NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES

FINAL REPORT OF THE VISITING COMITTEE

Stamford High School

Stamford, CT October 19-22, 2014

NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES (NEASC)

• One of six regional accrediting agencies

• Committee on Public Secondary Schools (CPSS)

• Establishes and maintains high standards of educational excellence

• Utilizes evaluation processes that focus on self-improvement through peer review

SEVEN STANDARDS FOR ACCREDITATION

1. Core Values, Beliefs, and Learning Expectations

2. Curriculum

3. Instruction

4. Assessment

5. School Culture and Leadership

6. School Resources for Learning

7. Community Resources for Learning

THREEFOLD PROCESS

• Self study

• On-site evaluation

• Follow-up program

SELF STUDY

• 12 to 18 months

• Foundation

– Core Values/Beliefs narrative

– 21st Century Learning Expectations

• Seven committees

• Gather data and evidence per NEASC guides

• Write reports

• Faculty vote

FOUR-DAY ON-SITE EVALUATION

• Review of school’s self-study materials

• 48 hours shadowing 16 students

• 16 hours classroom observations

• Numerous informal observations

• Tours of the facility

• Individual meetings with 32 teachers

• Group meetings

• Examination of student work

• Sunday panel presentation

Multiple pieces of evidence were required to make a commendation or recommendation

FOLLOW-UP

• Establish committee

• Review Final Report

• Devise plan to address identified needs

• Submit Two- and Five-Year Progress Reports

MAJOR AREAS ADDRESSED IN FINAL REPORT

• Curriculum (Standard 2)

• Instruction (Standard 3)

• Professional Development

• Staffing

• Facilities (Standard 7)

• Equipment and Supplies

• School Culture and Leadership (Standard 5)

NOTABLE COMMENDATIONS

1. The variety of academic, social, and civic programs

2. District-wide efforts to develop a common curriculum

3. Implementation of Instructional Data Teams

4. Development of common midterm and final assessments

5. Multiple initiatives aimed at improving school culture

6. Array of services

7. Varied educational and corporate partnerships

CURRICULUM

• No common, formal curriculum template

• No written curriculum for many elective subject areas and courses

• Limited opportunities for teachers to participate in curriculum writing

• Inconsistent vertical articulation with sending schools

• Library media specialists not included on district curriculum committees

INSTRUCTION/ PROFESSIONAL DEVELOPMENT

• Differentiated instruction

• Instructional technology integration

• Student-centered learning

• Cross-disciplinary collaboration

STAFFING

Additional staffing is needed for:

• Technology personnel for assistance and integration

• Support services for identified students

• Main office staff

• Increase staffing levels in elective courses to ensure all students have access to a full course schedule

• Additional staffing for ELL courses and sheltered classes in courses required for graduation

STAFFING

FACILITIES

• No formal, structured, organized plan for continual maintenance and repair

• No formal, structured, organized plan for replacement of equipment

• Perception of “Band-Aid” fixes and uncleanliness due to lack of maintenance and damaged and outdated furniture

FACILITIES

SAFETY CONCERNS: • Hallway connecting 5th and 7th floors • Entrance/exit to cafeteria • Windows in 1927 building • Choral room – odors from auto shop area • Auditorium in “disrepair” and in need of “major

updates” • Perception only most critical safety repairs

addressed in a timely fashion • There is currently no written long-term plan to

address facility needs and capital improvements at Stamford High School

EQUIPMENT AND SUPPLIES

• “Ensure that instructional materials, equipment and supplies are sufficient to fully implement the curriculum in core and elective courses”

• “Provide dependable funding for equipment, instructional materials, and supplies needed to support curriculum”

• Budgets for instructional supplies cut

• Complex and comprehensive standard, encompassing: – School environment

– Building culture

– Programs

– Professional discourse/relationships

– School organization

– Class size and student load

– Professional relationships

– Leadership

SCHOOL CULTURE AND LEADERSHIP

• Points of concern in program/professional areas:

– Increase ELL staffing to meet demands of growing population

– Integrate more self-contained SPED students into CP classes

SCHOOL CULTURE AND LEADERSHIP

SCHOOL CULTURE AND LEADERSHIP

• Areas commended:

– Programs/opportunities for students

– Leadership of Assistant Principals, Department Heads and Dean of Students

– Implementation of standardized protocols

• Areas of concern with leadership culture:

– Discontinuity of leadership

– Student/teacher perceptions

• Pride

• Safety

• Visibility

• Discipline

• Instructional Leadership

SCHOOL CULTURE AND LEADERSHIP

• Areas of concern with leadership culture (cont.):

– Lack of “cohesion and coordination”

• Instructional and logistical issues

• Among the administrative team

– Lack of involvement in school decision making

• Students, teachers, parents

SCHOOL CULTURE AND LEADERSHIP

NEXT STEPS/PLAN OF ACTION

• Form follow-up committee

• Review Final Report

• Create a plan to address issues

• Two-year report

• Five-year report

EQUIPMENT & SUPPLIES

Budget reductions for school accounts:

2015-16 (Proposed) $170,080

2014-15 $180,292

2013-14 $180,872

2012-13 $199,025

2011-12 $213,622

2010-11 $224,622

RESOURCES

• Areas insufficient to fully implement curriculum:

– Staffing levels

– Instructional materials

– Technology

– Equipment

– Supplies

– Facilities

– Resources of library/media center

(Curriculum narrative page 20)

• Limited engagement in professional discourse

• No stability in administrative team

• No coherent and aligned procedures for student discipline issues

• No regular meetings of administrative team

• Minimal instructional leadership

• Lack of cohesion and coordination throughout the school in terms of instructional and logistical issues

SCHOOL CULTURE AND LEADERSHIP

• Minimal support from faculty

• 23% of teachers felt that “the Principal was not a visible force in the building”

• Inadequate instructional leadership resulted in a lack of a sense of coherence and community

• Need more coherent approach to alignment of instructional leadership between school and district personnel

SCHOOL CULTURE AND LEADERSHIP

PROFESSIONAL DEVELOPMENT

• Limited time for engagement in professional discourse

• Ineffective in dedication of formal time to

implement PD

• Inconsistent in application of skills, practices, and ideas to improve curriculum, instruction, and assessment

PROFESSIONAL DEVELOPMENT

• Additional funding for the PD needs of faculty members

–Differentiated instruction

– Instructional technology integration