DWIGHT MORROW HIGH SCHOOL - New Jersey Jersey Department of Education Dwight Morrow High School ... and helpful assistance, increasing the opportunity for all students to meet the

New Jersey Department of Education Dwight Morrow High School 2008-2009 CAPA Summary Report Englewood School District

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CAPA REVIEW

ENGLEWOOD SCHOOL DISTRICT

DWIGHT MORROW HIGH SCHOOL

April 20 – 23, 2009 Introduction The New Jersey Department of Education conducted a CAPA (Collaborative Assessment for Planning and Achievement) review of Dwight Morrow High School on April 20-23, 2009. This school is designated as “in need of improvement” for three consecutive years as defined in the NJ Accountability Workbook. No Child Left Behind (NCLB) §1117: School Support and Recognition requires that the New Jersey Department of Education (NJDOE) create and maintain a statewide system of intensive and sustained support for those Title I schools designated as “in need of improvement” for more than two consecutive years. As part of this required support system, the NJDOE developed the CAPA review process, which assigns teams of skillful and experienced individuals to provide schools with practical, applicable, and helpful assistance, increasing the opportunity for all students to meet the state’s Core Curriculum Content Standards. The CAPA summary report identifies areas of strength and concern for districts and schools using the 2007-2008 CAPA Teaching and Learning Tool. The tool uses indicators of effective school practice (from CAPA) in the following seven standard areas: curriculum, assessment/evaluation, instruction, school culture, student/family/community support, professional development/evaluation, and leadership. Essential questions are answered regarding the accomplishment of each indicator. The CAPA Review team activities included: • A review of the documents collected for the school portfolio and data profile; • 52 classroom visitations; • 4 general observations, such as morning and afternoon arrival and dismissal, lunch in the cafeteria, and

student restrooms; • 27 interviews with teachers; • 11 interviews with building leadership and administrators; • 5 interviews with district administrators; • 37 interviews with students; • 13 interviews with school and student support staff; and • 7 interviews with parents. Dwight Morrow High School is in Year 3 Hold of improvement status. The language arts literacy and mathematics AYP benchmark targets were missed by special education students. However Safe Harbor was reached for language arts literacy and mathematics for this subgroup. The focus of the team’s work is the identification of root causes of the lack of student achievement by classified students.


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2007-2008 Adequate Yearly Progress Summary

Groups

Made 95% Participation Rate Made 2008 AYP Benchmark Target Made Safe Harbor

An * denotes no students or less than 30 students in a group An * denotes no comparable data

LAL Math LAL Math LAL Math

Total Population YES YES YES YES

Students with Disabilities * * *NO *NO YES YES

Limited English Proficient Students * * * *

White YES NO YES

African-American YES YES YES NO YES

Asian/Pacific Islander * * *YES *YES

American Indian/Native American * * * *

Hispanic YES YES YES YES NO YES

Other * * * *

Economically Disadvantaged YES YES YES NO YES

School Attendance Rate: Met Target

(For elementary and middle schools) YES

Graduation Rate: Met Target

(For high schools) YES

Summary of 2008 State Assessment Data Analysis Language Arts Literacy: • Tested in language arts literacy were 257 students. All subgroups made AYP except the special

education population. Special education students made safe harbor. However, of the 33 special education students tested, 22 were partially proficient, 11 were proficient, and no student in this subgroup scored in the advanced proficient category.

Mathematics: • Englewood Public High School System consists of two buildings, the Academy and Dwight Morrow

High School, with approximately 1,035 students. The student mobility rate is about 14% (about one out of seven). Approximately one out of five students made the advanced proficient level, approximately two out of five made the proficient level, and approximately two out of five made the partially proficient level on the math HSPA. Of 41 subindicators, 41 were met on the 2008 HSPA. The math HSPA was passed by 61.6%, while 38.4% were partially proficient.

• From the 2006 to the 2008 HSPA scores, there was a 10% gain in the general population proficiency; a 9% gain in the white subgroup, a 12.2% gain in special education, a 7.4% gain in the Hispanic subgroup, and a 5% gain in the economically challenged students.

Special Education: • The students with disabilities did not make the AYP Benchmark Target in LAL and math; however,

they did make safe harbor in both. The economically disadvantaged subgroup made the AYP Benchmark in LAL but not in math; however, they made safe harbor in math. The African-American


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population made AYP Benchmark Target in LAL but not in math. They did make safe harbor in math. The number of indicators met is 41 of 41.

English Language Learners: • The ELL subgroup students did not achieve state standards on the HSPA in either language arts

literacy or mathematics. However AMAO (Annual Measurable Achievement Objectives) state standard results show that district-wide standards for English language acquisition and exit rates have met the state benchmark.

• There are no students listed on the HSPA results who are coded former LEP. Only current LEP students are reported. LEP student performance usually is enhanced by the inclusion of former LEP students in this data set.

Administrative: • A review of the gender demographic data revealed that in language arts literacy, both males and

females scored at a high level, with females scoring higher than males. The advancanced proficient and proficient totals are 78.0% males and 83.9% females. The math results were not as high; the advanced proficient and proficient total for males was 58.3% and for females slightly higher at 65.3%.

Leadership: • On April 6, the district received a revised School Improvement Status letter indicating that the district

status had changed. The data now indicate that the Dwight Morrow High School has met 41 of the 41 indicators. The major change was that although the students with disabilities did not achieve the Annual Yearly Progress (AYP) benchmark target, they did successfully reach safe harbor. Students classified as economically disadvantaged made AYP in language arts but not in mathematics. They did attain safe harbor in mathematics.

Root Cause Analysis Language Arts Literacy: • The increase of students from surrounding communities has affected the level of instruction, since

there is often a huge gap in grade level skills acquisition. • There is insufficient differentiated instruction in the classroom. • The mobility rate for students creates a lack of continuity in the educational program. • The rigor of the special education program does not prepare the students for the testing process. Mathematics: • Classroom visitations showed very limited differentiated instruction. • The Englewood City Public High School has multiple curricula for the same math courses for the two

different programs, the Dwight Morrow High School and the Academy. • During classroom visitations, limited evidence of rigor was observed during instruction. Special Education: • Dwight Morrow Comprehensive High School has experienced an influx of special education students

from outside the Englewood community. There is inconsistency in the quality of instructional delivery due to the disparity of skill acquisition of students.


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• Prior to January 2007, special education students were not required to take or pass the HSPA assessment. Now all special education students are required to take HSPA and possibly retake the test if they score close to the proficient level. Currently, the special education students are not scheduled for HSPA remedial courses.

• There was limited evidence of planned sessions of vertical and horizontal articulation within the grade levels and content area meetings.

• There were five principals in six years and three superintendents in five years, which did not provide consistency.

English Language Learners: Possible causes for lack of greater pass rates among these students include: • Many entering students lack the educational foundation and experience needed to attain these

standards in three years or less. This is due in part to interrupted formal education prior to entering United States schools.

• Bilingual child study team members are not available, although they are accessed through outside consulting. Additionally, there are many students and families who need social services that the schools do not have available. These unmet needs adversely impact student learning.

• Sufficient academic intervention services designed to meet the needs of ELLs (other than ESL) are not available as part of the school offerings.

Administrative: • There is insufficient differentiated instruction in the classroom. • There is high student mobility. • There is limited parental support and involvement. Leadership: • A large percentage of classified students was deemed exempt from state assessments prior to 2007. • Dwight Morrow High School does not have a specific introductory approach to expeditiously integrate

into the school academic program the classified and ELL students who are new to the school. • Limited professional development that focused on the preparation of professional staff for inclusion

of classified students was offered. • There is inconsistent leadership and monitoring of teaching practices and student progress.


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CAPA DISTRICT AND SCHOOL “CORE” STANDARDS AND INDICATORS

STANDARD 1: CURRICULUM The district’s rigorous, intentional, and aligned curriculum is fully implemented at the school.

1 1.1 The district curriculum is aligned with the NJ CCCS (that provide a coherent vision for what students should know and be able to do) and specifies the content to be mastered.

2 1.2 The district curriculum is implemented at the school. 3 1.3 There is a process to monitor the implementation of the curriculum. 4 1.4 The school ensures that all students have access to the district’s common academic core.

STANDARD 2: CLASSROOM EVALUATION/ASSESSMENT Multiple evaluation and assessment strategies are used to continuously monitor and modify instruction to meet student needs and support proficient student work.

5 2.1 Multiple classroom assessments are frequent, rigorous, and aligned with core content standards. 6 2.2 Students can articulate the expectations, know requirements, and assess their own and others’

work. 7 2.3 Test scores are used to identify gaps and adjust instructional practice for all subgroups.

STANDARD 3: INSTRUCTION There is evidence that effective and varied instructional strategies/activities are used in all classrooms and are continuously monitored and aligned with individual student needs.

8 3.1 Instructional strategies include a variety of challenging and engaging activities. 9 3.2 Learning goals are evident and provide focus for student learning. 10 3.3 Teachers demonstrate necessary content knowledge and pedagogy. 11 3.4 Technology is incorporated into the school organizational and instructional practices.

STANDARD 4: SCHOOL CULTURE The school functions as an effective learning community and supports a climate conducive to performance excellence.

12 4.1 The school community supports a safe, equitable, and healthy learning environment. 13 4.2 The members of the school community, including school leadership, instructional staff, students,

parents/adult caregivers, and partners, possess and cultivate the collective will to persevere, believing it is their business to produce increased achievement and advancement of all students.

14 4.3 A personalized environment is purposefully established for students in order for them to (a) learn about their strengths (intellectual, ethical, social, and physical); (b) discover and demonstrate their own competence; and (c) plan for their future.

STANDARD 5: SUPPORT FOR THE SCHOOL The school community collaborates with families, higher education, and community organizations to remove barriers to learning and address the needs of the students.

15 5.1 There are structures and support services in place to reduce barriers to learning for students. 16 5.2 Families and the community are acrive partners in the educational process and work with the

school to meet the needs of all students. 17 5.3 There is a program of community and institutions of higher education partnership and support. 18 5.4 The district supports the school in their efforts to promote family and community involvement.

STANDARD 6: PROFESSIONAL DEVELOPMENT & EVALUATION The school provides for staff research-based, results-driven professional development opportunities that are consistent with the district’s professional development plan, and implements performance evaluation procedures in order to improve teaching and learning.

19 6.1 The school and district devote resources to content-rich professional development that is connected to reaching and sustaining the school vision and goals for increasing student achievement and is differentiated by teacher and student needs.


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CAPA DISTRICT AND SCHOOL “CORE” STANDARDS AND INDICATORS

20 6.2 School-based professional development priorities are set by aligning the goals for student performance with the evidence of achievement and with the Professional Development Plans (formerly PIPs) and evaluations of teachers and the Professional Growth Plans of principals.

STANDARD 7: LEADERSHIP AND NCLB SCHOOL IMPROVEMENT COMMITTEE The school leaders have organized the school by focusing on teaching and learning through (a) the communication of a clear vision, mission, and goals; (b) maximizing use of all available resources; (c) creating a learning culture with high performance expectations; and (d) effective planning with input from all stakeholders.

21 7.1 Key leaders in the school facilitate a collaborative process to develop a shared mission, vision, values, and goals that are understood and ingrained in the school’s culture.

22 7.2 There is a demonstrated and unrelenting focus on evidence-based teaching and learning. 23 7.3 There is a culture of trust, continuous improvement, and accountability for performance. 24 7.4 School leadership and the NCLB school improvement committee plan effectively by

communicating a clear purpose, direction, and strategies focused on teaching and learning through the development, implementation, and evaluation of the following: vision, goals, and the NCLB school improvement plan.


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FINDINGS, KEY EVIDENCE, AND RECOMMENDATIONS

DWIGHT MORROW HIGH SCHOOL

STANDARD 1: CURRICULUM

The district’s rigorous, intentional, and aligned curriculum is fully implemented at the school.

1.1 Is there a district curriculum that is aligned with the New Jersey Core Curriculum Content Standards (NJ CCCS)?

Dwight Morrow High School has a district English curriculum, approved 2006-2007. The core curriculum for grades 9-12 includes goals focused on developing independent and fluent readers and proficient writers. In addition, speaking, listening, and evaluation of print resources are included, but it is not clear that the assignments are aligned with NJ CCCS. A separate curriculum has been designed for grades 9-12 college prep, honors, and AP.

The math curriculum documents provide evidence of alignment to the NJ CCCS and were adopted by the board in the school year 2006-2007. In addition, the special education and the ELL populations follow the general education curricula.

The district’s curriculum is aligned with the NJ CCCS. The district is currently engaged in rewriting and realigning the curriculum in an effort to improve writing skills across the content areas as well as to place an emphasis on open-ended questions.

The ESL curriculum is scheduled to be reviewed and revised to assure alignment with the WIDA (World-Class Instructional Design & Assessment) standards during the summer. It is important to ensure that the revised curriculum includes the rigor needed to better help LEP students attain proficiency levels in English that would prepare them for success in the English-only class environment. Strengths: Language Arts Literacy:

• Sources for the New Jersey Core Curriculum Content Standards and Frameworks are included. • Web-based materials are available for easy access to plan units. • On-line projects and teacher tools are included as reference sources for enrichment.

Mathematics:

• Each math subject has its own curriculum and is geared toward college or post-secondary work. • At the 9th grade level, career awareness is recognized in the AVID (Advancement Via Individual

Determination) program, READ 180 program, Freshman Seminar, and the course called Career Awareness. Every 9th grader is enrolled in one of these classes.

• All 12th grade students in the Academy participate in a senior seminar whereby they enter the community one day a week for work experience.

• The topics in the curriculum parallel the nationally accepted topics for the subject areas.


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Special Education: • The curriculum is aligned with the NJ CCCS and stresses the development of the essential skill

acquisition. • The district specifies the content to be mastered by grade and subject.

Challenges: Language Arts Literacy:

• The curriculum does not include a spiraling of important concepts and developmental skills. • There is no pacing guide included to be sure that the curriculum is rigorous and non-repetitive. • No specific links to continuing education or life and career options are included. • There are no interventions included for special education and ELL students. • The curriculum has not been regularly updated to meet the NJ CCCS nor have benchmarks and

interim assessments been specified. • The curriculum does not reflect a high level of rigor for all students. Mathematics: • All students are exposed to careers and life skills in coursework during the 9th grade year. • Limited evidence of rigor is observed during classroom lessons and visitations. Most lessons seen

are of whole-group instruction.

Special Education • There is limited evidence that the curriculum stresses deep understanding of important concepts. • The curriculum does not have explicit links to continuing education and life and career options. • The curriculum is less than rigorous.

1.2 How do all teachers use the curriculum in planning instruction?

English teachers use the curriculum to develop instructional unit plans. However, it is not evident that the curriculum serves to guide assessments and teaching strategies.

Math lesson plans, formal observations, and walkthroughs verify that the curriculum is being followed.

The special education teachers use the curriculum themes for delivery of instruction and utilize specific resources that will encourage student success. The goals and objectives in the individualized education plan (IEP) are aligned with the NJ CCCS. Teacher interviews reveal that lesson plans are completed but not submitted to building administration; however, they are subject to review at any time. Teachers maintain a copy of the curriculum based on subject area and level.

The bilingual content teachers follow the same curricula as the general program teachers; however, these curricula are specially adapted to meet the needs of the ELL students. In ESL, the teacher offers double blocks of instruction to Level I and II students. In these classes, students have adapted English novels and LAB/READ 180 materials. Strengths: Language Arts Literacy:

• Standards noted in the curriculum are reflected in the instruction.


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• Many additional resources are listed in the curriculum to support planning and implementation of delivery of content.

Mathematics: • The math software used includes Geometer’s Sketchpad, Math Type, and Publisher’s Test

Generator. • Manipulatives are readily available. • The PLCs (professional learning communities) instituted this year meet at least 45 minutes per

month. Sometimes monthly faculty meetings are changed to an additional PLC meeting. The math PLC for Dwight Morrow meets vertically except for one math teacher who meets with a PLC horizontally. The Academy math teachers meet vertically as a PLC.

• There exists a separate Algebra I PLC that is made up of Algebra I teachers from the high and middle schools. This PLC created three benchmark assessments to be given throughout this school year, culminating in a final exam.

• Lesson plans are completed by teachers. Special Education: • The curriculum guide provides a strong outline for themes. • The special education teachers use a variety of resources to support the curriculum. • The special education teachers have adaptive texbooks that correlate with the general education

textbooks.

English Language Learners: • Bilingual program students receive the same curriculum in the content areas as general program

students. • Resources available include computers in every room and bilingual dictionaries for all students.

Challenges: Language Arts Literacy

• Discussions of curriulum and articulation across grade levels and content areas occur on a limited basis.

• Since the curriculum is not regularly updated, some teachers supplement the curriculum with additional resources not listed in the curriculum.

Mathematics:

• Lesson plans are not formally submitted to the administration, but are available for review at any time.

Special Education: • Interviews reveal that special education and general education teachers do not have common

planning time and therefore cannot collaborate across grade levels and content areas.

English Language Learners: • Although teachers have recently been afforded the opportunity to plan cooperatively with their

department, this curriculum articulation occurs only once a month.


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• The ESL curriculum has not been updated to align with WIDA standards, although this project is scheduled for the summer.

1.3 What process is there to ensure that the curriculum is fully implemented?

Each English teacher is provided a copy of the curriculum for the subject he/she is teaching. School level leaders conduct formal observations and informal walkthroughs to ensure that curriculum is being implemented.

Some final exams in the comprehensive school, the results of the Math HSPA, and the newly instituted walkthrough program by the administration ensure that teachers adhere to the math curriculum, which consists of topics to be taught, words to be defined, and a pacing guide. The process to ensure the implementation of the curriculum is an emerging process. Adaptations to the curriculum have been implemented in the form of textbooks aligned to the general education text along with more project-based learning. Additionally, the special education teachers implement the goals and objectives prescribed in the IEP.

There is no formal process to monitor the implementation of the bilingual program curriculum at the high school. Currently there is no assigned administrator to observe the ESL and bilingual teachers’ curriculum implementation. Strengths: Language Arts Literacy:

• The Subject Area Leader meets regularly with English teachers to review units of study.

Mathematics: • The implementation of regularly scheduled walkthroughs began in September of 2008.

English Language Learners: • The school has available the services and support of the bilingual program manager.


• There is no district curriculum structure to monitor the implementation of curriculum or to respond to feedback from the school.

• There is limited documentation of the feedback from walkthrough observations.

Mathematics: • The walkthrough program is an emerging process. • Algebra I in grade 8, the comprehensive high school, and the Academy is the only subject that

currently has three different benchmark assessments. The assessments were created by the Algebra I PLC.

Special Education: • The district does not have a curriculum administrative structure in place; consequently, there is

limited monitoring of the implementation of the curriculum. • It is not evident that classroom visitation data is analyzed and trends reported to the district.


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English Language Learners: • Lesson plans of bilingual and ESL teachers are not submitted to administrators for regular review;

they are looked at before formal teacher observations only. • Data from bilingual class visits is not regularly analyzed by the school administrators to identify

program needs. 1.4 What evidence exists that all students have access to the district’s common academic core?

All teachers have access to the language arts core curriculum, resources, and materials. The students must meet the math district requirement for course work; these requirements exceed

the state-mandated course work. Specifically, the students granted diplomas study mathematics for four years, one year beyond the state requirement.

The district curriculum is aligned with the NJ CCCS and is specific about what is to be taught to all students by grade level and subject. The IEP includes modifications and adaptations for the special education student population. However, the implementation of the district’s curriculum is not monitored by walkthroughs that occur on a regular basis.

The school has a wide range of bilingual and ESL course offerings available. However, ongoing needs must be identified to assure full equity for ELL students. Many new ELL students enter Dwight Morrow Comprehensive High School with educational gaps in their backgrounds. They are in need of additional educational support. Strengths: Language Arts Literacy:

• All students can apply to take honors level and AP classes in the high school. • Students have a copy of the text used in the general education classes as well as novels adapted to

the needs of the special education population. Mathematics: • The in-class support teachers routinely provide instruction to the entire group and provide

individual students with necessary clarification in a discrete manner. • A math text that addresses the special education students’ reading ability has been implemented. • All students on the campus who have met the prerequisites are encouraged to apply for the

advanced placement courses available. There are some students from the comprehensive high school program who take advanced courses in the Academy. In addition, the elective program that takes place after the traditional high school day is available for students in the comprehensive high school building, with many of these electives addressing the mathematics curriculum.

• There are AP courses for Calculus and Statistics. In addition, there are honors Algebra I and II, Geometry, Analysis I and II, and Statistics. Entrance for these courses is open to all students with teacher recommendation.

• There are bilingual classes in Algebra I and II, Geometry, and Pre-Calculus. Special Review Assessment math classes are also offered in Spanish if necessary.

Special Education: • The specialized instructional materials support the curriculum with hands-on science kits, READ

180, and the AVID program, to name a few.


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• Course offerings such as advanced placement classes and honors classes provide opportunities for the special education student population.

English Language Learners: • The school offers bilingual classes in the full curriculum range, including: Algebra I and II and Pre-

Calculus, as well as US History I (and US History II and World History in alternate years), along with the assistance of a bilingual paraprofessional in science classes. Additionally, the ESL offerings include Levels I, II, and III as well as ESL Lab for Level I students and READ 180 services for ESL II students.


• Few classes with in-class support implement an effective co-teaching model. • In most classes observed, questioning does not encourage higher-level thinking skills.

Mathematics: • There is no evidence of a fourth year math course to meet the needs of the special education

population.

Special Education: • There is limited co-teaching taking place during classroom visits. • It is not evident that resource rooms for special education students maintain high academic

standards.

English Language Learners: • There is no bilingual science teacher for the ELL program students. • There are no mathematics intervention services available for ELLs who do not have the

foundational skills needed to be successful in this content area.

STANDARD 2: CLASSROOM EVALUATION/ASSESSMENT

Multiple evaluation and assessment strategies are used to continuously monitor and modify instruction to meet student needs and support proficient student work.

2.1 How are assessments designed to measure performance in ways that advance learning through the development of critical thinking and problem-solving skills?

Teachers use the English curriculum and teacher-developed units to create evaluative tools to measure student growth.

The math assessments throughout the campus are to be of a format similar to the format found on the state assessments and contain content with measurement of higher-order thinking skills. The assessments are to be scored with the generic math rubric and similar to the state scoring method.


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There is limited evidence that all teachers utilize a variety of assessments to modify instruction to meet the needs of the special education population. Student work folders, not portfolios, are maintained.

Teachers assess ELL student progress informally on a regular basis through student review of lessons and homework. Teachers also administer regular teacher-developed quizzes and tests to assess student progress. Strengths: Language Arts Literacy:

• In most classes observed, teachers use a variety of methods to assess and monitor the progress of their students’ learning, including performance, independent reseach, group projects, group discussions, and summative testing.

• Project-based units observed contain assessments to monitor progress. Mathematics: • The students are expected to demonstrate competence in a variety of ways, dependent on the

program in which they are enrolled. • The Academy requires final projects as assessments.

Special Education: • Some special education teachers create alternate assessment opportunities and benchmark key

concepts to monitor the progress of their students. • The IEP allows the special education teachers to measure student progress and achievement since

it contains the goals and objectives needed for skill acquisition.

English Language Learners: • The mathematics teacher assesses students’ proficiency through projects as well as tests and

quizzes to demonstrate skill mastery. The ESL curriculum calls for oral presentations as well as written work as part of the assessment profile.

• Teachers keep student work folders to track their progress, and writing rubrics are used in ESL. Challenges: Language Arts Literacy:

• There is no evidence of common assessments in the literacy program. • It is not evident in plan books or student folders that frequent assessments to check for

understanding are implemented in all classes. • Folders with student work are evident in all classes. However, a true portfolio assessment process

to assess growth over time is not being implemented.

Mathematics: • The different programs restrict the use of common assessments. • The benchmark assessments, created by the Algebra I PLC, were begun this year only for the

Algebra I course, and this model will be expanded where applicable in the future. • Portfolios have not been mandated. • Some evidence is seen of math projects. Since teachers are not required to maintain student folders

and most of them return all corrected work, it is difficult to monitor student work products and revisionary feedback.


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• The Dwight Morrow math courses rely heavily on chapter tests. Special Education:

• Portfolios, which reflect students’ progress over time, are not used by the special education teachers.

English Language Learners: • Although student work folders are maintained, formal and consistent portfolios are not

maintained. • The school does not have benchmarking assessments to track student growth. • The school does not administer native language assessments to entering bilingual program students

to determine their skills and proficiency in the content areas. This data is needed to help the school identify course offerings that are needed as well as determine appropriate student placement.

2.2 How do students know what is expected; and are they able to articulate expectations, share their work, and reflect on others’ work?

Most students interviewed understand the expectations of the English classroom and can share the purpose of their work and the relevancy of the activity to their educational growth.

Most students interviewed within the math classroom visitations are able to articulate what is being taught. Some classes demonstrate cooperative learning and peer assessment. Some lesson plans contain peer assessment learning activities.

Special education teachers have become more specific in their expectations and articulate them to their student population.

ESL students routinely engage in the writing process. Rubrics are used to evaluate student writing. Students revise their work based on both peer and teacher conferencing. Strengths: Language Arts Literacy:

• In most classes, it is evident that rubrics are used to guide student performance. • In general, summative assignments are accompanied by a rubric. For example, English teachers

developed a common rubric to assess persuasive essay assignments.

Mathematics: • All teachers at the beginning of the school year are required to notify parents and students of the

syllabus, how students are being assessed, and the math generic rubric system. Special Education: • It is noted in some classrooms that students engaged in peer assessment. • Student interviews revealedtheir knowledge of rubric and rubric scoring. English Language Learners: • ESL students know the writing process, are familiar with rubrics, engage in peer conferencing on a

regular basis, and produce consecutive drafts until they produce final writing pieces that meet the highest levels on the rubric.


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• In most classes observed, there is little evidence of exemplars in use to show what high quality work looks like.

• It is not observed that peer assessment is a consistent practice used to improve student writing. • Little evidence of revision to reach an exemplary level of performance is noted in folders or on

displayed student work. Mathematics: • Little evidence is seen of teachers using exemplars scored with rubrics to provide students an

example of a high-quality work product. • Since all graded student work is returned to the student in a timely fashion, little evidence is noted

of meaningful teacher feedback for students to revise and improve their work product. • It is also difficult to note rubrics in other content areas. Special Education: • It is not evident in all classrooms that teachers show students what high-quality work looks like or

provide meaningful feedback on work revision. • The appropriate rubrics and their use in all content areas are not evident in all classrooms.

English Language Learners:

• The students go through the full writing process, yet their writing is limited to several short paragraphs at the intermediate level.

2.3 How is assessment data used to drive instructional practice and student placement and to address student needs?

Some data concerning student achievement from state assessments is shared with English teachers at the start of the school year. IEPs are available for teacher review in the child study team office.

Only Algebra I has benchmark assessments. However, the school has recently administered to all students a benchmark assessment, the Essential Skills Assessment. The data from this school-wide exam will be used to analyze the growth of the math essential skills and create a longitudinal student study. Scantron will provide grade and class question analysis.

The special education teachers use assessment results and the IEP to drive instruction and place students in appropriate programs. Additionally, students scoring proficient or close to proficient are scheduled for mainstream or inclusion classes with appropriate modifications/supports. The special education and general education teachers do not have common planning time but collaborate on their own time.

The ACCESS (state-mandated) test results are broken out to show student achievement in four basic clusters: listening, speaking, reading, and writing. However the ESL and bilingual teachers do not meet regularly to review shared student assessment data to better plan for their needs. Last year’s test results show that the students’ speaking skills are not developed to the same level as their listening and reading comprehension and writing skills. This data is being analyzed to determine why and what adjustments need to be made in the curriculum to address this concern.


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Strengths: Language Arts Literacy:

• Disaggregated data collected from the middle school is shared with the Dwight Morrow Academy Englewood (DMAE) ninth grade team.

Mathematics: • Benchmark school-wide assessments are an emerging process. • Teacher collaboration, both horizontally and vertically, has just begun in the September 2008-2009

school year. English Language Learners: • The ACCESS data is broken out by key clusters. The school has analyzed ACCESS and other ESL

data to determine why the students’ performance in the speaking portion of the test is low. Remedies are now being identified and will be part of the new curriculum revision.


• Cluster area data for 10th, 11th, and 12th grade teachers is not readily available to staff members to inform instruction.

• Collaboration, both vertically and horizontally, is limited due to separate time schedules between the two buildings of DMAE.

• Teachers are not provided disaggregated data that would assist in planning programs to inform instruction.

Mathematics: • Only one subject area has benchmark school-wide assessments. • The benchmark assessment results of Algebra I are discussed. However, limited meeting time has

hindered the implementation of instructional modifications. Special Education: • Special education and general education teachers are unable to collaborate vertically and

horizontally on a formalized basis. They utilize any opportunity they can create to collaborate with their colleagues.

• The analysis of test data is not evident in all classrooms.

English Language Learners: • The bilingual and ESL teachers with shared students have not had the opportunity to jointly

review their data and plan to meet individual student needs. • Assessment data in content areas, such as mathematics and science, is not available in the native

language to assist with educational placement decisions and planning for changing curricular needs.


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STANDARD 3: INSTRUCTION

Effective and varied instructional strategies/activities are used in all classrooms and are continuously monitored and aligned with individual student needs.

3.1 To what extent are all students engaged in learning? To what extent do special program teachers (e.g ., ELL, Title I, special education, gifted and talented) collaborate with regular education teachers?

Students are attentive and eager participants in most English classroom activities. Collaboration of special program teachers with regular education teachers is limited.

Most students are actively engaged during math classroom visitations. With the inclusion classes, the classified students were unidentifiable within the classroom setting and during classroom instruction. Special program teachers, such as ELL and special education teachers, do not have common planning time with the regular education teachers. AP and honors math teachers from the Academy do not have common PLC or meeting times with the Dwight Morrow math teachers.

To a large extent, special education students are engaged in learning; however, the special education and general education teachers are unable to collaborate vertically and horizontally on a formalized basis. They engage in department meetings, initiated by the special education department, that occur on a monthly basis, and they participate in the PLC meetings, which are also held monthly. Teacher interviews reveal the lack of intensive professional development for the general education staff with respect to the inclusion model. Teacher interviews further indicate that there is a homework policy, and homework is given on a daily basis; but the rate of return is poor and there do not seem to be any consequences.

Students are not fully engaged in instruction. Many students arrive late to class. Classrooms do not offer adequate seating for students. In one class, students sit on seats for computers but have to turn, without desk space, to face the teacher. In another class, students are seated on a sofa. Computers are more than adequate in classes; however, none are seen being used. Although not observed due to the ESL testing schedule, the ESL program offers students a second period directed to meet their individual needs, with READ 180 services and ESL Lab. Strengths: Language Arts Literacy:

• Instructional time is effectively utilized in most classrooms. • Varied instructional strategies are evident in some classes. • Study skills are intentionally taught in the AVID and 9th grade freshman seminar.

Mathematics: • Students are attentive and focused during the observed lessons. They present challenging

questions. • All lessons begin with a “Do Now” and run well organized for the entire period, culminating in a

homework assignment based on the lesson’s objective. • The homework assignments given are clearly linked to the objective of the lesson presented. • Each teacher must offer an extended time period of tutorial beyond the regular school day for

students who either need or desire further clarification on a particular topic. • Assistance is also available during non-class time (during lunch or after school) at the Zone, which


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offers peer tutoring, health services, homework help, etc. • Programs for career awareness and exploration exist for each grade. • All classrooms have scientific or graphing calculators for student use.

Special Education: • There is full use of instructional time. • Students are not permanently tracked. • Flexible scheduling enables students to engage in academic interventions. English Language Learners: • ESL students receive double periods of ESL instruction that are scheduled in a block during which

time individual student needs are addressed. • The bilingual mathematics teacher integrates projects into his assessment design, which challenges

students and shows math applications in the real world. • AVID, a student organizational instructional component, is integrated across the school and

includes ELL students enrolled in bilingual classes. • Homework is part of the regular instructional program.


• Few lessons are observed that challenge all students to perform at the highest possible level. • Several classes are involved in whole-class instruction and do not evidence best instructional

practices. • Vertical subject area meetings to reinforce the teaching of important concepts do not combine

teachers from Dwight Morrow and Academy faculty. • Few teachers in classes visited are maximizing the effectiveness of inclusive settings where there is

more than one teacher in the room. • Differentiation of instruction to address students’ needs is not observed in most classes. • Interdisciplinary connections are limited.

Mathematics: • There is limited evidence of differentiated instruction. • There is limited evidence of rigor, real-world connections, interdisciplinary instruction, simulations,

and the use of manipulatives during classroom instruction. • There is limited evidence of the best practices of co-teaching. • There is little evidence of students using computers. Special Education: • Teacher interviews reveal the lack of in-depth training for the general education teachers with

respect to inclusion and co-teaching. • There is limited use of technology in most classrooms, due to availability. • The curriculum does not fully meet the needs of the diverse student population. • During classroom visits, complex and higher-order thinking skill operations are inconsistently

noted. • It is not evident that study and organizational skills are intentionally taught.


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• Differentiated instruction, use of manipulatives, and the opportunity to demonstrate mastery, are not evident in all classrooms.

English Language Learners: • Many students are not actively engaged in instruction. • Cross-curricular connections are limited. Bilingual content area teachers do not have the

opportunity to collaborate to promote such instruction. • No special offerings are available to bilingual program students who do not have the basic

foundational skills to be successful in algebra and other higher-level math classes. 3.2 How have learning goals for each student been developed and prioritized according to NJ CCCS?

The district curriculum establishes student learning goals, and these goals are reflected in English teachers’ unit and lesson plans. It is not evident that the curriculum is aligned to current NJ CCCS.

Most of the students interviewed during math classroom visitations can articulate what is being taught and relate their learning goals.

Learning goals for each special education student are contained in the IEP and aligned with the NJ CCCS.

Instruction begins with a statement of learning objectives. Teachers review the information and key concepts covered in the previous lessons. Students are provided the opportunity to practice new skills learned together. Strengths: Language Arts Literacy:

• Students can articulate learning goals and communicate what is being taught and why. • Several lessons observed review prior knowledge before the introduction of new information. • Several lessons demonstrate student-centered activities and collaborative projects.

Mathematics: • All strategies/activities are linked to the standards proposed by the state. • Lessons are identified with the objective at the start, and the activities are geared to that particular

objective. • The material presented and taught is based on prior development of the topic.

Special Education: • The instructional strategies are aligned with the learning goals, and, in most instances, instructional

delivery purposely reviews skills already learned. • The instructional skills communicate what and why concepts are being taught.

English Language Learners: • Teachers state the objective of the day’s lesson. • They also review skills and knowledge developed in the previous lessons and link prior knowledge

to new teaching.


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• Few lessons observed address learning goals for students performing below grade level expectations.

• Some classes are teacher-directed with students as passive listeners. Mathematics: • Few students can articulate why they are being taught the daily math objective.

Special Education:

• Not all students can articulate the learning goals. English Language Learners:

• Students do not display the engagement in instruction that would signify a deeper understanding of the importance of their learning the lessons at hand.

3.3 What evidence is there that all teachers have a deep knowledge and understanding of their content and how to teach it?

The school has a commitment to professional development in literacy and provides professional development in best practices in literacy instruction.

All subject area teachers and paraprofessionals have met the state’s standards of highly qualified teachers and paraprofessionals respectively. A number of math teachers have earned advanced degrees.

The evidence of the deep knowledge that special education teachers have is reflected in the special education students making safe harbor in LAL and math.

Teachers demonstrate their proficiency in their subjects and their ability to communicate key concepts to students. Strengths: Language Arts Literacy:

• All staff members meet state highly qualified teacher (HQT) standards. • Some teachers demonstrate knowledge of best practices when delivering instructions. • Classroom management techniques and routines are in place in most classrooms.

Mathematics: • Teachers demonstrate the necessary level of their content knowledge and can explain how the

content of what they are teaching will affect the students’ mastery of the subject. • Most teachers are proficient in classroom management techniques. • Teachers demonstrate appropriate spoken and written language skills in the classrooms. • All teachers are certified to teach in their area for which they were hired. Special Education: • All teachers meet the HQT standards, are appropriately certified, and are performing the duties for

which they were hired. • All paraprofessionals meet the highly qualified teacher assistant (HQTA) standards.


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English Language Learners: • There are certified bilingual teachers in mathematics and social studies as well as a certified ESL

teacher and a bilingual guidance counselor to meet the needs of the ELL students.


• A limited number of interdisciplinary connections is apparent. • Not all classes demonstrate an effective use of best practices in the instuction of literacy. Mathematics: • Interdisciplinary connections are not noted during classroom visitations, lesson plans, or in the

curriculum.

Special Education: • Effective classroom management techniques are evident in most classrooms. In some classrooms,

students are talking without permission and calling out and/or talking to their neighbors without regard for classroom rules or that they are interrupting instruction.

• Most teachers use best practices to deliver key concepts; however, this is not evident in all classrooms visited.

• It is not evident through classroom visits that teachers use an interdisciplinary approach to address real-world problems


• There is no bilingual science teacher. ELL students’ needs in this area are addressed by a bilingual paraprofessional.

• Some classes are not organized to promote student learning. The lack of appropriate seating is compounded by late arrivals to class.

3.4 How is technology used in the organizational and instructional practices of the school?

Computer-assisted English instruction is available at every grade level, either as a part of or as a supplement to the core programs. Many classrooms also have overhead projectors and SMART Boards.

All math teachers use technology for student period attendance, progress reports, daily lessons, report cards, e-mails, grade keeper, and posting of assignments. Homework assignments are posted on the Internet using the teacher’s Web page. Scientific calculators are available to all students for their use.

The special education teachers use a variety of technological devices such as calculators, televisions, videos, mimeos, e-mail, SMART Boards, and slide shows. Teacher interviews reveal that there is a lack of knowledge regarding the school’s technology plan. There are rolling carts that contain laptop computers but are cumbersome to use. The computers will not operate without the Wi-Fi connection. There is one room set up for READ 180, and there is one Web design class. Additionally, there are three digital animation classes, four career exploration classes (9tth grade), one computer graphics class (10-12), two media literacy classes, and three introduction to digital media classes.

Technology is available in all classes. There are ample computer stations. The students have access to computers. However, no computers are seen in use in the classrooms visited.


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Strengths: Language Arts Literacy:

• There are computers available for student use in the classroom. • There are two computer areas available for class instruction: the library and the common area. • SMART Boards are being used in several classrooms for student projects and presentations. • All READ 180 classrooms received software to support the literacy program • The E-Chalk program allows teachers to post assignments and resources. • Teachers use technology to track attendance, grades, and lesson plans.

Mathematics: • The curricula for the three courses, Introduction to Information Technology, Macintosh Operating

System, and Creating Web Pages Using HTML, clearly demonstrate the purpose of the technology being taught, the objectives, projects, rubrics for grading, and the learning activities.

• PowerPoint presentations and various Web-based resources are sometimes used during classroom instruction.

• Leadership staff often uses PowerPoint for instruction to teaching staff; most information from leadership staff is received electronically.

Special Education: • The school has a technology plan. • There are a variety of technological devices available to the special education teachers and students,

including graphing calculators. • Other instructional and leadership staff members use a variety of technologies, as evidenced by the

principal’s presentation.

English Language Learners: • There are ample computer stations available in the classrooms. • The writing process implemented in the ESL program includes final publication on the computer.


• Many classes are not observed utilizing the available technology to extend classroom instruction.

Mathematics: • Little evidence is seen of students using various technologies for information presentation or

project creation. Special Education:

• Utilization of a variety of technologies is a work in progress for most special education teachers. • The rolling carts are not always able to work in many classrooms. • Not all teachers use a variety of technologies in their delivery of instruction.


• The integration of technology in the classrooms is not seen during the visit. Other technologies, such as graphing calculators or listenting centers, are not observed.

• The availability of diverse materials via technology is not seen.


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STANDARD 4: SCHOOL CULTURE

The school functions as an effective learning community and supports a climate conducive to performance excellence.

4.1 Are clear and fair rules and policies in place to support a safe, equitable, and healthy learning environment? To what extent are the policies followed?

The school provides a clean, orderly, and safe environment that is conducive to learning for all students. In September, the school district disseminates to each student a Handbook/Planner Calendar to include all of the school rules. During the school year, the administration reviews the contents with the students, and the guidance department reinforces the school rules in meetings with students and families. There is a school-wide discipline process in place for staff to implement when there is a disciplinary problem; however, some staff members express a need for more direct support in this area. There is no evidence of any vandalism or grafitti in this historic building, a facility that is listed on the local Register of Historic Places. Strengths:

• The principal distributes a monthly newsletter to the staff and emphasizes the importance of the school’s operational goals, objectives, expectations, and positive student conduct.

• The school administration invites outside agencies into the school to provide anti-bullying programs, anti-gang programs, and anti-sexual harassment programs for all students on campus.

• Reports of sexual harassment, bullying, and gang issues are dealt with on a one-on-one basis by the crisis counselors.

• The intervention and referral services (I&RS) committee works with teachers, students, and parents to coordinate interventions and strategies to help students succeed.

• School suspension programs are in place, including Saturday morning detention, community service activities, and a county suspension alternative program. The school administration acts upon referral and suspension data to insure equitably applied school rules prevail. The suspension rate is below the state average.

Challenges:

• There are limited opportunities to reach families, caregivers, and the entire school community regarding school rules and other information pertaining to school goals and student success.

4.2 How does the school community express high expectations for all its members?

The administration provides ongoing teacher training toward helping students achieve high goals. Teachers are expected to bring students to mastery by re-teaching, and this strategy has resulted in a drop of the frequencies of Ds, Fs, and zeros that students were receiving. The school is currently implementing a program “The Power of I,” which is a process used by underachieving 9th graders to receive an incomplete status (I), instead of an F. Students are given an opportunity to strive to complete the course load with success instead of failure. Grades of D, F, and zero are unacceptable.


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The No Zero Tolerance Contract is a similar program designed for seniors who are in danger of failing. This program is facilitated by the guidance department in collaboration with teachers to use accountability strategies in the form of a contract to maximize students’ performance and persuade them to not accept a zero. High Schools That Work is a district professional development initiative designed to guide students toward higher levels of learning, utilizing key research-based practices that encourage rigor, examination of student work, and use of data to drive student instruction. The teachers have embraced the concept of professional learning communities (PLCs) and demonstrate their empowerment through spearheading school improvement efforts that promote high expectations and interest in the school. The program is in the pilot stage, and restructuring for greater effectiveness is ongoing. Small learning communities (SLCs) are operating throughout the campus. These are designed to align students with their areas of interests. Each SLC is headed by a program manager who assists teachers with classroom management issues and student discipline. Strengths:

• Ongoing professional development is provided to school counselors to recognize and handle student problems, proactively monitor student academic and behavioral progress, and arrange interventions.

• School counselors and support staff coordinate student interventions that are arranged as needed. They work collaboratively with the support staff to provide training and assistance.

• The I&RS committee is operated through the guidance program. Students are referred for academic and behavioral issues that impact their performance at the school.

• The Campus Leadership Team has incorporated program managers who serve as managers for each individual small learning community and academy majors.

• There are 19 PLCs that are spearheaded by the instructional staff and focus on campus improvement in the areas of academics, school environment, culture, attendance, and more.

• The school staff members have an attendance rate of approximately 96%, and the principal states that they all have HQT status.

Challenges:

• There is a lack of consistency in some classrooms in maintaining effective classroom management. • Campuswide, there are few exemplars in the classrooms for students to use as models for high-

quality work. • There is some reluctance on the part of the staff to adopt practices such as The Power of I.

4.3 Has this school intentionally personalized its environment? What evidence is there that students are satisfied with the school?

The SLCs and the Academies have personalized the school environment by providing a one-on-one relationship between the students and the program managers. Ninth graders are offered flexible choices within their SLCs for career focus. A student-operated school store is open and sells Dwight Morrow Academy @ Englewood (DMA@E) logo items, which demonstrate school pride among the students. There is little evidence of vandalism campus-wide.


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Strengths: • The school has professionals in place school-wide to assist students, for example: the guidance

counselors, student assistance counselors, and the Zone, which is a community-based, grant-funded center for students.

• Each student has a six-year academic guidance plan, starting with the 8th grade at the middle school, and ends with post-high school plans. This is a blueprint that helps students plan for the next six academic years.

• SLCs enhance the students’ strengths because students choose their learning community based on their academic strengths and interests. By being a part of a community, the students have the opportunity for additional growth and enhancement in these areas.

• Students are attentive and engaged in the classroom. • There is a student council in place, with representatives from all grades. • There are multiple opportunities for students to participate in projects within their school

environment, such as the National Honor Society. Challenges:

• There is a lack of refinement of the advisor/advisee relationship throughout the school experience. • There are some parents who demonstrate their lack of understanding of the importance of learning

by not participating in activities relating to parental involvement and student success. • There are limited reward systems built into the school program to celebrate the value of diversity,

civility, service, and democratic citizenship.

STANDARD 5: SUPPORT FOR THE SCHOOL

The school community collaborates with families, higher education, and community organizations to remove barriers to learning and address the needs of students.

5.1 Does the school have a program of aligned support services that fully support the unique needs of students? What structures are in place for serving special populations (e.g ., ELL, Title I, special education, g ifted and talented students)? To what extent are staff members trained to meet the needs of these special populations?

The school has a variety of support services in operation: READ 180, conceptual math, bilingual instruction, ESL classes, bilingual support staff, resource room, in-class support, and gifted and talented (AP classes, honors classes, and state-wide academic competitions). There is a child study team on campus. Strengths:

• Yearly I&RS training is provided to the staff to guide them in dealing with academic, social, and behavioral issues in the classroom

• Tutorials are provided by teachers weekly as per contract.


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Challenges: • There is limited communication with the school by supplemental educational Services (SES)

providers. • Teachers have received training on how to incorporate differentiated instructional strategies;

however, evidence indicates that the training is not applied consistently. • There are no tools available to monitor and assess the performance of the students in the existing

after-school programs. 5.2 To what extent does the school actively initiate positive relationships and communications with parents and the community?

The school utilizes the Web sites, e-mail, regular mail, the district school newsletter, and the local newspapers from time to time to foster active positive relations and communications with parents and the community. Strengths:

• The administrators and teachers have received some professional development in the area of how culture influences student learning in the classroom.

• The school support service staff members provide access for families in need to receive assistance from community agencies, such as DYFS, hospitals, Bergen County Crisis, probation, and more.

Challenges:

• There is limited school involvement from families of students who need the academic support at home.

• Currently, there are no functioning communication channels for parental input. • There are insufficient outreach and input opportunities for families and appropriate stakeholders. • Various communication channels that could be used to inform families and the community about

the school’s operation are under-utilized. 5.3 Who works in partnership with the school? What do the partners contribute?

The school has alliances with a variety of universities for students to take courses for credit. On-site college admission programs and college fairs are hosted to create outreach for the students and families and to contribute additional access and exposure to career choices. There is a wide variety of partnerships with community organizations and post-secondary institutions. Strength:

• There is a senior work experience (involving 50% of the class), where students experience real-world technology application.

Challenge:

• Not all students are eligible to participate in the above programs.


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5.4 How does the district support the school’s instructional staff and leadership in promoting family and community involvement?

The district has demonstrated its willingness to support the school’s efforts in promoting community and family involvement, such as the partnership with the Bergen Performing Arts Center (PAC) and the Fine and Performing Arts SLC. Strengths:

• The continuous support for the Academies at Englewood Program is evidence of the district’s attempts to promote continuous school improvement.

• The district allocates funds for the PLC to develop a comprehensive approach for obtaining smart goals for school improvement and is a part of the PLC network of New Jersey.

• The district funds and implements best practice networks through the High Schools that Work program and the AVID program.

• Monthly principal meetings and monthly administrator meeting take place within the district. Challenges:

• There are few promotional activities planned to connect with the community and tout the successes of the school, students, staff, and administration in an effort to increase parental and community involvement in the school.

• There is no plan in place for mobilizing the learning leaders to take a purposeful approach to creating opportunites for families and the community to become involved in the school.

STANDARD 6: PROFESSIONAL DEVELOPMENT & EVALUATION

The school provides for staff research-based, results-driven professional development opportunities that are consistent with the district’s professional development plan, and implements performance evaluation procedures in order to improve teaching and learning.

6.1 What evidence is there that professional learning to advance student achievement is valued? What professional development opportunities do teachers receive to assist them in implementing the curriculum?

Professional learning is evidenced via the embedded daily professional learning community model and its focus on student learning outcomes. Strengths:

• Professional development is aligned with the district goals, the teacher observation form, and the New Jersey Professional Development Standards.

• Special education professional assistants are members of the PLCs. • The PLCs have been implemented and include all staff.


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• The PLCs include vertical and horizontal articulation. • PLCs are designed to function by implementing research-based best practices (i.e., the DuFour

Professional Learning Community Model).

Challenges: • There is evidence that the PLCs are not fully aligned with the PLC “Learning and Doing” model. • There is little evidence that differentiated instructional strategies are a focus of professional

development. • Professional development does not predominantly address individual professional staff

instructional needs.

6.2 What evidence is there that student learning is tied to teacher learning? Do teachers feel they receive adequate professional development?

The foundation of the school’s professional development plan is based on research from the Southern Regional Educational Board, the National Staff Development Council, background related to Professional Learning Communities, Essential Elements in Transforming New Jersey’s Secondary Schools, and the New Jersey Professional Development Standards. There is evidence that the school professional development plan, the individual teacher professional development plan, and the individual teacher observation will be aligned to address student achievement. Strengths:

• A system of collaboration is in place to develop, track, and review the professional development plans (PDPs) of individual teachers.

• The principal and vice principal align their professional growth plans with the vision of transforming the school to a community of learners.

Challenges:

• There is little evidence of alignment of the individual teacher’s PDP and the offered professional development opportunities.

• There is little evidence of alignment with the individual teacher’s PDP and student achievement.


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STANDARD 7: LEADERSHIP AND NCLB SCHOOL IMPROVEMENT COMMITTEE

The school leaders have organized the school by focusing on teaching and learning through (a) the communication of a clear vision, mission, and goals; (b) maximizing use of all available resources; (c) creating a learning culture with high performance expectations; and (d) effective planning with input from all stakeholders.

7.1 What evidence is there that the school administrators are educational leaders who understand the linkages among educational leadership, a productive school, and positive outcomes for children?

School leaders are actively involved in teacher meetings, empowering staff, and encouraging a collegial culture to promote effective instructional practices. Evidence indicates that the school leaders implement the district’s vision and goals. School staff and department meetings are purposeful. Strengths:

• Department, team, and school initiative meetings/activities provide opportunities for teachers to meet with a focus on teaching, learning, and assessment. Meeting minutes and agendas, as well as teacher interviews, indicate that discussions are focused on student achievement. School leaders regularly attend these meetings.

• Staff are encouraged and empowered to become school leaders. • The school embraces a district-developed mission statement.

Challenges: • There is limited evidence of systematic monitoring and evaluation of school practices and

instructional programs. • There is limited evidence of best practice instructional strategies aligned with student achievement

outcomes. • There is no evidence of a specific vision and mission statement for DMAE.

7.2 What evidence is there that the principal is an educational leader who understands that formal leadership is a complex and multi-faceted role requiring moral courage, knowledge of governance and change, and the ability to share leadership?

The principal is an experienced school leader who is working toward changing the school culture and establishing high expectations for all staff and all students. Strengths:

• The principal recognizes the need for high expectations for all staff and all students. • There is evidence in the opening day packet of goals and priorities for the year, including the

district calendar and other documents related to process and procedure.


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• Agendas of the Campus Leadership Team meetings and the PLC minutes provide evidence of data- driven decision making for collaborative program planning.

Challenges:

• There is limited evidence that the principal has clearly communicated and monitored high expectations for all staff and all students.

• Constructivist classroom teaching, including inquiry-based activities, are emergent and not fully embedded in classroom instruction.

7.3 How have key school leaders established a culture of trust and institutionalized a commitment to continuous improvement and accountability for performance?

The school leaders are advancing the mission that as leaders their role is to build capacity in individuals and teams to be both leaders and learners. Strengths:

• Documentation and interviews indicate that school leaders are dedicated to continuous school improvement.

• Evidence indicates that highly-qualified personnel are the focus of hiring practices that have contributed to the advancement of student learning.

• The data on student performance is now provided to teachers and departments to guide improvement of instruction.

Challenge:

• There is little evidence of data-driven adjustment to individualized /differentiated classroom instruction.

7.4a How is distributed leadership demonstrated, and what evidence is there that it is effective?

Examples of distributed leadership include the Campus Leadership Team, vice principal, supervisors, director of guidance, department coordinators, program managers, parents’ council, and professional learning communities. Research, agendas, and meeting minutes are evidence of effective planning and leadership distribution. Strengths:

• Professional learning communities are newly in place with a focus on the following questions: What should student know and be able to do?

How will we know if they have learned it? What will we do to support students who have not learned it? What will we do to support students who have learned it? • The Campus Leadership Team has representation from building administrators, department

coordinators, and program managers, enabling their voices to be heard. • Campus Leadership Teams are focused and structured to provide open discussion and the sharing

of responsibility for school improvement.


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Challenge: • Parent, student, and community participation as members of the NCLB Committee has not been

formalized. 7.4b SECONDARY SCHOOLS—NJ Secondary Education Initiatives—Grades 6 to 12

The NJ Secondary Education Initiative Plan was not available for review. Strength:

• The school is in the process of creating a personalized learning environment that includes small learning communities, multi-grade academies with a career focus, and a supportive ninth grade transition program.

Challenge:

• There is limited evidence of the development of a plan or implementation of the New Jersey Secondary Initiatives.


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SCHOOL, DISTRICT, AND STATE RECOMMENDATIONS

LANGUAGE ARTS LITERACY School 1. Implement an authentic portfolio process for reading/writing for all students in all core English

classes. 2. Develop a curriculum committee to create a standards-based curriuculum with benchmarks and

assessments as well as effective teaching strategies. 3. Revisit the school schedule so that time is provided to teachers to work on continuous vertical and

horizontal articulation within the English curriculum. 4. Continue professional development in the process needed to differentiate instruction for all students. District 1. Provide a designated high school literacy supervisor/coach to support instruction. 2. Staff the media specialist position in order to implement a formal library program which integrates

with the literacy program. 3. Share up-to-date and, preferably, disaggregated data with teaching staff on a regular basis, and analyze

results for impact on classroom teaching practices. 4. Create a structure to support ongoing curriculum development, revision, and implementation. MATHEMATICS School 1. The multiple math curricula for the same courses should be integrated into one, with additional honors

topics covered. 2. Lesson plans should be submitted to the administration biweekly. 3. Revise school schedule so that PLCs can meet weekly. District 1. All secondary math curricula should be rewritten. 2. Mandate student portfolios. 3. Provide teacher professional development on the use of portfolios. SPECIAL EDUCATION School 1. Implement an intensive reading program.


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2. Provide more professional development on inclusion, differentiated instruction, and curriculum implementation.

3. Provide more relevant electives for non-college-bound special education students. District 1. The district should initiate a curriculum rewriting process. ENGLISH LANGUAGE LEARNERS 1. Intake processes for new entrant students should include an assessment of their basic skills in their

native language to assure the appropriate placement of LEP students in courses for which they are prepared. It will also help the administration to plan for LEP students’ changing needs.

2. As the school plans to expand the math block for entering 9th grade students without the foundation

skills needed to be successful in algebra, the ELL student population should be offered the same opportunity to receive this block that includes instruction in basic skills as well as algebra concepts. Likewise, extended ESL (e.g., Civics ESL) for the purpose of familiarizing ELL students with local, county, and state government and policies may serve to facilitate students’ knowledge and accelerate integration into the American society. Additionally, these services may also assist with ELL language and educational gaps.

3. ACCESS results show the need for a special focus on the speaking subtest. The school should assure

that this key skill subset is fully addressed in the new curriculum review project this summer. Also, as the curriculum is reviewed, it should be realigned not only with the WIDA standards but also with the state’s language arts literacy standards.

4. The school should develop an ongoing data bank regarding the ELL population to help plan services

for this student group. The data to be collected should include, but not be limited to, the following: enrollment trends, native assessment as indicated above, tracking of former ELLs, student performance in the content areas both in bilingual classes and in general classes, ACCESS analysis, and cross-content needs.

5. The school is encouraged to review texts, supplemental materials, and programs available to support

the revised ESL curriculum. 6. There is need for greater rigor and higher expectations for ELL student writing. SCHOOL CULTURE 1. Through staff development, the school should work to transform the cultural mindset of staff into one

that is geared toward an effort paradigm, meaning that all students possess the ability to achieve mastery and teaching will be done until mastery is achieved.

2. The school should provide professional development in differentiated instruction and sensitivity

training in cultural awareness, with the focus on how to demonstrate high expectations for all students.


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3. The school leadership should establish a recruitment plan to attact and engage parents and community in the development of an active partnership in school success.

SUPPORT FOR THE SCHOOL School 1. There should be 100% staff participation in all professional development efforts that are provided on

differentiated instruction, sensitivity training in cultural awareness, and demonstrating high expectations for all students’ success.

2. There should be efforts to engage community organizations and businesses to assist in attracting

parents and the community in building partnerships with the school. District 1. The district should prorate funding to provide for the specific needs of the High School. 2. The district should provide support staff to accomplish the goal of community parent outreach. LEADERSHIP and NCLB SCHOOL IMPROVEMENT COMMITTEE 1. Develop a plan to include parents, community members, and students as members of the school

NCLB Committee. 2. Develop a plan to systematically monitor and evaluate school best practices and instructional programs

to improve student acheivement outcomes. 3. Establish and systematically monitor a process to implement data-driven instruction to meet the

educational needs of each student.


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SUMMARY OF CLASSROOM VISITS

The results of the classroom visits provide a view of instruction within the building. This summary is a cross-section or snapshot of instruction. Several rounds of classroom walkthroughs were conducted to provide a representative and thorough understanding of the nature of instruction in the school. During the visit, the CAPA Review language arts literacy subteam visited 15 classrooms, including classrooms from the 9-12 grade levels in both programs. There were a number of indicators in which most classrooms exhibited good practices, including (1) monitoring student understanding throughout the lesson, (2) student engagement, and (3) orderly and well-maintained classrooms. There were fewer cases of (1) co- teaching, (2) students engaging in self-reflection, and(3) peer evaluation. Overall, there was a wide range of instruction observed during the school review. During the visit, the CAPA Review mathematics subteam visited 15 classrooms, including resource, inclusion, and general education classrooms from the 9-12 grade levels. There were a number of indicators in which most classrooms exhibited good practices, including (1) monitoring student understanding throughout the lesson, (2) some students engaged during whole-group instruction, and (3) orderly and well-maintained classrooms. There were fewer cases of (1) co-team teaching, (2) students engaging in self-reflection, (3) communicating why the lesson is being taught, (4) cooperative learning, and (5) total student engagement. Overall, there was a wide range of instruction observed during the school review. During the visit, the CAPA Review special education subteam visited 12 classrooms, including classrooms from the 10-12 grade levels. There were a number of indicators in which most classrooms exhibited good practices, including (1) monitoring student understanding throughout the lesson, (2) students exhibiting a sense of comfort and respect toward the teacher, and (3) somewhat orderly and well-maintained classrooms. There were fewer cases of (1) team teaching, (2) students engaging in self-reflection, (3) communicating why the lesson is being taught, (4) cooperative learning, and (5) total student engagement. Overall, there was a range of instruction observed during the school review. During the CAPA visit, all bilingual classes were visited. However, the ESL classes were cancelled this week due to state-required ACCESS testing. Nevertheless a bilingual Algebra I class and the US History class were observed. Also, the team visited the biology class in which ELLs are enrolled. Instruction in this class is to be facilitated to the ELLs by the bilingual aide. Unforuntately, on the day the class was visited this key staff person was absent. The ESL and bilingual math teachers also were interviewed. In addition, a new student who is currently enrolled in grade 10 was interviewed. All bilingual staff demonstrated concern for assuring that their students acquire the skills needed for future success. The student interviewed expressed clear goals for his own learning. During the visit, the CAPA Review leadership subteam visited eight classrooms, including classrooms from grades 9-12. In most classrooms, students exhibited a sense of comfort and respect toward the teacher, and classrooms were orderly and well-maintained. When asked, students recognized the relevance of the lesson content. There were fewer cases of data-driven instruction, team teaching, students engaging in self-reflection, and cooperative learning.


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SUMMARY OF DOCUMENTATION REVIEW

The team activities included a review of the documents collected for the school portfolio and data profile, including: • 2007 School Improvement Plan • PDPs and related evaluations • English Curriculum 9-12 • English Department meeting minutes • Walkthrough evaluations • Literacy training material • The Power of I documentation • Literacy Plan with activities/strategies • HSPA preparation material • Sample math lesson plans • Sample student notebooks, worksheets, and projects • Minutes of PLC meetings • Sample benchmark exam • School Highly Qualified Teacher and Paraprofessional Report • High School grduation Rates • Professional sevelopment agendas • Course selection sheets • AVID and Zone program brochures • Three different technology curricula • Most current benchmark summary form • Discipline process • Technology Plan • IEPs • Lesson Plans • HSPA data report • ACCESS test results from spring 2008 • ESL crriculum guide • Bilingual math curriculum and general math curriculum guide • Roster of ELL students • Bilingual/ESL teacher schedules • Lesson plans from the math teacher • Textbooks used in the varied content areas • New Jersey testing data • Floor Plan – Dwight Morrow High School • School Vision and Mission • School rules, student handbook • I&RS intervention forms • No Zero Tolerance program • High Schools That Work-Professional Development


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• Campus Leadership Team • Discipline summary data • Suspension Rate • Middle School/High School Vertical Articulation • Documentation of programs for parents • Principal’s bi-weekly bulletins to staff • 2008-2009 Districtl Title I Unified Plan and Consolidated Application • 2008-2009 School Title I Unified Plan • Samples of principal’s use of technology • Disaggregated test scores • Three-Year Trend Reports • Staff schedules • Agendas for departmental/committee meetings • School and district Professional Development Plan


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IN CONCLUSION

Members of the CAPA review team express their appreciation to the staff and community of Dwight Morrow High School for their gracious welcome and for their open interaction with us during our visit. We encourage the school community to review this report asking themselves reflective questions about the findings of fact and recommendations for action.


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BACKGROUND INFORMATION FORM

Principal/Lead Person – Years in Building 7 months Number of Vice Principals in Building 1 Grade Levels in Building 4 Number of Teachers in Building 105

Number of Teachers meeting NCLB HQT 100% Number of Teachers with Emergency Certification and Subject Area

N/A

Teacher Mobility Rate 16% Teacher Attendance Rate 96% Total Number of Classrooms 56 Total Number of Students in Building 1,035 Percent Special Education Students 10% Percent Special Education Students in Inclusive Classrooms

65%

Number of Special Education Self-Contained Classrooms

None

Number of Inclusive Classrooms and Grade Levels 23 classes in grades 9-12 Percent LEP 47 out of 1,000 Number of Bilingual Classrooms 9 (2009-2010) Number of Students Receiving Bilingual Services 30 Number of Students Receiving ESL Services 30 Student Attendance 95.3% (2007) Student Mobility 9.9% (2007-2008) Student Suspensions 8% (2007-2008) Subgroups Missing AYP Special Education AYP Content Areas Missed (Math or LAL) Safe Harbor – Language Arts, Mathematics Number of Students Receiving Supplemental Services (SES)

25

NCLB Committee Meets Monthly No NCLB Committee Has Required Representation No


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TEAM POSITION

NAME

AFFILIATION

EXTERNAL TEAM

Team Leader

Doris Smith

Educational Consultant

Principal

Alice Dunston


Language Arts Literacy Specialist

Rita Vex


Mathematics Specialist

Nancy Prynosky


Special Education Specialist

Bettie Williams


English Language Learning Specialist

Linda Dold Collins


Technology Specialist

Gloria Kieley

NJ Department of Education

INTERNAL TEAM

District Liaison

Lisa Finn-Bruce

Englewood School District

Principal

William Gibney


Language Arts Literacy Specialist

Jordana Pichinich


Mathematics Specialist

Roger Vincentz


Special Education Specialist

Harriet Eisenberg


English Language Learning Specialist

Mercedes Gil



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ACTION STEP 1

CAPA ACTION STEPS TO IMPROVING STUDENT ACHIEVEMENT

STANDARD(S) 3 INDICATOR(S) All CONTENT AREA: LAL, Math, SPED, ELL SUBTEAM: LAL, Math, SPED, ELL Briefly Describe the Action Step—What needs to be done?: • Increase the use of differentiated instruction by all high school teachers.

What is the Rationale for Selection of this particular Action Step—Root Causes: • There is limited evidence that instruction is tailored to meet the individual needs of students. • The high school does not have an instructional model that supports differentiated instruction. What AYP data support selection of the Action Step? • LAL and mathematics assessment data indicate that secial education students and other subgroups remain below the state proficiency level.

What is the measurable goal (% or number) related to this Action Step? • By June 2010, teacher observation and walkthrough documentation will show the use of differentiated instructional strategies by each teacher at

any given time. What is the name of the research-based strategy(ies) or best practice(s) to be implemented that will achieve the desired goal? • The Art And Science of Teaching; Carol Tomlinson: Leadership for Differentiated Instruction, The Differentiated School, How to Differentiate Instruction in the

Mixed-Ability Classroom; Douglas Reeves; High Schools That Work-Southern Regional Education Board List other strategies already implemented in the school and/or district that directly contribute to accomplishment of this Action Step: • Data-driven decision making; differentiated instruction through Learning Resource Center and professional learning communities

List other schools/classrooms (within or outside the district) where this strategy is successfully implemented and achieving the desired results. Is it possible to visit the school or classroom to see the strategy in action? • Hasbrouck Heights • Morristown High School What are the possible costs for implementing the strategy(ies)? • Funding from school budget


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DELIVERY: How are we going to get there?

Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the Title 1 School Improvement Plan should be revised. Specific Actions necessary to implement

the selected Research-Based Strategy

Specific actions to improve educational practices

By when?

Start /End Date

By whom?

Persons Involved (‘+’ denotes lead person)

With what?

Resources required and funding source(s)

What evidence? How will we know the strategies are working?

How do we track our progress?

1 Create the high school professional development committee

May 1-June 1, 2009

+Principal Administrative Team

School Budget List of PD committee names

2 Create school-based professional development plan

June 30-July 31 +Principal

School Budget The school-based PD plan

3 Continue to become conversant with the research related to the Southern Regional Educational Board (High Schools that Work) and Professional Learning Communities-related to differentiated instruction

May 1, 2009- June 1, 2010

+Principal Administrative Team Campus Leadership Team

School Budget Copies of the research Minutes of discussion meetings

4 Professional development in mentor/coaching skills for administrators and selected campus leaders

May 1, 2009- June 1, 2010

+Principal District Instuctional Coaches

School Budget Meeting/workshop documentation Sign-in sheets

5 Administrative training in professional learning communities and differentiated instruction

May 1, 2009- June 1, 2010

Rosemary Seitel School Budget Meeting/workshop documentation Sign-in sheets

6 Synthesize existing walkthrough forms into one that emphasizes differentiated instruction

May 1, 2009-August 31, 2009

+Principal Administrative Team Campus Leadership Team

School Budget New walkthrough document

7 Ensure embedded planning time for PLC

May 1, 2009-September 1, 2009

Principal School Budget Review of the master schedule

8 Create a schedule for focused, documented walkthroughs

May 1, 2009-September 1, 2009

+Principal Campus Leadership Team

School Budget Walkthrough schedule

9 Administrative visitations at exemplary schools

May 1, 2009-November 30, 2010

Lisa Finn-Bruce School Budget Visitation schedule for school visits.


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ACTION STEP 2

CAPA ACTION STEPS TO IMPROVING STUDENT ACHIEVEMENT

STANDARD(S) 4, 5, 6 INDICATOR(S) All CONTENT AREA: Culture, Community SUBTEAM: Culture, Community Briefly describe the Action Step—What needs to be done? • Engage parents in active support of student academic progress in an effort to achieve NCLB national standards in mathematics and language

arts literacy by 2014. What is the rationale for selection of this particular Action Step—Root Causes? • The high school has implemented a limited number of initiatives designed to increase parent participation.

What AYP data support selection of the Action Step? • Special education, African-American, and Economically Disadvantaged students did not make AYP as noted on the 2008 state assessment.

What is the measurable goal (% or number) related to this Action Step? • By June 30, 2010, a minimum of 50 parents will attend the three scheduled progress report meetings.

What is the name of the research-based strategy(ies) or best practice(s) to be implemented that will achieve the desired goal? • Hugh Price, Mobilizing the Community to Help Students Succeed, ASCD, 2008.

List other strategies already implemented in the school and/or district that directly contribute to accomplishment of this Action Step: • District parent liasons and school parent organization

List other schools/classrooms (within or outside the district) where this strategy is successfully implemented and achieving the desired results. Is it possible to visit the school or classroom to see the strategy in action? • Teaneck School District has inititated the ACT initiative, which is designed to address the achievement gap. The ACT initiative is a collaboration

among parents, community, staff, and administration. Principal will schedule visitation. What are the possible costs for implementing the strategy(ies)? • Reallocation of current resources.


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DELIVERY: How are we going to get there? Detail the specific tasks to be completed in order to implement successfully each of the research-based or promising strategies you selected. Use additional rows as needed. As a result of the selection of the action steps, the Title 1 School Improvement Plan should be revised.

Specific Actions necessary to implement the selected

Research-Based Strategy Specific actions to improve educational practices

By when?

Start /End Date

By whom?

Persons Involved (‘+’ denotes lead person)

With what?

Resources required and funding source(s)

What evidence? How will we know the strategies are

working? How do we track our

progress?

1 • Research and plan for increased parental involvement

• Written plan will include a parent and student survey, information sharing via the EPSD@ the Center Program, and the provision of a Spanish language translator.

June 2009- August 31, 2009

+Principal Campus Leadership Team

Current resources Available copies of the research and the written plan

2 Implementation of plan for increased parental involvement

September 2009/Ongoing Late October, late January, and mid-May

+Principal Campus Leadership Team School Liaison staff

Reallocation of current resources

Sign-in sheets

3 Review or revise evaluation plan based on parental involvement

November 15 Review January 15 Review May 1 Review

+Principal School budget Attendance dates

Documents

DWIGHT MORROW HIGH SCHOOL - New Jersey Jersey Department of Education Dwight Morrow High School ... and helpful assistance, increasing the opportunity for all students to meet the