PART 3: FINDINGS - SUMMARY EXPLANATION OF RUBRIC RATINGS Focus Standard 1.1

Rubric Rating

Summary Explanation of Ratings

Meaningful and Challenging Curriculum

Refining

1.2

Safe and Nurturing Learning Experiences

Refining

1.4

Active & Different Types of Learning

Sustaining

1.7

Students Know What They are Learning, Why, and How it can be Applied Academic Intervention & Enrichment Support

Sustaining

 Across the school the curriculum and instruction provided students with opportunities to be challenged, supported and pushed to achieve high levels of mastery of academic content.  There were visual “meters” in the classroom’s walls and boards marking students’ progress levels in math and reading which encouraged students to monitor their own progress and push towards the next level.  Whole-School practices (Morning Meeting, hand signals, core values) contributed to a high level of safe and nurturing learning experiences for the students.  The Team observed strong and consistent evidence of the Think College Now staff modeling kind and respectful behavior.  Families and students consistently reported that children felt safe in their classrooms.  In almost every classroom, students were actively engaged and the lesson pacing reflected an academic push for all students to obtain mastery.  The SQR Team observed powerful examples of this “active and different way of learning,” literature circles, journaling, peer conferencing, manipulates, daily head and word problems, computerized tutorials.  School-wide practices consisted of data binders and charts displayed on classroom walls which identified individual student progress in math and language arts and allowed students to keep track of their own progress.  The Team found some evidence of strategies and systems that identified which students were mastering targets and needed academic enrichment.  Think College Now had extensive and well managed intervention to support all students to achieve grade level standards.  Diverse groups of students were proportionally represented in the academic programs, and there were policies, programs, and practices that ensured that different groups of students received the support they needed to be successful.  Students connected how their learning in class prepared them for future college and/or career opportunities.

1.8

Focus Standard

Developing

1.10

Equitable Access to Curriculum

Sustaining

1.11

College-going Culture & Resources

Sustaining

Think College Now School Quality Review 2012-2013

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2.1

Safe & Healthy Center of Community

Refining

2.2

Coordinated & Integrated System of Academic Learning Support Services

Refining

2.5

Identifies At-Risk Students & Intervenes

Sustaining

2.6

Inclusive, Welcoming & Caring Community

Sustaining

3.1

Collaboration

Sustaining

3.2

Data Development & Analysis

Think College Now School Quality Review 2012-2013

Refining

 Students reported that their teachers talked about getting them ready for college and about what college was like.  The Junior Coaching program attributed to conflict resolution and community building skills was exhibited by the students.  There were several organizations which worked together to serve the students’ needs.  Think College Now worked with a variety of agencies to provide homework assistance, academic intervention, leadership skills, and problem solving strategies to students.  The Team found strong and consistent evidence that Think College Now had a broad menu of on-site strategies, services and partnerships that responded to student/family needs in addressing intervention and prevention, health and wellness, enrichment and leadership, and after-school programs and counseling.  The SST process at Think College Now was “driven by student achievement data, behavior logs, and attendance records.”  The SQR Team found evidence that through meetings, follow-up conversations, SSTs and home visits, the school “engaged parents as partners” in supporting their students and knowing how their children were being supported.  The Team observed all teachers modeling kind and caring communication inside and outside of the classrooms.  The school intentionally assigned staff to community outreach and to organize engagements between staff and families.  Both the Family School Community Director and the Family Resource Center Coordinator were specifically focused on supporting the school’s Family Resource Center (FRC) and maintaining a welcome and inclusive community.  All teachers took responsibility for creating and maintaining a quality PLC by participating fully and supporting a clear agenda.  Think College Now teachers regularly looked at evidence of student learning (formative and summative assessment data and student work) to understand students’ level of mastery of the learning objectives.  Every Think College Now student was given a “baseline of battery assessments” at the beginning of each year and used by the staff to measure individual growth throughout the year.  Teachers used the data analysis to design lessons, implement intervention, and adjust pacing.

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3.4

Professional Learning Activities

Sustaining

4.2

Working Together in Partnership

Sustaining

4.5

Student/Family Engagement on Student Progress

Refining

4.6

Family Engagement on Academic Expectations and Opportunities

Refining

4.7

Standards of Meaningful Engagement

Sustaining

5.2

Partners with Students and Families in Decision

Developing

Think College Now School Quality Review 2012-2013

 “Standards based instruction is designed by teacher teams and then measured weekly, monthly, and/or quarterly” through assessments such as Edusoft, DRA, OCR, ALS, etc.  Professional development included inquiry/data-based learning, book clubs, and on and off site trainings. Also, teachers experienced peer coaching, video recording of teacher instruction for reflection, and peer observations.  The staff participated in a book study, reading Conferring with Readers: Supporting Each Student’s Growth and Independence, by Jennifer Serravallo.  The school differentiated teacher PD to meet the needs of all teachers: collaborated in grade level groups, cross grade level teams, whole staff trainings, and school cohorts.  The school had high-quality activities and strategies which built the capacity of students, families, and community to work together in partnership.  There were a variety of strategies to keep families informed of and involved in efforts to support their children including Home to School Folders, Family/School Compact, handbook, newsletters, parent teacher conferences, Home to School bulletin boards, posted calendars with important dates, parent surveys, transition folders, and Back to School Night.  The SQR Team found substantial evidence that the school created and implemented policies that encouraged all teachers to communicate frequently with families about student academic progress and student engagement in the school community.  The school informed families of student progress in between report cards by sending home math and language arts assessment progress reports.  All constituents were made aware of how the “big goal” of attending college connected to what the students were learning.  Staff discussed student work, yearly goals, and next steps (including middle school and high school expectations) with students and their families.  The school had adopted and implemented standards of meaningful engagement to build effective student, family, and community partnerships.  Through Accountability Night, Family Resource Center activities, workshops and meetings, SSC, ELAC, etc., the school set goals and planned activities annually to bring students, families, and community into the school and become authentic co-owners of the school and share responsibility for students’ learning.  Beyond the mandated bodies (SSC and ELAC), there was little evidence of parent involvement in other leadership structures.

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Making 5.4

Vision Driven

Sustaining

 The school’s vision was focused on student learning and high expectations for all students and the vision guided all aspects of the school’s programs and activities.

5.5

Focused on Equity

Developing



5.6

Supports the Development of Quality Instruction

Sustaining

5.9

Culture of Mutual Accountability

Refining

The school leadership consistently articulated the need to interrupt some patterns of inequities.  Think College Now staff voiced their concerns about needing to focus on and strengthen their resources and practices regarding cultural competency.  High expectations for all students, data-driven instruction, family and community partnerships, and dedicated staff members were in place to support the school’s goals.  There was a clear culture of mutual accountability within the staff.  The school staff had developed clear student outcomes and goals for learning and

monitored students’ progress.  Goals were identified as school-wide goals and the focus of the professional development was aligned to them. 5.10

Organizational Management

Think College Now School Quality Review 2012-2013

Refining

 The budgeting systems were used effectively in funding the many individuals and programs that provided a wide range of resources and supports to the students and staff.  School leadership both leveraged community resources, grants and partnerships in service of the school vision and that it sought out additional resources to meet identified student needs.

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PART 4: FOCUS STANDARDS RATINGS CHART Quality Focus Focus Standard Indicator Standard 1 1.1 Meaningful and Challenging Curriculum 1 1.2 Safe and Nurturing Learning Experiences 1 1.4 Active & Different Types of Learning 1 1.7 Students Know What They are Learning, Why, and How it can be Applied 1 1.8 Academic Intervention/ Enrichment 1 1.10 Equitable Access to Curriculum 1 1.11 College-going Culture & Resources 2 2.1 Safe & Healthy Center of Community 2 2.2 Coordinated & Integrated System of Academic Learning Support Services 2 2.5 Identifies At-Risk Students & Intervenes 2 2.6 Inclusive, Welcoming & Caring Community 3 3.1 Collaboration 3 3.2 Data Development & Analysis 3 3.4 Professional Learning Activities 4 4.2 Working Together in Partnership 4 4.5 Student/Family Engagement on Student Progress 4 4.6 Family Engagement on Academic Expectations and Opportunities 4 4.7 Standards of Meaningful Engagement 5 5.2 Partners with Students and Families in Decision Making 5 5.4 Vision Driven 5 5.5 Focused on Equity 5 5.6 Supports the Development of Quality Instruction 5 5.9 Culture of Mutual Accountability 5 5.10 Organizational Management Think College Now School Quality Review 2012-2013

Rubric Rating Refining Refining Sustaining Sustaining

Undeveloped

Beginning

Developing

Sustaining

Refining

Developing Sustaining Sustaining Refining Refining Sustaining Sustaining Sustaining Refining Sustaining Sustaining Refining Refining Sustaining Developing Sustaining Developing Sustaining Refining Refining

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