses noted within the rubrics. Several support mechanisms are in place to help students achieve 21st century learning expectations. PHS runs sections of Academic Support for every student on an IEP in order to assure they are receiving instruction around the skills that will help them access the curriculum. PHS has a popular National Honor Society tutoring program that pairs NHS members with students needing help. The students meet in the library in the tutor center. PHS also offers online credit recovery for students to review and close learning gaps if they fall behind in their current core courses. PHS also offers homework help and guided study for 90 minutes everyday after school as part of our participation in the 21st century learning grant. PHS has also added two remedial sections, one in mathematics and one in science, for students performing below grade level. Finally, the Freshman team holds mandatory study sessions during midterms and final that are supervised by teacher in order to help students prepare and succeed both in their classes and on the exam.PHS does not have a purposely designed curriculum that aligns with the 21st century learning expectations. However, each department has refined its courses through the creation of school-wide rubrics at assignment levels in order to reflect the 21st century learning expectations. The assignments are assessed using criteria that are based on the school - wide rubrics. Once all of the curriculum documents are written with essential questions and contain performance indicators and learning targets based on the 21st century learning expectations, teachers will have the necessary steps to implement a curriculum that ensures student practice and achievement of the learning expectations.
Sources of Evidence classroom observations self-study student shadowing facility tour student work teacher interview teachers students school board community members central office personnel school leadership school support staff Standard sub-committee
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Standard 2 Indicator 2 Conclusions Pittsfield High School (PHS) does not have a common curriculum format. The available curricula is written with a variety of formats with various templates. All the curriculum guides use the standards as the essential questions. In addition to listing the standards, the maps ask the teachers to list the unit the standards are covered in, the date covered and the PHS learning expectations used. In addition, two new columns were added to account for daily learning targets and formative assessments. All of these columns are not only common across all departments at PHS, but across the district as well (with the exception of the PHS specific learning expectations). Currently, PHS leadership has asked departments to write the curriculum guides using a common template that includes essential questions, learning objectives and skills, content, instructional strategies, assessments and practices, PHS learning expectations, and Standards from the Massachusetts Curriculum Frameworks. The Advanced Placement curriculum maps are provided from the AP Program. Although the school continues is working on incorporating the 21st century learning expectations into curriculum there has been limited district-level direction provided. There is minimal use of digital platforms to assist the staff in developing and organizing the curriculum documents. There are not currently curriculum mapping expectations across all disciplines. When the school has a curriculum that is written in a common format including, units of study with essential questions, concepts, content, and skills, the school's learning expectations, instructional strategies, and assessment practices, there will be a consistent and clearly articulated road map for teaching and learning.
Sources of Evidence classroom observations self-study student shadowing facility tour student work teacher interview teachers students school board central office personnel school leadership school support staff Standard sub-committee
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Standard 2 Indicator 3 Conclusions In some areas the taught curriculum emphasizes depth of understanding and application of knowledge. PHS utilizes work based learning, independent projects, and internships to provide authentic learning opportunities. Students can receive credit for these activities and are monitored by both the school and an outside advisor. PHS provides opportunities for inquiry and problem solving through the requirement that all tenth grade students participate in the science fair. The Freshman team provides opportunities through their cross disciplinary activity of the career fair. The Freshman team will bring every freshman to a career fair in which the student chooses three to four careers of interest from the over twenty different careers represented. They then get to meet with a working professional in that field in small groups to interview them about their field. From there the students reflect on what they learned and have a common assignment in all classes and create a final product about their experience. The ninth grade team also participates in a club and activity fair in which all ninth grade students go and meet with representatives from every club, sport, and activity in the school in the hopes of encouraging students to get involved. Pittsfield High School has not updated its curriculum and assessment rubric guides. As a result, It is difficult to monitor the implementation of specific content and/or standards all students should know and be able to do by a specific time. Without mapping essential components of individual course curriculum, cross-disciplinary learning is limited at best. It is evident that PHS is working to improve in the area of curriculum development. Through the School Improvement Plan, they specifically target a systematic process for a transparent curriculum, as well as a focus on learning and implementing concepts of Universal Design for Learning (UDL). Both of these researchbased best practices will allow all students access to essential 21st century skills. Some teachers are creating excellent lessons incorporating inquiry, problem solving, higher order thinking, and cross-disciplinary learning activities. Increased collaboration and curriculum development within and across departments will allow for more students to have access to these learning opportunities. Authentic learning is supported through the work-study program, the community work experience program, and the student-run restaurant provide specially designed instruction in the area of life skills, coordinating and supervising community work experience sites. Students with special needs experience working in a variety of careers and rotate time in local businesses every three months. Work that has started within the ninth grade team pilot may be an opportunity for the school to research other ways to incorporate the its effective model of collaboration and emphasis of personalizing education. The Pittsfield School District's Acceptable Use Policy focuses on student safety and ethical responsibilities. The English classes are responsible for teaching lessons on plagiarism and the administration holds grade wide assemblies at the beginning of the year to discuss the proper use and digital citizenship, especially around Social media. When the written and taught curriculum consistently emphasizes depth of understanding and application of knowledge through, inquiry and problem-solving, higher order thinking, cross-disciplinary learning, authentic learning opportunities both in and out of school, informed and ethical use of technology, student learning will be enhanced and students will be able to meet the school's learning expectations.
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Sources of Evidence classroom observations self-study student shadowing facility tour student work teacher interview teachers students school board central office personnel school leadership school support staff Standard sub-committee
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Standard 2 Indicator 4 Conclusions In the absence of a written curriculum, it is difficulty for there to be alignment. Without district-wide maps and common assessments it is difficult to monitor. The Pittsfield High School (PHS) Leadership Team continues to promote 21st century skills and provide teachers and students with clear expectations. Currently, all tenth grade mathematics and English students will participate in a practice MCAS a month before the exam as a common formative assessment. Teachers collaboratively score the document and then plan how to adjust practice or reteach important concepts.The PHS School Improvement Plan clearly exemplifies initiatives that promote an articulated transparent curriculum that provides access to all students. There is not currently a district-wide plan for leadership from across the district to come together and complete curriculum maps with common assessments. When the school completes a written curriculum and develops and implements formal monitoring systems to ensure the deliberate alignment between the written and taught curriculum, students will have greater access to a curriculum that promotes achievement of the school's 21st century learning expectations.
Sources of Evidence classroom observations self-study student shadowing facility tour student work teacher interview teachers students school board central office personnel school leadership school support staff Standard sub-committee
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Standard 2 Indicator 5 Conclusions Effective curricular coordination and vertical articulation are emerging among some academic areas within the school and with sending schools in the district. The Pittsfield High School (PHS) Program of Studies clearly outlines the three graduation pathways, credits required for graduation, all required and elective courses, the library curriculum, the school counseling curriculum, the work-based learning/cooperative work program, and alternate educational pathways supports. The Pittsfield School District has recently (2015) published its curriculum renewal process. It states that the process is continuous and has five steps: data analysis and curriculum frameworks review; development of standards-based pacing guides and grade level benchmarks; assessment for progress monitoring; identification and selection of resources (pilot); and implementation of standards-based curriculum using effective instructional practices, assessments, and interventions. There is minimal formal time dedicated to faculty collaboration within content areas, across content areas, and with sending schools for the purpose of articulation of the curriculum. Departments meet monthly to discuss schoolwide initiatives and policies and at times also include articulation of the curriculum. For the past two years, the two full district professional development days and six half days have been devoted to curriculum. Topics have included District Determined Measures, curriculum maps, as well as common exams. This was planned by the Deputy Superintendent and the two high school principals facilitated different groups and departments. All classroom teachers and departments from both high schools participated. Each year the English, CTE, and Mathematics Department heads, as well as the guidance counselors, visit the middle schools to offer help and support to the sending teachers and to promote vertical alignment. The mathematics department also has had two professional development days in which an outside speaker came in and provided professional development regarding the mathematics standards and how to scale them up each year. Middle school teachers were invited and participated this professional development. There is minimal formal time dedicated to faculty collaboration within content areas, across content areas, and with sending schools for the purpose of articulation of the curriculum. Once there is effective curricular coordination and vertical articulation between and among all academic areas within the school as well as with sending schools in the district, students will experience curricular consistency in terms of scope and sequence district-wide.
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Sources of Evidence classroom observations self-study student shadowing facility tour student work teacher interview teachers students school board central office personnel school leadership school support staff Standard sub-committee
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Standard 2 Indicator 6 Conclusions The school is providing somewhat sufficient instructional materials, technology, equipment, supplies, facilities, and resources to fully implement the curriculum, including co-curricular programs. Some curricular areas report having their needs met; others report a lack of clear procedures and communication as obstacles to obtaining necessary materials. There is a discrepancy between content areas receiving sufficient resources. The content areas that are reporting limited materials, technology, and facilities appear to be identifying procedural or communication issues central to obtaining resources needed to fully implement the curriculum. Several teachers report applying for external funds or grants to support updates. According to the self-study, expenditures for instructional materials, technology, equipment, supplies, and library-media resources were not available for review or inclusion. Additionally, individual departments report both positive and negative impacts of the facility on the delivery of the taught curriculum; and co-curricular advisors also report both positive and negative impacts of the level of funding to support co-curricular and other alternative programs. Some teachers are struggling to accommodate classes in limited space. Some science labs have a max capacity of sixteen, but have classes schedules with up to twenty-four students. The art tables are warped due to water damage and the school has not been able to replace them. Some teachers across content areas are purchasing their own equipment and supplies. Staff members are unclear on and concerned about purchasing procedures that discourages staff from ordering materials at the lowest cost. In some cases, students and teachers must rely own their own devices for full curriculum implementation. Staff often report they they would like to utilize technology, but the three computer labs or the two chromebook carts are unavailable. Some classes are too large to ensure a 1:1 ratio with a lab or a cart. Reported instances of inequity in technology distribution among students and across classrooms are impacting teaching and learning. When staffing levels, instructional materials, technology, equipment, supplies, facilities, and the resources of the library/media center are sufficient to fully implement the curriculum, including the co-curricular programs and other learning opportunities, then students will have increased opportunities to practice and achieve the school's 21st century learning expectations.
Sources of Evidence classroom observations self-study student shadowing panel presentation facility tour student work teacher interview teachers students school board central office personnel school leadership
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school support staff Standard sub-committee
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Standard 2 Indicator 7 Conclusions Pittsfield High School is making efforts to provide appropriate personnel, time, and financial resources for development, evaluation, and revision of the curriculum. Professional development days for the upcoming school year are reserved for curriculum development. The central office personnel is making efforts to facilitate the process, while allowing teachers to take an active role in developing curriculum. Teachers have been provided a mapping template to record the standards and content they are teaching in efforts to come to a consensus on what standards should be taught and to create a standards-based curriculum guide for next year, as described in the School Improvement Plan. Recent budget cuts resulted in eliminating the positions of curriculum coordinators. There are department heads for each content area, but limited evidence of a clear action plan for K12 articulation and alignment. Plans for developing, evaluating, and revising curriculum are not formalized. Currently teachers do not provided sufficient time for curriculum development. The following documents have been used in discussions about curriculum: Understanding By Design, Program Design Workbook, Common Core and Curriculum Maps, PARCC Model Content Frameworks and Rigorous Curriculum Design by Larry Ainsworth, and Rigor is Not a Four Letter Word. MCAS data, practice MCAS data, Advanced Placement data, PISA data, EDWIN data, and some district benchmark data are used for the revision of the taught curriculum. DSAC (District and School Assistance Centers) will assist staff in evaluating MCAS scores. Administrators and staff members do not currently have assessment data to review on student performance of the 21st century learning expectations. Professional development is being planned around the mapping of the standards; current maps do not do include instructional strategies, assessment, or resources. The deputy superintendent of schools is responsible for facilitating this work. When the school's professional staff has sufficient personnel, time, and financial resources for ongoing and collaborative development, evaluation, and revision of the curriculum using assessment results and current research, parents, students, and the community will be assured that students are engaged in learning that will prepare them for their future endeavors.
Sources of Evidence classroom observations self-study student shadowing panel presentation facility tour student work teacher interview teachers students school board central office personnel school leadership school support staff
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Standard sub-committee
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Standard 2 Commendations Commendation The PHS staff's belief that the 21st century learning expectations apply to all disciplines throughout the school
Commendation The multiple learning experiences within each course for students to demonstrate and achieve 21st century learning expectations
Commendation The Pittsfield High School Data Team that has developed an action plan for informing staff of general findings, for determining reports that each grade levels use, and for developing school-wide strategies and targeted interventions
Commendation The rubrics that articulate essential skills students should know and be able to do in preparation for college and career
Commendation The professional staff's discussions around curriculum coordination and vertical articulation between and among all academic areas through their 21st century learning expectations initiative
Commendation The numerous co-curricular learning opportunities extending beyond the classroom
Commendation The district's dedication to professional development days in the upcoming year to curriculum development and commitment to engage teachers in the active process of curriculum development to encourage ownership
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Commendation
Commendation
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Standard 2 Recommendations Recommendation Develop and implement a common curriculum template that includes units of study with essential questions, concepts, content, and skills; the school's 21st century learning expectations; instructional strategies; and assessment practices that include the use of school-wide analytic and course-specific rubrics
Recommendation Provide sufficient personnel, funding and resources for teachers, department heads, and curricular leaders to write curriculum and collaborate on the evaluation and revision of curriculum using assessment results and current research
Recommendation Clarify the responsibilities regarding K-12 articulation and alignment of the curriculum which will assist the school in revising curriculum
Recommendation Research and implement digital platforms to organize curriculum documents
Recommendation Provide clear expectations and protocols for the use of educational technology
Recommendation Develop a plan to address inequities in the existing implementation of technology across student groups, departments, and classrooms
Recommendation
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Standard 3 Indicator 1 Conclusions At this time teachers' instructional practices are not examined to ensure consistency with the school's core values, beliefs, and 21st century learning. Pittsfield High School's core values, beliefs, and learning expectations are posted in most every classroom. The major goal at PHS is to challenge learners to demonstrate excellence, creativity and compassion to lead fulfilling lives as active citizens of their city, country, and world. Students are expected to solve, communicate, demonstrate intellectual curiosity, possess a knowledge of global communities and awareness of their own actions and beliefs. Students are able to point to the learning expectations posted on the wall but most are unable to explain where their teacher uses it in instruction. Current district initiatives for school-wide rubrics have not been embraced by all teachers. Student work samples were inconsistent in displaying the 21st century learning expectations. Furthermore, in the Endicott survey only 48.5 percent of parents believe their sons/daughters' teachers personalize instruction to support his/her achievement of the school's learning expectations. The self-study identifies the need to ensure consistency as an area that needed some improvement. The teachers of PHS are aware of the importance of the 21st century learning expectations and believe they are embedded in their instruction. However, despite the fact that core values are displayed throughout the school, it is clear that the school is still in its beginning stages of adopting them. Neither the students nor some faculty could fully articulate how Pittsfield High School's teaching practices relate back to its core values. The quality of instruction will strengthen once a more meaningful connection between teaching practices, core values, and collaboration between departments is achieved. When teachers' instructional practices are continuously examined to ensure consistency with the school's core values, beliefs, and 21st century learning expectations, teaching and learning will improve.
Sources of Evidence classroom observations self-study student work teacher interview teachers department leaders
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Standard 3 Indicator 2 Conclusions In some departments, teachers at Pittsfield High School use instructional practices informally that support the achievement of the school's 21st century learning expectations. In some areas, teachers engage their students in authentic tasks, use self-assessment and reflection processes, and integrate technology. Teachers in the cosmetology program prepare students by having them work on plastic models first, but then quickly move to styling hair for other students and for people from outside the school community which demonstrates authentic learning. In a Power Technology class, community members can bring in lawn mowers and other small engines and students will repair them. In a history class, students learn about the trials and hardships of the winter encampment at Valley Forge, then write about their own perseverance through a troubling time. During the monologue project a social studies teacher asks students to complete a self-assessment, and in another classroom, students determine where they are on a Myers-Briggs personality scale and explore their multiple intelligences. Additionally, the career and technical education (CTE) department utilizes a common template to have students practice self-assessment and reflect on their progress toward mastery of their competencies. To integrate technology, teachers and students are starting to use cloud-based interactions like Google Classroom, and students in Advanced Placement courses use iPads to do their assignments, while the Chromebook carts are signed out for use about 65 percent of the time. While there are limited areas where teachers are personalizing instruction, the evidence from the Endicott survey indicates that this is an area that warrants attention. According to the survey results, 25.7 percent of students are in agreement to the statement, “My teachers personalize my instruction.” Personalizing instruction has been shown to increase achievement for all students on a variety of measures. The structure of the school day and demands on teacher time seriously hamper the collaboration necessary to create and enact cross-disciplinary learning. When the school builds time into the structure of the school
day and is meant specifically for collaboration between colleagues,it can only strengthen the ability of teachers to meet the diverse needs of all students in the school.
Sources of Evidence classroom observations self-study student work teacher interview teachers department leaders school support staff Endicott survey Standard sub-committee
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Standard 3 Indicator 3 Conclusions Teachers inconsistently adjust their instructional practices to support the achievement of the 21st century learning expectations. Although the self-study states teachers use formative assessment across content areas to improve instructional practices, classroom visits and teacher interviews provide limited evidence that these practices are consistently used throughout the school. Out of 54 classroom visits, use of formative assessment was observed in 16 classes. Evidence from student work and student interviews revealed that many teachers are using quizzes as formative assessment. However, it was observed in a few students' samples that formative assessment was being used by way of a cell phone template asking the students to “text” three things they learned today as an exit ticket. Similarly a math class' “Do Now” was to ”Solve the triangle." Each student was asked to explain in their own words on a sticky note, “ What does that instruction tell you to do?” However, students report that teachers do not use exit tickets and “Do Nows” because the teachers believe, “It slows down the class.” During classroom visits, the majority of instruction occurred in a teacher-directed format, such as lecture and note taking. The Endicott survey states that 47.1 percent of students believe their teachers use a variety of teaching strategies in their courses. Seventy-seven percent of staff believes they use differentiated instructional practices to meet the needs of all their students. Hands-on, project-based, and inquiry-based learning opportunities occur in content-specific pockets of instruction, such as science classes and vocational programs.(CITE SPECIFIC EXAMPLES)A few students voiced concerns that Intensive English is expected to complete the same assignment as those students in Honors English. Many classes are teacher directed, and although students are regularly asked to apply their skills and knowledge, they are inconsistently required to extend their intellectual curiosity. Purposeful grouping was rarely evident during classroom visits, and students and teachers report inconsistent grouping practices. Students sometimes work independently to prepare notes but then work in groups to complete assignments. A few teachers stated that grouping leads to behavioral issues. The Endicott survey states that only 24 percent of students believe that teachers make learning exciting and interesting. When teachers use formative assessments during instructional time, strategic differentiation, and cooperative grouping as well as providing additional support and additional strategies within the regular classroom, teachers will be able to enhance instructional practices to meet the needs of all students.
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T.
Sources of Evidence classroom observations self-study student work teacher interview teachers students Endicott survey
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Standard 3 Indicator 4 Conclusions In some areas of Pittsfield High School, teachers individually use student achievement data from formative and summative assessments, examine student work, examine current research, and use feedback from a variety of sources to improve instruction. There is also data that highlights the lack of structures in place for school staff to collaborate in ways that would facilitate working toward improving instruction. Individually, teachers across all academic disciplines use quiz and test data in making adjustments to their classroom practice. An English teacher's lesson on examining prejudice illustrates examining student work to change an assignment from year to year. The staff as a whole was given and read, Bridges Out of Poverty, by Ruby Payne. As quoted in the selfstudy, “In a psychology class, the teacher has students write end-of-year evaluations of her class, saying what they liked and disliked, what helped them learn, and what they would like changed to inform her instructional practice." One caveat to the use of feedback in improving instruction is that teachers hardly mentioned the evaluation system. In contrast, there is little evidence that teachers are able to collaborate to improve instruction. The self-study document itself highlights this point by saying, “Individual teachers at PHS informally assess student work daily, but overall, very little time is allotted for teachers to collaboratively assess student work formally and we have limited evidence to support this.” Although teacher interviews have shown that the ninth grade team have time built into their schedules that allows for collaboration, the other teachers in the building struggle to collaborate. Staff members find what little time there is in the day to talk with each other about their instruction, but this time is fractional and minimal at best. This lack of structure proves especially challenging for the interaction of special education and general education teachers, for which regular communication is essential. Staff members have voiced their need of and a desire for more time to collaborate with their peers so they can better serve their students' needs. During teacher interviews, teachers lamented the lack of their ability to work with each other and support each other in the classroom. First year teachers participate in a mentor program which supports the new teachers for one day to visit other classrooms but in many cases, this does not happen. When all teachers, individually and collaboratively, engage in professional discourse focused on instructional practice, examine student work, examine current research, and use feedback from a variety of sources, instructional practices will continue to improve and student achievement of the school's 21st century learning expectations will improve.
Sources of Evidence self-study student work teacher interview teachers department leaders school support staff Endicott survey Standard sub-committee
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Standard 3 Indicator 5 Conclusions Teachers, as adult learners and reflective practitioners, have some opportunities within the school year to maintain expertise in their content area and in content-specific practices. The district provides the teachers with eight days of professional development which includes two days of professional development specific to their content and their department. The Endicott survey states that 87 percent of staff believes that teachers maintain expertise in their content-specific instructional practices. Sixty-six percent of students agree teachers are knowledgeable about the subjects they teach. Evidence provided from teachers includes a wide variety of professional development opportunities. Those range from graduate courses to workshops that incorporate all aspects of the Common Core and the Advanced Placement curriculum for courses offered at the school.Teachers report that there is no scheduled time for collaboration within the school day. Often times staff will collaborate during lunch or before or after school. It is apparent the teachers are committed to maintaining professional development and expertise in content areas. With the leadership team's assistance, teachers continued commitment, and scheduled collaboration time, students will receive high quality instruction from highly qualified staff. When teachers maintain expertise in their content areas and in the use of content-specific instructional practices, they are fully equipped to help students achieve the school's core values, beliefs, and 21st century learning expectations.
Sources of Evidence teachers department leaders Endicott survey
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Standard 3 Commendations Commendation The faculty's dedication to help the students achieve success
Commendation The ninth grade team's structure which provides time for teachers to collaborate
Commendation
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Standard 3 Recommendations Recommendation Align instructional practices to ensure consistency with the core values and beliefs about learning
Recommendation Develop and implement a process to ensure that all teachers frequently emphasize inquiry, problem solving, higher order thinking, and cross-disciplinary learning
Recommendation Develop and implement a process to ensure that all teachers practice differentiation and personalize instruction
Recommendation Provide professional development to ensure that teachers have the skills to strategically differentiate for all learners
Recommendation Ensure that all instructional practices include meaningful formative assessments
Recommendation Use the new Teacher Evaluation System as a vehicle for individual and collaborative discourse to improve
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instructional practice
Recommendation Ensure that new teachers have the opportunity to observe lessons across all disciplines
Recommendation Provide opportunities in the schedule for staff to collaborate within departments and across disciplines
Recommendation
Recommendation
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Standard 4 Indicator 1 Conclusions Pittsfield High School does not employ a formal process based on school-wide rubrics to asses whole-school and individual student progress in achieving the school's 21st century learning expectations. The school does have a set of common rubrics that include five areas: "Solve, Intellectual Curiosity, Communicate, Knowledge, and Awareness." However, these rubrics are adjusted per discipline, per unit, and per assignment. Students are able to identify the school's values, but appeared to be unfamiliar with the five 21st century learning expectations.Staff were also asked to respond to the following question, "I use the school-wide analytic rubrics when assessing student work." Fifty-two percent of staff agrees, while 21.2 percent disagrees, and 27.8 percent is undecided. According to the self-study, the professional staff at Pittsfield High School acknowledges that, as of yet, there is no formal plan to assess how the school as a whole is progressing toward meeting the 21st century learning expectations. It notes that the school needs to create professional development time to use for assessment review, collaboration, and data analysis. When professional staff continuously employs a formal process, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school's 21st century learning expectations, teachers and staff members will be able to better gauge whether students have attained mastery toward meeting the school's 21st century expectations.
Sources of Evidence self-study panel presentation teacher interview students school board
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Standard 4 Indicator 2 Conclusions The school's staff does not communicate individual student progress in achieving the school's learning expectations to students and their families. Pittsfield High School is in the process of devising a method to share the school's progress in meeting the 21st century learning expectations to the wider school community. Not all departments appear to have benchmark testing in place, and due to this, the school has not identified benchmark dates/times throughout the school year when it communicates in writing to all students and their families individual student progress in achieving each of the 21st century learning expectations. Students in the world languages department are assessed through a benchmark test titled SEAL, which measures bilingualism among grade level peers as well as with national peers. Theater classes perform a self-assessment; they also assess how they have improved socially, and they assess how their acting has improved. Currently, some teachers say that they send out a weekly syllabus which provides current and ongoing assignments, but not information regarding student progress. Also, there is a district-wide weekly newsletter that is sent to parents by the deputy superintendent, but the content of the weekly newsletter is unrelated to attainment of the 21st century learning expectation. According to the Endicott survey, parents were asked to provide feedback on "the school provides a formal; report in addition to course grades, which explains my son's/daughter's progress in achieving school wide 21st century learning expectations." When the school's professional staff communicates individual student's progress in achieving the school's 21st century learning expectations to students and their families, students and families will become more invested and engaged in their students' education.
Sources of Evidence self-study panel presentation teachers parents school board Endicott survey
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Standard 4 Indicator 3 Conclusions The professional staff at Pittsfield High School does not yet have designated time to collect, disaggregate, and analyze a range of data/results, including both formative and summative assessments, to identify inequities in student achievement. A main concern among teachers is their lack of collaboration time in order to achieve these results. Currently, teachers describe discussing assessments and student work over email, at lunch, or during passing time in the hallway. The 9th grade team has established common planning and working time. Overall, the 9th grade team serves as a pilot for colleagues to consider and implement across a multi-year plan. In the Endicott survey, 68.9 percent of staff agrees while 10 percent disagrees and 21.1 percent is undecided, that "the professional staff collects, disaggregates, and analyzes data to identify and respond to inequities in student achievement." Teachers report that one professional development opportunity was dedicated to data and assessment. A data team, chaired by the principal, is in its first year of implementation, so much of the time has been establishing group norms. The team is looking at MCAS data, breaking down questions and discussing ways to adjust practice for the following year, with what appears to be limited short term adjustments. Overall, the data team task does not include creating action plans for analyzed data. The self-study states that "Assessment is a strength of the PHS taught curriculum. In formative and summative assessments, and state standardized exams, the professional staff of PHS collects, disaggregates, and analyzes data to identify and respond to inequities in student achievement." When asking the leadership team specifically about inequities in student achievement, they responded that they did not observe any inequities. Currently, most of the data that is being reviewed is data gleaned from MCAS and Advanced Placement testing results, and while this is beneficial, AP data is not inclusive of all students. Also, these data do not illustrate core teaching objectives of content studied within a unit. There is no clear data that shows all departments use formative and summative assessments.While there are school-wide rubrics established, not every teacher in every discipline utilizes these rubrics. There is inconsistent utilization of the school-wide analytic rubric. There are also inconsistencies among students regarding the understanding of how they will be assessed prior to a test, project, quiz, or assignment. As a result, the school is not able to collect meaningful school-wide data on student achievement of the school's learning expectations to be analyzed. There are discussions of ongoing achievement gaps, but it is unclear how those discussions are affecting placement. Teachers noted that department heads identify achievement gaps by using a range of data (i.e., academic progress, attendance). The 9th grade team does this frequently. When the professional staff consistently collects, disaggregates, and analyzes data to identify and respond to inequities in student achievement, staff will be able to identify and adjust learning objectives and develop lessons to re-teach curriculum that has not been mastered, which will aid students in attaining mastery toward the school's 21st century learning expectations.
Sources of Evidence panel presentation
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teachers school board school leadership Endicott survey
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Standard 4 Indicator 4 Conclusions Teachers occasionally communicate to students the school's applicable 21st century learning expectations and related unit-specific goals to be assessed prior to each unit of study. Students feel that 52.5 percent of their teachers explain what the learning expectations are before each unit study. Approximately 20 percent of students report that they disagree, and another 26.9 percent is undecided. Approximately 58 percent of the teachers are in agreement, while 40 percent either disagrees or is undecided (13 percent disagrees, 27 percent is undecided). When parents were asked if their son's or daughter's teachers communicate the learning expectations prior to each unit of study, the data reveals a somewhat mixed response (41 percent agrees, 24 percent disagrees, and 33 percent is undecided). While staff noted that they are discussing the need for communicating to students the school's applicable 21st century learning expectations and related unit-specific learning goals to be assessed prior to each unit of study, during classroom observations, student interviews, and review of student work, there was little evidence of communication in regards to communicating the applicable 21st century learning expectations. Most written curriculum does not include examples of full unit plans which communicate to students the school's applicable 21st century learning expectations and related unit-specific learning goals to be assessed. However, pre-calculus provided evidence of a weekly pacing map agenda with Massachusetts Curriculum Framework Standard number as a learning target, the textbook chapter resource, and the unit title, from September through May. This map did not include the teacher's stated objectives. When all teachers communicate to students the school's applicable 21st century learning expectations and related unit-specific learning goals to be assessed prior to each unit of study, students will be aware of the unit's learning objectives and will begin to internalize the school's 21st century learning expectations which will help students achieve the learning expectations and related unit-specific learning goals.
Sources of Evidence classroom observations student work teacher interview teachers students parents department leaders school leadership Endicott survey
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Standard 4 Indicator 5 Conclusions Prior to summative assessments, some teachers provide students with either school-wide analytic rubrics or course-specific rubrics that will be used to assess student learning. English, World Languages, and history departments noted that rubrics are attached to the assignment (e.g., as students are writing an on-demand essay in class, they are able to review the rubric prior to passing in the assignment). World languages post their department rubric in their academic hallway for all to see, providing a clear and constant reminder of the department's expectations. There were few observations of teachers providing students with rubrics. Some English classes posted rubrics and exemplars around rooms regarding different assignments: essay writing, journal writing, and homework checks. There were few observation of students being directed to use the Google Drive to refer to a given rubric. When students were asked if they received rubrics, they provided inconsistent feedback ranging from "having no idea" to "it is here on the Google Drive." There are inconsistencies as to how each department is using rubrics and when students are being provided rubrics. There is a school-wide rubric; however, teachers admit that they are either developing their own rubric, or do not use the school-wide rubric. When teachers provide the corresponding rubric prior to the beginning of each unit and refer to the rubric when grading summative assessments, students will be clear on unit expectations and know what they need to do to improve upon their understanding of a given topic.
Sources of Evidence classroom observations self-study teachers students Endicott survey
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Standard 4 Indicator 6 Conclusions Pittsfield High School teachers employ a limited range of assessment strategies, including formative and summative assessments. Overall, PHS teachers implement tests and quizzes on a regular basis. They also report reviewing MCAS data, providing projects, and using a variety of formative and summative assessments. Responding to, "Teachers use a variety and range of assessment strategies including formative and summative assessment," the staff reports that 86 percent of them agree with this statement, while 4 percent disagrees and 8 percent is undecided. During observations there was limited evidence of "Do Nows" or "Exit Tickets" to assess students' understanding of the task at hand. Each teacher did ask for homework to be completed, but again there was limited evidence that the homework was reviewed and returned the next morning to ensure and understanding of the content. There was limited observation of a rubric being implemented by teachers or students to provide concrete rationale for how grading occurred with a given assignment. During observations and in teacher interviews, it was observed or reported that while some teachers provide students with the opportunity to correct tests, quizzes or assignments upon receiving teacher feedback, there were some who report they are opposed to providing students with this opportunity. Some students report that they get the grade they get and can not correct their errors. The self-study states that, "teachers across all content areas and grade levels conduct formative assessments of student learning on a daily basis." During several observations there was limited evidence of assessing students for their level of understanding, or of "Exit Ticket" use. During classroom observations, some students received their homework the next day and limited review or checking for understanding took place.In four out of six classes, there was limited evidence of the correlation of the lessons to a given rubric. Students reported, they were given a rubric at the beginning of the year, but they did not have them to refer to. In one staff interview, it was reported that students have access to Google Drive and therefore have access to the rubrics, however; it is not clear as to if this is available to all students in the school. When teachers use an extensive range of assessment strategies, including both formative and summative assessment, students are able to demonstrate their mastery of the school's student learning expectations in a variety of ways.
Sources of Evidence classroom observations self-study Endicott survey Standard sub-committee
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Standard 4 Indicator 7 Conclusions Some teachers collaborate regularly in formal ways on the creation, analysis, and revision of formative and summative assessments, including common assessments. Fifty-eight percent of teachers agree, 24 percent disagree and 16 percent are undecided that teachers meet formally to discuss and improve formative and summative assessments. The self-study reports that "PHS offers limited formal faculty collaboration to create, analyze, and revise formative and summative assessments. There has been some formal collaboration time carved into the day for select groups (i.e., ninth grade team and UDL team). Most faculty use department meeting time when other mandates are not scheduled or their own time to collaborate regards assessments." Teachers report that they have limited contact with the special education teachers who serve as mentors as they have a "consult model" for IEP implementation. Paraprofessionals are pushed in to some classes to assist with content, but at this time there is no direct involvement with general education teachers and special education teachers in terms of modifying assignments, assessments, or providing support within the content class. All "collaboration" is done informally and through email. While some departments work in grade level teams to ensure meeting SMART goals, not every department does this. Teachers noted that formative and summative assessments are not used in all departments. Some departments administer formative and summative assessments and then review and analyze data while working in grade level teams, while other departments do not. There does not seem to be consistency among the departments. Departments that said they do administer benchmark assessments are mathematics and science. The Social Studies department consistently uses writing prompts as a quarterly benchmark and every teacher has made the creation, implementation, collaborative scoring, and reteaching of these standards in the benchmarks their student learning goals. The mathematics department has used quick five or six formative assessments created on TestWiz and administered these as formative assessments or progress monitoring activities. Physics and biology teachers have developed common quarterly tests. Teacher interviews illustrated the inconsistencies regarding common assessments in departments. While some departments consistently implement common assessments like mid-year exams and final exams, other do not. There was little evidence provided that revealed the use of common assessments in departments. When teachers collaborate regularly in formal ways on the creation, analysis, and revision of formative and summative assessments, including common assessments, then staff will be able to analyze the data of assessments and will be able to adjust their practice in order to increase all students' achievement and decrease student achievement gaps.
Sources of Evidence self-study teachers school board Endicott survey
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Standard 4 Indicator 8 Conclusions Some teachers within isolated academic disciplines provide specific, timely and corrective feedback to ensure students revise and improve their work. The Endicott survey reveals that 53 percent of students agree that, "My teachers assess/correct my school work in a reasonable amount of time." This suggests approximately half of the students feel that they are getting feedback in a timely manner. Similarly, 59 percent of students agree that, "My teachers offer suggestions to help me improve my school work." Roughly 60 percent of the students feel that they are being given suggestions to improve upon their work. When students were asked if, "I think my teachers grade fairly and consistent," nearly 50 percent agrees. Finally, 63 percent of parents agree that, "My son's/daughter's teachers provide timely and corrective feedback to assist him/her in revising and improving assignments." The self-study reveals that, "Many teachers at PHS provided specific, timely and corrective feedback to ensure that students revise and improve their work. Multiple examples can be found in the history and English departments." There was inconsistent and limited teacher feedback observed during student shadowing. During teacher interviews, some teachers expressed that they do allow students to correct and strengthen their work product and then give additional overall credit for the assignment, while other teachers stated that they would not allow students to revise assignments and turn it back in for credit. Also, some teachers expressed that students use Google Docs to complete essays which allows real-time feedback from the teacher. However, this is not a practice that is school-wide. When all teachers consistently provide specific, timely, and corrective feedback to ensure students revise and improve their work, students will make progress toward achieving learning objectives and the school's 21st century learning expectations by applying the feedback.
Sources of Evidence classroom observations self-study Endicott survey
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Standard 4 Indicator 9 Conclusions There is no evidence to suggest that teachers regularly use formative assessment to inform and adapt their instruction for the purpose of improving student learning. The self-study does not offer a plan or review how teachers use formative assessment to inform and adapt their instructional practice. When interviewing teachers, speaking to members of the various departments and to the data team, there was discussion of how to use MCAS to make instructional adjustments for the following year, but there was no evidence to suggest that there are adjustments to practice throughout the year as a short term goal. Limited data was observed during student shadowing to confirm that teachers regularly use formative assessment to inform and adapt their instruction for the purpose of improving student learning. When all teachers regularly use formative assessment to inform and adapt their instruction for the purpose of improving student learning, teachers will increase learning and students will preform more successfully on summative assessments.
Sources of Evidence self-study teacher interview department leaders Endicott survey
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Standard 4 Indicator 10 Conclusions Teachers and administrators, at times, examine a range of evidence of student learning for the purpose of revising curriculum and improving instructional practices. There is contradictory information regarding the school's adherence to the examination of evidence of student learning for the purpose of revising curriculum and improving instructional practice. The self-study reports that, "The range of types of summative assessments is extensive. Every course taught by more than one teacher is required to include at least two common assessments. Teachers of these assessments norm the grading process for that particular assignment, and then meet again after grading all of the student work to discuss the results and consider ways to improve instruction and learning outcomes." However, there was limited information to support PHS' findings. During teacher interviews, teachers illustrated the inconsistencies regarding common assessments. Not all department enforce this practice, even though it seems to be a "school rule." Teachers identified the need for common planning time, time to calibrate, and time to analyze student work and develop data from student work. When further clarification was requested, teachers stated there was limited time to norm assignments, with most of the collaboration happening informally during prep time, duties, or through email. In the Endicott survey, 63 percent of the students agree that, "My teachers use a variety of methods to assess my learning (e.g.,tests, oral presentations, reports, research papers/projects); sixty-four percent of the staff agrees that, "Teachers and administrators examine a variety and range of student work, common course assessment, common grade-level assessment, and standardized assessments to revise and improve curriculum and instructional practices." Sixty-one percent of parents agree that, "Teachers use a variety of method to assess my son's/daughter's learning". Administrators, unit leaders, and department heads serve on an ILT (Instructional Leadership Team), all state that there is school-wide grading and curriculum development. Some members of this team also serve on the data team and on the UDL team. There is little evidence to support the implementation of school-wide grading and curriculum development. There is a standards-based grading professional development set up for teachers to attend; however, it is not mandatory. Based on the teacher interviews, the school appears to be split, with no common vision on how to put this indicator into action. The 9th grade team does have common planning time and use some of this time to align curriculum and to create at least two common assessments across the curriculum; however, this is not an enforced policy or school-wide practice. While it appears that teachers are reviewing data, there does not appear to be an action plan of next steps to move the progress along. There appears to be no formal process to support the transition of students from middle school into high school. Teachers report that students are misplaced into their classes and discussed grade inflation, suggesting that grades are not a true reflection of a student's overall outcome. There was no evidence of survey data from alumni. When teachers and administrators, individually and collaboratively, examine a range of evidence of student learning for the purpose of revising curriculum and improving instructional practice, teachers can identify areas of student need and develop lessons to increase student achievement.
Sources of Evidence
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classroom observations self-study student shadowing panel presentation student work teacher interview parents school leadership school support staff Endicott survey
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Standard 4 Indicator 11 Conclusions Grading and reporting practices are not regularly reviewed and revise to ensure alignment with the school's core values and beliefs about learning. The school is aware of the need to review and revise grading and reporting practices. According to the self-study, "Grade reporting practices are reviewed to determine compliance within the Powerschool system. However, actual grading practices have not been the focus of review and revision." Most recently, the discussion of standards-based grading has surfaced with an opportunity for teachers to visit another school to explore the option. There has been limited data collected to determine the effects of the current grading systems or to determine if other grading systems and practices would be more beneficial. Other discussions among the faculty and with administration have included minimum grades of 40 percent to prevent massive failures. Fifty percent of the staff agrees that school-wide grading and reporting practiced are reviewed and revised. Out of 89 parents who answered this question, approximately half were in agreement.When grading and reporting practices are regularly reviewed and revised to ensure alignment with the school's core values and beliefs about learning, students will internalize the school's core values and beliefs about learning, students will understand how they will be graded across each discipline, and teachers will consistently use the same protocol to measure student achievement.
Sources of Evidence self-study teacher interview parents Endicott survey
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Standard 4 Commendations Commendation The creation of a data team and its analysis of MCAS scores, and its detailed presentation of information to teachers the following year for new approaches to teaching the curriculum
Commendation The Instructional Leadership Team and Leadership Team that addresses curriculum development and is working toward developing best practices and policy changes
Commendation The common planning time afforded to the 9th grade team
Commendation The use of technology by some teachers to provide specific, timely, and corrective feedback to ensure students revise and improve their work
Commendation
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Standard 4 Recommendations Recommendation Develop and implement a formal process to assess whole-school and individual student progress in achieving the school's 21st century learning expectations based on specific and measurable criteria for success, such as school-wide analytic rubrics
Recommendation Develop and implement a plan to communicate individual student progress in achieving the school's 21st century learning expectations to students and their families the school's progress in achieving the school's 21st century learning expectations to the school community
Recommendation Review scheduling to incorporate common planning time among team level teachers
Recommendation Communicate to students the school's applicable 21st century learning expectations and related unit-specific learning goals to be assessed prior to each unit of study
Recommendation Adopt a school-wide grading protocol for all students
Recommendation Develop and implement a plan for teachers to collaborate regularly in formal ways on the creation, analysis, and revision of formative and summative assessments, including common assessments
Recommendation
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Review each department's grade level formative and summative assessments and units and assist them in aligning a school-wide common practice
Recommendation Develop a protocol that outlines a plan of action for how and when teachers can provide specific, timely, and corrective feedback to students
Recommendation Develop department professional development in which teachers collaborate in grade-level teams to analyze student work, norm and calibrate student work, discuss findings from student work, and build in re-teaching time to address student needs
Recommendation Develop an alumni survey to assess district needs and outcomes based on the evidence required to adjust teaching and learning practice
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Standard 5 Indicator 1 Conclusions The school community consciously and continuously builds a safe, positive, respectful, and supportive culture that fosters student responsibility for learning and results in shared ownership, pride, and high expectations for all. Students know almost all of the teachers in the building and feel comfortable going to teachers for support. Students come to school feeling accepted for who they are. With regard to physical safety, specific safety requirements are in place for dealing with equipment in the vocational classes such as protective clothing and eyewear. Failure to follow procedures results in a student losing participation in an activity; these requirements can be found in the student handbook. Students and teachers report that students feel physically safe in the building. Staff did mention the issue of many doors that can lead to easy access for students to leave the building. The business technology teacher has a "Dress For Success" closet. This closet contains male and female professional clothing that has been donated by the staff. Students can choose clothing from this closet to wear for an interview and they are allowed to keep the clothing. This is an excellent example of the supportive and positive culture at PHS. This also connects to the school's 21st century learning goals. The school nurse reported that there is one openly transgender student at PHS. Because there are no non-labeled bathrooms, this student uses the nurse's bathroom. The school resource officer stated that she is tracking the top five issues in the school. She is hoping to visit health classes next year to address those issues and eventually to see improvement. She also actively builds relationships with the students. She stated that initially, many of the ELL students did not feel comfortable talking to her. She has attended some after school programs such as hula hooping and salsa dancing. As a result, she has been able to build relationships with many of the ELL students. Students seemed to have a sense of control over their learning which added to the positive learning environment. One student stated that he often feels as though his opinion is valued. Students generally feel that faculty, administration and support staff are approachable and helpful. They feel as though they are supported when needed. PHS has open campus in which students are allowed to leave for lunch but are expected to return for afternoon classes – charging them with responsibility and giving them the opportunity to behave as responsible adults. Most students and teachers state that the open campus works well. However, some teachers report that there are students who either do not return after lunch or return late. One particular teacher stated that students often use having to wait for their food as a reason and/or excuse for frequently returning late – this often results in no disciplinary action as the reason is often accepted by many staff members. The school is looking at the option of limiting the open campus to upper class students and revoking the privilege of students who take advantage of the open campus. The school encourages responsibility with their attendance policy allowing no more than three absences per quarter or 12 in one year. Notes are sent home at 3, 6, 12 absences encouraging students to make up these absences. Students will lose credit after 12 absences in a one-year courses and six in half-year courses. They promote personal achievement through their tardy policy. For example, five tardies equal one absence. Students are encouraged to get to class on time. Teachers report that students have opportunities to make up attendance, and it is often at the discretion of the teacher. There is no school-wide policy that is specifically followed uniformly by all staff. General rules for student discipline code are evident in the school handbook. However, teachers stated that the principal, assistant principal, and dean do not have a specific structure for how to deal with students needing discipline. For example, they are not assigned specific grade levels, and students often go to the administrator that they have a relationship with and/or teachers may call an administrator that they know the student has a relationship with. There is evidence throughout the building for shared ownership, pride and expectations
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including posters indicating core values, school events, and classrooms that have evidence of student expectations regarding behavior and expectations for work. Because the school consciously and regularly fosters a safe, positive, respectful, and responsible learning environment, students feel accepted and supported enough to work toward their individual potential.
Sources of Evidence classroom observations self-study student shadowing teacher interview students school support staff
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Standard 5 Indicator 2 Conclusions Pittsfield High School is working to become equitable and inclusive, ensuring access to challenging academic experiences for all students, making certain that courses throughout the curriculum are populated with students reflecting the diversity of the student body, fostering heterogeneity, and supporting the achievement of the school's 21st century learning expectations. The school is making a conscious effort to ensure access to challenging academic experiences for all students. The school is not equitable by way of heterogeneous grouping in core classes. One senior student commented that most of his classes are homogeneously grouped unless it is an elective class. Teachers report that this is something they need to work on. The school is working to make core classes more accessible, for example the school uses open enrollment for classes, including AP. Any student, including a student who has a 504 Plan, IEP, or is ELL, has the opportunity to enroll in any of these courses if they wish. Approximately 300 students are enrolled in at least one AP class; AP classes will be open to 10th grade and possibly 9th grade next year. The school promotes heterogeneity by way of promoting acceptance of everyone. However, most honors and AP courses seem to be homogeneous. One AP teacher stated that he has a few students in his AP US History class with IEPs. However, the overall consensus was that the AP and honors courses lack diversity. While most students are enrolled in a course that is heterogeneously grouped, however, it is usually in the elective class. Although the school fosters acceptance and inclusion within the general school-wide community, it is limited in providing heterogeneous-grouped core classes. The school is working on all students having at least one core academic class that is heterogeneous. When the school fosters and incorporates equity, inclusion, and heterogeneity, all students will have the opportunity to work toward being global citizens and achieving the school's 21st century learning expectations. When all aspects of the school are equitable and inclusive, fostering heterogeneity, and students are ensured access to challenging academic experiences, all students will be supported to achieve the school's 21st century learning expectations
Sources of Evidence classroom observations self-study student shadowing teacher interview students school support staff
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Standard 5 Indicator 3 Conclusions Currently, there is no formal, ongoing program or process through which each student has an adult in the school who knows the student well and assists the student in achieving the school's 21st century learning expectations. Most students do report that they have an adult in the building aside from their guidance counselor that they can go to for support. The ninth grade team does have a mentoring program in place, however, this is for students who have been targeted as high risk (grades, attendance) and is not offered to all 9th grade students. In addition, the school has instituted a homeroom period in which the students remain with the same teacher for 10th, 11th, and 12th grade. However the school reports that this was put into place to cut down on students being late to their first period class. Both the advisory and the homeroom period are good ideas but they need to be modified in order to help personalize education for all students and provide them with one adult in the building, other than their guidance counselor, who can get to know them well. Most students, however, do report that they informally have another adult in the building that they can go to if they needed support. The school has made a proposal for implementing a formal advisory program and they are in discussion with the United Educators of Pittsfield with regard to implementation and teacher stipends for additional lesson planning. When the school has a formal, ongoing program or process through which each student has an adult in the school who knows the student well and assists the student in achieving the school's 21st century learning expectations, students will have the support needed to achieve the school's learning expectations.
Sources of Evidence self-study teacher interview teachers students school leadership
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Standard 5 Indicator 4 Conclusions In order to improve student learning through professional development, the principal and professional staff make conscious efforts to engage in professional discourse for reflection, inquiry and analysis of teaching and learning. Although these efforts are made, many teachers state that there is not much time to engage in professional discourse, reflection, and analysis The science department does analyze and discuss MCAS data during department meeting time. Additionally, there is a data team that meets once a week. However, the team has only done one presentation this year to the whole school. Teachers in the world languages department report meeting on their own time to review recent research on more effective ways to teach world languages. They have begun to implement a teaching for proficiency model. Under this model, students learn through authentic resources; they read articles and text written in the target language for someone fluent in target language. Students are evaluated on what they can do rather than just what they know. This year a science teacher attended the National Science Teachers Association (NTSA) annual meeting this year in Tennessee and a health and physical education teacher attended SHAPE America in Minneapolis. Teachers also report that the principal is supportive of outside professional development opportunities. For example, one teacher reported that he and another teacher were interested in professional development on standards-based grading. The principal was very supportive of this and sent them to Salem State University for training. After having attended the professional development, they will be presenting what they learned to other teachers during teacher-driven professional development. Teachers also report that the principal will send them to outside workshops and conferences of their choice during school vacations or summer vacation time. There are some funds allotted to pay for outside professional development. The district provides $25,000.00 for teachers in the district to be reimbursed for outside professional development activities. Teachers must request a conference, workshop, or course at least two weeks prior and are not guaranteed full funding for their professional development due to inconsistent allocation of funds. The principal and professional staff use faculty meetings, and district professional development days (two full days and six half days) for professional development activities. However, most teachers report that the professional development during contracted time is more policy based and not often based on current best practices. This is evidenced by some of the professional development choices in the teacher-driven professional development guide. For example, teacher-driven professional development on yoga, navigating science fairs, and archery are all offerings in the professional development guide. There is also professional development on best practices such as standards-based grading, argument writing across disciplines, and strategies for students with special needs in the classroom. Instructional support staff reported that professional development ended two years ago possibly due to budget cuts. All instructional support staff who are in classrooms stated that they would like to have professional development to help them best serve the students they are working with. When teachers are offered or take a of their choice based on best practices, there is evidence that they apply these to improve curriculum, instruction and assessment. For example, world languages teachers are currently applying what they have learned in their own research on best practices in teaching world languages and the teachers trained in standards-based grading will provide a workshop for their colleagues. When the principal implements school-based professional development based on best practices for all staff, students will have access to research-based best practices in all of their classrooms leading to overall success in their academic career. When a school is committed to professionally developing its staff with multiple opportunities for collaboration, discourse, reflection, and best practices, student learning improves particularly in the area of curriculum, instruction and assessment.
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Sources of Evidence self-study teacher interview teachers school support staff
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Standard 5 Indicator 5 Conclusions School leaders at PHS regularly use research-based evaluation processes that focus on improved student learning. The research-based Massachusetts Teacher Evaluation System is used to observe teachers and provide constructive feedback. PHS uses an electronic tool, Teach Point, to implement their evaluation system. The principal, department heads, assistant principal, and dean conduct teacher evaluations, although the assistant principal and dean do not do as many evaluations. The principal is responsible for ultimately signing off on all evaluations done by department heads. The focus is on positive language, constructive feedback, and recommendations. One department head stated that she has seen a difference in teacher response when more positive language is used. Teachers are more likely to be open to feedback and this has created rich dialogue between the teachers and evaluators which leads to improved practice. Department heads who evaluate teachers in their departments have gone to training with the deputy superintendent. The process was explained, they watched videos of teachers in classrooms, and then practiced mock ratings. This ended with a roundtable discussion during which they were given feedback by the deputy superintendent. Additionally, department chairs initially practiced observations together with the principal in order to compare notes and give feedback. The principal has put together a formal observation tracker on Google Docs. By doing this, evaluators ensure that teachers are being observed in a balanced manner. Both the principal and department heads conduct these unannounced observations. Because school leaders regularly use research-based evaluation processes that focus on improved student learning and the use of positive language, teaching practices are reflected upon and adjusted, which benefits students by way of improved teaching and learning.
Sources of Evidence self-study teacher interview department leaders school leadership
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Standard 5 Indicator 6 Conclusions The organization of time limits research-based instruction and professional collaboration among teachers, making it challenging to meet all of the learning needs of all students. The organization of time provides a consistent schedule in which vocational classes can be scheduled, part-time teachers are able to work at PHS, and teachers in subjects such as world language can split time between PHS and the middle school. The Principal Advisory Committee (PAC) is reviewing the current schedule due to the lack of collaboration time for teachers and personalization for students. A teacher's schedule is comprised of five classes, one duty and one prep, and have limited time to collaborate in and out of their respective department. The schedule does not include regular collaboration time for teachers. For the safety and security of the school, teachers' are assigned a duty such as hallway, cafeteria, and stairwell monitoring. The principal has requested additional staff to assist with these duties, but at this point this has not been granted. The ninth grade team does have collaboration time during their scheduled duty period. They meet four times a week to discuss improving learning through instructional strategies. In addition, department meetings are scheduled once a month, and are meant to discuss school data, best practices, and common assessment. The agenda for these meetings are not department directed, but comes from administration. Recently, these meetings have been used for curriculum mapping and NEASC preparation. Many teachers stated that collaboration takes place informally in the hallway or via email. This disconnection of collaboration time leads to difficulty in creating common assessments and lack of opportunity to discuss data and best practices. The 48 minute class time supports the learning needs of the students. Teachers and students agree the time in the classroom is used effectively and efficiently for instruction. The only concerns are those classes that require set-up and take-down such as art classes and science classes with labs. In past years, the homeroom period was scheduled after first period, but with an issue with tardiness in the morning, homeroom was moved to before first period allowing first period teachers a chance of uninterrupted instructional time. This was an initiative spearheaded by the Principal's Advisory Committee. According to teachers, this has been effective as homeroom allows for "cushion time" for students to arrive. There is a four-minute passing time, which according to students, allows them barely enough time to get to class and many carry all of their supplies with them as there is not enough time to go to their locker between classes. When the organization of time throughout the school community supports the delivery of curriculum, best practices in instructional practice, and also provides opportunities for professional collaboration, teachers will be able to better support the learning needs of all students.
Sources of Evidence self-study teacher interview teachers department leaders
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Standard 5 Indicator 7 Conclusions Student load and class size inconsistently enable teachers to meet the learning needs of individual students. Although the average class size in academic classes is 19 to 1, this does not accurately represent a balance of class sizes over the disciplines. Teachers and students commented that in two different sections of the same class, one teacher may have 30 students while another may only have eight; an ELL teacher has seven student in one class and 17 in another. In some instances, the maximum number of students allowed to register for a class is exceeded by three or four students. The class sizes that are the largest are honors and AP level classes. The high number of students in some classes makes it difficult for teachers to use learning time effectively if there is not enough equipment, supplies, and books. The school's special education programs include substantially separate, work study, academic support, educational opportunities for success (EOS), and the adolescent support program. Many of these programs have courses that include fewer than ten students and sometimes only a single student. This allows for individualized instruction and tutoring as needed and as prescribed by student IEPs and 504s. However, since the closing of the alternative high school, the EOS program has become a safe haven for students with behavioral issues and takes instruction time from the teacher to handle issues. When the school ensures appropriate class size and class size distributions, teachers can be most successful in differentiating instruction to meet the needs of all students in their classes.
Sources of Evidence classroom observations self-study student shadowing teachers Standard sub-committee
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Standard 5 Indicator 8 Conclusions The principal, working with other building leaders, regularly provides instructional leadership that is rooted in the school's core values, beliefs, and learning expectations. The principal models and lives the core values. He enthusiastically includes the core values in the morning announcements everyday. The core values are visible throughout the school and in most classrooms. The principal sends a weekly communication to all staff that includes important upcoming dates, news for the week, important announcements, and reminders of focus areas for the week, month, or year. The communications also include academic articles or links to interesting developments in education. These news items normally relate to one of the school's core values or include information that teachers can use to improve the learning environment. Although leadership is working toward communicating the school's core values, beliefs, and learning expectations, there is not yet consistent "buy in" among teachers and students. The principal has two leadership teams, consisting of most of the same leaders. The Leadership Team includes all department heads (social studies, business/CTE, English, math, science, world languages, school counseling, physical education, fine arts), the special education unit leader, the 9th grade team leader and may include the school adjustment counselor as needed. After attending a training in the fall, the principal then created an Instructional Leadership Team (ILT). Each team meets once a week to discuss and make decisions about policies that affect school-wide learning and building procedures. The Leadership Team is focused on the complex-task initiative while the ILT is focused on school failure rates and grading procedures. Through observation data focusing on daily objectives, the principal was concerned about the level of complexity students were exposed to on a consistent basis. The ILT looked at the data provided by the data team, and then analyzed what skills were going to be necessary to succeed on the “MCAS 2.0” and realized that students needed to be exposed to complex tasks on a more regular basis. The ILT defined what a complex task was, and then presented the idea to the faculty. The data team was responsible for monitoring the level of complex tasks, while the UDL team was asked to help teachers develop skills and strategies that would enable all students to complete complex tasks. The ILT monitored and made adjustments. The principal and other school leaders are providing instructional leadership that is rooted in the school's core values, beliefs and learning expectations, and stakeholders can be confident there are meaningful learning opportunities designed to meet students' needs.
Sources of Evidence self-study student shadowing panel presentation teachers students department leaders school leadership
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Standard 5 Indicator 9 Conclusions The high school offers many opportunities for teachers to participate in meaningful and defined roles in decisionmaking, but fewer for students and parents. Various faculty committees have been established to provide feedback and guidance to the principal as he works to improve school-wide programs. The Principal's Advisory Council (PAC) consists of representatives from each department and is charged with acting as a liaison between faculty members and the principal. The council meets once a month to discuss issues and ideas and then reports back to the principal. The PAC has completed two positive initiatives: moving homeroom to before first period to cut down on tardiness during fist period instructional time and scheduling midterms by period rather than subject to lighten the "all at once" grading time for teachers. In addition, the PAC has been charged with evaluating the high school's current schedule and making recommendations to change the schedule to add common planning time for teachers. Other committees created to aid in decision-making include the Data Committee, which is in charge of analyzing school assessment data to improve student instruction; School Climate Committee, which makes decisions to improve school climate, culture, and promote student engagement; and the Marketing Committee which determines how the high school is promoted and presented to the general public. These are in addition to the Leadership Team and the Instructional Leadership Team. With many committees faculty have many opportunities to be involved in decision-making, but some are overwhelmed with the number of initiatives. These initiatives include UDL, complex tasks, and standard-based grading among others. The principal often distributes surveys to faculty and students soliciting feedback regarding school initiatives. However, students and teachers express they are unsure how the collected data is used in the decision-making process. Students can exercise leadership by becoming active in a number of student organizations or committees. There are a number of overlapping or competing student leadership roles that have not been welldefined. For example, students could join the class council for their grade level or the student council. In each case, there has not been a specific and documented role for the student nor has there been specific responsibilities or limitations placed upon each group. As a result, many students stated they do not believe that they have input in the decisions made in the school. Parents are invited to take an active role on the School Council, a leadership team that includes the principal, parents, students, and community members. Unfortunately, these meetings have not had a high degree of parent involvement. There is a tab on the school's website leading to PTO & School Council information, however the page is blank. The meetings are sporadic and not listed on the district or school websites. PTOs are established at the elementary and middle schools in the district, but not at the high school. Parents, students, and department heads are involved in the process of hiring new staff. The three groups identify three candidates from the pool of applicants they deem viable to meet with the principal. After the principal has met with each candidate, the candidate presents to a classroom of different students. These students then get the opportunity to provide feedback regarding who they would teaching at PHS. Whle the school offers teachers many opportunities for meaningful participation in decision-making, when all stakeholders, including student and parents, are actively engaged within the decision-making process, the school's ability to promote a sense of responsibility and ownership is enhanced.
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Sources of Evidence self-study teachers school leadership school website
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Standard 5 Indicator 10 Conclusions Teachers often exercise initiative and leadership essential to the improvement of the school and to increase students' engagement in learning. Faculty members take on a variety of leadership roles within the school, including 23 clubs/activities in which they are advisers. In addition, many participate as coaches for a variety of the high school teams. Faculty also has the opportunity to join a multiple collaborative leadership groups including UDL, data team, Principal Advisory Committee, and School Climate. Many teachers are graduates of PHS and have a vested interest in the school and students. In the business department, students can find a "dress for success" closet consisting of professional clothing and accessories all donated by teachers. Recently, teachers from both the vocational and academic sides of the high school, attended professional development at an Instructional Leadership Network, in which they met with other teachers in the county to discuss best practices and instructional strategies. Ninth grade team teachers each mentor four or five students identified as at-risk. The Principal's Advisory Committee (PAC) has been tasked with providing the principal with important input and feedback on major initiatives and raises key issues within the school for discussion. The committee includes a representative from each department. The committee is currently working with the principal to create a new and more effective daily schedule with the goals of providing students with additional opportunities to personalize their schedules, creating opportunities for teachers to create richer and more rigorous lessons, and increasing common planning and collaborative time for teachers. Because teachers exercise initiative and leadership, the school has the capacity to improve and to increase students' engagement in learning.
Sources of Evidence self-study panel presentation teachers
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Standard 5 Indicator 11 Conclusions The school board, superintendent, and principal are collaborative, reflective, and focused on integrating the school's 21st learning expectations into the school. The district superintendent, deputy superintendent, and the principal actively participate in school board meetings by reporting on developments within their jurisdiction including policies that impact 21st century learning expectations. The principal's recent contributions include the school improvement plan, the annual school budget presentation, grants, and program results for initiatives such as Mass Insight, and school safety-related issues. The principal, superintendent, and deputy superintendent meet monthly with all building leaders in the district. Other meetings are scheduled as needed throughout the school year. Recently, a District Improvement Team was created. The principal sits on this team, and all new district initiatives filter through this team for review, approval, and ongoing implementation. The superintendent seems to be aware of educational trends and relevant topics for the high school and works with administrators as partners toward their goals. An example is the school-wide book program for teachers, in which teachers received a book by Ruby Payne, an expert in educating teachers on how to reach students from poverty. Because the school board, superintendent, and principal are collaborative, reflective, and constructive in achieving the school's 21st century learning expectations, the school community can work toward common goals and ensure students are able to make progress toward the school's 21st century learning expectations.
Sources of Evidence teachers school board department leaders school leadership Standard sub-committee
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Standard 5 Indicator 12 Conclusions The school board and superintendent provide the principal with adequate decision-making authority to lead the school. The high school leadership team makes many policy and planning decisions with input from faculty and the other decision-making bodies in the school such as the Principal's Advisory Council and Data Team. The principal has sufficient decision-making authority for school policies, hiring, and leading the building. The principal is actively involved in observing and evaluating faculty. Until recently, the principal was not responsible for evaluating special education teachers or vocational teachers. A revision in evaluation contract language changed this responsibility. The principal oversees the rewriting and revision of the student handbook, and he leads the school's Instructional Leadership Team and assists in creating the professional development calendar for the faculty. The principal only has limited input on the school budget, technology, busing, and other aspects that intersect with the running of the school district. With the Leadership Team, the principal creates a budget priority list, which is then presented to the school committee and the public. He has advocated strongly for resources to upgrade the school gym, theater, and other aspects of the building; however, the school buildings in the district are owned by the city and decision-making regarding the facilities has to be approved through city management. Although some school board members make an effort to "walk the halls" to observe instructional practices, the team as a whole believes they let the principals "do what they need to do: lead the teachers and students." Therefore, board members believe they act more as a facilitator overseeing the school, and are not involved in identifying and integrating 21st century learning expectations in the school. Because the high school operates in a district with another high school, many traditional spheres of influence have to be shared, including professional development, athletics, and staff. Some day-to-day mundane operational details must still have the involvement and approval of the central administrative offices. The provision of sufficient authority to the principal ensures that important decisions are made at the appropriate level and are more fully embraced by all stakeholders.
Sources of Evidence self-study panel presentation school board school leadership Standard sub-committee
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Standard 5 Commendations Commendation The teachers and administrators who are supportive and approachable and create an environment which allows students to feel emotionally and physically safe in their school
Commendation The open enrollment policy for honors and AP classes giving all students the opportunity to take high level classes if they choose
Commendation The school's 9th grade team program in which at-risk students have a teacher-mentor
Commendation The teachers who attend professional development on teaching and learning and who share those practices through teacher-driven professional development
Commendation The use of positive language and constructive feedback in teacher evaluations which has led to open dialogue and willingness to reflect on and to adjust practice
Commendation The core values that are visible throughout the school and that are communicated to all stakeholders on a weekly basis
Commendation The principal's creation of forums to involve teachers in various decision-making processes
Commendation The many opportunities for teachers to take on leadership roles
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The commitment of teachers to the success of the school and students
Commendation The commitment of the superintendent to assist the high school in reaching students in a changing demographic community
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Standard 5 Recommendations Recommendation Revise the job descriptions to clarify roles of the principal, assistant principal, and dean
Recommendation Ensure that the school is equitable and inclusive, ensuring access to challenging academic experiences for all students, making certain that courses throughout the curriculum are populated with students reflecting the diversity of the student body, fostering heterogeneity, and supporting the achievement of the school's 21st century learning expectations
Recommendation Develop and implement a program or process through which each student has an adult in the school, in addition to the school counselor, who knows the student well and assists the student in achieving the school's 21st century learning expectations
Recommendation Provide adequate resources, time and support for professional staff to engage in professional discourse for reflection, inquiry, and analysis of teaching and learning, use resources outside of the school to maintain currency with best practices, dedicate formal time to implement professional development, apply the skills, practices, and ideas gained in order to improve curriculum, instruction, and assessment
Recommendation Reorganize the balance of the number of teachers being evaluated by each department head and consider having a more meaningful role for the assistant principal and dean to ensure timely evaluations
Recommendation Provide adequate time, resources and support in order for the staff to improve student learning through professional development by engaging in professional discourse, maintaining currency with best practices, and applying the skills, practices, and ideas gained in order to improve curriculum, instruction and assessment
Recommendation Empower department heads as a team to create the agendas for the monthly department meetings to focus on
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school data, best practices, and common assessments
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Standard 6 Indicator 1 Conclusions Pittsfield High School has some timely, coordinated, and directive intervention strategies for students including identified and at-risk students. Teachers and professional staff assess students' well-being every day by reviewing grades, attendance, class participation, and having conversations with students. For ninth graders, the school has developed a ninth grade team that identifies students who may need support, meet with parents, and generate intervention plans. Teachers on the ninth grade team meet with at-risk students once a week and offer support to try to keep them on track. A Leadership Team that includes building administrators, department heads, teacher leaders and counseling staff meets once a week to discuss identified students in all grades and courses of action to improve their academic and or behavioral actions. First tier interventions are evaluated after four to six weeks. If they prove insufficient, a Building Assistance Team Meeting (BAM) determines further interventions, supports, and strategies to improve student achievement. During a BAM, a student, parent, school counselor, and as many teachers as possible meet to discuss next steps and alternative programs and supports. .
The school has a variety of programs and services available to students. National Honors Society students offer tutoring during directed study halls three times a week The after school credit recovery program meets in two six-week sessions in January and March for three hours per session. Students use a computer-based system called Compass Learning to raise their quarter one and quarter two grades to a passing grade of a 60 in specific courses.Students who may lose credit because of attendance or poor performance can enroll in the 21st Century Program, which is a homework-assistance program that meets after school. This program employs both a mandatory homework time and enrichment options to make it attractive to students.Students with severe medical needs, or social-emotional needs, may be assigned an adult one-on-one tutor at a doctor's request, or a team-meeting referral.One of two PHS school adjustment counselors supports the on-site Educational Options for Success (EOS) and Adolescent Support Program (ASP) programs. EOS is staffed by two teachers and two paraprofessionals to provide very small group instruction for students to ensure understanding and manage behavioral issues.The in-school suspension (ISS) program allows students to remain in school and work toward the requirements of their classes while also being disciplined for infractions against school rules. These students receive work from their teachers and are assisted in attendance recovery plans and credit recovery plans.The Adolescent Support Program (ASP) enables students diagnosed with mental health illnesses to receive appropriate support while still being educated in the traditional school environment. ASP offers a substantially separate academic program to address all content areas. Students are also offered placement in general education classes when the placement is appropriate.The Student Resource Center (SRC) handles Out-of-School Suspensions (OSS), EOS Tier III (for students with severe behavioral issues), and Drop Out Prevention Program (DOPP) in a separate facility.The Positive Options Program (POPs), on the campus of Berkshire Community College, allows students who struggle in large-population environments to take college courses and participate in the college community while also earning their high school diploma.
The BAM meetings initiate consideration for many of the more intensive support systems. Many students do not understand the full breadth of services the school offers. The Endicott survey shows that 42.5 percent of students do not think the school meets these needs. When interventions occur in a timely, coordinated, and directed interventions fashion, at-risk students are more readily identified and given the supports necessary to access the curriculum.
Sources of Evidence self-study panel presentation teacher interview teachers students department leaders school leadership Endicott survey school website Standard sub-committee
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Standard 6 Indicator 2 Conclusions Pittsfield High School provides information to families, especially to those most in need, about available student support services. The school uses ConnectEd calls to inform parents about events and services. The principal has begun putting out weekly newsletters as well on the school's website. Class attendance policies are communicated in the student handbook, which is also available on the school's website. Teachers communicate with parents by phone and email about areas of concern. Guidance counselors also call and email parents about issues as they become relevant, both on an as-needed basis and through students' academic progress. Parents receive attendance data with report cards and progress reports. Parents are offered access to PowerSchool to check in on students' grades and attendance. Student support personnel and guidance also communicate with families about at-risk students and coordinate with outside agencies as appropriate. Teachers who have identified struggling students communicate with parents about possible interventions and services. Descriptions of some support programs are available on the school's website. Parents receive report cards and progress reports eight times a year. There is an annual open house, and teachers schedule conferences with parents. Parents may accompany freshmen to an orientation to learn about available services. Special education meetings for identified students occur at least once a year. Special education provides quarterly progress reports to parents on progress made toward IEP goals. Parents of identified students are invited to Building Assistance Meetings and to follow-up meetings four to six weeks after an intervention has been tried to assess its effectiveness and to determine next steps and/or other interventions. Because the school provides pertinent information to families regarding services that are available, parents have opportunities to support their children.
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Sources of Evidence self-study teacher interview central office personnel school leadership Standard sub-committee
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Standard 6 Indicator 3 Conclusions School support services staff collectively use technology to deliver an effective range of coordinated services for each student. Support services personnel utilize attendance, behavior and acdemic information, updated regularly through Power School and the Google Apps, to identify struggling students, including writing Individualized Educational Programs (IEPS) documenting test results and intervention strategies. The school counselors use Remind.com to send reminders to families about deadlines for college applications, financial aid and other important aspects of counseling support. The school provides laptops to all teachers and subscribes to Google Apps for Education to enhance collaboration among teachers and staff. Some teachers use Google Classroom and Google Docs within this suite to coordinate with their students and evaluate student work. All school staff has access to PowerSchool, which provides academic, attendance, behavioral, legal, and educational plan information about students. Parents and students also have access to the PowerSchool portal, with different views from staff. Other software programs employed through the school include E-Sped for IEP documentation and intervention strategies, Remind.com for counseling, and Master Health Office for nursing. A special education teacher for severe disabilities reported that there is only one iPad available for a class of 13 students. Otherwise, technology is available to most of the school community to deliver an effective range of student support. The number of computers available in the library for both casual student use and to support class research can serve the needs of two to three classes at a time, depending on size. Circulating Chromebook carts also serve very well to support class research, collaboration, and familiarity with software, all necessary 21st century skills. When staff members adapt and use technology, they can deliver an effective range of coordinated services for each student.
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Sources of Evidence self-study teachers school support staff Standard sub-committee
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Standard 6 Indicator 4 Conclusions School counseling services has an adequate number of certified/licensed personnel and support staff who engage in individual and group meetings with all students, meet regularly with college or career bound seniors and deliver collaborative outreach and referral to community and area mental health agencies and social service providers. They meet sporadically with underclassmen, more regularly with upperclassmen and utilize the school adjustment counselors to serve students having social or emotional concerns. Group meetings are commonly structured around testing needs and academic information for students. There is a written, developmental plan for working through the college process and an underdeveloped curriculum for all students. There is a lack of evidences for use of ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the school's 21st century learning expectations. There are four full-time school counselors, one of whom serves as department head with a caseload of 80 students while the other three counselors carry a caseload between 270-290 students. In addition to the four school counselors, the school employs two full-time adjustment counselors, one college and career counselor, and one shared secretary for clerical duties in the school counseling suite. There is also one part-time school psychologist, for assessments and testing, within the school district and one part-time licensed drug and alcohol counselor available one day a week. The school counseling office created a curriculum for grades 9-12. There are 3-6 lessons for each grade that are delivered in students' extended homeroom periods. A school counselor or the homeroom teacher delivers the lesson. Lesson plans included stress management, test preparations for PSAT and SAT, and mental health awareness. There are student and faculty-run clubs that address bullying including the Gay Straight Alliance and the Students Against Destructive Decisions who organize a Unity Day celebration. The director of school counseling creates calendars specific to each grade level for parents and teachers consisting of important dates to remember. Students in grades 11 and 12 meet regularly with counselors for academic, career, and college counseling. Students in grades 9 and 10 typically meet with his or her assigned counselor once a year to review course selections. Sixty-seven percent of students disagree that they meet with their school counselor regularly. Fiftyone percent of parents disagree that school counseling personnel meet regularly with my son/daughter to discuss personal, academic, career and college topics/planning. School counselors meet with students individually to provide academic, career and college counseling although not on a regularly scheduled basis. Counselors meet with students in group settings in grades 10 through 12 to discuss upcoming testing protocols and procedures and course selections for the upcoming school year. The college and career counselor meets with groups with grade 9 to discuss the Massachusetts Career Information System testing. School counselors meet with grade 9 to discuss orientation to high school as part of their counseling curriculum. School counselors and adjustment counselors collaborate with community mental health agencies and social service providers including the Brien Center, CSO, Service Net, DCF, Pittsfield Prevention Partnership and the United Way when expertise or additional support is needed. School counselors focus on academic counseling and adjustment counselors work with students on social/emotional issues. The school counseling suite walls are lined with college pamphlets and informational material. There is a wallsize monthly whiteboard calendar hanging in the hallway marked with information on upcoming events and helpful reminders. Communication with parents and the community is done most often through email. The counseling office has an active page on the school's website and lists guidance counselor assignments for students, the new student registration process and information on the college process. There is a bulletin board devoted to college information in the school's library and one in the hallway before entering the counseling suite. This board features local job postings and information on upcoming career or college events. The college and Page 90 of 115
career center also has displays in the hallway windows of upcoming events for students. The school counselors host family nights for students and families and average about 20-25 families in attendance. The school counselors use technology to assist students in the college planning process. Remind.com is a tool used to remind senior students about upcoming appointments or events. The counselors also created a worksheet that lists Ipad based college guides, test preparation and financial aid apps available to students. School counselors use test scores and teacher recommendations to assist them in course selection, however, student and parent/guardian's sign off on the schedule they feel is best. No other assessment data was shared. In a 2014-2015, school counselors reported spending the following percentages of time on each of the following for all grades: 35 percent counseling curriculum, 25 percent individual planning, 20 percent time spent on responsive services, and 20 percent time spent on system support (working with program staff, school support activities). School counselors also develop and manage 504 accommodation plans for all students at PHS. Currently, there are 59 active 504 plans. Counselors email 504 plans to teachers individually, however, they are planning to purchase a software system that will integrate 504s directly into PowerSchool. One counselor is responsible for the construction of the school's academic schedule. The College and Career Counseling Office down the hall from the school counseling office is a well-utilized space by students exploring career opportunities. There is a great variety of information available for students included highlighted "career of the month" presentations and an annual career fair created for freshmen students. The College and Career counselor, a grant-funded position, primarily works with students at risk and is a strong asset for the school counseling office. The school counseling services provide individual, group, and programmatic support to students and work collaboratively with the community to provide outreach services; when the counselors deliver a complete guidance curriculum to all student and resume systematic gathering of feedback from the school community, they will be able to effectively improve services to ensure that each student achieves the school's 21st century learning expectations.
Sources of Evidence self-study facility tour teacher interview school support staff Endicott survey school website
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Standard 6 Indicator 5 Conclusions The school's health services do not have an adequate number of certified/licensed personnel and no support staff. There is one full-time licensed school nurse for 916 students who provides direct, preventative, and ongoing care and interventions to students. The school district does have a nursing director who is housed at PHS; however, she has an administrative role and is often out of the building. The school nurse reported having over 700 visits to her office in any given month. About 250 of those visits are dispensing of daily medication. There are also several high needs students that require more time and care including two students using feeding tubes and one on oxygen. The school nurse is located on the first floor near the main entrance, between the main office and school counseling department. Her space is adequate with a waiting room, two private patient rooms, a secure supply area with the necessary equipment (sink, fridge, medical supplies and medication), and a secure office space with locked file cabinets. There is one bathroom that is not handicap accessible. Office hours are posted on the front door. She does offer extended office hours for parent visits occasionally, but these hours were not posted for public viewing. Students are sent down to the nurse with a pass from their classroom teacher. The nurse signs and time stamps the pass after she treats their ailment. Wait time can be up to 20 minutes at busier times, especially in the morning and during lunch. Afternoons allow more time for the nurse to prep for the next school day, log information and communicate with teachers and families, if needed. The nurse conducts ongoing student health assessments including checks, vision and hearing tests, and BMI. When these checks are occurring, a substitute nurse is called in as an additional support. There is a partnership with Tufts Dental program where students can receive dental care in the health center by appointment. All students are also provided with a form that authorizes the nurse to dispense over-the-counter medication in school and lists physician contact information. Student records are kept electronically and visits are logged when the nurse has time to enter the information into the system. Students taking daily medication have log sheets to track visit. She has created an "alert list" with student names that have severe medical conditions. She uses this list to help when students take field trips. If the medical needs are severe, she will find a nurse to attend the field trip with the student. The school nurse expressed a desire to do more outreach within the classroom and provide more proactive, educational opportunities to students. She does participate in IEP and 504 Accommodation plan meetings when needed which pulls her away from the health center at times. There is ongoing, informal assessments of health services by the nurse, staff and administration including feedback and reflections to improve services to ensure each student achieves the school's 21st century learning expectations. While the nurse provides preventative and direct intervention services to students and staff, uses an appropriate referral process, and conducts ongoing student health assessments, when the school's health services have an adequate number of certified/licensed personnel and support staff, the health services office will be able to improve these services and use ongoing, relevant assessment data and feedback, to improve services and ensure each student achieves the school's 21st century learning expectations.
Sources of Evidence classroom observations
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self-study facility tour teacher interview students school support staff Standard sub-committee
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Standard 6 Indicator 6 Conclusions There is an adequate number of certified/licensed personnel but no support staff in the library. Library/media services are integrated into curriculum and instructional practices in some disciplines. The librarian to a limited degree is engaged in the implementation of the school's curriculum; provides a limited range of materials, technologies, and other information services in support of the school's curriculum; ensures that the facility is available and staffed for students and teachers before, during, and after school; is responsive to students' interests and needs to the extent possible in order to support independent learning; and occasionally conducts assessment. The school has one licensed librarian and has no support staff. Library services are integrated into curriculum for many classes, particularly for ELA and history courses. Others, including vocational education classes, use the databases, books, and support for research. Most of the classes using the library media center now are ELA. The librarian strives to coordinate resources in advance of classes coming into the library by obtaining project descriptions. The librarian models the school values of personal achievement, honorable actions, and school community by requiring students to practice good library etiquette. The library media specialist provides a wide variety of support materials. These include a collection of just over 10,000 books on a variety of subjects. Most of these are considered aged. The library subscribes to 28 print periodicals, and EBSCO and Gale database subscriptions provide full-text and abstracts/citations to thousands of articles on-line. Gale is free through the state. The district buys the subscription for EBSCO for all schools, including sister school Taconic, so it does not impact the PHS library budget. The library also provides two circulating computer carts, two labs with iMacs, and a separate area of eight computers near the circulation desk for students to work on when the rest of the library space is being used for class research. The library's database collection is more than adequate for the research projects. The book collection has many aged books concentrated in humanities. There was no apparent listing for electronic book collections. The DVD collection is quite small, and there was no listing of any resources for ELL or special education, such as audio books. The library media space is large with a high ceiling. Stacks are to the left upon entry, and the circulation desk, librarian office, and work room are to the right. Adjacent to the office is a raised area containing eight computers. Below that space is one of the computer lab with iMacs, and another space with tables and chairs. Beyond that space is another workroom and computer lab. The two computer labs and circulating computer carts are the main technology the library contributes to 21st century learning needs. The library is open during the school day, and for 20 minutes both before and after school. The library is available to students and staff, even during lunch when the librarian is out. On average six to seven students use the library after school, but more use it before school. This number varies, with the highest numbers reported as coming in on Mondays. The primary reason for students coming into the library is to print essays, although the librarian helps with other student interests as they come up. The librarian provides 24-hour access to databases through a library webpage. Student and parents indicate that while most think the library has adequate resources, almost 60 percent believe that the library is not being well utilized. The librarian gives orientations to students when teachers decide to bring them into the library. Classes come to the library at teacher discretion. The librarian strives to coordinate resources in advance of classes coming into the library by obtaining project descriptions. These are not always forthcoming. The librarian's goal for students is to support them in becoming independent learners, aligning with the core value of personal achievement. Students sign themselves in and out of the library on clipboards. The librarian manages booking of resources, including traveling Chromebook carts and labs through Google Calendar. The librarian relies on other staff to cover the library, to be able to leave the library to communicate effectively with other staff to obtain such things
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as project descriptions from which the librarian prepares for research classes. In addition to soliciting materials and subject-specific suggestions from staff, the librarian is planning to meet with the librarian at the sister high school to collaborate on common goals and needs. The librarian created a suggestion box and bookmarks to promote library resources. The librarian is very responsive to community input, and colleagues spoke of flexibility and a willingness to help with space, scheduling technology, and information. While the librarian strives to integrate library/media into curriculum and instructional practices and support individual student learning, when the library/media services can fully support implementation of the school's curriculum, provide a wide range of materials, technologies, and other information services for all disciplines, respond to all students' interests and needs, and conduct ongoing assessment to improve service, then the library will be able to ensure each student achieves the school's 21st century learning expectations.
Sources of Evidence self-study panel presentation teacher interview school leadership Endicott survey
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Standard 6 Indicator 7 Conclusions Support services for identified students including Section 504 of the ADA and special education have an adequate number of certified/licensed personnel and support staff. English language learners (ELL) do not have an adequate number of certified/licensed personnel and support staff. There are 49 students who have 504 accommodations, 44 English language learners, and 250 students with IEPs at Pittsfield High School. Four school counselors develop and manage 504 accommodation plans and two staff members are responsible for ELL students. Special education has four academic resource program teachers: two for freshman/sophomore year and two for junior/senior year. There is one work-study staff member, 30 paraprofessionals in the work study program (ratio of 2:1) and ten 1:1 paraprofessionals. There are inconsistent reports of how many staff work in the life skills program. PHS support teachers, who work with a majority of students with IEPs, work collaboratively with general education and related service providers to implement quality core and intervention programs that are research-based and meet the learning needs of students. Sixty percent of staff feels support services personnel collaborate with all teachers, counselors, targeted services, and other support staff to achieve the school's learning expectations. All students are assigned to academic support with their special education liaison, workstudy classes offering special education instruction, or they are placed in self-contained special education classrooms. Support services are available to assist students in achieving the school's 21st century learning objectives in the least-restrictive environment possible. The liaisons, in collaboration with the regular education classroom teachers, provide ongoing monitoring and evaluation of student progress and make modifications and accommodations as needed. The Best Buddies program is also an inclusionary opportunity. The Pittsfield Public Schools has one unit leader for both high schools who oversees the implementation of special education programs at the high school level, provides direct supervision and evaluation to special education teachers and paraprofessionals, ensures that services are implemented in accordance with all state and federal laws and mandates, and acts as a liaison between the central special education office and the high school programs. The work study program/community work experience provides specially designed instruction in the area of life skills, coordinating and supervising community work experience sites, and gathering data for the completion of transition assessments. Special education students experience working in a variety of careers and rotate time in local businesses every three months. There were inconsistent report of how many faculty work on (CAN YOU PROVIDE A NUMBER?) self-contained life skills by providing specially designed instruction to students with multiple, moderate-to-severe disabilities and life skills based curricula. There are 25 students in this classroom setting with three or four 1:1 aides present. PHS has two faculty members who work in the Educational Options for Success (EOS) program. These faculty members provide specially designed instruction to students requiring behavioral supports in order to access the curriculum, while also coaching students with skills in problem solving, conflict resolution, coping skills and learning strategies. Special education teachers working with students with moderate-to-severe disabilities utilize the MCAS-ALT testing for assessments. Three faculty members are responsible for the Adolescent Support Program (ASP). These faculty members provide specially designed instruction with a high teacher-to-student ratio (4:1) for students with significant mental health issues who are eligible for Department of Mental Health services and have an IEP. ASP also has a separate case manager who oversees all students placed in the program. ASP also has three paraprofessionals and works closely with one of the school adjustment counselors. Section 504 plans are supervised by the school counseling office. Students may enter PHS with a 504 plan in place, or bring medical documentation to the school counselor to support the initiation of a 504 plan. Initial and annual 504 meetings are organized by the school counselor and include the counselor, student, parent(s)/guardians, teachers, and any others who are
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important to the plan. English language learners are supported by two full-time teachers at PHS. Students are placed by level, as determined through WIDA testing in ELL classes. Beginning ELL students may receive up to three periods per day of ELL support. As students become more experienced with speaking English, the number of ELL periods they are assigned drops. ELL teachers may also team teach in classes where there are a number of ELL students. The ELL staff is not sufficient for the over 40 ESL students in the building. The ELL staff cannot provide adequate push-in support in content classes to support teachers in adapting content for ELLs as well as help content teachers in identifying and implementing language objectives. While support services for special education and Section 504 of the ADA have an adequate number of certified/licensed personnel and support staff, when there is also adequate staffing for English language learners, all identified students will have the support they need to achieve the schools 21st century learning expectations including collaboration among teachers, counselors, targeted services, and support staff, and inclusive learning opportunities.
Sources of Evidence classroom observations self-study facility tour teachers school support staff Standard sub-committee
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Standard 6 Commendations Commendation The staff's concern for at-risk students and their willingness to engage parents to address, manage, and improve the success of students and their ability to access curriculum
Commendation The principal's newsletter that provides ongoing, continuing dialogue between the school and families
Commendation The counseling office that provides to students readily available information and resources along with public and private areas available for open or confidential conversations
Commendation The wide range of academic support for students including, but not limited to, the after-school 21st Century Program and the College and Career Center
Commendation The college and career counseling office that is a valuable asset to students and compliments the work of the school counseling department
Commendation The monthly presentations from professionals on career and work force opportunities that builds on the school's positive relationship with the community
Commendation The librarian who strives to provide the kinds of reference materials needed for a very diverse set of interests
Commendation The librarian's willingness to be flexible and open to juggling technology resources
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The work study program that connects the school's students with special needs with community resources and creates potential career opportunities
Commendation The numerous designated facilities at Pittsfield High School dedicated to student support services
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Standard 6 Recommendations Recommendation Develop and implement opportunities for freshmen to meet with their mentor teachers on a regular basis
Recommendation Develop a process to increase parent engagement in order to inform parents about their children's 21st century learning expectation achievement
Recommendation Increase access for high needs and special education classes and students to assistive technology
Recommendation Expand the guidance curriculum to be comprehensive, including topics such as bullying, inclusion, acceptance and diversity to help strengthen the school's changing demographic
Recommendation Provide students, teachers, and parent/guardians an opportunity to provide feedback on the school counseling program, their service, and collect data to help develop programming
Recommendation Provide an adequate number of personnel in the Health services office to provide a full range of services
Recommendation The library media center should develop its own curriculum for research competencies
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The library media center should explore possibilities for providing more staffing to coach students on technology skills, especially if the school continues implementing its 1:1 initiative for all studnets which has been started in Advanced Placement course
Recommendation
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Standard 7 Indicator 1 Conclusions The community and district's governing body are providing dependable funding for the wide-range of programs, services, and support staff offered at PHS. The district and community are not sufficiently funding instructional supplies.According to the Endicott survey, staff, parents, and students feel there are many choices at the school. PHS offers a variety of core and elective course choices for students including work-based learning, alternative education, cooperative work, and six vocational tracks (power technology, horticulture and landscaping, culinary arts technology, cosmetology, facilities management, and business technology). Other opportunities provided by the school include dual enrollment, Positive Options Program at Berkshire Community College, and Five-Year Program. Beyond academics, PHS offers numerous clubs, sports, and after school activities. There are 38 clubs in which students have an opportunity to participate. Athletically, many PHS students are involved in sports and approximately 170 students are multi-sport athletes. There are four guidance counselors, one of whom serves as the director, a guidance secretary, two adjustment counselors, one school nurse, and one grant-funded college and career center coordinator. The only concern of possible insufficient availability of services is in the nurse's office. Dependable funding and time is currently available for professional development and curriculum review. In 2015, PHS requested $45,000 for professional development with transfers. They received the entire amount. In 2016, however, only $30,000 was allocated for professional development. The central office staff is trying a new model through which teachers are included in the creation of curriculum that is aligned to standards. Teachers are using professional development time to develop curriculum maps for teachers of the same subject. Teachers in the same content will have the ability to choose the order and pace of each standard. During this professional development time, teachers work horizontally with the curriculum as well as vertically to ensure the progression of courses is setting students up for success. This is a keystone of their District Improvement Plan. The district allocates ten half-day professional developments for teachers. During two of the days, teachers can plan and facilitate their own professional development programs that are relevant to their strengths in instruction. Teachers have a choice of which professional development they attend on those days. On the other eight days, the program is determined by administration. Two of these were used for the curriculum mapping as described by the District Improvement Plan. There are funds set aside for individual, outside professional development. In 2016, $25,000 was allocated. Teachers have the opportunity to take courses at universities or to attend a training of their choice. While there may be funding provided for technology support, the repairs do not occur in a timely fashion. A technology help desk serves all of the Pittsfield Public Schools. Currently, teachers must have their department head submit a work order to the help desk to fix technology. This system is not timely for repairs in classrooms. A staff-wide Google Document allows teachers to list the repairs necessary in each room. However, little progress has been made in actually completing the repairs. Nearly half of the staff does not feel that there is adequate funding for technology support. The district and community are limited at allocating appropriate funds for instructional equipment. Instructional equipment as listed in the actual expense budget doubled from 2012 to 2014 ($8,054 to $19,334.) According to the Endicott survey, approximately half of the staff feels there is not adequate funding for instructional materials, supplies, and equipment. Each student in an AdvancedPlacement course checks out an iPad for the year. Purchasing of textbooks is not organized to ensure equity amongst departments. In 2016, $69,808 was budgeted to be spent on instructional supplies. This funding has been significantly decreasing since 2012, when $141,462 was spent on instructional supplies. There is a shortage of funding across the district as the tax-base decreases. Nearly 50 percent of the staff does not feel that there is sufficient
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instructional materials and supplies. While the district and community fund Pittsfield High School to provide a wide-range of programs, services, support, and professional development, when funding is better allocated for technology repairs, instructional equipment, and supplies, students will have better access to technology and full implementation of the curriculum.
Sources of Evidence teachers central office personnel Endicott survey Standard sub-committee
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Standard 7 Indicator 2 Conclusions Pittsfield High School develops, plans, and funds programs to ensure the maintenance and repair of the building and school plant. However, due to the lack of custodial staffing and the antiquated system that exists between the city and town regarding maintenance and facilities, the school is deficient in the daily cleaning of the school. At the building level, the principal is responsible for overseeing the school plant and for the proper care of school property by the staff and students. The building and grounds are inspected on a regular basis and are maintained in good physical condition: safe, clean, and sanitary as well as comfortable and convenient as the facilities permit or the use requirements. The City of Pittsfield uses a system called "Workerama" to submit and organize work orders that are sent to city maintenance. Work orders are utilized for all maintenance, repairs, and preventative maintenance. It includes parts inventory, vendors, property information, and maintenance of equipment schedules. The request is tracked and the requester can see the status at any time. The major concerns among staff and students in regards to building maintenance are heating system, bathrooms, locker rooms, clocks in classrooms, Internet connection, and a leaking mezzanine. Pittsfield High lacks a plan to properly maintain, catalogue, and replace equipment. The director of custodial services for the district keeps a log of all of the school's equipment and its location although it was not available at the time of the visit. The equipment is repaired as necessary, however, there is no log. The responsibility for the maintenance, cataloging, and repair of instructional equipment falls to the respective departments that use the equipment and are detailed in their department budgets. Money for department budgets has remained flat from 2008-2015. Due to the fact that the city owns the school plant, there is not a clear set of responsibilities or procedures identified for how equipment is maintained or replaced. A dedicated and hardworking custodial staff of five (two during the day, three at night) labors to keep the building clean on a daily basis. The senior custodian schedules his staff so that they can effectively keep the building up to standard. More staff is required to keep the entire building clean daily. The stairs, bathrooms, locker rooms, and art facilities are areas that need additional cleaning and maintenance. For example, the art rooms need to be mopped nightly to remove clay dust that is carcinogenic. When the school develops, implements, and funds a plan to maintain and repair the facilities, plant, and equipment in a timely manner, then the students will gain access to all resources and the curriculum can be accessed in a safer, cleaner, and healthier environment.
Sources of Evidence self-study facility tour teacher interview teachers students parents department leaders Endicott survey
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Standard 7 Indicator 3 Conclusions While the school has a short term plan to address programs and services, it does not have a long range plan to address enrollment changes and staffing needs, facility needs, technology, and capital improvements. PHS has an improvement plan that is separated into three sections: one-year, two-year, and five-year goals. For programs and services: in year one, the school will develop a system to identify and place students into tiered interventions and in year two, they plan to implement an advisory system and data collection and analysis system for teaching and learning. The plan does not address enrollment changes or staffing needs. It does include some plans for professional development including aligning all curriculum into frameworks, improve professional development system using UDL, and build professional learning time within the school day. There are no facility needs, plans for technology, or capital improvements listed on the school plan. The plan does not include an action plan for providing funding. According to the Endicott survey, 43 percent of staff is "undecided" if the school has a long range plan with the criteria discussed. The district's long range five-year plan has a heavy focus on curriculum mapping, academic interventions, responsive interventions, and behavioral and health interventions; there is little attention to enrollment changes, staffing needs, facility needs, technology, or capital improvements. When the school and district create long-term plans that include enrollment changes, staffing needs, facility needs, technology, and capital improvements, PHS will be better prepared to serve the needs of incoming and current students for the extended future.
Sources of Evidence central office personnel school leadership Endicott survey
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Standard 7 Indicator 4 Conclusions The faculty is only somewhat involved in the development and implementation of the budget. Sixty-eight percent of the staff feels they have little input on the yearly budget. Teachers who are part of a department can bring their budget needs to their department heads. Each October, the department heads compile a form list on a school-wide template and prioritizes the items by need. Then the principal facilitates a meeting with the department heads to prioritize the school-wide needs. The principal then brings the top priorities to the school committee. New this year, this presentation by the principal was televised to the public. Following the presentation, the superintendent and deputy superintendent meet with the principal. The needs are then brought to the city council. Through this formal process, many teacher concerns may be lost, but priority needs determined by leadership shape the budget development. The city council makes the final budget determinations and provides feedback to the school committee and student council. There is a small school-based budget that is controlled by the principal. Last year, city council changed the funding allocation to per-pupil which negatively impacted PHS's budget. This is used for school-based supplies, field trips, graduation, etc. The budgetary process has changed significantly over the last few years. Teachers report that within the school, the budget recommendation gathering is an open, healthy process that involves dialogue and open discussions between department heads and the principal to prioritize funding. Through this process, department heads feel more involved, however staff as a whole does not feel their voice on budget concerns is being heard. When all members of the faculty are able to communicate in regards to needs and to be a part of the prioritizing process, then they will be better able to accept the limitations within the budget and allocated funds.
Sources of Evidence self-study panel presentation facility tour teacher interview teachers students department leaders school leadership Endicott survey Standard sub-committee
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Standard 7 Indicator 5 Conclusions While PHS houses a theatre, gym, a new exercise room, a large library and its location enables easy access to its downtown, the school site and plant are not currently able to support an environment for high quality school programs and services. In fact, there are safety hazards that must be addressed. Some of the deficiencies include no safe drop off locations, outdated heating system, windows in need of repair, bathroom renovations, lack of parking, unsafe science labs, and lack of athletic facilities on the school-site. The current drop off/pick up system for students to and from school is a problem and needs to be addressed immediately. There are no flashing lights, crossing guards, or signage marking the school area. Teachers have voiced that this is a serious safety concern that needs to be addressed as soon as possible. The heating system is outdated and has serious impacts on the building. Some rooms are excessively hot for students to learn. Windows are opened to reduce the temperature which is a waste of resources in the capital budget. In other instances, the heat does not reach the rooms. The heating system was continually identified as a factor limiting the students and staff to provide high quality instruction. According to the custodial staff, there are over 100 windows that need to be repaired because they cannot open. This is particularly a problem on the third floor where the heat is extreme on some days. The city facilities manager is in charge of prioritizing city-wide building repairs. In some instances, work orders are put in numerous times before any work is performed on the repair. This practice appears to be changing with a new manager. The student and staff bathrooms/locker rooms are in serious need of renovations, repairs, and updates. In one instance, a boys' bathroom did not have a soap or paper towel dispenser. Student council students have been working with the principal for three years on an action plan to renovate the bathrooms. Lack of parking has been continually discussed as a serious problem. Students and staff use public parking lots. Some parents may be deterred from coming into the school because they cannot find parking. The science labs are in desperate need of repairs to ensure the safety of students. Eye-wash stations are broken, chemicals have not been sorted and properly stored, and some electrical outlets are located below water sources. To participate in athletics, students must often travel off-site to practice. The Boys' and Girls' Club and YMCA house practices for PHS sports teams. When the school and plant site are safely and conveniently accessible, properly heated, and provide sanitary facilities, then students and families of Pittsfield will find the school to be a welcoming, comfortable, and safe environment for learning.
Sources of Evidence self-study panel presentation facility tour teacher interview teachers students department leaders central office personnel school leadership
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Standard 7 Indicator 6 Conclusions Although some documentation concerning inspections within the school plant and facilities show compliance with various codes, there are several crucial certification of inspection codes that were only current in 2013. No evidence was available to ensure evidence of ADA compliance. PHS maintains some documentation that the physical plant and facilities meet all applicable federal and state laws and are in compliance with local fire, health, and safety regulations. The school receives a certification of inspection from the Commonwealth of Massachusetts yearly, to permit the operation of the building. There is some evidence from the Department of Education's Coordinated Program Review that the vocational shops have received OSHA compliance. The boiler and stay rods were inspected in 2015. PHS has safety codes and policies in place for accidents, bomb threats, fire drills, transportation services, medical emergencies, school closings, and administrative regulation. Limited exit signage and emergency exit maps exist around the building. The school is in compliance regarding local and state fire drill procedures. Each teacher is given a red bag with emergency procedures and class rosters. Substitute teachers are provided a manual that includes the safety procedures. Given the turnover in the maintenance department in city hall, it appears that many records of certifications have not been kept current. The only documentation the principal has easy access or knowledge of was the fire drills which are housed in the front office. There is a general belief that these inspections are happening, but there is a lack of accountability for the record keeping. When the school and city creates a procedure for gathering and organizing appropriate documentation of building compliance with ADA, OSHA and health regulations, then the school community can truly feel safe within its structure.
Sources of Evidence self-study facility tour teachers Standard sub-committee
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Standard 7 Indicator 7 Conclusions Although many staff send communications and updates to parents and families about students' education, there is little evidence of two-way dialogue with parents. There are numerous examples of email communications, progress reports, Connect-Ed calls, PowerSchool information on students, newsletters, and websites for parents and families to be informed about their students' education. The school's self-study survey indicates that 78 percent of staff agrees that school actively engages with families. Of the 105 parents surveyed, 55 percent reports that the school actively engaged with them. Many of these are one-way, informational communications. With the increase in the number of English language learners and potential for limited Internet access in the community, there is a lack of meaningful communications to parents for a non-English speaker or for those without Interact access. There may be populations of students whose parents are not engaged in their children's education. When Pittsfield High engages parents as partners with the school, especially those families who have been less connected, then more parents will have a better understanding of how they can better support their children in conjunction with school curriculum and core values.
Sources of Evidence teacher interview teachers parents school website Standard sub-committee
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Standard 7 Indicator 8 Conclusions Pittsfield High School excels at developing productive community, business, and higher education partnerships that support student learning. This is an area of strength for PHS. This is partially due to the school's proximity to the middle of downtown Pittsfield, established partnership traditions, and active outreach from school teachers and administrators. There is a long list of community partnerships that PHS has developed and maintained. Some include the Boys and Girls Club, Century 21 Program, and local parade committees. Students do a variety of service-learning projects that are overseen by teachers and local businesses. The 21st Century Service Learning projects have recently cleaned up the courtyard in the area near the school. The Environmental program has been involved with many local environmental programs such as labeling drains,, river clean-ups, and removing of invasive species. Finally, seniors in Standard and Intensive English course must complete one hundred hours of a community service project as part of their final project. Students have the opportunity to take college-level courses at Berkshire Community College. The school has partnered with UMASS in their string and orchestra program. The learning experiences for all students is significantly enriched by the variety of partnerships that have been established and continue to be developed by the community, business, and higher education programs which provides opportunities for students to meet 21st century learning expectations.
Sources of Evidence self-study teacher interview community members Standard sub-committee
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Standard 7 Commendations Commendation The community and the district governing body that provide funding for a wide range of school programs and services
Commendation The school's development of productive parent, community, business, and higher education partnerships that support student learning
Commendation The school-wide commitment to partnering with area businesses to promote 21st century learning
Commendation The articulation agreements with several area colleges
Commendation The articulation agreements with several area colleges
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Standard 7 Recommendations Recommendation Further development and research into policies and procedures that will ensure the maintenance and repair of the building and school plan
Recommendation Create a system of accountability needs to be implemented to properly maintain, catalogue, and replace equipment
Recommendation Provide resources (personnel, supplies, and support) to keep the school clean on a daily basis
Recommendation Complete a needs assessment with the school to determine if separating the budgets would be possible and beneficial for the education of the students of Pittsfield
Recommendation Develop a procedure to include faculty to be active participants in the development and implementation of the budget
Recommendation Develop a system which documents the maintenance of the physical plant and facilities applicable to all federal, state, and local laws that are in compliance with local fire, health, and safety regulations
Recommendation Evaluate space utilization in the building and make a short-term and long-term capital plan to address issues
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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 this 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 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 the Standards for Accreditation. The Commission's Substantive Change Policy is included on the next page. 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 would like to express thanks to the community for the hospitality and welcome. The school community completed an exemplary self-study that clearly identified the school’s strengths and areas of need. The time and effort dedicated to the self-study and preparation for the visit ensured a successful accreditation visit.
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SUBSTANTIVE CHANGE POLICY NEW ENGLAND ASSOCIATION OF SCHOOLS & COLLEGES Commission on Public Secondary Schools 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 grade level responsibilities of the principal 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 takeover by the state inordinate user fees 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
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Roster of Team Members Chair(s) Chair: Mr. Ronald McCarthy - Dedham High School Assistant Chair: Mr. William Rivard - North Country Union High School
Visiting Team Members Jennifer Belisle - Marlborough High School Mr. William bobrowsky - Franklin High School Tania Buonopane - Somerville High School Kevin Burke - Easthampton High School Catherine Egan - Glastonbury High School Glenda Garland - Hingham High School Gina Graciano - Unity Elementary School Jean Hodgkins - Charlestown High School Tammy Murphy - Hudson High School Amy Plante - Southbridge Middle/High School Jessica Racine - Dedham High School Renah Razzaq - Doherty Memorial High School Joseph Rotz - Cranston Public Schools Patricia Thompson - Springfield High School of Science and Technology
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