NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES COMMITTEE ON PUBLIC SECONDARY SCHOOLS

REPORT OF THE VISITING COMMITTEE

Smith Academy Hatfield, MA March 8 – March 11, 2015

Joseph A. Damplo, Chair David T. Flaherty, Assistant Chair Andrew Berrios, Principal

STATEMENT ON LIMITATIONS

THE DISTRIBUTION, USE, AND SCOPE OF THE VISITING COMMITTEE REPORT

The Committee on Public Secondary Schools of the New England Association of Schools and Colleges considers this visiting committee report of Smith Academy to be a privileged document submitted by the Committee 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 Smith Academy in terms of the Committee'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.

TABLE OF CONTENTS Page Statement On Limitations Introduction .............................................................................................................. 1 School and Community Summary ........................................................................... 3 School’s Core Values, Beliefs, and Learning Expectations ..................................... 6 Teaching and Learning Standards ............................................................................ 7 Core Values, Beliefs, and Learning Expectations ............................................. 8 Curriculum....................................................................................................... 13 Instruction ........................................................................................................ 21 Assessment of and for Student Learning ......................................................... 31 Support of Teaching and Learning Standards ........................................................ 41 School Culture and Leadership ....................................................................... 42 School Resources for Learning ....................................................................... 52 Community Resources for Learning ............................................................... 60 Follow-Up Responsibilities .................................................................................... 68

APPENDICES A. B. C.

Roster of Visiting Committee Members Committee Policy on Substantive Change List of Commendations and Recommendations

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 Smith Academy, a committee of three members, including the principal, supervised all aspects of the self-study. The steering committee assigned all teachers and administrators in the school to appropriate subcommittees to determine the quality of all programs, activities and facilities available for young people. In addition to faculty members, the self-study committees included The self-study of Smith Academy extended over a period of fifteen school months from September 2013 to December 2014. 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, Smith Academy also used questionnaires developed by The Research 1

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 self-study became part of the official self-study documents until it had been approved by the entire professional staff. The Process Used by the Visiting Committee A visiting committee of ten evaluators was assigned by the Committee on Public Secondary Schools to evaluate Smith Academy. The Committee members spent four days in Hatfield, reviewed the self-study documents which had been prepared for their examination, met with administrators, teachers, other school and system personnel, students and parents, shadowed students, visited classes, and interviewed teachers to determine the degree to which the school meets the Committee's Standards for Accreditation. Since the evaluators represented public schools, central office and building administrators and teachers diverse points of view were brought to bear on the evaluation of Smith Academy. The visiting committee built its professional judgment on evidence collected from the following sources: 

review of the school's self-study materials



18 hours shadowing 9 students



a total of 20 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 20 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. 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 Smith Academy.

2

School and Community Report

Smith Academy is located in Hatfield, Massachusetts. Hatfield is an idyllic rural community located in the heart of the Pioneer Valley. Like most small towns in the Connecticut River Valley of Western Massachusetts, Hatfield takes pride in its farming roots and small town New England way of life.

The population of Hatfield is 3,275. The town is predominantly white (98.2% of total population). There are no sizable minority groups in town. English is the primary language spoken in almost every home. The median family income of Hatfield residents is $72,430. 11.2% of the town’s population lives below the poverty line.

Hatfield’s roots lie in agriculture and farming still is a major part of the town’s character. Although there are still many family farms in town, the percentage of the population that engages in farming has declined (3.8%) and Hatfield has evolved into a residential community for people commuting to Northampton, Amherst, and the greater Springfield area. Roughly 50% of Hatfield’s residents are employed in the area of wholesale and retail trade. The service industries employ 27%of the town’s residents.

There are only two schools serving the town of Hatfield. Besides Smith Academy’s Grades 7 – 12, Hatfield Elementary School serves students in grades Pre-K – 6. There are currently 197 enrolled at Smith Academy and 262 students enrolled at HES. Ninety percent of Smith Academy students are white, 2.1% is black, 2.6% is Asian, 2.2% is Hispanic, and 2.1% is multiracial. Smith Academy’s stability rate averages over 95% over the past five years. Hatfield also sends students to Smith Vocational and Agricultural High School in nearby Northampton. 3

The town of Hatfield adequately funds the schools in the school district. The town of Hatfield spent $11,078 per pupil in 2012. This compared to $13,636 per pupil at the state level. According to the town treasurer, Hatfield spends 53% of local revenue sources on the two schools. This means 53% of local taxation is spend on the schools. The town spent 45% above the Chapter 70 Foundation budget in 2012 and 46% above the foundation budget in 2013. Hatfield spent 23% above the required net school spending for 2012 and 26% above the required net school spending for 2013.

There are currently 22.7 full-time teachers employed at Smith Academy. This creates a ratio of 8.5:1. The teacher attendance rate was 94% for 2014. It should be noted however that two teachers were on extended maternity leaves of absence. Smith Academy also employs one full-time guidance counselor and one full-time adjustment counselor.

All middle school students are placed in heterogeneous classes with the exception of eighth grade mathematics. Seventh and eighth grade students are enrolled in the core academic areas of English, mathematics, social studies, and science. All students also take physical education and health. Middle school students can choose to enroll in band or art. Most ninth and tenth grade classes also are heterogeneous. Mathematics continues to be tracked throughout the high school. Students may opt for an honors class in ninth grade physical science. Band begins offering honors level classes beginning in the ninth grade. World languages offer honors options beginning with level 3 (the level is independent of grade level). Honors levels class and Advanced Placement classes are available for eleventh and twelfth grade students.

4

Smith Academy enjoyed a 92% four-year graduation rate for 2013. If one looks at the four-year adjusted cohort graduation rate, there was a 100% graduation rate. Smith Academy had a 95.5% attendance rate for the 2012-2013 school year. Most graduates of the Smith Academy Class of 20102011 attended college or university. Twenty-six percent attended a private four-year college or university while 31% attended a public college or university. Half of these students attended the University of Massachusetts. Forty-two percent attended a public two-year college. The numbers were similar for the plans of the Class of 2012-2013. Twenty-nine percent planned on attending a four-year private college or university while 29% percent planned on attending a four-year public college or university. One percent planned on attending a two-year private college, and 22% planned on attending a two-year public college. Two percent planned on entering the military while 7% planned on entering the workforce.

Smith Academy maintains local community connections through a work-study program and student volunteerism. Seniors may opt to spend a portion of their day working in the community. Students have worked at many local restaurants, farms, and businesses. The student-run FRESH program connects local farmers with the District’s school cafeterias and provides students with local farm fresh produce. Many students participate in local charity events. The annual Walk-for-Cancer event in Northampton regularly sees teams of SA students. The Community Service Club runs numerous programs that permit students to get directly involved in helping the community at large. The local Hatfield Education Foundation (HEF) supports the school with educational grants. HEF also presents a spring musical that stars many SA students. Smith Academy has a positive working relationship with the Smith Academy Board of Trustees that funds many important programs. The Smith Academy Athletic Boosters supports many student athlete initiatives. The Supporting the Arts in Hatfield group (STArHS) promotes the visual and performing arts in both Hatfield schools.

5

Core Values & Beliefs about Learning Smith Academy seeks to empower its students by providing them with the necessary knowledge and skills to meet the challenges of tomorrow. Our educational community remains committed to ● fostering a supportive, caring learning environment ● placing an emphasis on high standards ● ensuring that students actively engage in their educational pursuits ● treating others with dignity. In order for students to reach their potential, they must master the following skills:

Academic ● Work independently and collaboratively to solve problems, think critically and accomplish goals. ● Communicate information clearly and effectively using appropriate tools for varied contexts and purposes. ● Demonstrate creativity, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.

Civic ● Evaluate, select and use technology ethically and effectively.

Social ● Exhibits integrity in interactions and decisions, characterized by respect for diversity and personal responsibility.

6

COMMITTEE ON PUBLIC SECONDARY SCHOOLS

TEACHING AND LEARNING STANDARDS

CORE VALUES, BELIEFS, AND LEARNING EXPECTATIONS

CURRICULUM

INSTRUCTION

ASSESSMENT OF AND FOR STUDENT LEARNING

7

1

Core Values, Beliefs, and Learning Expectations

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 best practices to identify and commit to its core values and beliefs about learning. 2. The school has challenging and measurable 21 st 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. 3. The school’s core values, beliefs, and 21 st 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 21 st century learning expectations based on research, multiple data sources, as well as district and school community priorities.

k

8

Conclusions The faculty at Smith Academy engaged in a dynamic, collaborative, and inclusive process informed by current research-based practices to identify and to commit to its core values and beliefs about learning. A core values committee consisting of faculty members formed in the fall of 2011. The staff collaborated to identify phrases that expressed the school’s core values in October of 2011. This work was used to create visual representations of what the faculty identified as recurring beliefs. The core values committee reviewed and discussed the results and created statements to the faculty for feedback. The school council engaged in a similar, limited exercise. In this way the core values committee received input from a small group of students and parents, but there were no parents, students, community members, or school committee members on the core values committee, itself. The faculty reviewed the statement again and provided the core values committee more feedback. Works cited in the process include “Exercise in Identifying Core Beliefs,” School Improvement in Maryland, among others. The faculty approved a final draft of the core values and beliefs in January of 2012. The school committee approved the document on February 16, 2012. As a result, when the school engages in a review and revision of its core values in a dynamic and collaborative process involving more parents and stakeholders, Smith Academy will ensure the widespread commitment of its foundational commitments to students. (self-study, panel presentation, school leadership, teachers)

Smith Academy 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. The core values committee led the school through a long process of study and debate beginning in the spring of 2012, interrupted by a change in administration, restarted in March 2013 and culminated with adoption of the new learning expectations in February 2014. The core values committee examined expectations from other schools. The core values committee relied heavily upon 21st Century Skills Crosswalk and arrived at five learning 9

expectations. The faculty voted unanimously to accept these statements in May 2012. The process of examining current research and expectations at other schools began again under the new administration. The faculty quickly approved the social, problem solving, and technology rubrics. Fine arts faculty took the lead with the school-wide creativity rubric. The communication rubric surfaced much discussion between the middle school team and the core values committee and focused upon the creation of a standards based communication rubric. The launch of district determined measures (DDMs) motivated the joint group of middle school and high school teachers to present rubrics used by the Boston Public Schools for informative and argumentative writing. The faculty adopted these six communication rubrics. The rubrics assess students by grade spans, providing a scaffolding of skills that students exhibit at various ages, and meeting specific requirements for all teachers. As a result, all students at Smith Academy have challenging and measureable 21st century learning expectations which address academic, civic, and social competencies. (self-study, panel presentation, school leadership, teachers)

Smith Academy’s recently created core values, beliefs, and learning expectations are actively reflected in the culture of the school, but have yet to drive curriculum, instruction, and assessment in every classroom. The statement of core values and beliefs expresses a commitment to “fostering a supportive caring learning environment” and “treating others with dignity.” Administration, support staff, faculty, and students greet each other cheerfully by name. Co-curricular participation is high. School leadership, parents, teachers, and students describe the culture of the school as that of a family. Students Against Destructive Decisions promote healthy choices with bulletin boards and posters dealing with friendships, substance abuse, and alcohol awareness. Most of the student body and faculty have known each other for six years. Students and parents each sign the anti-harassment policy. Teachers extend themselves to provide extra help. Middle school teachers meet frequently to discuss students. All teachers can refer students to the Building Support Team for intervention. Students actively engage in their learning through Virtual High School classes, courses at nearby colleges, and independent study 10

programs. The school is in the early stages of integrating the school-wide academic, social, and civic expectations into curriculum, instruction, and assessment. Teachers have done some work to calibrate their assessments of the communication rubrics during the 2014–2015 school year. Those departments which have assumed primary and secondary responsibility for teaching communication are already assessing student work by using the argumentative and informative rubrics. English, world languages, social studies, mathematics, science, and library/media services assess writing and research projects. Health has begun to use the social rubric in the Owning Up program. Art has been using the creativity rubric. Library/media services, social studies, mathematics, and science, have begun to use the technology/ethics rubric. This implementation began in September and has only just begun. The administration has emphasized implementation of the communication rubric by making it part of the district-determined measures in the evaluation process. Thus, while the core values and beliefs and learning expectations are reflected in the culture of the school, when the beliefs and expectations drive decision-making, curriculum, instruction, and assessment, Smith Academy will be able to ensure that all students achieve the school’s 21st century learning expectations. (self-study, panel presentation, school leadership, teachers, teacher interview, student work, students)

Smith Academy does not regularly review and revise its core values, beliefs and 21 st century learning expectations based upon research, multiple data sources, as well as by district and school community priorities. The Smith Academy school community adopted its core values in January, 2012 and its 21 st century learning expectations in May 2012. The school has not yet established regular review and revision of the recently created statements. Recent changes in administration have delayed the integration of the core values and beliefs into the school. Thus, when the core values, beliefs, and learning expectations have been further integrated into decision-making, curriculum, instruction, and assessment, Smith Academy will be able to ensure that all students achieve the school’s 21 st century learning expectations. (self-study, teachers, school leadership) 11

Commendations: 1. The dynamic, collaborative, inclusive process informed by current research and best practices by the faculty to commit to its core values and beliefs about learning 2.

The school’s challenging and measureable 21st century learning expectations for all students which address academic, social , and civic competencies, and are defined by school-wide rubrics that identify targeted high levels of achievement

3. The school’s core values, beliefs and 21st century learning expectations that are actively reflected in the culture of the school

Recommendations: 1. Develop and implement a plan to ensure that the school’s core values, beliefs, and 21 st century learning expectations drive curriculum, instruction, and assessment, and guide the school’s policies, procedures, decisions, and resource allocations 2. Ensure that the school community engages in a dynamic, inclusive process of review and revision of the core values, beliefs, and 21st century learning expectations that embraces numerous stakeholders in the school community including parents and students 3. Ensure that the planned review and revision of the school’s 21st century learning expectations involves multiple data sources, including aggregate results of the school’s analytic rubrics for assessing school-wide achievement of the learning expectations

12

2

Curriculum

The written and taught curriculum is designed to result in all students achieving the school's 21 st century expectations for student learning. The written curriculum is the framework within which a school aligns and personalizes the school's 21 st 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 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.

13

Conclusions The curriculum at Smith Academy is in the early stages of being purposefully designed to ensure that students practice and achieve each of the 21st century learning expectations. While current curriculum guides include the 21st century learning expectations, the process of formally tracking student growth in these areas, as well as, specifically aligning courses to these expectations is in the early stages of development. Student work reveals numerous opportunities for students to work independently and collaboratively to solve problems think critically and accomplish goals. That is one of the school’s identified 21st century learning expectations. Teachers across the curriculum expect students to communicate information clearly and effectively using appropriate tools for varied contexts and purposes. This is another one of the school’s identified 21st century learning expectations. As a result, when Smith Academy’s curriculum is more fully aligned with the school-wide expectations, the school will be able to ensure that all students are able to practice and achieve each of the school’s identified 21st learning expectations. (self-study, teacher interview, student work, classroom observations, student shadowing)

Smith Academy is currently in the process of writing a curriculum that is in a common format including: units of study with essential questions, concepts, content, and skills, the schools 21 st century learning expectations, instructional strategies, and assessment practices that include the use of school wide-analytic and course-specific rubrics. The school has adopted the Understanding by Design curriculum template and all content areas are currently transferring their current plans into this common format. According to the self-study, these curriculum guides articulate the essential questions, content, and skills, as well as, include the instructional and assessment strategies employed by the individual teachers. Additionally, the guides indicate which of the learning expectations are taught within each unit. Teachers are beginning to rewrite their curriculum using the new templates to align their curriculum with the Common Core and the school’s 21st century learning expectations. The district 14

does have a curriculum review plan; however, this plan is not being strictly adhered to. The 21 st century learning expectations, as well as, different instructional strategies are beginning to appear in the written curriculum documents. Although the 21st century learning expectations are now being written into the curriculum, they have yet to be consistently incorporated into classroom activities. Curriculum assessment practices include course specific rubrics throughout and have begun to include the use of school-wide rubrics. Teachers are furthest along with integration of the school-wide rubrics for communication and writing. As a result, when the school fully develops curriculum written in a common template that includes essential questions, content, and skills, instructional and assessment strategies Smith Academy will be able to ensure that all students achieve the 21 st century learning expectations. (self- study, students, teachers, school leadership, student work)

Within the curriculum, Smith Academy has placed emphasis on 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, and informed, ethical use of technology. Each content area provides a variety of instructional techniques and curriculum that emphasizes inquiry and problem solving. In the science department, lab activities encourage students to apply their knowledge to hands on activities, to analyze data, and to draw conclusions. Many of the examples of student work across the curriculum demonstrated analysis of information, rather than rote memorization. Research assignments in social studies and essays in English require students to practice higher order thinking skills. Challenging problems in mathematics classes also demand problemsolving and higher order thinking. There is some cross-disciplinary learning that occurs at Smith Academy even though there is no formal, scheduled program. For example, the art and history teachers work together on topics and projects that combine both curriculum areas.

Students are pleased for the

many opportunities to participate in the Virtual High School program (VHS). These opportunities allow them to take courses outside of the normal classroom setting and to take courses that are not included in 15

the school’s program of studies. Students also participate in internships and work study. The school also provides the opportunity to take courses at local colleges and brings in many guest speakers to engage the students in “real-life” learning opportunities.

Co-curricular activities also provide

opportunities for authentic learning. Students participate in various clubs, band, and multi-cultural international learning experiences outside the classroom. Recent trips included Kenya, France, and Nicaragua. Currently, all faculty and students must sign an acceptable use policy, a social media policy, and a hand-held device policy under the school’s effort to ensure ethical use of technology. Additionally, all students in the seventh grade work with the library/media specialist to develop their online searching skills and to examine sites for validity and relevance. Because the curriculum at Smith Academy emphasizes depth of understanding and application of knowledge through consistent inquiry and problem-solving strategies, higher-order thinking, authentic learning opportunities both in and out of school, and informed and ethical use of technology, the school ensures that most students achieve the school’s 21st century learning expectations. When the school integrates more cross-discipline learning into the curriculum, it will be better able to ensure that all students achieve those expectations. (selfstudy, teachers, school leadership, students, classroom observations)

At Smith Academy alignment between the written and taught curriculum is not always clear. There are few procedures in place that ensure the written curriculum is taught. The principal plans to make a concerted effort to visit classrooms and to conduct plan book audits in addition to his classroom observations as a method to monitor written and taught curriculum. However, such oversight is a large responsibility for one person. Student work does not indicate common assessments or collaborative analysis of student progress. Teachers indicated that there is not sufficient formal time for regular collaboration and that, consequently, they are unable to share ideas about developing and revising the curriculum. For a long time teachers have enjoyed a great deal of professional autonomy in their classrooms. The upside of such autonomy has, at times, fostered innovation in the classroom. To a great 16

extent teachers are free to teach what they want. When Smith Academy aligns the written curriculum clearly with the taught curriculum, it will be able to ensure that all students achieve the school’s 21 st century learning expectations. (self-study, teacher interviews, school leadership, students)

At Smith Academy effective curricular coordination occurs consistently at the middle school level and vertical articulation occurs between the middle school and the elementary school. However, effective curricular coordination and vertical articulation does not formally exist between and among all academic areas in the high school and between the high school and middle school. Teachers indicated that some departments make informal efforts to establish vertical curriculum articulation. Sometimes teachers have a preparation period at the same time in the daily schedule and they collaborate on curriculum. Sometimes teachers get together before or after school or during lunch. The social studies teachers at Smith Academy informally collaborate within their history curricula, enabling the teachers to provide continuity among courses. The special education department works collaboratively to coordinate student services and to look at data. Since Smith Academy is a small school, each teacher is largely responsible for reviewing and implementing his or her own curriculum. Often only one person teaches a particular class. A formal curriculum review process is not currently in place. When Smith Academy develops effective curriculum coordination within and among departments, as well as, articulates curriculum vertically within the district, the school will be better able to ensure that all students achieve the school’s 21st century learning expectations. (self-study, teacher interviews, school leadership, central office personnel)

At Smith Academy, 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. Teachers and administrators provided evidence that Smith Academy has addressed a need that more room is needed to accommodate the band and music curriculum. The school committee has approved the improvement project for the music 17

proposal and Smith Academy is moving forward to secure funding. Over the last three years, the math department and middle school English department have received new textbooks in courses that have been aligned with the Common Core and Massachusetts frameworks. Smith Academy has updated the building facilities by providing a new science lab, new floors in the hallways, new lockers, new bleachers, new security doors to the outside, a new roof, and new windows. Technology has been supported with the addition of two new Chrome carts within the building (55 Chromebooks). The library/media center is equipped with seventeen computers and ten Chromebooks for student and teacher use. There is also a computer room available, providing twenty more computers. Smith Academy’s student to device ratio is 2:1. The school also has a “bring your own device” policy.

Math

and English departments have been provided with new textbooks. The art department has a wide range of supplies. As a result of Smith Academy’s provision of sufficient staffing levels, instructional materials, technology, equipment, supplies, facilities, and the resources of the library/media center, the school ensures that students are able to achieve the school’s 21st century learning expectations. (selfstudy, teachers, school leadership, classroom observations)

Smith Academy provides the school’s professional staff with sufficient personnel and financial resources for ongoing development, evaluation, and revision of the curriculum. However, professional development time provided by the district for professional staff members is inadequate for the purpose of ongoing collaborative development, evaluation, and revision of the curriculum using assessment results and current research. The Endicott Survey indicates that ninety-five percent of the staff agrees that the school has sufficient personnel to implement the curriculum. Smith Academy does not have a curriculum coordinator or a department head or team leader structure. The process of curriculum revision and development is informal. Both administrators and faculty members express concern about the lack of a more formal process. Development and revision of the curriculum falls on individual teachers. The current daily schedule places a high priority upon meeting the curricular needs and 18

interests of students. Administrators and teachers go out of their way to offer courses with small enrollment and independent study programs. Such scheduling provides depth and breadth to the curriculum, but does not provide time and opportunities for formal collaboration to develop, evaluate, and revise curriculum. Many teachers informally devote time during common preparation periods, common lunch periods, and before and after school to collaborate, but these individual efforts and dedication are not enough to integrate the school’s 21 st century learning expectations into the curriculum. The faculty at Smith Academy at times does use data to drive changes in the curriculum. The Common Core frameworks have driven curricular changes in mathematics and English. MCAS results have also informed changes in the mathematic curriculum and course structure. Significant time has been spent working on the school-wide writing rubric. There is a district-directed initiative that teachers use the writing rubric throughout the year. Teachers have the opportunity to attend professional conferences relevant to their subject areas and are reimbursed for enrollment expenses for conferences and/or provided with substitute coverage. Professional development is individualized but not aligned to the school’s core values. Thus, when a more formal and extensive process for collaborative development, evaluation, and revision of curriculum is implemented, Smith Academy will be better able to ensure that all students achieve the school’s 21 st century learning expectations. (self-study, Endicott survey, panel presentation, teacher interviews, school leadership, central office personnel)

Commendations: 1. The initial efforts to purposefully design curriculum to ensure that all students practice and

achieve each of the school’s 21st century learning expectations 2. The development of a common format for written curriculum that includes units of study with

essential questions, concepts, content, and skill

19

3. The wide variety of opportunities for students to participate in curricular and co-curricular

activities 4. The opportunities both in and out of school for authentic student learning 5. The emphasis in the curriculum on depth of knowledge and higher-order thinking 6. The first steps taken to include use of school-wide analytic and course specific rubrics 7. The staffing levels, instructional materials, technology, equipment, supplies, facilities and

resources of the library/media center resources that support the curriculum and co-curricular activities Recommendations: st

1. Develop and implement a plan to fully integrate the school’s 21 century learning expectations

across the curriculum 2. Develop and implement a plan to provide formal opportunities for collaboration to create,

evaluate, and revise curriculum 3. Develop and implement a plan to provide increased cross-disciplinary learning

4. Develop and implement a plan to provide adequate curriculum coordination between and among all academic areas within the school and vertical articulation with the middle school 5. Develop and implement a plan to ensure alignment between the written and taught curriculum

20

3

Instruction

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 21 st 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.

21

Conclusions At Smith Academy, teachers’ instructional practices are in the early stages of being continuously examined to ensure consistency with the school’s core values, beliefs, and 21st century learning expectations. Many classrooms have the core values and beliefs posted on the walls. The school’s core values, beliefs and 21st century learning expectations are also evident in many lessons and activities conducted by teachers in different content areas. The collected pieces of student work contain several examples of the core values, beliefs and 21st century learning expectations being integrated into instruction. In classes observed, teachers gave students the opportunity to work both independently and collaboratively, to problem-solve, to think critically, and to accomplish their goals. The variety of assessments and assignments demonstrate that teaching practices integrate teacher creativity and flexibility. Technology is frequently integrated into lessons as well. As a result, when teachers continuously examine instructional practices to ensure consistency with the school’s core values, beliefs, and 21st century learning expectations, the school will be better able to ensure that all students are successful in achieving these goals. (student work, classroom observations, self-study, teachers, parents)

At Smith Academy, many of the teachers’ instructional practices support the achievement of the school’s 21st century learning expectations by personalizing instruction; engaging students as active and self-directed learners; emphasizing inquiry, problem-solving, and higher order thinking; applying knowledge and skills to authentic tasks; and engaging students in self-assessment and reflection and integrating technology. To a lesser extent teachers engage students in cross-disciplinary learning. All students at Smith Academy receive personalized instruction. Teachers across the curriculum use differentiated instruction, especially if a class has students earning both honors and college prep credit. In some classes, teachers offer students options on certain assignments. Teachers go out of their way to meet student needs by offering numerous programs of independent study. Teachers provide students 22

with before and after school help for both the middle school and high school. In addition, honors and AP students sometimes meet before school in order to fulfill their requirements. Therefore, personalization of instruction ensures that students achieve the school’s 21st century learning expectations.

Some cross-disciplinary learning occurs among the middle school English, history and art classes. The common planning time for teachers at the middle school level enables the team to engage in more formal cross-disciplinary activities. For example, English classes use non-fiction readings that relate to topics being discussed in science or history. At the high school level, some informal cross-disciplinary learning occurs in which teachers from one content reference possible applications of a skill in another content area. The library/media center is active in collaborating with teachers in order to find resources needed while providing technical support and assistance for projects. As a result, when more crossdisciplinary learning occurs, Smith Academy will be able to ensure that all students achieve the school’s 21st century learning expectations.

At Smith Academy, students interested in a topic or course not offered by the school have various options available to engage as self-directed learners. The school encourages students to participate in programs of independent study. Some students attend area colleges. Smith Academy students can take up to two courses at Smith College free of charge. Smith Academy student regularly fill their quota in the Virtual High School program. Currently eleven students are enrolled in independent studies, fifteen in Virtual High School, one student is taking a class at Smith College in biodiversity, and five seniors are enrolled in a work study program at Smith Academy. Independent studies create an environment in which students are expected to be proactive and direct their own education with the oversight of a teacher in that specific content area. As a result of these opportunities to engage as active, self-directed

23

learners, Smith Academy ensures that many students are able to achieve the 21st century learning expectations.

At Smith Academy, teachers’ instructional practices emphasize inquiry, problem-solving, and higher order thinking skills. Teachers rely on questions to prompt students into arriving at their own conclusions. In many classes there is a clear focus on Socratic questioning when holding classroom discussions. The focus of instruction upon essential questions routinely promotes critical thinking and problem-solving in classes such as AP Biology, AP English, physics, World History II, Research Skills, and Skills Center. The school-wide writing rubrics focus upon scaffolding expectations for students’ ability to think and write critically. As a result of teachers basing their instructional practices on emphasizing inquiry, problem-solving, and higher order thinking, many students are able to achieve the 21st century learning expectations.

At Smith Academy, many students apply what they learn in class to authentic tasks. Student involvement within the community can be seen on barn walls in the community on which students in art classes have painted murals. There are seven throughout the town with plans for more. The jazz quartet plays in various local venues. The high school band marches in the Memorial Day parade. Students, parents, and other members of the community regularly attend school sporting events. In some independent studies, students use their knowledge to teach other students either as classroom assistants or by going to the elementary school to teach a world language. As a result of students applying their knowledge and skills to authentic tasks, they positively participate in their community and exhibit integrity in interactions and decisions, characterized by respect for diversity and personal responsibility, one of the school’s 21st century learning expectations.

24

At Smith Academy, students are encouraged to self-assess their work through the use of specific selfassessment rubrics, the sharing of Google documents with classmates, and instruction midway through the development process of projects. According to the Endicott survey, 65 percent of students feel they are given ample opportunities to assess their work. Students are also asked to reflect on past writing assignments in their 7th and 8th grade English classes, as well as, throughout their 7th grade research assignment. In addition, students are encouraged to rewrite papers and retake assessments in some of their classes to ensure they master the material. As a result of encouraging self-assessment and reflection, students are empowered to take responsibility for their education as emphasized in the school's 21st century core values and beliefs about learning.

Most teachers use technology to make presentations in their lessons and several engage students in learning by having them use technology. Teachers use technology for map activities, research, and projects like creating videos and info graphs. The Mimeo also enables teachers to conduct formative and summative assessment with the clickers that provide instant feedback on individualized student performance. Not all teachers use technology constantly. Many have students use technology to create instead of just using the technology as an instructional tool. Some teachers have students use technology to analyze data and to create presentations. Smith Academy now maintains stable internet connectivity in the library/media center enhancing the simultaneous use of Google Chromebooks. Although the school has offered many opportunities for training, for example, in Mimio and Gdocs, some teachers point to a lack of sufficient formal training on how to use new technology. This lack of support hinders the ability of some teachers to integrate technology in more creative ways than just to deliver instruction. As a result, when Smith Academy continues to apply and develop instructional practices that support student achievement and when it provides even more support in integrating technology, it will be better able to ensure that all students achieve the school’s 21st century goals.

25

(students, teachers, parents, student work, teacher interviews, classroom observations, self-study, panel presentation, Endicott survey, school support staff, school leadership)

At Smith Academy, 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, and providing additional support and alternative strategies within the regular classroom. A variety of formative assessments are used to adjust practices. Teachers employ such techniques as reading checks, observation, discussion, review of homework and study guides, and open responses. Many students indicate that teachers understand and incorporate their specific learning styles into their instruction. Students frequently work in small groups while engaged in focused, close readings of texts in AP English, solving math problems, conducting physics labs, or competing against similarly skilled opponents in physical education. The small class sizes at Smith Academy help facilitate the practice of differentiating instruction within classes. Students in 7th and 8th grade English who require additional support in grammar are given additional teacher attention while the remaining students in the class work on another independent activity. As a result, teachers adjust their instructional practices to meet the needs of each student. (self-study, classroom observations, student shadowing, teacher interviews, teachers, students, parents, school leadership)

At Smith Academy, teachers regularly use student achievement data from a variety of formative and summative assessments, examine student work, use feedback from a variety of sources, examine current research, and engage informally in professional discourse to improve their instructional practices. In many classrooms, teachers use formative assessments to measure student understanding of subject matter and adjust instruction accordingly. In AP Biology, students participate in “camp fire” group-based assessments prior to engaging in individual summative assessments. These “camp fire” activities allow students and the teacher to understand what content needs to be reviewed before the 26

summative assessment. Teachers employ similar practices in AP English, 7 th and 8th grade English, and 7th grade research skills. Teachers examined the MCAS scores and found that their students were weakest in the open-response section. The faculty adopted a school-wide writing rubric and teachers have been using it across all curriculum areas. The middle and high school’s “Skills Rooms” provide additional teacher directed support for not only students with IEPs and 504s, but also for other students who might be struggling in a particular subject or with a specific skill. These “Skills Rooms” rely on data from student work and standardized test results to adjust instruction.

At Smith Academy, teachers improve their instructional practices by examining student and supervisory feedback. Students are routinely asked for feedback. In the Endicott survey 52 percent of students cite teachers often request their feedback. Student feedback has helped to add and remove elective courses. Student feedback has also been used to adjust activities within courses. Student feedback has been used in biology to change choices for the examination of animals. The school used student feedback to add an additional French class for more advanced students. The building principal continuously observes teachers and gives teachers feedback about instruction. There is no formal system in place for teachers to provide each other feedback about instruction. There is no formal system for teachers to gather feedback from parents in order to adjust instruction.

At Smith Academy, teachers informally improve their instructional practices by examining current research focused on instructional practice. The faculty sometimes examines current research at biweekly faculty meetings. The principal provides the faculty recommended readings through a weekly staff letter. As a result, many students encounter instruction that is both aligned with current research and discussed among teachers informally.

27

At Smith Academy, teachers engage informally in professional discourse surrounding improvement of instructional practices. High school teachers meet informally in the halls between classes and other areas throughout the day. The middle school teachers have a formal time to meet during the school day up to four times per week. A number of teachers are the only teacher for their subject. This situation limits professional discourse about instructional practices particularly in the electives. Some teachers, such as the band director and media specialist, rely on their professional communities from other towns to provide informal content-specific support. The school has implemented a new teacher mentor program. New teachers are paired with veterans. The mentors and the principal encourage new teachers to observe their fellow teachers throughout their first year. As a result, teachers continuously improve their instructional practices individually and in some cases collaboratively. (self-study, teachers, teacher interviews, central office personnel, classroom observations, student shadowing, student work, school leadership)

At Smith Academy, teachers are adult learners and reflective practitioners who maintain expertise in their content area and in content-specific instructional practices. Teachers engage in professional development opportunities such as workshops and college courses to better understand their content area and bring meaningful change to their instruction. The district and community support these efforts and provide funding for teachers to attend out-of-district professional development workshops. The district also provides substitute coverage. Teachers have attended programs such as AP and antibullying conferences. Teachers and counselors are implementing the school’s own anti-bullying curriculum called Owning Up. To maintain his expertise the band teacher plays in a brass quartet. The library/media specialist provides teachers with research materials through an inter-library loan program. Teachers do engage in occasional formal reflection tied to the state’s new teacher evaluation system. Educators at Smith Academy reflect on the strengths and weaknesses of their instruction. Teachers have the ability to create SMART goals tied to their instructional practices. As a result of teachers being 28

adult learners and reflective practitioners who maintain expertise in their content area and in contentspecific instructional practices, students are exposed to more in-depth, creative, and dynamic instruction which enhances their ability to achieve the school’s 21 st century learning expectations. (selfstudy, teachers, teacher interviews, school leadership, central office personnel)

Commendations: 1. The initial steps taken to ensure alignment of instructional practices with the school’s core values, beliefs, and 21st century learning expectations 2. The personalization of instruction in all classes 3. The application of knowledge and skills to authentic tasks 4. The integration of technology into instructional practices 5.

The widespread use of differentiated instruction

6. The informal efforts on the part of many teachers to engage in discourse focused on instruction 7. The school and community support for teachers to maintain expertise in their content area

Recommendations: 1. Provide increased opportunities for students to participate in cross-disciplinary learning 2. Develop and implement a plan to ensure that teachers’ instructional practices are continuously examined to ensure consistency with the school’s core values, beliefs, and 21st century learning expectations 3. Provide all teachers with additional training and support to integrate technology further into instructional practices 4. Provide teachers with additional feedback from other teachers to improve instructional practices 5. Develop and implement a plan to provide feedback from parents to improve instructional practices 29

6. Develop and implement a plan to increase the opportunity for teachers to engage in formal discourse about instructional practices

30

4

Assessment of and for Student Learning

Assessment informs students and stakeholders of progress and growth toward meeting the school's 21 st 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, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school’s 21 st century learning expectations. 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 21 st 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 21 st century learning expectations and related unit-specific learning goals to be assessed. 5. Prior to summative assessments, teachers provide students with the corresponding rubrics. 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.

31

Conclusions The professional staff at Smith Academy employs a formal process, based on some of the school-wide rubrics, to assess whole-school and individual student progress in achieving some of the school’s 21 st century learning expectations. At Smith Academy, the professional staff has identified and created rubrics for the school’s 21st century learning expectations. Each department has been assigned a primary and a secondary rubric for which the teachers in that department are responsible. The English department has primary responsibility for the communication rubric; all departments have secondary responsibility for this rubric, and all teachers use this as their district-determined measure (DDM) to show progress and growth in writing. The professional staff has spent time in faculty meetings looking at student work and scoring it based upon the communication rubric in order to calibrate scoring across content areas and grade levels. However, use of the other rubrics has just begun. For example, some teachers in the English department use the creativity rubric for project-based assessments and the health department uses the social rubric for a unit on bullying. Although there is some overlap between the criteria on the social rubric and the Middle School Guiding Principles that are reflected on the report card, the other rubrics for the 21st century learning expectations are in their early stages of use. The professional staff has identified and created rubrics for the school’s 21st century learning expectations and currently uses the communication rubric collectively and consistently across the school. There is currently not a formal process to assess whole-school and individual student progress in achieving the additional 21st century learning expectations. Thus, when Smith Academy full integrates the schoolwide rubrics into all departments, the school will be able to assess student and school achievement in all of the school’s 21st century learning expectations. (self-study, teacher interviews, teachers, student work, school leadership)

Smith Academy’s professional staff communicates individual student progress to students and families in terms of student achievement and/or meeting the specific classroom learning expectations, but has 32

yet developed a process to communicate individual student progress or the school’s progress in achieving the school’s 21st century learning expectations. The school utilizes the online grading tool Edline to record student grades and it is a school policy for teachers to update this tool every other week. This information is accessible by students and families, and teachers are able to include specific information regarding student progress. While there is extensive communication about student achievement, the communication is not always connected to progress toward achievement of the 21st century learning expectations. The school’s website communicates information regarding school performance and goals, but communication of the school’s progress in achieving the school’s 21st century learning expectations to the school community has yet to take place. As a result, when assessment is more closely aligned with the 21 st century learning expectations, the school will be able to increase communication of these goals to students, families, and the school community. (teachers, self-study, teacher interviews, parents, students, school leadership)

At Smith Academy, professional staff collects and analyzes data to identify and respond to inequities in student achievement. The middle school team meets regularly and is able to discuss inequities in student achievement. The district relies on the use of the Building Support Team (BST), to which students are referred and through which supports and interventions are put into place, if necessary. Teachers primarily analyze student achievement data informally based upon classroom performance and respond on an individual basis. Small class sizes allow teachers to meet and conference frequently with individual students on their achievement. Common responses to inequities in student achievement include conversations with students, emails to families, and phone calls to families. Smith Academy’s MCAS data is broken down into the subpopulations of high need students, low income students, and students with disabilities. With one exception, Smith Academy has met the state targets in the subcategories that are reported since 2004. Students of color comprise a small percent of Smith Academy’s population and because students could be individually identified, the state of Massachusetts 33

does not report standardized test data for subpopulations based on race or ethnicity. As a result of the analysis of data, teachers are able to appropriately respond to inequities in student achievement allowing them further opportunity to achieve the school’s 21st century learning expectations. (selfstudy, teachers, teacher interviews, school leadership)

Prior to each unit of study, teachers communicate to students’ related unit-specific learning goals and sometimes the applicable 21st century learning expectations to be assessed. Many teachers have learning expectations posted in their classrooms, either on the board as daily, lessons, or unit objectives, or on the wall as essential questions. Some teachers give unit progress trackers and others present weekly syllabi, both of which address learning standards or learning goals. Although these allow teachers to articulate to their students what they are expected to know and be able to do prior to each unit of study, there is limited communication to students as to which of the school-wide learning expectations will be assessed prior to each unit of study. Teachers using the communication rubric may explain the expectations prior to a unit of study, but because the other rubrics are in their initial stages of use, those learning expectations have yet to be fully addressed. As a result, when the school has integrated the rubrics into every learning area, students will be better aware of the 21 st century learning expectation being addressed within a particular unit of study. (self-study, classroom observations, student shadowing, teachers, school leadership)

Prior to summative assessments at Smith Academy, teachers provide students with the corresponding rubrics. Teachers provide students with the course-specific rubrics that will be used for summative assessments, specifically for project-based assessments. English teachers use rubrics for assessments such as rewrites of model texts, comic books to retell a play, or paintings representing a particular literary time period. Physical education teachers use a rubric for daily class participation. Teachers have the ability to post rubrics to Edline or to teachers’ websites so that families and students have 34

access at any time. Students report that teachers use rubrics to assess their work and that the rubrics allow them to understand in advance the expectations for the given work. Because teachers provide students with rubrics prior to an assessment, students are aware of the expectations that will be used to assess their learning on that given assessment. (self-study, teacher interviews, classroom observations, teachers, student work, students, student shadowing)

In each unit of study, teachers at Smith Academy employ a range of assessment strategies, including formative and summative assessments. A variety of formative assessments are used in classes to check for understanding. Examples of formative assessments used in the classes include “do-nows”, exit slips, MimioVote quizzes, “thumbs up-thumbs down,” skills rubric and white board sharing. Summative assessments are also diverse. Traditional tests, essays, digital recordings, and PowerPoint and Prezi presentations are all being used to assess the learning of students. Therefore, across the school, teachers are employing a range of strategies to assess their students, enabling them to better understand the needs of their students and giving their students multiple ways of demonstrating their understanding of the school’s 21st century learning expectations. (self-study, classroom observations, student work, teacher interviews, students, teachers, school leadership)

At Smith Academy teachers sometimes collaborate informally on the creation, analysis, and revision of formative and summative assessments, including common assessment. Teachers have formally examined the school-wide communication rubric to ensure that they are using it consistently to assess student work. They informally collaborate and have created some interdisciplinary assessments. For example, students write about Ebola which they learned about in health class. Art projects are sometimes linked to history class. Teachers, however, do not collaborate formally or regularly on the creation, analysis, and revision of formative and summative assessments. Most departments’ courses at Smith Academy are taught by one teacher. For instance, there is only one middle school English 35

teacher and one middle school science teacher. At the high school level, there is only one teacher for Algebra 2 and one teacher for all of the French classes. In departments with more than one teacher, teachers collaborate informally. There is time allotted for the middle school team to meet, but it is being used for discussing students, not assessments. Some teachers collaborate informally, during chance, common prep time, at lunch, and before and after school. When Smith Academy makes more formal provision for teachers to collaborate on assessment, the school will be better able to ensure that all students achieve the school’s 21st century learning expectations. (self-study, teachers, students, teacher interviews, school leadership)

Teachers at Smith Academy provide specific, timely, and corrective feedback to ensure students revise and improve their work. Examples of immediate feedback include activators such as “get goin” bell ringer activities, MimioVote for formative assessments, peer editing, real-time feedback on GoogleDocs, NoodleTools and blogs, and one-on-one or small group work. Most teachers at Smith Academy allow or require students to redo assignments or retake assessments that do not meet expectations. Students indicate that teachers provide feedback in a reasonable amount of time and that the feedback helps improve their understanding. As a result of the immediate or timely feedback from teachers, students at Smith Academy are better able to meet their 21 st century learning expectations. (self-study, classroom observations, students, teachers)

Teachers at Smith Academy regularly use formative assessment to inform and adapt their instruction for the purpose of improving student learning. Teachers in the middle school use a scale of “got it partly - not yet” to evaluate their student understanding and readiness for formal evaluation. Their ratings are based upon a variety of formative assessments. Teachers adapt their instruction based upon student performance and readiness. In high school, the biology teacher extended his “campfire” pretest activity from one to three periods based upon student feedback about the value of the activity. 36

Several teachers have notes and modifications in their plan books in response to students’ performance on formative assessments. The majority of teachers at Smith Academy are using their formative assessments to tailor their instruction to the needs of their students. As a result of teachers’ adaptation of instruction in response to performance on formative assessments, students are better able to achieve the school’s 21st century learning expectations. (self-study, students, teacher interviews, teachers, classroom observations)

Teachers and administrators at Smith Academy examine a range of evidence of student learning for the purpose of revising curriculum and improving instructional practice. The curriculum is in the process of being entered into Google Docs which will enable the teachers to edit and improve it regularly. Once the curriculum is entered, the administration will be able to view any enhancements or changes being made in all subject areas and will have appropriate input. In algebra, a teacher uses a project as a summative assessment at the end of a block of units. The project has been improved continuously since its inception based upon examination of student work.

Many teachers are the sole instructors in their area or level so assessments and curriculum have generally been developed separately. All teachers are expected to revise their curriculum and to improve instructional practices. Common course assessments are not being examined collaboratively at this time.

Teachers and administration have formally and collaboratively examined the use of the school-wide communication rubric in staff meetings. They have focused on standardizing use of the rubric to assess student work consistently throughout the school. Assessments which are evaluated using the rubric are included in ongoing curriculum development. Other school-wide rubrics are not as advanced in development and application. 37

Middle school teachers examine MCAS and MAP scores, as well as DRAs, for incoming seventh graders in order to tailor the offerings at Smith Academy to student needs. Enrichment courses were instituted to provide extra support or more challenging material based on examination of data. High school teachers are also aware of MCAS scores. Performance on the MCAS has been good so little adjustment has been made as a result of standardized assessment results.

Data from students at Smith Academy directly influences course offerings. Students take preregistration surveys prior to choosing courses for the following year. In the middle school, this may impact whether French or Spanish is offered as a world language. In the high school, student choice in electives has a direct impact upon which courses are offered. As part of the Massachusetts teacher evaluation process, the school plans to use survey data from students as feedback that teachers can use to revise curricula and improve instructional practice. Data from post-secondary institutions and alumni is currently not being formally collected nor does the school collect any survey data from current students or alumni. As a result of the examination of student performance on formative, summative and standardized assessments the faculty at Smith Academy revises curriculum continuously to improve student progress in achieving the school’s 21 st century learning expectations. (self-study, panel presentation, student work, teachers, school leadership, teacher interviews)

At Smith Academy, the middle school has reviewed and revised its grading and reporting practices to use standards-based reporting. The high school has yet to review and revise grading and reporting practices to ensure alignment with the school’s core values and beliefs about learning. Teachers from the middle school attended professional development on standards based reporting and then implemented it within the seventh and eighth grade courses. In the process of beginning to implement the school-wide rubrics, professional staff from the middle school and high school ensured that grading 38

practices were consistent across all subject areas with respect to the communication rubric by calibrating and revising this rubric. Biweekly Edline updates replaced monthly progress reports during the 2013-2014 academic year, changes have not been made to the high school’s grading practices since the development of the 21st century learning expectations and the analytic rubrics. When Smith Academy further revises its grading and reporting practices to ensure alignment with the school’s core values and beliefs, it will be better able to assess both individual student and school-wide achievement of the 21st century learning expectations. (teachers, student work, teacher interviews, self-study, school leadership)

Commendations: 1. The on-going implementation and calibration of the Communication rubric across the curriculum 2. The collection and analysis of data to identify inequities in student achievement 3. The teacher’s explanation of class-specific learning goals 4. The use of course-specific rubrics prior to summative assessments 5. The variety of formative and summative assessments being used in the classroom 6. The opportunities for students to revise their work before it is formally assessed 7. The timely feedback to students that is useful in improving their work prior to formal summative assessment 8. The informal efforts of teachers to create and revise curriculum and instructional practices from review of a range of student work

Recommendations: 1. Develop and implement a formal process to ensure that all school-wide rubrics for 21st century learning expectations are implemented across all curriculum areas 39

2. Develop and implement a plan to assess individual student achievement of all of the 21st century learning expectations 3. Create and implement a plan to communicate individual student progress toward achievement of the school’s 21st century learning expectations to students and families 4. Create and implement a plan to communicate the school’s progress toward achievement of the school’s 21st century learning expectations to the school community 5. Include 21st century learning expectations within the unit-specific learning goals and explain these to students prior to each unit of study 6. Develop and implement a plan to provide a formal process for teachers to collaborate regularly about assessment practices 7. Develop and implement a plan to survey post-secondary institutions and alumni in order to acquire data to be used for the adjustment of curriculum and improvement of instructional practices 8. Develop and implement a plan to regularly review the school’s grading and reporting practices to ensure that they align with the school’s core values and beliefs

40

SUPPORT STANDARDS

SCHOOL CULTURE AND LEADERSHIP

SCHOOL RESOURCES FOR LEARNING

COMMUNITY RESOURCES FOR LEARNING

41

5

School Culture and Leadership

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 research-based 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, inclusive, and fosters heterogeneity where every student over the course of the high school experience is enrolled in a minimum of one heterogeneously grouped core course (English/language arts, social studies, math, science, or world languages). 3. There is a formal, ongoing program 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 21 st 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.

42

Conclusions Smith Academy 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. At Smith Academy, mutual respect is demonstrated in student-to-student and student-to-teacher interactions on a regular basis. Teachers are readily available to meet before and after school for academic assistance to ensure that all students are able to meet the school’s learning expectations. For example, both world language teachers hold advanced classes before school. Students feel a significant sense of pride in their school. In the Endicott survey 83 percent of students agree with the statement, “I am proud of my school.” There is a strong sense of safety and security in the building. Students feel comfortable leaving personal belongings unattended without fear of their items being taken. The large mural on the wall by the gymnasium, which features silhouettes of current students, further demonstrates student pride in their school. The implementation of the “Owning Up” curriculum, a program to increase awareness around the issue of bullying, is used to strengthen interpersonal interactions. As a result, the culture throughout the school community provides students a sense of safety and confidence that they are supported in both their personal and academic needs allowing them to achieve the school’s 21st century learning expectations. (self-study, panel presentation, students, teachers, facility tour, school leadership, Endicott survey)

Smith Academy is equitable and inclusive and ensures access to challenging academic experiences for all students. Courses throughout the curriculum are populated with students reflecting the diversity of the student body, fostering heterogeneity, and supporting the achievement of the 21st century learning expectations of Smith Academy. Students are enrolled in at least fifteen heterogeneously grouped core courses in grades 7 through 12. In some classes, due to Smith Academy’s size, students earn honors and college credit in the same class. For example, French IV and French IV Honors are combined to create one class. This combination also occurs in AP and Honors Calculus. Advanced Placement courses, enrollment in courses at Smith College, and in other local colleges, and independent study 43

opportunities are available for students to further ensure access to challenging academic experiences. Thus, Smith Academy provides numerous opportunities to enable students to achieve the school’s 21 st century learning expectations. (self-study, students, teachers, parents, school leadership)

At Smith Academy there is no formal, ongoing 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. Smith Academy has a student population of 197 students in grades 7 through 12. The low ratio of adults-to-students, (8:1) and the major focus of the school community upon personalization creates a culture that supports and encourages connections between students and adults in the building. For example in fine arts there is one art teacher and one band director. The fine arts teachers get to know students when they enter the school in the seventh grade and continue to work with the students for six years until they graduate. Many subjects in grades seven through twelve are taught by two or three teachers. Over six years at the school teachers and students informally get to know each other extremely well. When asked to describe Smith Academy in one word, students replied, “family,” “friendly,” “personal,” and “respect.” The culture of the school reflects the school’s 21st century school-wide social learning expectation of “Exhibit integrity in interactions decisions, characterized by respect for diversity and personal responsibility. “ Thus, although numerous anecdotal accounts of connections between adults and students at Smith Academy indicate a school culture that promotes a high level of personalization for many students, when the school develops and implements a formal, ongoing program or process, Smith Academy will be able to ensure that each student has an adult who knows the student well and assists the student in achieving the school’s 21st century learning expectations. (self-study, panel presentation, parents, school committee, students, teachers, teacher interviews, school leadership, support staff, classroom observations, student shadowing)

44

While the principal and professional staff at Smith Academy improve student learning through professional development by engaging in professional discourse for reflection, inquiry, and analysis of teaching and learning, and use resources outside of the school to maintain currency with best practices, they have yet to dedicate sufficient time to apply the skills, practices, and ideas gained in professional development in order to improve curriculum, instruction and assessment. Currently, the school calendar has four full and four half professional development days. These have mainly been designated to provide professional development in specific areas mandated by the Commonwealth of Massachusetts. Individual endeavors to secure and attend professional development workshops and conferences are supported by the administration. For example, the social studies department is planning to attend a workshop this summer at the Springfield Armory, and the district is paying for the registration fees. Additionally, there are times when administration suggests attendance for specific teaching staff to attend professional development opportunities. Teachers report a need for more formal, organized professional development opportunities at the school. They look for more formal opportunities to apply skills, practices, and ideas gained in order to improve curriculum, instruction, and assessment. Thus, when the school provides more formal, ongoing professional development for faculty, it will increase its ability to ensure that all students achieve the school’s 21st century learning expectations. (self-study, panel presentation, teachers, school leadership)

School leaders at Smith Academy regularly use research-based evaluation and supervision processes that focus on improved student learning through the use of the Commonwealth of Massachusetts newly implemented teacher evaluation system. This system requires regular classroom observations as well as more frequent, short, unannounced observations. The principal is able to meet these requirements by dedicating one day per week for classroom observations. He also reserves additional time, as necessary, to observe and meet with new and low performing teachers. There is ongoing discourse between teachers’ union and administration relative to the final piece of the process which is the 45

inclusion of student surveys as part of the evaluation tool. As a result, teachers are regularly evaluated and supervised in order to improve instruction and improve student learning. (self-study, panel presentation, teachers, school leadership)

While the organization of time at Smith Academy supports research-based instruction and the learning needs of students, there is a lack of time in the schedule for professional collaboration among teachers at the high school level. Middle school teachers and teachers in the area of special education meet with their teams on a regular basis to discuss student learning. However, teachers at the high school are not able to meet on a formal basis for the purpose of collaboration. At the high school level, many teachers informally work with colleagues to improve instruction. Many of these meetings among teachers occur either before or after school, during a shared duty, or in the hallway while students pass to classes. For example, all three social studies teachers have rooms near each other and discuss instructional methods in the hallway between periods. It is rare that teachers of the same subject area or grade level share prep time in which to collaborate within the school day. The schedule offers many small classes and independent study programs to meet the learning needs and individual needs of student. That same full schedule does not promote collaboration among teachers. Therefore, when the high school provides more formal opportunities for teachers to review and modify curriculum, instruction, and assessment, it will be more effectively able ensure that all students achieve the school’s 21 st century learning expectations. (self-study, teachers, teacher interviews, school leadership)

Student loads and class sizes at Smith Academy enable teachers to meet the learning needs of individual students. With the exception of the band, class sizes rarely exceed twenty students. Parents, students, and administrators cite that the small class size is one of the draws for students choosing to attend Smith Academy. School leadership and teachers create courses and independent study programs to meet the needs and varied interests of students. As an example, one student, who is interested in pursuing a career in physical education, works with the physical education teacher to learn about the 46

profession. Another student, who is interested in teaching world languages, is currently taking Russian with the Spanish teacher, who has an undergraduate degree in Russian. Teachers often meet with groups of students before school when a course does not fit into the schedule. For example, both world language teachers work with advanced students prior to the start of the school day. The small size of the school affords Smith Academy unique opportunities in order to meet the learning needs of the students. There are several classes that have fewer than ten students. Such classes include: French IV and IV Honors (five students), PreCalculus (four students), and AP Chemistry (five students). As a result, small class sizes and student loads at Smith Academy, create opportunities for teachers to personalize and to promote student achievement of the school’s 21st century learning expectations. (self-study, classroom observations, students, parents, teachers, school committee, school leadership)

The principal, working with other informal school leaders, provides leadership that is rooted in the school’s core values, beliefs, and learning expectations. Smith Academy benefits in many ways from its small size of 197 students and just over twenty professional staff. A major focus of the school is to respond to the individual needs of its students. Smith Academy individualizes student educational programs through a variety of efforts within and outside of school. Student schedules are carefully created to meet their educational needs and interests. Great use is made of independent study, Virtual High School offerings, and opportunities to study at nearby colleges and to participate in work study programs. Teachers and school leaders work together informally to provide these learning opportunities. However, there is no formal administrative assistance such as an assistant principal to help with supervision of students or teachers, or with curriculum, instruction, and assessment. Teachers wear many hats and step up to help in many informal ways. Lacking formally scheduled time in the daily schedule to meet to collaborate, teachers informally meet before and after school, during their lunch periods, and during their preparation periods to do what they can to create and revise curriculum, instruction, and assessment. School leaders and teachers have made much progress in creating, 47

calibrating, and implementing the communication rubric. The principal encourages informal efforts to provide leadership rooted in the school’s core values. As a result, when the school provides additional formal leadership to assist the principal to lead the school, Smith Academy will be better able to ensure that all students achieve the school’s 21st century learning expectations. (self-study, teachers, school leadership, central office personnel)

At Smith Academy, teachers, students, and parents are involved informally in meaningful roles in decision-making that promote responsibility and ownership. For example, during the hiring process for teachers, potential candidates teach a lesson to students. Students are then asked to provide feedback to the interview committee regarding each candidate. One student cited the creation of a new course in French as an example of an opportunity to participate in decision-making. The principal uses frequent and various online surveys to solicit feedback and input from teachers on a range of topics. Science teachers at the high school collaborated to add AP Chemistry into the curriculum in order to provide additional rigorous and relevant opportunities for the students. Parents serve on the School Council taking responsibility with the revision of the School Improvement Plan. As a leadership philosophy the principal believes in an open-door policy whereby parents, students and teachers can, at any time, have their opinions, suggestions or concerns heard. Thus, by empowering students, parents, and teachers, Smith Academy promotes shared responsibility and ownership to help the school achieve the 21 st century learning expectations. (self-study, students, teachers, parents, school leadership, central office personnel)

Teachers at Smith Academy exercise initiative and leadership essential to the improvement of the school and to increase students’ engagement in learning. Experienced teachers serve as mentors to new teachers during their first two years at Smith Academy. Teachers readily try new teaching strategies in their classes. Many include current events in their lessons to provide relevance and engage students in their learning. When the air barometer broke, students suggested making a new one using various 48

items from the classroom and then developed a working barometer. Art students paint murals throughout the school and town. As well, they plan to add mosaic tiles to the planters in the front of the school. School leaders encourage teachers to exercise initiative in creating alternative methods to engage students. Teachers offer many independent study opportunities. Many teachers apply for and receive grants in various areas. As a result, teachers exercise initiative and leadership essential to the improvement of the school and increase students’ engagement in learning. (self-study, students, teachers, classroom observation, school leadership)

The school committee, superintendent, and principal are collaborative, reflective, and constructive in achieving the school’s 21st century learning objectives. At monthly school committee meetings, the superintendent and principal provide updates of ongoing activities at Smith Academy. Recent and planned improvements to the facilities illustrate the collaborative relation shared by the high school, central office, and school committee. New security doors have been placed all around the school. A new roof has been added. Renovations to existing spaces are being planned. The current band room will house a relocated cable access television studio and new classroom space. The current cable studio and storage area will provide increased space and storage for a relocated band. Plans are in place to renovate and update the library/media center facility. The focus on the calibration of the school-wide communication rubrics and their implementation through the district-determined measures is an example of collaboration between the high school administration and the central office to create and revise curriculum, instruction, and assessment. Thus, the collaboration among the high school administrators, central office personnel, and school committee members ensures that all students have supportive opportunities to achieve the school’s 21st century learning expectations. (self-study, school committee, parents, central office personnel, school leadership)

49

The school committee and superintendent for the Hatfield schools provide the principal with sufficient decision-making authority to lead the school. The principal has been instrumental in ensuring that all teachers use a common format in the creation and design of a common curriculum format and that curriculum is written, stored, and shared online. He has also taken the lead in focusing the DDMs on the implementation and calibration of the school-wide learning expectation for communication. This effort is beginning to integrate the school-wide rubrics into curriculum, instruction, and assessment. The principal has ensured that the school has upgraded building security with the installation of security doors around the perimeter of the building. He has worked with public safety personnel to ensure upgrades of lock down procedures. He has encouraged teachers to experiment with innovative teaching strategies such as those in social studies and the sciences. He encourages teacher initiative and encourages such activities as professional development and grant writing. As a result of providing the principal with decision-making authority to lead the school, Smith Academy ensures that all students can achieve the school’s 21st century learning expectations. (self-study, school committee, teachers, school leadership, central office personnel)

Commendations: 1. The school culture characterized by a safe, positive, respectful, and supportive climate 2. The highly developed sense of school pride due to significant involvement of students and staff in shared activities 3. The equitable culture where heterogeneity is fostered and every student is enrolled in several heterogeneously grouped high school core classes 4. The personalization provided students by daily interaction with teachers and staff over their career at Smith Academy 5. The reasonable student loads and small class sizes that enable teachers to meet the learning needs of all students 50

6. The leadership provided by the principal and the informal leadership of teachers is rooted in the school’s core values and beliefs about learning 7. The initiatives of teachers to provide independent study opportunities to meet student needs 8. The collaboration among the high school leaders, central office personnel, and school committee members that is constructive in achieving the school’s 21 st century learning expectations for students 9. The provision by the school committee and superintendent of sufficient decision-making authority for the principal that provides and supports opportunities for students to achieve the school’s 21st century learning expectations.

Recommendations: 1. Develop and implement a formal, ongoing program 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 2. Develop and implement a plan to provide additional professional development opportunities for teachers 3. Develop and implement a plan to increase formal opportunities for teachers to collaborate on curriculum, instruction, and assessment 4. Ensure adequate formal support for the principal to provide leadership that is rooted in the school’s core values and beliefs

51

6

School Resources for Learning

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 21 st 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 21 st 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 21 st 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 21 st 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 improve services and ensure each student achieves the school’s 21 st century learning expectations.

52

Conclusions Smith Academy has timely, coordinated and directive intervention strategies for all students, including those identified as at risk and supports each student’s achievement of the school’s 21st century learning expectations. The school has a highly functioning Building Support Team which meets bi-weekly and is chaired by the principal. In addition to the principal, the team includes the school guidance counselor, adjustment counselor, special education director, and district special education coordinator. The team formally discusses and reviews students who might be struggling or not meeting with success and makes recommendations and creates action plans for remediation/improvement. Academic support classes, student organizations (i.e., SADD), and frequent communication from support staff to stakeholders ensure that all students are well monitored and supported as needed. According to the Endicott survey, 60 percent of students feel that their needs are met and 91 percent of staff feels that the proper intervention strategies are in place to support student achievement of the school’s learning expectations. Smith Academy does not allow students to fall through the cracks. As a result of the small size of the school and the intervention services currently in place, all students are provided the resources to achieve the school’s 21st century learning expectations. (self-study, panel presentation, teachers, parents, support staff, Endicott survey, school leadership)

Smith Academy provides timely information to families, especially to those most in need, about available student support services. School leadership, counselors, and the nurse consistently communicate with families via email, social media, newsletters and the school’s website in order to share valuable and pertinent information relevant to stakeholders. The bi-weekly mandated Edline updates by teachers provide to students and families real-time data about student progress in each class. The Endicott survey indicates that eighty-five % of the students know who to ask for help at school if they have a personal problem, and eighty-six % of staff feels the school provides adequate information to families. As a result of the dedicated professional staff and ability to utilize available technological 53

resources, the school provides extensive information to families in regard to available support services. (self-study, Endicott survey, school support staff, students, parents, teachers, school leadership)

The support services staff at Smith Academy use technology to deliver an effective range of coordinated services for each student. All staff received a new laptop computer in 2014-15, which allows them to have regular and efficient communication with students and families. Support staff regularly use technology in the delivery of their services. The guidance counselor requires students to access computer websites and applications as part of their classroom guidance lessons. Support staff use technology applications in their daily work ranging from schedule changes through Rediker, the tracking of nurse visits in SNAP, the use of web-based IEPs via SIMS Tracker and the librarian’s ability to catalog the collection of materials in OPALS. Because of the heavy use of technology on a regular basis, the support services staff provides an effective range of coordinated services for every student. (self-study, school support staff, observations, students, teachers, school leadership)

The school counseling services at Smith Academy are adequately staffed, meet regularly with students both individually and in small groups, and work collaboratively with community area mental health agencies and social services when appropriate. The counseling staff consists of a full-time school guidance counselor and .8 FTE school adjustment counselor. The two counselors regularly meet together to discuss programs and services for students and families. They collaborate to teach “Owning Up,” an anti-bullying curriculum to grades 10 and 11. The counselors provide group counseling services (i.e., grief, sexual harassment) when necessary. The school guidance counselor has an informal curriculum map which outlines expected competencies and standards, but not a formal, written curriculum detailing when and where it is to be delivered to students. However the counselor does deliver a variety of services and programs including curriculum delivery, individual student planning, responsive services and system support. Counseling services include, but are not limited to, 54

student course selection and scheduling, academic support, career and college counseling and social/emotional support services. The school uses the College Board, Massachusetts Career Information Systems, and Career Cruising online portals to access career and college information. Counselors regularly and appropriately make referrals to outside agencies such as the Department of Children and Families, emergency mental health services, service providers and treatment centers. The counseling staff routinely collaborates and consults with outside service providers. There is no formal plan in place to regularly solicit feedback from stakeholders regarding the delivery of services. The Endicott survey reports that seventy-six % of the students feel comfortable going to see their counselor when necessary. As a result of the adequate and school counseling staff, all Smith Academy students are provided with the services to ensure achievement of the school’s 21 st century learning expectations. (school support staff, self-study, parents, students, teachers, Endicott survey)

Health services at Smith Academy have an adequate number of licensed staff which provide preventative health services and direct intervention services and conducts ongoing student health assessments. The school nurse provides daily and annual health services to students, including those required by Massachusetts law (i.e., postural screenings, Body Mass Index). The Endicott survey indicated that eighty-four % of the students feel comfortable going to the school nurse and eighty-one % of the staff feels health services provide preventative and direct intervention services. Referrals are made to outside medical professionals when appropriate. The nurse works closely with the PE and health teacher and is a member of the health and wellness committee which looks at programming and services across the school district. The health services staff regularly communicates via email and newsletters with staff and families about important health related topics and state mandated advisories. The physical layout of the health office does not provide adequate space for confidential and private conversations. There is no formal evaluation process in place to regularly gather input from the school community regarding services of the health program. Because of the provision of adequate health 55

service staff, the school is able to ensure that all students achieve its 21 st century learning expectations. (school support staff, Endicott survey, self-study, students, teachers, school leadership)

Library/media services are integrated into curriculum and instructional practices and have a full-time library/specialist who is actively engaged in the implementation of the school’s curriculum and provides a wide range of materials, technologies, and information services. The library/media center at Smith Academy is a collaborative teaching/learning space. Teachers frequently co-teach lessons with the library/media specialist often involving research and new technology. The library/media specialist has worked extensively on the development of the school-wide rubrics and is involved in curriculum mapping for all grades and students. In addition, the library/media specialist meets weekly with middle school core teachers to integrate services into their curriculum. The learning commons has over 2,500 hard copy books, 244 electronic items such as DVDs and audio books, 19 magazine subscriptions, school-wide membership in NoodleTools, and access to databases such as ProQuest and InfoBase/Facts on File History, and others. There are 55 Google Chromebooks on two mobile carts and ten available for student loan. The learning commons also has 18 desktop computers, a copier/printer, and numerous audiovisual pieces of equipment for school community use. Students work and save their documents in Google Drive. At the beginning of class periods teachers and students sometimes experienced an overload to Internet access. This connectivity problem has been resolved enhancing the ability of teachers, students, and the library/media specialist to access the Internet when starting up programs simultaneously. The library/media specialist provides teachers and students access to materials across the state through an interlibrary loan program. The library/media specialist uses the state network to sign out the books and picks them up at the Hatfield town library. The library/media specialist also visits classrooms frequently to provide training in programs such as Audacity, accessing online databases, and other online applications. The library/media specialist supervises student participation in Virtual High School courses. 56

The library/media center regularly opens before school at 7:00 a.m. and remains open until 2:00 p.m. on Monday and Friday. On Tuesday, Wednesday, and Thursday it opens before school at 7:00 a.m. and remains open after school until 3:00 p.m. Students informally congregate in the learning commons beyond these hours. Students report that before they begin to work independently on a project, they show their topic to the library/media specialist and follow her advice on which sources and citations to use. Teachers sign up frequently to take their classes to the learning commons to do group work, discuss, write, and do research. In the Endicott survey nearly 90 percent of students responded that the learning commons provides them with a wide range of materials, technology, and other information sources; 96 percent of students responded that the library/media staff is willing to help them find information that they need or want; and 100 percent of teachers responded that library information services personnel are actively engaged in the development and implementation of the school’s curriculum. The library/media specialist uses a suggestion box to solicit feedback from students about services. Surveys to determine magazine subscription and furniture preferences and purchases have also been used. As a result of the integration of information services into the delivery of instruction and the provision of a wide range of materials and technologies, Smith Academy is able to ensure the achievement of the school’s 21st century learning expectations for all students. (classroom observations, school support staff, self-study, Endicott survey, teachers, students, school leadership)

There are sufficient support services staff for identified students, including special education, Section 504 of the ADA and English language learners who provide required services and inclusive learning opportunities for all students. The small number of students (approximately 45) who require IEP and 504 plans and a special education staff of six provide a small student-to-staff ratio and optimal learning experience. Special education staff adheres to both federal and state laws regarding the identification, monitoring and referral for special education services. Additional support services such as school psychologist, occupational therapist, physical therapists, and consultants are available when needed and 57

appropriate. Special education staff frequently collaborates with regular classroom teachers and provide required accommodations, generally within the classroom setting. Students who need additional support beyond the regular education classroom have access to the Skills Center when needed. One high school pullout math class exists for students whose test scores and classroom needs require separate classroom instruction and modifications. Regular meetings of the special education staff occur weekly during X Block on Thursdays. Special education administrators are regularly available to meet with staff and coordinate mandated meetings. Adequate meeting time is given to students and families to discuss concerns and ensure an understanding of the IEP and its various components. Special education teachers are responsible for writing and amending IEPs and high school transition planning. Differentiated classroom instruction was evident. Staff regularly reviews student performance data which leads to curriculum revisions, changes to support services and programmatic modifications when necessary to ensure student success and achievement. The Special Education Parent Advisory Council (SEPAC) meets regularly and allows parents input into the special education program. As a result of the highly individualized services and inclusive learning opportunities, Smith Academy students who require special services are able to achieve the school’s 21 st century learning expectations. (classroom observations, self-study, teacher interviews, school support staff, teachers, school leadership)

Commendations: 1. The Building Support Team which enables effective, timely and regular communication among student support services staff 2. The effective and plentiful communication with students and families about available student support services 3. The individual support services and nurturing environment provided by the building based counselors that supports student achievement of the school’s 21 st century learning expectations 58

4. The integration of library/media services into curriculum and instructional practices 5. The variety of academic, technological and support resources offered by the Learning Commons 6. The individual attention and support provided to students by the school health service staff 7. The small student-to-special education staff ratio which allows for individualized instruction and support services leading to success within the school environment for all identified students

Recommendations: 1. Develop and implement a written, comprehensive school counseling curriculum to guide developmentally appropriate programs and services for all students and families 2. Develop and implement a method for the school counselor to regularly collect, analyze and implement feedback from the school community to improve services and ensure each student achieves the school’s 21st century learning expectations 3. Develop and implement a method for the health services staff to regularly collect, analyze, and implement feedback from the school community to improve services and ensure each student achieves the school’s 21st century learning expectations 4. Create and implement a plan to provide a space for private and confidential sharing of information in the health office 5. Create and implement a plan to update and upgrade the library/media facility 6. Develop and implement a method for the library/media services staff to regularly collect, analyze, and implement feedback from the school community to improve services and ensure each student achieves the school’s 21st century learning expectations 7. Create and implement a plan to provide a more appropriate office space for the school guidance counselor and adjustment counselor

59

7

Community Resources for Learning

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.

60

Conclusions Smith Academy’s community and governing body provides dependable funding for the wide range of school programs and services, sufficient professional and support staff, professional development, a full range of technology support, sufficient equipment and sufficient instructional materials and supplies. According to the superintendent and supporting documentation, the annual budget has been fully funded for the past several years. This has been further supported with funding from the Smith Academy Trustees and school choice tuition. Smith Academy’s current school choice population is nearly 30 percent of its enrollment. There is sufficient professional and support staff which is evidenced by a teacher-to-student ratio of 16-18 students in each class. On-going professional development and curriculum revision includes three full professional development days and four curriculum half-days during the year. Teachers who write new curriculum outside of the regular school day are given stipends as well. Funded technology initiatives include two computer labs and two Chromebook carts as well as other classroom items. According to the self-study and through various meetings, Smith Academy has sufficient equipment and instructional materials and supplies to support the delivery of curriculum, instruction, and programs. As a result, students are able to achieve the school’s 21st century learning expectations due to the dependable funding in place at Smith Academy. (self-study, central office personnel, teachers, school committee, school leadership, parents)

Smith Academy develops, plans and funds programs to ensure the maintenance and repair of the building and school plant, to properly maintain, catalogue, and replace equipment, and keep the school clean on a daily basis. Working closely with the custodial staff, the superintendent oversees capital improvement plans as well as assesses ongoing maintenance and repair of the building and school plant. In the past years capital improvements have included an improved security system, new doors, new windows, and a replacement of the roof funded through the general budget, state funds and grants from the Smith Academy Board of Trustees. The head custodian at Smith Academy is responsible to 61

keep an inventory of all equipment, to assess the condition, and report to the principal or superintendent any upcoming equipment needs or immediate concerns. The technology committee, which includes the librarian and technology specialist, develops a four-year plan, oversees funding and maintenance, catalogs all equipment, and establishes a regular cycle for upgrading equipment. Funds are factored into the annual budget for replacement and repair of equipment as well as for unexpected emergencies. Smith Academy has developed, planned, and funded programs to keep the school clean on a daily basis. The custodial staff follows a daily and weekly cleaning schedule, which includes vacuuming carpets, washing floors, emptying trash, and cleaning bathrooms. Both faculty and students comment on the cleanliness of the building. By ensuring the proper maintenance of equipment and a clean, healthy environment, students at Smith Academy are able to achieve the school’s 21 st century learning expectations. (self-study, teachers, students, central office personnel, school leadership)

Smith Academy has a community that funds and a school that implements a long-range plan that addresses programs and services, enrollment changes and staffing needs, facility needs, technology, and capital improvements. The town, Smith Academy administration, staff, school committee, parents and students work together to identify, develop, implement and fund programs and services, including enrollment changes and staffing needs as part of an ongoing three-year budgeting and funding process. The School Improvement Council (SIC), a committee comprised of administration, staff, students, and community members, oversees the development of a three-year School Improvement Plan which addresses a wide range of needs and provides a comprehensive set of steps for exploring, implementing, assessing, and following-up on the goals which they establish. The District Learning Team, a committee of community and school members, is responsible for the creation of a three-year District Improvement Plan (DIP). The DIP is designed to serve as a guide to administrators and teachers as they write their school improvement plans and individual educator plans. The Smith Academy superintendent and principal work with the custodial staff to ensure that the facility is in good 62

operating order and that equipment is up to date and in good working order. This includes the development of a three-year plan to update and replace equipment in a timely manner. In a similar way, technology plans are established, funded, and implemented in an ongoing and organized manner. The technology committee meets regularly during the school year to discuss long-term and short-term goals, develop a four-year plan, and propose a budget to support this. They work closely with the administration to ensure that the budget is fiscally responsible while meeting the learning needs of the student population. Likewise, capital improvements are funded and implemented as a result of longrange plans. The five-year Capital Improvement Plan (CIP) provides a comprehensive analysis of Smith Academy needs, which are prioritized, and includes proposed plans for implementation and budgeting. As a result, it is clear that the community effectively funds and the school implements a long-range plan that addresses programs and services, enrollment changes and staffing needs, facility needs, technology and capital improvements thus enabling an effective delivery of Smith Academy’s 21st century learning expectations to all students. (self-study, school committee, central office personnel, teachers, school leadership)

The faculty and building administrators at Smith Academy are actively involved in the development and implementation of the school budget. Faculty expressed that they feel that they are fully included in the process and that the administration and superintendent address their needs when it comes to the budget process. In December faculty members submit budget proposals for materials/supplies that they will need for the courses they teach or plan on teaching the following year. Administrators work closely with faculty members to prioritize needs. In addition faculty members have opportunities to participate in budget development and implementation by attending meetings and being a part of committees where the budget needs are discussed. In addition, the superintendent solicits input from faculty members before he submits an annual budget to the school committee. Faculty members further reported that if a teacher encounters an unexpected need that requires funding, he or she can meet with 63

either the principal or superintendent, who both have an open door policy, to request special funding. By including all stakeholders in the budget process, Smith Academy has enhanced the teachers’ ability to deliver their 21st century learning expectations to all students. (self-study, central office personnel, school leadership, teachers)

At Smith Academy the school site and plant adequately support the delivery of high quality school programs and services. Teachers, parents, and students all agreed that the physical plant enables the school to deliver a wide range of programs and services to its students. However, there are some areas that still need to be addressed. These include better lighting in areas with no natural light, better access in the main, guidance, and health offices, as well as, more space special education students to work in small groups. The health office lacks sufficient space to ensure privacy. Storage space is also lacking. At times of high use the Internet server for the library/media center could not handle the heavy traffic in the school, but the school now maintains stable connectivity. Thus, the Smith Academy site and plant support the delivery of high quality school programs and services in many areas, but in some could be improved to ensure that all students achieve the school’s 21st century learning expectations. (self-study, teachers, teacher interviews, facility tour, school leadership, parents, students)

Smith Academy 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. Smith Academy is in compliance with all regulations on space and services. The building is handicap accessible and complies with ADA mandates. The boiler room has been updated as needed and the food service area is up to code in all areas. By having a building that meets all codes and regulations, Smith Academy ensures an effective delivery of the school’s 21 st century learning expectations to all students. (self-study, school tour, school support staff, school leadership)

64

All professional staff at Smith Academy actively engages parents and families as partners in each student’s education and reach out to those families that have been less connected with the school. The faculty and staff at Smith Academy regularly and effectively reach out to parents and families. This is evidenced by the superintendent’s bi-monthly newsletter Superintendent’s Chalk Talk, the athletic director’s seasonal newsletter, From the Sidelines and newsletters are sent from the guidance department as well. The office administrator sends group emails to Smith Academy families alerting them to various upcoming events and notices such as extracurricular activities, sales of yearbooks, and teacher requested announcements as well. Many faculty members also utilize webpages to connect with students, parents, and families. Faculty members are also required to enter grades bi-weekly into their Edline grade books as well. The outreach to parents and families goes beyond the classroom at Smith Academy. Though a wide range of events such as the Smith Academy Annual Variety Show, Open House, winter and spring concerts, winter and spring art shows and athletic events, there is an attempt by faculty and staff to include all Smith Academy families in the school. The staff at Smith Academy often gets to know entire families and have built positive and lasting relationships over time. Smith Academy faculty and staff know their students and families and create a welcoming, caring atmosphere for all students and families which supports each student in their education, overall wellbeing and achievement of the school’s 21st century learning expectations. (self-study, parents, students, teachers, school leadership, school committee)

Smith Academy develops productive parent and business and higher education partnerships that support student learning. Because Smith Academy and the town of Hatfield are small, there are many formal and informal relationships that have developed with many community organizations and businesses in the town. These include the Hatfield Post of the American Legion of Honor, working with the band for the Memorial Day parade, the Hatfield Lion’s Club which provides the Senior Honors Award Banquet, and many other businesses that provide items and services to the students of Smith 65

Academy. There are several groups that go beyond just providing one time services and provide the school with funds for large projects that otherwise would not be completed. The Smith Academy Board of Trustees provides grants for projects such as redoing science labs in the building to make them state of the art and also assist in needed capital improvements. Supporting the Arts in Hatfield Schools (STArHS) assists all students who are involved in the visual and performing arts by assisting in needed funding for programs and providing money to pay for trips to competitions for students. The Smith Academy Athletic Awards Club provides banquets and awards for all students who complete on the athletic teams. The Hatfield Educational Foundation, Hatfield Cultural Council, Hatfield Historical Society, Hatfield Book Club, and Hatfield Agricultural Commission have all provided services to Smith Academy students through grants and presentations. There are many groups and agencies that provide scholarships to the students of Smith Academy. Smith College provides free courses to students at Smith Academy allowing them to take electives and gain college credit. As a result of the numerous productive parent, community, business, and higher education partnerships, Smith Academy insures that all students have the opportunity to achieve the school’s 21 st century learning expectations. (self-study, parents, school leadership, teachers, students, school committee)

Commendations: 1. The dependable and full funding for a wide range of school programs and services 2. The formalized plan to ensure the maintenance and repair of the school building and equipment 3. The cleanliness of the school on a daily basis 4. The fully funded capital improvement plans that ensure that all students achieve the school’s 21st century learning expectations 5. The inclusion of all stakeholders in the budget process 6. The numerous ways that Smith Academy engages families in the school 7. The numerous community, business, and higher education partnerships at Smith Academy 66

Recommendations: 1. Create and implement a plan to provide for adequate privacy and storage space in the health office 2. Create and implement a plan to provide adequate lighting in all areas of the school 3. Create and implement a plan to provide adequate opportunities for grouping of special education students 4. Create and implement a plan to provide better access in the guidance and main offices

67

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 Smith Academy. 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 Committee requires that the evaluation report be made public in accordance with the Committee'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 Committee 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 Committee requires that the principal of Smith Academy 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 Committee 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 Committee 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 Committee has an established Policy on Substantive Change requiring that principals of member schools report to the Committee within sixty days (60) of occurrence any substantive change which negatively impacts on the school's adherence to the Committee'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 Committee's Substantive Change Policy is included in the Appendix on page 70. 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 Committee office has current statistical data on the school. The Committee 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 Committee’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 Committee staff following the on-site visit. The visiting committee expresses its appreciation for the hospitality which the school community extended to its members during the accreditation visit.

68

Appendix A

Smith Academy NEASC Accreditation Visit March 8-11, 2015 Visiting Committee Joseph A. Damplo, Chair New England Association of Schools and Colleges (Retired Director of Media Services Burlington, MA 01803

Radely Saillant Hopkins Academy Hadley, MA 01035

David T. Flaherty, Assistant Chair Tolman High School 100 Industrial Drive Pawtucket, RI 02860

Mark Olsen Thomaston High School Thomaston, CT 06787 Caitlin McGrail Clinton High School Clinton, MA 01510

Jennifer Bellville Millbury Public Schools 12 Martin Street Millbury, MA 01527

Heidi Gove Fall Mountain Regional High School Langdon, NH 03602

Tracy Larkin Uxbridge High School Uxbridge, MA 01569

Robert Bardwell Monson High School Monson, MA 01057

Dominic Costanzi Agawam High School Agawam, MA 01001 Madison, CT 06443

69

Appendix B NEW ENGLAND ASSOCIATION OF SCHOOLS & COLLEGES Committee on Public Secondary Schools

SUBSTANTIVE CHANGE POLICY Principals of member schools must report to the Committee 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 Committee'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

70

Appendix C Smith Academy Commendations and Recommendations Core Values, Beliefs, and Learning Expectations Commendations: 1.

The dynamic, collaborative, inclusive process informed by current research and best practices by the faculty to commit to its core values and beliefs about learning

2.

The school’s challenging and measureable 21st century learning expectations for all students which address academic, social , and civic competencies, and are defined by school-wide rubrics that identify targeted high levels of achievement

3.

The school’s core values, beliefs and 21st century learning expectations that are actively reflected in the culture of the school

Recommendations: 1. Develop and implement a plan to ensure that the school’s core values, beliefs, and 21st century learning expectations drive curriculum, instruction, and assessment, and guide the school’s policies, procedures, decisions, and resource allocations 2. Ensure that the school community engages in a dynamic, inclusive process of review and revision of the core values and beliefs and 21st century learning expectations that embraces numerous stakeholders in the school community including parents and students 3. Ensure that the planned review and revision of the school’s 21st century learning expectations involves multiple data sources, including aggregate results of the school’s analytic rubrics for assessing school-wide achievement of the learning expectations

71

Curriculum Commendations: 1. The initial efforts to purposefully design curriculum to ensure that all students practice and achieve each of the school’s 21st century learning expectations 2. The development of a common format for written curriculum that includes units of study with essential questions, concepts, content, and skill 2. The wide variety of opportunities for students to participate in curricular and co-curricular activities 3. The opportunities both in and out of school for authentic student learning 4. The emphasis in the curriculum on depth of knowledge and higher-order thinking 5. The first steps taken to include use of school wide analytic and course specific rubrics 6. The staffing levels, instructional materials, technology, equipment, supplies, facilities and resources of the library/media center resources that support the curriculum and co-curricular activities Recommendations: 1. Develop and implement a plan to fully integrate the school’s 21 st century learning expectations across the curriculum 2. Develop and implement a plan to provide formal opportunities for collaboration to create, evaluate, and revise curriculum 3. Develop and implement a plan to provide increased cross-disciplinary learning 4. Develop and implement a plan to provide adequate curriculum coordination between and among all academic areas within the school and vertical articulation with the middle school 5. Develop and implement a plan to ensure alignment between the written and taught curriculum

72

Instruction Commendations: 1. The initial steps taken to ensure alignment of instructional practices with the school’s core values, beliefs, and 21st century learning expectations 2. The personalization of instruction in all classes 3. The application of knowledge and skills to authentic tasks 4. The integration of technology into instructional practices 5. The widespread use of differentiated instruction 6. The informal efforts on the part of many teachers to engage in discourse focused on instruction 7. The school and community support for teachers to maintain expertise in their content area

Recommendations: 1. Provide increased opportunities for students to participate in cross-disciplinary learning 2. Develop and implement a plan to ensure that teachers’ instructional practices are continuously examined to ensure consistency with the school’s core values and 21st century learning expectations 3. Provide all teachers with additional training and support to integrate technology further into instructional practices 4. Provide teachers with additional feedback from other teachers to improve instructional practices 5. Develop and implement a plan to provide feedback from parents to improve instructional practices 6. Develop and implement a plan to increase the opportunity for teachers to engage in formal discourse about instructional practices

73

Assessment of and for Student Learning Commendations: 1. The on-going implementation and calibration of the Communication rubric across the curriculum 2. The collection and analysis of data to identify inequities in student achievement 3. The teachers’ explanation of class-specific learning goals 4. The use of course-specific rubrics prior to summative assessments 5. The variety of formative and summative assessments being used in the classroom 6. The opportunities for students to revise their work before it is formally assessed 7. The timely feedback to students that is useful in improving their work prior to formal summative assessment 8. The informal efforts of teachers to create and revise curriculum and instructional practices from review of a range of student work

Recommendations: 1. Develop and implement a formal process to ensure that all school-wide rubrics for 21st century learning expectations are implemented across all curriculum areas 2. Develop and implement a plan to assess individual student achievement of all of the 21 st century learning expectations 3. Create and implement a plan to communicate individual student progress toward achievement of the school’s 21st century learning expectations to students and families 4. Create and implement a plan to communicate the school’s progress toward achievement of the school’s 21st century learning expectations to the school community

74

5. Include 21st century learning expectations within the unit-specific learning goals and explain these to students prior to each unit of study 6. Develop and implement a plan to provide a formal process for teachers to collaborate regularly about assessment practices 7. Develop and implement a plan to survey post-secondary institutions and alumni in order to acquire data to be used for the adjustment of curriculum and improvement of instructional practices 8. Develop and implement a plan to regularly review the school’s grading and reporting practices to ensure that they align with the school’s core values and beliefs

75

School Culture and Leadership Commendations: 1. The school culture characterized by a safe, positive, respectful, and supportive climate 2. The highly developed sense of school pride due to significant involvement of students and staff in shared activities 3. The equitable culture where heterogeneity is fostered and every student is enrolled in several heterogeneously grouped high school core classes 4. The personalization provided students by daily interaction with teachers and staff over their career at Smith Academy 5. The reasonable student loads and small class sizes that enable teachers to meet the learning needs of all students 6. The leadership provided by the principal and the informal leadership of teachers that is rooted in the school’s core values and beliefs about learning 7. The initiatives of teachers to provide independent study opportunities to meet student needs 8. The collaboration among the high school leaders, central office personnel, and school committee members that is constructive in achieving the school’s 21 st century learning expectations for students 9. The provision by the school committee and superintendent of sufficient decision-making authority for the principal that provides and supports opportunities for students to achieve the school’s 21st century learning expectations.

Recommendations: 1. Develop and implement a formal, ongoing program 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 76

2. Develop and implement a plan to provide additional professional development opportunities for teachers 3. Develop and implement a plan to increase formal opportunities for teachers to collaborate on curriculum, instruction, and assessment 4. Ensure adequate formal support for the principal to provide leadership that is rooted in the school’s core values and beliefs

77

School Resources for Learning Commendations: 1. The Building Support Team which enables effective, timely and regular communication among student support services staff 2. The effective and plentiful communication with students and families about available student support services 3. The individual support services and nurturing environment provided by the building based counselors that supports student achievement of the school’s 21 st century learning expectations 4. The integration of library/media services into curriculum and instructional practices 5. The variety of academic, technological and support resources offered by the Learning Commons 6. The individual attention and support provided to students by the school health service staff 7. The small student to special education staff ratio which allows for individualized instruction and support services leading to success within the school environment for all identified students

Recommendations: 1. Develop and implement a written, comprehensive school counseling curriculum to guide developmentally appropriate programs and services for all students and families 2. Develop and implement a method for the school counselor to regularly collect, analyze, and implement feedback from the school community to improve services and ensure each student achieves the school’s 21st century learning expectations 3. Develop and implement a method for the health services staff to regularly collect, analyze, and implement feedback from the school community to improve services and ensure each student achieves the school’s 21st century learning expectations 4. Create and implement a plan to provide a space for private and confidential sharing of information in the health office 78

5. Create and implement a plan to update and upgrade the library/media facility 6. Develop and implement a method for the library/media services staff to regularly collect, analyze and implement feedback from the school community to improve services and ensure each student achieves the school’s 21st century learning expectations 7. Create and implement a plan to provide a more appropriate office space for the school guidance counselor and adjustment counselor

79

Community Resources for Learning

Commendations: 1. The dependable and full funding for a wide range of school programs and services 2. The formalized plan to ensure the maintenance and repair of the school building and equipment 3. The cleanliness of the school on a daily basis 4. The fully funded capital improvement plans that ensure that all students achieve the school’s 21st century learning expectations 5. The inclusion of all stakeholders in the budget process 6. The numerous ways that Smith Academy engages families in the school The numerous community, business, and higher education partnerships at Smith Academy

Recommendations: 1. Create and implement a plan to provide for adequate privacy and storage space in the health office 2. Create and implement a plan to provide adequate lighting in all areas of the school 3. Create and implement a plan to provide adequate opportunities for grouping of special education students 4. Create and implement a plan to provide better access in the guidance and main offices

80