evaluation of the east epo - ur...

EvaluationoftheEastEPOYearTwo

NatalieLacireno-PaquetNancyHurleyWestEd

CrystalBishFortelahLLC

June2017

©2017WestEd.Allrightsreserved.

Lacireno-Paquet,N.,Hurley,N.&Bish,C.E.(2017).EvaluationoftheEastEPO:Year2.SanFrancisco,WestEd.

WestEdisanonpartisan,nonprofitresearch,development,andserviceagencythatworkswitheducationandothercommunitiesthroughouttheUnitedStatesandabroadtopromoteexcellence,achieveequity,andimprovelearningforchildren,youth,andadults.WestEdhasmorethanadozenofficesnationwide,fromMassachusetts,Vermont,andGeorgiatoIllinois,Arizona,andCalifornia,withheadquartersinSanFrancisco.

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EvaluationoftheEastEPO:Year2

ContentsChapter1 1

BackgroundandIntroduction 1Methods 3Findings 5OrganizationoftheReport 7

Chapter2 8ProgressofMajorInitiatives 8Leadership 8ProfessionalLearning 14Assessment:CommonFormativeAssessmentsandEmbeddedPerformance

Assessments 26TeacherPractices 28Curriculum 30SupportRoomModel 32FreshmanAcademy 39FamilyGroup 44RestorativePractices 57AlternativePrograms 64FamilyandCommunityEngagement 72

Chapter3 79StudentOutcomes 79

Chapter4 80Conclusions/Recommendations/Reflections 80ReplicationoftheEastEPOmodel 88RecommendationsforOngoingEvaluation 89

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AppendixA.ObservationToolsandProtocols 90WestEd–EastUpperandLowerSchool–ClassroomObservationTool 90EastUpperandLowerSchoolCPT ObservationForm 96FamilyGroupObservationprotocol 98

AppendixB.InterviewProtocols 100SchoolandEPOLeaders 100TeacherFocusGroupprotocol 104TeacherLeaderFocusGroupProtocol 105VicePrincipalLevelFocusGroupProtocol 107Counselors/SocialWorkersProtocol 109SchoolSecurityOfficers 110Paraprofessionals 110StudentFocusGroupProtocolUpperSchool 111ParentFocusGroupInterviewprotocol 114PartnerfocusGroupprotocol 115

AppendixC.AssessmentofEastEPOonDTSDEStandardsofPractice116

References 120

LISTOFFIGURES

Figure1.Studentsurveyrespondents,bygrade 7Figure2.Extentteachers/staffbelievedistributiveleadershipmodelexistsatUpperandLowerSchools 10Figure3.Extentteachers/stafffeelempoweredtotakeactionstoimprovethingsatEastUpperandLowerSchools 11Figure4.Extentteachers/staffbelievetheUniversityofRochesterhelpssupporteffectiveteachingatEast 12Figure5.Extentteachers/staffbelievethatUniversityofRochesterinvolvementisanoverallbenefittoEast 13Figure6.Extentteachers/staffbelievethatUniversityofRochesterinvolvementsupportsstudentlearningatEast 13Figure7.Extentteachers/staffbelievethatUniversityofRochesterinvolvementincreasesopportunitiesforstudentsatEast 14

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Figure8.Teachers’reportedengagementinregular(atleastweekly)IDCPTmeetings 15Figure9.ExtentteachersreportedusingstudentdatainIDCPT 16Figure10.ExtentteachersbelieveparticipationinIDCPTenhancedteaching 16Figure11.ExtentofteachersengaginginCPTatleastweeklyatendofYear2 17Figure12.Extentofteachers’reporteduseofstudentdataincontentareaCPT 18Figure13.ExtentteachersbelieveparticipationincontentareaCPTsenhancedtheirteaching 18Figure14.Extentteachersbelievetheuseofdailylearningtargetsenhancedtheirteaching 22Figure15.Extentteachersbelievetheuseofdailylearningtargetsenhancedstudentlearning 22Figure16.Extentcharacteristicsoflearningtargetswereobserved,spring2016andspring201723Figure17.ExtentteachersbelieveinformationfromtheCommonFormativeAssessmentsinfluencedtheirteaching 27Figure18.Extentteachersbelievedatafromtheembeddedperformanceassessmentinfluencedtheirteaching 27Figure19.Extenttowhichyouimplementthecurriculumasdesigned 30Figure20.Extentteachersbelievethecurriculumisrigorous 31Figure21.Extentteachersbelievethecurriculumisculturallyrelevanttostudents 32Figure22.ExtentteachersbelieveSupportPeriodhasthepotentialtopositivelyimpactstudentoutcomes 34Figure23.Extentteachersbelievestudentsareabletostrengthenand/oracquireneededskillsthroughSupportperiod 35Figure24.Extentstudentsbelievesupportperiodhelpsthemdobetterintheirclasses. 36Figure25.ExtentteachersbelievetheroleofSupportRoomteachersisclear 38Figure26.ExtentteachersbelievecontentteachersandSupportRoomteacherscollaborateandcoordinateSupportRoomefforts 38Figure27.ExtentofUpperSchoolteachers’beliefsthatFreshmanAcademywillincrease9thgraders’successinUpperSchool,N=102 42Figure28.Extentteachersandstaffbelieveco-carentinghasimprovedFamilyGroup 46Figure29.ExtentstudentsbelieveFamilyGrouphelpsthembuildrelationshipswithteachersandadministrators 48Figure30.ExtentteachersandstaffbelieveFamilyGrouphascontributedtoapositiveclimateandcultureatEast 51Figure31.ExtentteachersandstaffbelieveFamilyGrouphaspositivelyimpactedstudents’developmentofsocialskills 52Figure32.ExtentteachersandstaffbelieveFamilyGrouphaspositivelyimpactedstudentself-advocacyandself-empowerment 52Figure33.ExtentstudentsbelieveFamilyGrouphelpsthemtobuildrelationshipswithotherscholars 54

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Figure34.ExtentteachersandstaffbelieveFamilyGrouphaspositivelyimpactedrelationshipbuildingatEast 54Figure35.Extentteachers/staffhaveusedRestorativePracticesintheirclassroomwiththeirstudents 59Figure36.Extentteachers/staffobservedtheuseofRestorativePracticeseffectivelyhelpingtoresolvestudentconflicts 60Figure37.Extentteachers/staffbelieveRestorativePracticescontributetoapositivecultureandclimateatEast 60Figure38.Percentageofstudentswhohaveparticipatedinarestorativecircletoaddressaproblemtheywerehaving 61Figure39.Extentteachers/staffbelievetheyhavereceivedthesupporttheyneededtoeffectivelyimplementRestorativePracticesthisyear 64Figure40.ExtentofadministratorawarenessofQuestalternativeacademicprogram 67Figure41.Extentstudentsbelievetheschoolkeepsparent/guardianinformedaboutwhatisgoingonatschool,suchasevents 75Figure42.Fourdomainsofrapidimprovement 86

LISTOFTABLES

Table1.SummaryofYear2focusgroupsconducted 3Table2.PrimaryroleofrespondentstoTeacher/Staffsurvey 5Table3.YearjoinedEastteam 6Table4.Teacherandstaffperspectivesonparentengagement 74Table5.Teacher/staffperspectivesoncommunitypartners 77Table6.Eastandthefourdomainsofrapidimprovement 87

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Chapter1BackgroundandIntroductionInthespringof2016,WestEdwascontractedtoconductanexternalevaluationoftheEastEducationalPartnershipOrganization(EPO).ThisreportdocumentstheYear2evaluationactivities,findings,andrecommendations.ThereportfirstprovidesasummaryofYear1findings,givessomebackgroundandcontextonEastHighSchoolandtheEPOPlan,andthendescribestheevaluationmethodsforYear2.ThereportnextpresentsfindingsabouttheprogressmadeinmanyofthemajorinitiativesandprogramsoftheEPOinthe2016–17schoolyear.Foreachinitiative,thereportdescribesanddiscussesfindingsabouttheimplementationinYear2oftheEPO.Followingthesectiononthefindingsforthekeyinitiatives,thereportpresentsquantitativedatatoexaminestudentacademicprogress.ThereportconcludeswithrecommendationsandsuggestedevaluationactivitiesforYear3.

SummaryofYear1TheambitiousundertakingbytheUniversityofRochester(UR)toturnaroundEastHighSchoolwasbyallaccountsanextraordinaryendeavor.Teachersandleadersdescribedthefirstyearofimplementationasa“learningyear,”andthefindingssetforthintheYear1evaluationreportrevealedthatthe“all-in”attitudeatEastUpperandLowerSchoolprevailedtokeeptheinitiativemovingforward.TheworkofYear1oftheEPOfocusedondramaticchangesincurriculum,instructionalpractices,leadershippractices,andstudentexpectationsacademicallyandbehaviorallytostopthedeclineandtosettheconditionsforimprovement.Throughextensivecurricularwork,de-privatizingteacherpractice,supportingchangesininstructionalpractices,andstrengtheningacademicandsocio-emotionalsupportsforstudents,conditionsforimprovementwerefirmlyputinplace.ConsiderablereflectiononthefirstyearfindingsamongteachersandleadersatEastledtoadjustments,revisions,andevenre-inventionsofkeycomponentsinpreparationforYear2.EvaluatorsencouragedEPOleaderstocontinuetofocuson:schoolclimate,enhancedclassroominstructionandhigherexpectations,curriculumdevelopmentandprofessionallearning,parent/familyconnections,communitypartnerships,restorativeculture,increaseddatause,student-centeredlearning,andstudentaccountabilityforoutcomes.SomespecificareasofconcernorareasthatevaluatorssuggestedmightbenefitfromadditionalinvestigationbasedonYear1evaluationfindingsincluded:theeffectivenessofalternativeprograms;ensuringtheneedsofspecialeducationandEnglishNewLanguage(ENL)students;resolvingtheissueof6thgrade;continuingtoimprovefamilyengagement;continuedworkbuildingtrustandtransparencywithallstaff;supporting

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theprofessionalexpertiseofteacherswhilealsoholdingthemaccountable,andbuildingtheircapacitytoimplementexpectedcurricularandteachingpractices;andobservingimpactsonstudentoutcomes.

StartofYear2ThestartofYear2(2016–17schoolyear)showedaveryvisibleshiftinschoolclimatewithmoreorderlyhallwaysandincreasedstudentwillingnesstoengageinFamilyGroupandotheractivitiesimplementedtoimprovetheirsenseofbelongingatschool.Teachersreturnedwithrenewedcommitmenttoimproveclassroominstruction,andadministratorshavecometogethertoaligntheireffortstosupportimprovedpracticesforteachersandimprovedlearningandsupportsforstudents.Teachersseethatmanyoftheirsuggestionsforchangesinimplementationpractices,forexample,ofsupport,havebeenconsideredandimplementedbyschoolleaders.Year2beganwithoptimismonthepartofschoolleaders,teachers,andstaffwiththehardworkofYear1accomplishedandthegroundworkforimprovementcomplete.ManyareeagertoseeresultsattheendofYear2andhopetheyshowevidenceofimprovement.

EPOPlan

UndertheoriginalEPOplan,theschooladded6thgradeandseparatedtheformerEastHighintotwoschools,EastUpperSchoolforgrades9–12andEastLowerSchoolforgrades6–8.Ateachschool,alongerschooldayconsistingof7.5hourswithstaggeredstartingandendingtimeswasimplemented.Anewleadershipteamwasproposed,whichincludedaSuperintendent,aprincipal,andseveralviceprincipalsforeachoftheschools,aswellasseveralpositionsthatsupportboththeUpperandLowerSchools,includingachiefacademicofficer,orCAO,adirectorofspecialprograms,andaviceprincipalfordataandaccountability.Theuniquestructureoftheleadershipteamisdiscussedinmoredetailbelow.ThesenewstructuralcomponentswerebelievedtobecriticalbytheEPOdesignerstoimplementthekeyprogramsandinitiativestospurdramaticschoolimprovementacademicallyandculturally.Inadditiontoproposedchangesinschoolstructures,theplaninvolvedamajoremphasisoncurriculumandinstruction,includingacompletecurricularoverhaul.

Otherplannedchangesfocusedonstrengtheningsupportsforstudentsacademicallyandbehaviorally,includingplanstoworkwithexternalorganizationstoimplementalternativeprogramstoaddresstheneedsofstudentswhoweresignificantlybehindtheirpeers,atriskofdroppingout,orinneedofre-engagementwithschool.Alongerschooldaypermittedtheadditionofasupportperiodandtoaccommodatearobustsetofcareerandtechnicaleducationaswellaselectiveofferingstoaddressstudentinterests.AttheLowerSchool,doubleperiodsforEnglishwithafocusonliteracyandmathematicswereimplemented.AttheUpperSchool,afreshmanacademymodelwasproposedtosupportnew9thgraders.

Thehiringofadditionalsocialworkersandcounselorswasproposedtosupportstudentsbehaviorally.FamilyGroup,adailyinitiativetoensurethateachstudentisconnectedwithoneormorecaringadultswhoknowsthatstudentwell,wasalsodesigned.Inaddition,theEPOplannedtotakearestorativeapproachtostudentconductanddiscipline.

Leveragingtheuniversity’sexpertiseaswellasthatofcommunitypartnerswasanotherkeycomponentoftheEPOplan.Facultyandstafffromtheuniversitycontributedtotheproposaldevelopmentand

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implementationprocessinmanyways,rangingfromcommunicationstocurriculumandleadershiproles.

MethodsEvaluatorscollaborativelydevelopedacomprehensivedatacollectionplanforYear2withmembersoftheEPOOversightCommittee.Thedatacollectionplaninvolvedqualitativeandquantitativedatacollectionandanalysis.Someofthedatacollectionactivitiesweredesignedtoallowyear-to-yearcomparisons.Datafromallrelevantdatasourceswereanalyzedforeachsectionofthereport.Intheremainderofthissection,weprovidedetailsonthedatacollectedfortheevaluationofthe2016–17schoolyear.

FocusGroupsandInterviewsForfocusgroupsandinterviews,evaluatorscreatedcustomizedinstrumentsforeachpopulation.Focusgroupsandinterviewsaskedaboutimplementationofspecificinitiatives,evidenceofimpact,challenges,andanticipatedchanges.Manyfocusgroupsandnumerousinterviewswereconducted,withmostbeingconductedinthespringof2017.Table1summarizesthefocusgroupsconducted.

Table1.SummaryofYear2focusgroupsconducted

Population Date Numberoffocusgroups(Numberofparticipants)

Students• UpperSchool• LowerSchool• Quest• BigPicture• FreedomSchool

December2016–January2017

May2017(FreedomSchoolonly)

16(143participants)

ParentsofFreedomSchoolstudents May2017 1(5participants)

Teachers• UpperSchool,includingQuest,CTE• LowerSchool• BigPicture

April2017 10(25participants)

Teacherleaders April2017 1(14participants)

Counselors April2017 1(5participants)

Socialworkers April2017 1(4participants)

Assistantprincipals September2016andApril2017 2(8participants)

Partners(FACECommittee) April2017 1(5participants)

Paraprofessionals April2017 1(8participants)

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Population Date Numberoffocusgroups(Numberofparticipants)

Schoolsecurityofficers April2017

Interviewswereconductedwith:

• EPOOversightCommittee–6members

• Schooladministrators,includingthesuperintendent,CAO,principals,FreshmanAcademydirector,directorofspecialprograms,viceprincipalofdataandaccountability,specialassistanttothesuperintendent,familygroupcoaches,specialeducationdirector,attendancespecialist

Inaddition,brief5-minuteconversationswereheldwithaboutadozenparentsattheparent-teacherconferencenightinApril2017.

Observations

ClassroomObservations

DuringApril26–28,2017,WestEdstaffvisitedEasttoconductsystematicclassroomobservationsfocusedonteacherpractices.Acrossthethreedays,atotalof57classroomswereobserved.Ofalloftheclassroomsobserved,37percent,or20classrooms,wereintheLowerSchool;61percentwereintheUpperSchool.ManyoftheclassroomsattheUpperSchoolweremixed-gradeclassrooms.Aneffortwasmadetoobserveclassroomsacrossallsubjects.Thesubjectareasoftheobservedclassroomsincluded:

• 24%math(13classrooms)(Algebra,Geometry,Pre-calculus,BilingualMath)

• 20%Englishlanguagearts(11classrooms)(ELA/ENL,LiteracyWorkshop)

• 20%unifiedarts/specials(11classrooms)(Spanish,PersonalFinance,PhysicalEducation,StudioArts)

• 18%history/SS(10classrooms)(Global,GlobalReview,USHistory)

• 16%science(9classrooms)EarthScience,Chemistry,LivingEnvironment,Physics)

CollaborativePlanningTimeObservations

Evaluatorsobserved12contentareacollaborativeplanningtimeobservations(CPTs)in2017.CPTswereobservedintheUpperandLowerSchools,andwerefocusedonmathandEnglish/literacy.ACPTobservationprotocolwasusedtodocumenteachobservation(seeAppendixA).

ObservationsofFamilyGroup

Evaluatorsobserved18FamilyGroupsacrosstheUpperandLowerSchools.Observationsoccurredinthefallof2016andspringof2017.EvaluatorsusedaFamilyGroupobservationprotocoltodocumenteachobservation(seeAppendixA).

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ObservationsofSupportRooms

Atotalof12supportroomperiodswereobservedbytheevaluationteamduringspring2017.Onehundredtwostudentsand33adultswerepresentacrossthesesessions.EvaluatorscompletedSupportPeriodNote-takerformswhichwerereviewedtocapturegeneralinformationabouthowmanystudentsandadultswerepresentateachsession,thegradelevel,whetheranESOLstaffwaspresent,andthestartandendtimeoftheobservation.

Findings

SurveysSurveyswerecreatedtoaddresstheimplementationofspecificinitiativesatEast.Surveyswereconductedwithteachersandcertificatedstaff(e.g.,staffthataremembersoftheRochesterTeachersAssociations[RTA],likesocialworkers,counselors),schooladministrators,andstudents.

TeacherandStaffSurvey

TheteacherandstaffsurveywasconductedonlineusingSurveyMonkeyÒ.“Staff”referstostaffwhoareintheRTA.ThesurveywasconductedonApril7,2017,aftertheconclusionoftheSuperintendent’sConferenceDay.Atotalof163teachersandstaffrespondedtothesurvey.RespondentswereaskedtoindicatetheirspecificroleandwhethertheirresponsibilitieslieprimarilyintheLowerSchool,theUpperSchool,orinbothequally(seeTable2).Throughoutthisreport,figuresandchartsdisplaytheteacher/staffsurveydatadisaggregatedbywhetherprimaryresponsibilitieslieintheUpperorLowerSchool.Smallcellsizespreventedusfromseparatelyreportingthosewhoseresponsibilitieslieequallyinboth,however,theirresponsesareincludedintheoveralltotalpercentagesreported.Insomecases,aquestionappliesonlytoteachersandteacherleadersandonlytheirresponsesarepresented;thisisalwaysindicatedinatablenote.

Table2.PrimaryroleofrespondentstoTeacher/Staffsurvey

Response LowerSchool UpperSchool InUpperandLowerSchoolEqually

Teacher 75.6%

(n=34)

81.5%

(n=88)

50.0%

(n=5)

Teacherleader(morethan50%ofyourrole) 11.1%

(n=5)

5.6%

(n=6)

10.0%

(n=1)

Othercertifiedfaculty(e.g.,guidancecounselor,socialworker)

8.9%

(n=4)

12.0%

(n=13)

30.0%

(n=3)

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Other 4.4%

(n=2)

0.9%

(n=1)

10.0%

(n=1)

RespondentswerealsoaskedwhatyeartheyjoinedtheEastteam,toascertainwhethertherespondentpoolincludesthosewhowereatEastbeforeandsincetheEPO.Table3belowindicatesthatitvariesbyUpperandLowerSchool,butthattherespondentsincludeamixofteachersandstaffwhowereatEastpriortotheEPOandaftertheimplementationoftheEPO.

Table3.YearjoinedEastteam


Thisschoolyear(2016–17) 6.5%

(n=3)

9.3%

(n=10)

20.0%

(n=2)

Lastschoolyear(2015–16) 63.0%

(n=29)

44.4%

(n=48)

40.0%

(n=4)

2014–15schoolyearorearlier 30.43%

(n=14)

46.30%

(n=50)

40.00%

(n=4)

AdministratorSurvey

ThesurveyforadministratorswasalsoconductedonApril7aftertheSuperintendent’sConference.Administratorsincludedprincipals,viceprincipals,anddirectorlevelstaff,suchasdirectorofspecialprograms,directorofspecialeducation,Questdirector,BigPicturedirector,andFreedomSchooldirector.Therewere11respondentsoutofapossible16foraresponserateof69percent.Oftheadministrators,3reportedtheirresponsibilitieslieprimarilyintheUpperSchool,3intheLowerSchool,4whoseresponsibilitiesareequallyintheUpperandLowerSchools,and1whoseresponsibilitieslieprimarilywithAlternativePrograms.Becauseofthesmallnumberofrespondents,whendatafromtheadministratorsurveyaredisplayedinthisreport,theyarereportedasonegroupandnotbrokenoutbyareaofresponsibility.

StudentSurveys

Twoversionsofthesurveywerecreated,oneforUpperSchoolstudentsandoneforLowerSchoolstudents.ThesurveyswereadministeredduringFamilyGroupsessionsduringApril26–28,2017.Thesurveysaskedaboutspecificprogramsandsupports,includingthethingstheylikedmostandleastaboutEast.ThestudentsurveyswerecompletedusingpencilandpaperandwereenteredintoSurveyMonkeyÒsoftwareforanalysis.

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AttheLowerSchool,255studentsrespondedtothesurvey,with7.6percentbeinginthe6thgrade,49percentinthe7thgrade,and43.4percentinthe8thgrade(seeFigure1).AttheUpperSchool,390studentsrespondedtothesurvey.Therespondentswerefairlyevenlydistributedacross9th–12thgrades,with3studentsrespondingtheywereungradedorunsureoftheirgrade(seeFigure1).

Figure1.Studentsurveyrespondents,bygrade

QuantitativeData[InsertdescriptionafterreceiveYear2datainAugust.]

OrganizationoftheReportThisreportisorganizedintofourchapters.Chapters2and3containasummaryofdatacollectedandfindingsrelatedtomajorEPOinitiativesandstudentoutcomes.Conclusionsandrecommendations,includingrecommendationsforspecificprogramsandrecommendationsforongoingevaluation,arepresentedinChapter4.

ANoteaboutLanguageThroughoutthereportweusethefollowingterms:

• EPOleadership—ReferstomembersoftheEPOOversightCommittee,whichincludesthedeanoftheWarnerSchoolattheUniversityofRochester,theEastEPOprojectdirector,theEastEPOsuperintendent,andothers.

• Administrators—Referstoschool-basedadministrators,includingtheprincipals,viceprincipalsandviceprincipal–leveladministrators,andprogramdirectors.

• Teachersandstaff—Referstoallteachersandcertificatedstaff,whichincludesanystaffmemberwhoiscertificatedandcoveredbytheRTAagreement,suchascounselorsandsocialworkers.

6thgrade8%

thgrade49%

8thgrade43%

LowerSchool

9thgrade27%

10thgrade26%

11thgrade23%

12thgrade23%

Ungraded/unsure1%

UpperSchool

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Chapter2ProgressofMajorInitiativesThissectionofthereportaddressesthefollowingmajorEPOinitiatives:

• Leadership

• Professionallearning,includingcollaborativeplanningtimeandprofessionaldevelopment

• LearningTargets

• Teacherleaders

• Assessment

• Teacherpractices

• Curriculum

• SupportRoomModel

• FreshmanAcademy

• FamilyGroup

• RestorativePractices

• Alternativeprograms

• Familyandcommunityengagement

Foreachoftheseinitiatives,adescriptionofimplementationforYear2isprovided,alongwithchallenges,impactsand/orbenefits,and,insomecases,plansforYear3.Evidenceisprovidedintheuseofquotationsfromfocusgroups,interviews,andopen-endedsurveyitems.Whereapplicable,surveydataarealsousedtosupportfindings.

Leadership

EPOLeadershipTheleadershipstructuresofEastUpperandLowerSchools,throughtheEPO,haveremainedconsistentfromYear1toYear2;however,whathaschangedaresomeoftheleadershippractices.TheEPOhasaleadershipstructurethatincludesaprojectdirector,Dr.SteveUebbing,andasuperintendent,Dr.ShaunNelms.Thereisalsoauniversity-basedEPOOversightCommitteethatoverseesanddirectstheEPOingeneralandtowhichthesuperintendentreports.ThiscommitteeiscomprisedoftheEPOprojectdirector,superintendent,thechiefacademicofficer(CAO),andWarnerSchoolleadersandfaculty/staff.InYear1,theEPOOversightCommitteewasdescribedasbeingactivelyinvolvedintheschool.InYear2,

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anumberofrespondentsamongtheschoolleadershipandstaffreportedthattheOversightCommitteehassteppedbackandislessinvolvedintheday-to-dayoperationoftheschool.Thisisseenasavoteofconfidencefortheschool-basedleadershipteam.Itwasalsodescribed,byEPOleaders,asanexplicitdecisiontooverseeandprovideguidancebutnottobeinvolvedinday-to-daydecisions.

TeachersalsoreportedahighlevelofconfidenceintheorganizationandthebenefitoftheEPOleadershipmodelatEast.Eightypercentoftherespondentstotheteacher/staffsurveyreportedagreeingorstronglyagreeingthat“TheorganizationoftheleadershipteamsupportseffectiveprogresstowardschoolimprovementandachievementofEPOgoals.”AhighpercentagealsoreportedunderstandingtheEPOleadership,withmorethan85percentofrespondentsindicatingtheydidsotosomeoragreatextent.

School-levelLeadershipBythestartofYear2inSeptember2016,onlytwooftheoriginalnineindividualswhoservedinaprincipalorvice-principalroleremainedintherolethattheyhadatthebeginningofYear1.AnewprincipalwashiredfortheLowerSchool.Severalnewviceprincipalswerealsohired.Inaddition,severalleaderschangedroles;forexample,theviceprincipaloftheFreshmanAcademyfor2015-16becameaviceprincipalattheLowerSchool.InrecognitionofsomeofthechallengesinYear1andwithafulladministrativeteaminplaceforYear2,effortsweremadeinthefallof2016toclarifyrolesandresponsibilities.Forexample,anewmatrixofresponsibilitieswasdevelopedthatlistedalladministratorsandtheirformal,aswellassomeinformal,responsibilities.TeachersandotherleaderswerealsooptimisticthathavingafullystaffedleadershipteamwilladdresstheleadershipchallengesexperiencedbytheLowerSchoolinYear1.

CommunicationwasachallengeleadershipfacedinYear1,andeffortswereundertakentoaddressitinYear2.Byallaccountsmuchimprovementwasmade.Inthesurvey,84percentofteachersandstaffagreedorstronglyagreedthat“communicationfromtheschoolleadershipisclear.”ThesurveywasnotconductedinYear1,butbaseduponfeedbackfromteachersandstaffattheendofYear1comparedtotheoverallpositivesurveyandfocusgroupfeedbackfromteachersinspring2017,itisclearthatcommunicationandconsistencyofmessagehasimproved.

Manyteachersandleadersseetheroleofthechiefacademicofficerasindispensabletothemodel,thoughitdoesnotnecessarilyhavetobebasedattheuniversity.Thisroleallowsaleadershippositionwhosesolefocusisinstruction.Thisfreesuptheprincipalsandviceprincipalstobethefirstresponderstheyareexpectedtobeintheoften-chaoticexperienceofurbanschools.

DistributedLeadershipInadditiontotheformalleadershipstructureattheschool,thesuperintendenthadagoaltoimplementadistributedleadershipmodelwhereteachersandstaffareempoweredtotakeactionandwhereleadershippracticesarenotdictated.InYear1,bothteachersandleadersstruggledtosomeextentwithwhatwassometimesperceivedasalackofspecificdirections.Year2hasseenprogressinadistributedleadershipmodeltakingholdamongschoolleadersandteachers.Forexample,leadersrealizetheyhavethefreedomtomakeday-to-daydecisionswithintheframeworkoftheEPOandexistingstructures.

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Teacherleadersservingasinformalleadersareseenasakeypartofthemodelandfrequentlyasabridgebetweenteachers/theclassroomandleadership.ThemostcommonlycitedexampleofdistributedteacherleadershipinactionistherestructuringoftheUpperSchoolsupportroomsandsupportperiodsthatwereteacherledattheendofYear1andwereimplementedinYear2.Duringthespring/summer2016,agroupofspecialeducationteachers,whowerealsosupportroomteachers,establishedtheUpperSchoolSupportRoomAdvisoryCommitteewhichproposedchangestoimprovetheoperationofthesupportmodel.Thechangesaddressedmanagementandlogisticschallenges,studentattendance,andeffectivenessonstudentoutcomes.ThechangestotheSupportRoommodelinUpperSchoolaredescribedas“completelyteacherdrivenandteacherled.”

Adistributedleadershipmodelisidentifiedwiththepromisingpracticeof“MotivatingTeacherstoMaintainCommitmenttoTransformingtheSchool”tosustainrapidschoolturnaround(Hitt&Myers,2017).Someleadersandteachersdesireclearerresponsibilitiesthatareassociatedwithaleadershipmodel.Somesharedthatthemodelworkswellifyouarea“gogetterandaself-starter”butthatforothersthislackofclarityandtheonusonself-motivationcanbediscouraging.ThereweresomedifferencesintheextenttowhichteachersandstaffattheUpperandLowerSchoolsbelievethereisadistributiveleadershipmodelattheschool.SeeFigure2below,whichindicatesthat83percentoftheUpperSchoolteachersbelievetosomeoragreatextentthatthereisadistributiveleadershipmodelattheschoolcomparedto65percentattheLowerSchool.Similarly,whenaskedabouttheextenttowhichteachersareempoweredtotakeactionstoimprovethingsatEast,85percentofteachers/staffattheUpperSchoolreported“tosomeoragreatextent,”comparedto76percentfortheLowerSchool(seeFigure3).ThesuperintendentandotherschoolleadersarenotunawareofthesechallengesbutbelievethatdistributedleadershipiskeytotheEPOmodelandallowstheleadersandteachersto“focusontheprinciplesthatdriveourpurposehere:buildcoherence,empowerothers,holdourselvesandothersaccountable,autonomy,andasafeenvironmentforteacherstoexperienceandfail.”

Figure2.Extentteachers/staffbelievedistributiveleadershipmodelexistsatUpperandLowerSchools

15%

13%

13%

64%

52%

70%

9%

11%

10%

1%

0%

2%

10%

24%

5%

0% 20% 40% 60% 80% 100%

Total

LowerSchool

UpperSchool

Toagreatextent-4 3 2 Notatall-1 Don'tknow

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Figure3.Extentteachers/stafffeelempoweredtotakeactionstoimprovethingsatEastUpperandLowerSchools

UniversityRoleTheuniversityholdstheEPO,andseveraluniversityfacultymembershaveleadershiprolesintheEPO.Manyotheruniversityfacultyandstaff,especiallyfromtheWarnerSchool,providesupportforleadershipandteacherdevelopment,curriculumdevelopment,andmore.WarnerSchoolfacultyandstaff,includingcurriculumandteachingexpertsfromtheCenterforProfessionalDevelopmentandEducationReform,wereinvolvedinthedevelopmentoftheEPOplan,andmanycontinuetobeinvolvedintheschoolprovidingconsultingoradvisingtosupportcurriculumimplementationandprofessionaldevelopment.

Whenaskedtodescribetheuniversityroleanditsimportance,teachers/staffandleadersatEastconsistentlyemphasizedtwokeypoints:(1)leadershiprolesofsuperintendentandchiefacademicofficerand(2)extensiveprofessionaldevelopmentforcurriculumandinstructionprovidedbythefacultyassociatedwiththeuniversity.Infocusgroups,teacheropinionsoftheuniversity’sinvolvementinEastweremixed,butteachersurveys,whichrepresentalargerproportionoftheteacherpopulation,werestronglypositive,withasensethatURbringsresourcesforstudentsandresearch-basedpracticesforteachers,andanimprovedreputationofEastinthecommunity.

Whileitisunusualtohaveachiefacademicofficerattheschoollevel,leadersandteacherssharedthattheybelievetheexistenceofthisrole—andahighlyqualifiedindividualinit—allowsforacoherent

20%

17%

19%

64%

59%

66%

14%

20%

14%

1%

4%

0%

1%

1%

0% 20% 40% 60% 80% 100%

Total

LowerSchool

UpperSchool


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andconsistentfocusonteachingandlearning.Theprincipalsarestillinvolvedinteachingandlearning,butintheoften-chaoticenvironmentofanurbanhighschool,itisimpossibleforittobetheirprimaryfocus.TheCAOpositionallowsalaser-likefocusoninstruction.

Intermsofprofessionaldevelopment,usingtheframeworkoftheEPOplan,theschool’sProfessionalDevelopmentCommittee,whichconsistsofuniversityfacultyandschool-basedteachersandleaders,developedafive-yearprofessionaldevelopmentplanthatiscurrentlybeingimplemented,andwillbediscussedinmoredetailbelow.Oneschoolleaderemphasizedtheroletheuniversity,theWarnerSchool,andtheCenterforProfessionalDevelopmentandEducationReformplayinprofessionaldevelopmentattheschool:“Wegetasignificantamountofprofessionaldevelopmentfromtheuniversity.It’sthehighestqualityI’veeverseeninaschool;it’sverysustained,andtheyhavealong-termplanfordevelopingstaff,andwewouldn’thavethatwithouttheuniversity.”Accordingtotheresultsoftheteacher/staffsurvey,thereisoverwhelmingagreement(93%)thattheUniversityofRochesterhelpstosupporteffectiveteachingatEast(seeFigure4).Infocusgroups,someteacherssharedtheirperspectivethateverythinghastobedonethe“URway,”andthatitdevaluestheirprofessionalexperience.However,otherteacherssharedthattheURbringsresearchtopracticeandbelievestherearerichexperiencesfromcollaboratingwithUR.

Figure4.Extentteachers/staffbelievetheUniversityofRochesterhelpssupporteffectiveteachingatEast

Thevastmajorityofteachers/staffatEastbelievethattheuniversity’sinvolvementisanoverallbenefit.Fully97percentattheLowerSchooland95percentattheUpperSchoolagreeorstronglyagreewith

45%

49%

43%

48%

44%

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5%

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LowerSchool

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PercentofRespondents(Totaln=155)

StronglyAgree Agree Disagree StronglyDisagree Don'tKnow

–13–


thatstatement(seeFigure5).Ingeneral,theyalsobelievethattheuniversity’sinvolvementinEastincreasesopportunitiesforstudentsandsupportsstudentlearning(seeFigures6and7).

Figure5.Extentteachers/staffbelievethatUniversityofRochesterinvolvementisanoverallbenefittoEast

Figure6.Extentteachers/staffbelievethatUniversityofRochesterinvolvementsupportsstudentlearningatEast

55%

60%

54%

41%

37%

41%

3%

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Figure7.Extentteachers/staffbelievethatUniversityofRochesterinvolvementincreasesopportunitiesforstudentsatEast

ProfessionalLearningThissectiononprofessionallearningaddressescollaborativeplanningtimeandotherprofessionaldevelopmentopportunities.Theroleofteacherleaders,whileaprofessionallearningsupport,isdiscussedinaseparatesectionbelow.

CollaborativePlanningTimeTherearetwotypesofcollaborativeplanningtimeatEast—onecontent-orsubject-specificthathappensacrossgrades,knownmoregenerallyasCPT,andonethatisgrade-level-specificbutoccursacrosssubjects,knownasinter-departmentalorIDCPT.Eachmeetsatleastonceaweek,dependingontheschoolschedule.TeacherleaderssupportthecontentCPTs,andanadministrator,suchasaviceprincipal,supportsthegrade-levelIDCPTs.

RespondingtochallengesidentifiedwithCPTinYear1,schoolleadersandothersidentifiedareasforimprovementforCPTinYear2toimproveitseffectivenessinsupportingteacherpractice.TheroleofadministratorsinCPTwasclarifiedtospecifythattheyareexpectedtoleadgrade-levelIDCPTandareinvitedtoparticipateincontentCPTaswell.Coaches/teacherleadersareexpectedtoruncontentinamorestructuredway,withanagenda,andwithaportionofeachCPTfocusedoncommonschool-widework,suchaslearningtargetsorCommonFormativeAssessments.BelowwediscussIDCPTandCPTinmoredetail.

55%

60%

53%

40%

37%

41%

3%

2%

4%

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UpperSchool

PercentofRespndents(Totaln=155)


–15–


IDCPT

Theexpectationisthatteachersandadministratorsmeetingrade-levelteamsatleastonceaweek.Thesemeetingsbringtogetherteachersfromdifferentdisciplinesandareanopportunitytomonitortheprogressofstudentsinaparticulargrade,identifystudentsforsupport,anddiscussotherissuesspecifictothegrade.ResponsestotheteachersurveyindicatedifferencesintheregularityofIDCPT,withamajority(73%)ofLowerSchoolteachersreportingtheyregularlyengageinIDCPTmeetingstoagreatextentcomparedtoonly49percentofUpperSchoolteachers(seeFigure8).

Figure8.Teachers’reportedengagementinregular(atleastweekly)IDCPTmeetings

Note:Includesresponsesofteachersandteacherleadersonly.

Evaluatorsobserved,andheardfromteachersandadministratorsinfocusgroups,thatIDCPToperatesquitedifferentlyacrosstheschool.Forexample,someteachersintheLowerSchoolreportedthattheylookatstudentdataintheirIDCPT,includinglookingatdataonindividualstudentstoseewhoispassingorfailingandtoidentifystudentsforintervention.QuestteachersalsosharedthattheirCPTisfocusedonidentifyingstudentsforintervention,butthatitisbasedmoreonteacherobservation.Figure9belowshowsthepercentageofteachersintheUpperandLowerSchoolsthatreportusingstudentdataintheirIDCPTs.Weseethat65percentofteachersattheLowerSchoolreportusingdatacomparedtoteachersintheUpperSchool(48%).IntheUpperSchool,teachers’responsesvariedwidely,fromthosewhosharedthefeelingthatIDCPTisawasteoftimeandotherssharingthatanytimetogettogetherwithcolleaguesisvaluable.ThesemixedopinionsabouttheusefulnessofIDCPTareevidentintheresultsoftheteacher/staffsurveyresponsesdepictedinFigure10thatshowarelativelysmallpercentageofteachersandteacherleaderswhorespondedtothesurveybelievethatIDCPTenhancesteaching.AtboththeUpper(52%)andLowerSchools(61%),amajorityrespondednegatively

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(selecting1[notatall]or2)tothequestionoftheextenttowhichparticipationinIDCPTenhancedtheirteaching.QuotationsfromteachersaboutIDCPTalsotendedtobenegative,asthisexampleillustrates:

“IDCPThasbeenverydisappointing.Ourmeetingsarenotwellplannedanditappearsasthoughouradministratordoesnotthinkpurposefullyabouthowtousethistimeandhasnolong-termvision.…ThereisaverynegativeatmosphereinourIDCPTandlittleisaccomplished.”

Figure9.ExtentteachersreportedusingstudentdatainIDCPT


Figure10.ExtentteachersbelieveparticipationinIDCPTenhancedteaching

Note:Responsesincludeonlyteachersandteacherleaders.

65%

35%

LowerSchool

Yes

No

48%52%

UpperSchool

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No

11%

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9%

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ContentAreaCPT

InadditiontoIDCPTthereisacontentareaCPTforeachsubjectthatisledbyateacherleaderorcoach.BenefitsofCPTreportedinYear1includehavingregulartimeandspacetoengageinprofessionalconversationsaboutpracticesandstudentwork.SomeofthechallengesinYear1includedwidevariabilityinthequalityofCPTs,withnotallteachersregularlyparticipating.AttheendofYear2,thevastmajorityofteachersatboththeLower(92%)andUpperSchools(89%)reportedparticipatinginCPTatleastweekly(seeFigure11).

Figure11.ExtentofteachersengaginginCPTatleastweeklyatendofYear2


AdministratorsclarifiedandincreasedtheexpectationsforCPTsforYear2,includinghavingacoachrunthemeetingandhavingsimilarexpectationsabouthowtheyoperate.InYear2,itbecameexplicitthatcoachesusetheirCPTwithteacherstoreinforceandextendcontentfromprofessionallearning.Forexample,eachmonthlystaffmeetingfocusedononeofthesixcriteriaofgoodlearningtargets.IntheCPTfollowingeachofthesestaffmeetings,coachesreinforcedthemessageandworkedwithteacherstodeepenunderstandingandpracticeofthecontent.AnotherexpectationforCPTisthatstudentdataandstudentworkareused.AhighpercentageofteachersatboththeLower(78%)andUpper(82%)SchoolsreportedusingstudentdataintheirCPT(seeFigure12).

90%

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Figure12.Extentofteachers’reporteduseofstudentdataincontentareaCPT


Accordingtothesurvey,teachersandteacherleadersreportthatparticipationincontentareaCPTmeetingsenhancedtheirteaching(seeFigure13),thoughthereweresomedifferencesattheUpperandLowerSchools.AttheLowerSchool,81percentoftheteachersandteacherleadersreportedthatparticipationinthecontentareaCPTenhancedtheirteachingtosomeoragreatextent,comparedto68percentattheUpperSchool.

Figure13.ExtentteachersbelieveparticipationincontentareaCPTsenhancedtheirteaching


78%

22%

LowerSchool

Yes

No82%

18%

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No

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62%

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8%

26%

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6%

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Whileamajorityofteachers’surveyresponsesindicatethatCPTishelpfulinenhancingtheirteaching,infocusgroups,teacherssharedawidevarietyofopinionsontheoperationandusefulnessofCPTs.SometeachersreportedthattheircontentCPTsareusefulandotherssharedthattheircontentCPTcouldbemoreeffective.

CoachesandbuildingadministratorssharedthattheybelieveCPTinYear2allowsforaconsistentmessagingaboutinstructionalexpectations.CoachesalsosharedthattheirroleinCPTisclearerthisyear.However,someteachersperceiveCPTtobetopdownordirective,withmoredirectionfromcoachesthanteachercollaboration.TeacherssharedthesevaryingopinionsaboutCPTinfocusgroupsandonthesurvey,asthefollowingquotationsillustrate:

“SometeachersgetannoyedbecauseCPTissoactionpacked;butwithreallyproductiveactivities.Someteachersgetfrustratedbecausesomearebigideaplanningandsometeacherswanttimetoplanfortheirclassesorco-plan.Iagreewecouldhavealittlemoreofthat,butIthinkthethingswedoaresovaluableweshouldn’tstopthem.”

“LiteracyCPTisgreatbecauseit'sfocusedoninstructionandlookingatdata.Ourcoachfacilitatessupereffectivelyandthere'salwaysaclear-cutobjectiveandagenda,andshe'sflexibleandresponsivetoourneeds.”

“OurcontentCPTisthoughtfullyplannedandalignedtoschoolgoals/initiatives,aswellascurriculumgoals/initiatives.Webenefitfromhavingoutsideconsultantswhoregularlymeetwithourinstructionalcoachandprovideindividualcoachingtoteachersonourteam.Wealwaysreceiveagendasaheadoftimeandusetimewiselyinmeetings.Ouractivitiesbenefitourdailyinstructionandhelpinformourlong-termplanning.Wealsohaveengagedinmeaningfuldataanalysisandlearningaboutinstructionalpracticesthatarespecifictoourdepartment.”

“CPTisnotaseffectiveasitcanbe.Itcouldbefabulousbutwestrugglestill.There’snoaccountabilityinCPT.”

Evaluatorsobserved12contentareaCPTsin2017,acrossallgradelevels.EvaluatorsobservedthatmostCPTs(75%)usedanagendaandfollowedasimilarformatfortheuseoftime,withasectionondiscussingandreinforcinglearningtargets.Theuseofstudentdataorstudentworkwereonlyobservedin37percentoftheCPTs.WhilenoteveryminuteofeveryCPTwasusedwell,discussionstendedtofocusonrelevantissues,withplanningforinstructionobservedinthreeCPTsanddiscussinginstructionalstrategiesinsixclassrooms.

ProfessionalDevelopmentExtensiveprofessionaldevelopmentforteachers,staff,andadministratorsisacentralpartoftheEPOplan.TheongoingscheduleofembeddedandsupplementalprofessionaldevelopmentcontinuedinYear2withtheimplementationofthe5-YearProfessionalLearningPlandevelopedbytheschool’sProfessionalLearningCommittee.ProfessionallearningatEastisclearlythoughtoutandcoherent,anddesignedtosupportchangesinteacherpracticesandtosupportimplementationofexpectedpractices.

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Ongoingembeddedprofessionallearningismostimmediatelycarriedoutbycoaches/teacherleadersthroughCollaborativePlanningTime(discussedinaseparatesection),butalsothroughtheUniversityofRochester’sCenterforProfessionalDevelopmentandEducationReform,theengagementofconsultantsfromELLearning,andothers.LeadersandadministratorsatEastandconsultantsandstafffromtheCenterforProfessionalDevelopmentandEducationReformalsoprovideperiodicprofessionallearningopportunitiessuchasthroughsuperintendentconferencedays,monthlystaffmeetings,andsummerprofessionallearning.Inthesummerof2016,priortothestartofYear2,extensiveprofessionallearningwasrequiredofallnewandreturningstaff,includingafullweekofcurriculumdevelopmentworkandmore.

The5-YearProfessionalLearningPlanisdescribedasaworkinprogressbutausefuldocumentthatmapsouthowallofthenecessaryprofessionaldevelopmentacrosscontentandpracticesaresequencedovertimetosupporteffectiveimplementation.Administratorssharedthatitishelpfultoseehowallofthedifferentinitiativesaregoingtobeimplemented.Teachersandadministratorssometimesexpressedfrustrationthatimplementationofsomeinitiativesisbeingdoneinstages,butthattheprofessionallearningplanhelpsthemtorealizethatitwouldbeimpossibletofullyimplementlearningtargets,UnderstandingbyDesign(UbD),newcurricula,RestorativePractices,andmoreallatonce.Theplanmapsout“howandwhen”professionallearningwillbeconductedandreinforcedovertime,toensureathoughtfulimplementation.

TeachersandteacherleadersprovidedsomefeedbackaboutprofessionallearningatEastinfocusgroupsandonthesurvey.Ingeneral,theprofessionallearningisviewedashighquality.Teachersandleadersreportthattheoccasionalconsultantisnotparticularlyeffective.Teacherssharedthattheauditorium,acommonplaceforwhole-staffprofessionallearning,isnotconducivetoeffectiveprofessionaldevelopmentbecausetheroomdoesnotallowforcollaborationandthedarknessoftheroomisnotconducivetoprofessionallearning.Therearedifferingopinionsonwhetherhalf-dayprofessionallearningisproductiveornot.Someteachersandstaffreportedadesiretohaveopportunitiesforself-selectedordifferentiatedprofessionallearning.AfewteachersnotedthatprofessionallearningatEastdoesnotalwaystakeintoconsiderationthespecificneedsofspecialeducationorEnglishlearnerstudents.Nonetheless,teachers,teacherleaders,andadministratorsallsharedthattheprofessionallearningatEastsincetheEPOimplementationisthemost,andmostintensive,professionallearningopportunitiestheyhavehad.

Theteacher/staffsurveyallowedforopen-endedresponsestoanumberofquestionsaboutavarietyoftopics,suchaswhathascontributedmosttotheprogressofEastandwhatarethemostimportantchallengestoaddress.Professionallearningwasmentionednumeroustimes,mostlyinpositiveways.Asampleofsomeofthecomments(includingsuggestionsforimprovement)fromtheteachersurveyareprovidedbelow:

“Staffmembershaveaccesstoveryhighqualityprofessionaldevelopmentbothon-andoff-sitewhichhelpsusimproveourpractice.”

“Theabilitytoalwayshavesomethingnewtoimplement,theprofessionaldevelopmentsIhaveattendedhavehelpedmegrowandbuildonwhatIalreadyknew.”

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“GreatPDopportunitiestogrowintobestpractices.”

“Specialeducationisnotsupportedandisanafterthoughtforprofessionallearning,collaboration,andbuildingasolidprogramforstudents.”

“Professionaldevelopmentshouldbedifferentiated.Moreneedstobedonetoensurethatteachingandcurriculumisculturallyrelevantforstudents.”

LearningTargetsTherequirementforallteacherstousedailylearningtargetsatEasthasbeenconsistentfromYear1.Thepurposeofusinglearningtargetsisthatinstructionisexplicitandintentional,andthatthegoalsofthelessonarecrystalclear.Observationdatafromtheevaluators,aswellasfromschooladministratorsthemselves,indicatedthatasmallmajorityofteachersusedlearningtargetsinYear1butthatthesewerenotnecessarilyhighquality.Theyoftenwerenotwritteninlanguagethatwaseasyforscholarstounderstandandwerenotoftenwritteninawaythatwasassessablebyteachersinthelesson.InYear2,expectationsandprofessionaldevelopmenteffortstosupportstronglearningtargetswereredoubled.Learningtargetswereaddressedinmini-lessonsatsevenmonthlystaffmeetings,witheachofthesemeetingsfocusedononeofsevenexpectedcriteriaofgoodlearningtargets.ThenoneortwocontentCPTsfollowingthesemonthlystaffmeetingsfocusedonapplyingandmoredeeplyunderstandingthespecificcriterion.

Alsosupportingthemessagethatlearningtargetsareimportantandexpectedisthatteachers’useoflearningtargetsbecamepartofwhatislookedforininstructionalwalkthroughsthatwerebeingconductedmoreregularlyinYear2bytheviceprincipals,principals,CAO,andsuperintendent.Oneadministratorbelievesthereismorebuy-inforlearningtargetspartlybecauseteachersseethattheyarenotgoingaway.

Infocusgroupsandsurveys,teacherssharedhowtheyarecomingtounderstandthatgoodlearningtargetscanbetoolsforenhancingstudentlearning.Forexample,oneteachershared,“ThisyearIrealizethepotentialoflearningtargetsandtheusefulnessofassessingthemthroughthelessonandmakingsuretheymatch.”OtherteacherssharedthatiftheywenttoUR,theyknowlearningtargetsandsometimestheprofessionallearningfocusonthemistoomuch.Accordingtosurveydata,87percentofteachersandteacherleadersintheUpperandLowerSchoolsbelievelearningtargetsenhancedtheirteachingtosomeoragreatextent(Figure14).AmajorityofteachersattheUpper(84%)andLower(79%)Schoolsalsobelievethatuseofdailylearningtargetsenhancedstudentlearning(seeFigure15).

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Figure14.Extentteachersbelievetheuseofdailylearningtargetsenhancedtheirteaching


Figure15.Extentteachersbelievetheuseofdailylearningtargetsenhancedstudentlearning


DuringYear2classroomobservations,evaluatorsobservedamoreconsistentuseoflearningtargets,andschooladministratorsconcurwiththatobservation.Oneadministratornoted,“Ithinkwehavemadetremendousprogresswithlearningtargetsbeingposteduniformlythroughouttheschool.Ithinkit’sactuallyveryrarefortherenottobealearningtarget.”Higherqualitylearningtargetsareaworkinprogress,asevidencedinFigure16belowwhichcomparesthecharacteristicsoflearningtargets

46%

62%

39%

41%

26%

48%

9%

10%

9%

3%

3%

3%

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Total

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UpperSchool



41%

59%

34%

42%

21%

50%

13%

18%

11%

3%

3%

3%

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2%

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Total

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observedbyevaluatorsduringsystematicclassroomobservationsinthespringof2016andspringof2017.Thisyear,learningtargetswereobservedinalmost74percentofclassrooms,comparedtoalmost66percentlastyear.Theuseoflearningtargetsthatmeetthecriteriaforhigh-qualitytargetsisstillaworkinprogress,butprogressisevident.Theadministratorwentontosay,“Ithinkthisyearthefocushasbecomedeeper—tohaveaspecificandcontextualizedlearningtargetthatcanbeassessedinthatchunkoftimeandthatisbasedonwhatstudentsarelearninginsteadofwhattheyaredoing.…Ifeelthatteachersarereallystartingtounderstandthatoverasequenceoftimethisshouldreflectatotalunitofunderstanding.…We’renottherebutwe’remakingprogresstowardassessmentofdailylearningtargets.”

Comparingthecharacteristicsoflearningtargetsobservedlastspringtothisspring(Figure16),thedataindicateasimilarpercentageof“nolearningtargetpostedorobserved”in34percentofclassroomsvisitedlastyearand36percentthisyear.Evaluatorsinfrequentlysawteachers“unpacking”thelearningtargetwithstudents,eitherin2016(12%)orin2017(17%).Andwhilestillnotfrequent,teachersmakingreferencetothelearningtargetthroughoutthelessonwasobservedmorefrequentlyin2017(24%)comparedto2016(12%).Inaddition,evaluatorsnotedthatthisyearin13classroomstheteachersalsoreferencedorexplicitlyusedthelearningtargetduringthelesson.Explicitsuccesscriteriaforthelearningtargetwasobservedinonlyfourclassrooms.Oneevaluatornotedthatwhenasked,thestudentswereabletoexplainthelessonobjective.EvaluatorsobservedlearningtargetsnotonlypostedonchartpaperandSMARTBoards,butalsovisibleonstudenthandoutsandassessments.

Figure16.Extentcharacteristicsoflearningtargetswereobserved,spring2016andspring2017

Notes:Notonobservationprotocolin2016.*Includesresponsesofteachersandteacherleadersonly.

73.6%

17.0%

24.5%

35.8%

30.2%

7.5%

65.90%

12.20%

12.20%

34.10%

0.0% 20.0% 40.0% 60.0% 80.0%

LTpostedinkidfriendlylanguage

LTisexplained/unpackedwithscholars

LTisreferenced/explicitlyusedthroughoutthelesson

LTisnotornotvisiblethroughoutthelesson

LTislearning-centered*

SuccesscriteriaofLTisspecificandcontextualized*

2016 2017

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Insystematicclassroomobservations,evaluatorsalsolookedforthehighestplannedlevelofBloom’staxonomyindicatedbythelearningtarget,aswellasthehighestobservedlevel.Ofthe39classroomswhereevaluatorsobservedlearningtargetsposted,10ofthetargetswerewrittenorplannedatthe“rememberingorunderstanding”level,10wereatthe“applying”level,and14wereatthe“analyzing”level;sevenfellbetweenthe“evaluating”and“creating”levels.Mostofthetargetsfellbetween“applying”(18%)and“analyzing”(26%).Comparedtolastyear,targetswerewrittenatahigherBloom’staxonomylevel.Lastyearjustseventargetswerebetween“analyzing”and“creating,”andonlytwoclassesdisplayedtargetsatthe“creating”level.

ThehighestlevelofBloom’staxonomyevaluatorsobservedintheclassroomswas“applying,”foundin38percentoftheclassrooms.Thirteenpercentofthestudentswereengagedin“analytical”thinking,sixpercentin“evaluating,”andsixpercentin“creating.”Inthreeclassrooms,theobserverwasunabletodeterminewhatlevelofBloom’staxonomywasbeingused.Overall,thisisanimprovementfromlastyear,whenonlysixclassroomswereobservedinwhichstudentswerebeingactuallyengagedin“analytical”thinkingandjusttwowereengagedin“creative”thinking.

TeacherLeadersTeacherleadersaredescribedbyadministratorsandEPOleadersasintegraltotheEastEPOmodel.Oneadministratornoted:“Well,Ithinkthey[teacherleaders]areoneoftheessentialpiecestothesuccessoftheEPO.”Itisthroughteacherleadersthatprofessionaldevelopmentissustainedandembeddedinteachers’work.Teacherleaderscontinue,reinforce,andsupportmessagesandexpectationsaboutteacherpracticesinCPTandinteachercoaching.Teacherleaders“getthehaytothehorses”andreachintotheclassroommorethanadministratorsorconsultantscan.Theydeveloprelationshipswithteachers;sometimestheymodelorco-teach;andtheyareseenasaresourcetoteachers.Indeed,oneadministratorshared:

“CPTisessentialtotheworkwe’retryingtodo–andlikewithanything–somearemoresuccessfulthanothers–wecan’tgiveourteachersalltheprofessionallearningtheyneedtohavewithoutCPT–wecan’tmoveinstructionandcurriculumforwardwithoutit.Isupervise[subject]intheLowerSchool;inCPTwearedecidingwhatismostimportantinuseofthattime–howtomovetheagendaforward,whatsupportsdotheteachersneed;andIjustcan’timaginenothavingthatandstilltryingtodothework.CPTsetsusapartfromanyotherbuildinginthedistrict.”

Teacherleadershaveasimilarunderstandingoftheirroleasevidencedbythefollowingquotationsfromvariouscoaches:

“Wearethedriversofeverythinginstructionalinthebuildingacrosstheboard.”

“Alloftheinstructionalinitiatives—we’reliketentaclesreachingintotheclassrooms.”

Overall,itappearsthatteacherleadersarewellrespectedandvaluedbyteachers.Teacherssharedthattheyvaluethesupportfromtheircoaches,includingopportunitiesformodeling,co-teaching,andco-planning.Therearedifferingopinions,however,withsometeacherssharingthattheircoachesdonot

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haveenoughtimetodevoteattentiontoeachteacher,orsharingthattheyfeeltheircoachesarejusttheretobringmessagesfromtheadministrationandlesstheretosupportwhatteachersneedasindividuals.

Significantchangesweremadetothescheduleandtoexpectationsforcoachestoaddresschallengesraisedafterthefirstyearofimplementation.Thenumberofteacherleadersincreasedthisyear,witheverydepartmenthavingatleastone.Teacherleadershavereducedteachingloadstoprovidemoretimeforcoachingcycleswithteachers.Teacherleadersparticipateinwalkthroughsofteacherstheyaresupporting.TeacherleadersarenowexpectedtofacilitatecontentCPTmeetings.CoachesalsohavetheirownCPTledbytheCAO.Thisisasignificantchangethatpermitscoachestobeonthesamepageandtohaveacommonplanforsupportingteachers.ThisCPTforcoachesallowsthemtogetsupportfortheirpractice,butisalsousedasavenuetodisseminateinformation,includinginformationthatcoachesareexpectedtobringtoteachers.ThemodelisthatcoacheslearntogetherinthecoachesCPTandthentheyfacilitatelearningandfollow-upwithteachersinthecontentCPT.Forexample,inacoachesCPTobservedbytheevaluators,thefocuswasassessingthelearningtargetinalesson;andthenlaterthatweek,evaluatorsobservedcontentCPTsthathadassessinglearningtargetsasanagendaitem.Administratorssharedthattherefinedteacherleadershipmodelbuildsdistributedleadership,buildsthecapacityofteachers,andbuildsacultureofcoachingintheschool.

Evaluatorsobservedmanyofthestrengthsandimprovementsoftheteacherleadershipmodeldescribedabove.Theyalsoobservedandheardaboutanumberofongoingornewchallengeswiththemodel.Oneofthekeychallengesmaybethattherearemanyexpectationsofcoaches,notjusttocoachandsupportteachers,buttobringmessages,supporttesting,supportimplementationofspecificinitiativessuchasManagingtheActiveClassroom,anddevelopnewcourses.Theseareallimportant,andcoachessharedthattheydonotknowwhetherthesewouldhappenifnotwiththecoaches,butthecoachesaredefinitelysqueezedfortimewithalloftheseexpectations,andthereissomeconcernthattimespentcoachingteacherscouldbejeopardized.Onarelatednote,teacherssharedthatthereisatensionbetweenadministrators’viewsoftheirrolesandthatoftheURcoachleader,withadministratorshavingbroadexpectationsandtheURcoachleaderbelievingthatthecoaches’solefocusshouldbecoachingcyclesandthatCPTshouldbefocusedonthecoachingcycle.

Additionalchallengesabouttheteacherleadermodelincludethatwhileallcontentareashavecoaches,thereisnocoachforspecialeducationteachersorforEnglishNewLanguageteachers.Anothertensionisunderstandingorclarifyingtheexpectationsbetweenteacherleadersandadministrators,especiallyrelatedtoteacherperformance.Coachesarenon-evaluativesupportsforteachers,andadministratorsareevaluativesupports.Somecoachessharedthatadministratorswilloccasionallyaskfortheiropinionaboutissuestheymayobserveintheirteacherevaluations.Finally,asmentionedabove,thereissomevariabilityintheperceivedqualityofcoaches.

Fromtheevaluators’perspective,thecoachroleisintegraltotheEastEPOmodelandimportantforensuringconsistencyandongoingsupportforalloftheprofessionaldevelopmentinitiatives.Evaluatorsobservedincreaseduseofcommonlanguage,greaterconsistencyincontentareaCPTmeetings,andthatteachersgenerallyvaluethecoaches’support.Theteacherleaderisthepieceofthemodelthatadministratorswouldsayiscriticaltoreplication.

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“Theteacherleadermodeliscriticalandreplicable.Anddirectlyrelatedtoschedule.Peopledon’tgetthepowerofschedulesrelativetoimpact.”

“TeacherleadersthatareofficiallyassignedasteacherleadersandcoacheshavereallydoneastupendousjobofrunningourCPTsandalsosharingsomeprofessionallearningonaroutinebasiswiththosegroups.Ithinkthey’vebeeninstrumentalinpushingthemissionforward.”

Assessment:CommonFormativeAssessmentsandEmbeddedPerformanceAssessmentsAssessmenthasalsobeenafocusofprofessionaldevelopmentandpracticethisyear.Specifically,Year2focusedonthedevelopmentanduseofCommonFormativeAssessments(CFAs)andembeddedperformanceassessmentsinallgradesanddisciplines.Tomany,CFAsandperformanceassessmentsfeltlikesomethingnewandanadd-ontoteachers,whowerenotquitesureiftheseadditionalassessmentswereworththeeffort.

TheCFAsweredevelopedbygrade-levelcontentteams,sothatallclassesofthesamecontentandgradelevelgavethesameformativeassessment.ThesameCFAwasgiveneveryeightweekstomonitortheprogressofstudents.Teacherscollaborativelydevelopedtheassessmentsandtherubrics,withsuperintendentconferencedaysandCPTtimedevotedtoCFAandperformanceassessments.SometeachersreportedfrustrationwithCFAsastheyfeltliketheywereconstantlyrevisingthem.ThismaybebecauseadministratorsandteacherleaderswerelearninghowtodoCFAsatthesametimeasteachers.AnotherconcernwithCFAsisthatsomespecialeducationteacherssharedtheyfeltspecialeducationstudentswerenotconsideredindevelopingtheCFAs.AnotherteachersharedthatCFAsdonotaddvaluewhenateacherpracticescontinuousformativeassessment.OtherteachersworriedabouttheamountoftimeittakesforstudentstotaketheCFA;sincemostoftheminvolvesignificantwriting,theseteachersfeltliketheywerelosinginstructionaltime.AfewotherssharedthattheCFAdataisusefultoseestudentgrowthovertimeandtovalidateateacher’s“feeling”abouthowastudentisdoing,andtopostCFAssostudentscanseetheirowngrowth.

TeacherswerealsoaskedaboutCFAsandtheembeddedperformanceassessmentsintheteacher/staffsurvey.ThesurveydataindicatemixedresultsabouttheusefulnessoftheCFAsforinfluencingteacherpractice.Figure17showsthat62percentofLowerand46percentofUpperSchoolteacherssaidinformationfromtheCFAsinfluencedtheirteaching“tosomeoragreatextent.”Withregardtotheembeddedperformanceassessments,theperceivedusefulnessofthatdataforinformingteacherpracticewasvariedbetweentheUpperandLowerschools,with50percentofteachersattheUpperSchooland66percentofthoseattheLowerSchoolreportingthatinformationfromtheassessmentinfluencestheirteachingtosomeoragreatextent(seeFigure18).

–27–


Figure17.ExtentteachersbelieveinformationfromtheCommonFormativeAssessmentsinfluencedtheirteaching


Figure18.Extentteachersbelievedatafromtheembeddedperformanceassessmentinfluencedtheirteaching


TheuseofCFAsandperformanceassessmentsacrossallgradesandsubjectswasnewthisyear.Itwillbeinterestingtoseehowtheassessmentsandtheirusechangeovertime.Teacherscangetfrustratedwhenitfeelsliketheyarenotsureofthedestinationandperhapswishthatsomeonewouldjusttellthemhowtodoit.However,administratorsseegreatvalueinthejourneyandstruggleofCFAdevelopmentininformingteachers’teachingandassessmentpractices.Forexample,byworking

18%

31%

13%

34%

31%

33%

35%

28%

39%

10%

8%

12%

3%

3%

3%

0% 20% 40% 60% 80% 100%

Total

LowerSchool

UpperSchool



17%

29%

12%

39%

37%

38%

20%

13%

23%

13%

8%

16%

11%

13%

11%

0% 20% 40% 60% 80% 100%

Total

LowerSchool

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togethertodeveloptheassessmentandthegradingrubric,teachersandteacherleadersareengagingindeepconversationsanddebateaboutthestandards,howtomeasuretheachievementofthem,whatthescaleofarubricmeans,andhowtodefinerigor.

TeacherPracticesOneofthemaingoalsoftheEPOistotransformteachingandthusacceleratestudentlearning.Tosupportthetransformationofteaching,extensiveprofessionallearninghasbeenprovidedtoteachers,andincludesCPTandprofessionallearningthroughouttheschoolyear.Additionally,administratorsareconductingmorefrequentwalkthroughsofclassroomsandprovidingimmediatefeedbackviaaGoogleformonwhatwasobserved.Administratorsarestartingtoseechangesinteacherpracticesingeneral.Onenoted,“Teachingpracticesfromstartofyeartonow,whatI’veseenareteachersingeneral–themajority–areverywillingtoworkwithcoachesandadministratorstoimprovetheirpractice.”

EvaluatorsconductedsystematicclassroomobservationsofasampleofclassroomsintheUpperandLowerSchoolsinMay2016andagainin2017toobserveteacherpracticesandassesschangeovertime.Evaluatorsworkedwithanobservationtooldevelopedspecificallyforthisevaluation(seeAppendixA)tomeasureandassesssomeofthekeyteacherpracticesthatadministratorsandschoolleadersarefocusingontoimprovepractices.AcrossthreedaysinApril2017,atotalof54classroomswereobserved.Thirty-sevenpercentoftheclassroomsobservedweregrades6–8and61percentoftheclassroomsobservedwereattheUpperSchool.Thereasonclassroomgradeswerereportedas“mixed”wasbecausemanyoftheUpperSchoolclassesthatwereobservedcontainedmixedgradelevels.

EvaluatorswereaskedtoindicatetheUnderstandingbyDesign(UbD)levelsobserved.Observerscouldcheckmultipleboxes(acquisition,meaningmaking,transfer).Inonlytwoclassrooms,studentswerebeingaskedto“transfer,”thehighestlevel,theirunderstandingtosomethingnewanddifferent.In34classrooms,studentswerebeingaskedto“makemeaning”oftheirlearning,andin16classrooms,studentswereacquiringnewknowledge.In2016,evaluatorsobservedsevenclassroomswherestudentswerebeingaskedto“transfer”theirlearning,andin18classrooms,theywere“makingmeaning.”Whilethiscomparisonnotesthattherewerefewerstudentsbeingaskedto“transfer”theirunderstanding,therewasasignificantincreaseinthenumberofstudents“makingmeaning”thisyear.

Evaluatorswerealsoaskedtonotewhattypeofcontentinstructionwasobserved.Contentinstructionwasobservedin48outof54classrooms.In62percentoftheclassrooms(30),thecontentwasbeingconnectedtopreviouslearning,anincreaseofabout10percentfrom2016.

In56percentoftheclassrooms,studentswerebeingaskedtomakeconnectionsbetweendifferentideas,concepts,ortopics.In54percentoftheclassrooms,studentswereacquiringknowledgeorskillsthroughpracticeorexercise,organizingknowledge,ordeepprocessing.Inthepreviousyear,just30percentoftheclassroomswereobservedengagingstudentsindeepprocessing.

In41percentoftheclassrooms,studentsweremakingmeaningofthecontentprocessesbymakinginferences,generalizing,categorizing,drawingconclusions,developinghypotheses,citingevidence,oranalyzingperspectives.Andlastly,in10percentoftheclassroomsstudentswereobservedtransferring

–29–


understandingtonewsituations.Thisisanewcategoryandthereforecannotbecomparedtothepreviousyear.

AsinYear1,evaluatorsnotedatleastsixtimesthatnocontentinstructionwasobservedduringtheirclassroomvisit.Intwoinstances,observersnotedthatstudentsweresimplyfollowingstep-by-stepinstructionswithnoquestionsbeingasked,nohigherorderthinkingbeingneeded,andnostudentdiscourseonatopicbeingobserved.Inaddition,whilecontentinstructionmayhavebeenobserved,observersnotedonseveraloccasionsthatthecontentwasnotdifferentiated,andnoscaffoldsorsupportswereofferedtohelpEnglishlearnerorstudentswithdisabilitiesaccessthecontent.

Evaluatorsalsocollecteddataonwhethertherewasevidenceofteachersusingthetechniqueofgradualreleaseofresponsibility,whichincludesmodeling,guidedpractice,and/orindependentpractice.In68percentoftheclassrooms,evaluatorsindicatedthatagradualmodelofreleasewasbeingused(Y/Nquestion).Theywerealsoaskedtoidentifywhatphaseofthemodeltheyobserved.Themostfrequentphasethatwasobservedwastheteacherprovidingguidedpracticetothewholeclass(31classrooms).Thenexthighestwasindependentpractice(24classrooms),engagementinguidedpracticewithstudentcollaboration(21classrooms),andlastly,theteachermodelingforthewholeclass(18classrooms).

Uponcloserexaminationofthedata,itappearsthatmanyclassroomswerenotactuallyengagedinagradualreleaseofresponsibility.Thedataindicatesthatteacherswerelargelypresentingtothestudents(teachermodelingorprovidingguidedpracticetothewholeclass)andthenexpectingstudentstoattempttodotheworkindependently.Thisissupportedbyadditionaldatathatshowedthatin76percentoftheclassrooms,studentswereparticipatinginteacher-directedquestionsandanswers(teachermodelingandteacherprovidingguidedpractice),butthatin46percentoftheclassrooms,studentsengagedonlyindiscoursewithotherstudentsontherelatedtopic(guidedpracticewithstudentcollaboration).Otheractivitiesthatwereobservedinclude:

• Pursuinganinquiryorresearchingaquestionwitharangeofoptionsfordirectiontopursue(24%)

• Readingorwritingcomplextext(46%)

• Askingorbeingaskedquestionsbeyondtheliterallevel(22%)

• Engaginginappropriatedebate,argument,ordisagreementwithpeersand/orteacher(24%)

• Usinghigher-orderthinkingandthenapplyingittoaproblem,findingasolution,orsolvingaproblem(32%)

Theseobservationsaresimilartodatacollectedinthepreviousyear.Itappearsthatscholarshavefewopportunitiestohavetheconceptmodeledandevenfeweropportunitiestoworkcollaboratively.Verylittleguidedpracticeisbeingoffered,asteacherswereobservedmostlyexplainingtheconcept(orgivinginstructions)andthenaskingstudentstomoveimmediatelytoindependentpractice.

Inthequalitativedatacollected,effectivepracticesfordeliberateinstructionthatwereobservedincluded:usinga“hook”toengagethestudentsintheirlearning;adeliberatefocusonvocabulary;

–30–


evidenceofquestionsbeingaskedbytheteacheratdifferentlevelsofBloom’staxonomy;andmultipleusesofprotocols,suchasfishbowl,carousel,and“momentofsilence.”

Qualitativedataalsosupportsminimaluseofagradualrelease-of-responsibilitymodel.Evaluatorsnotedstudentsengagedinmakingmeaningoftheirlearning,butfoundfewexampleswherestudentsweredeliberatelytoldtoengageasagrouporpairtodiscusstherelatedtopic.Teacherswereobservedmodelingconceptsortasks,butnotaskingquestionsorprovidingguidedpractice.

CurriculumYear1andthesummerbeforeYear2involvedsignificantcurriculum-writingwork,witheveryteacherhavingfivedaysofsummerprofessionallearningtimetoworkwiththeirdepartmentoncurriculumdevelopment.Agoalofthecurriculumworkwasthedevelopmentofarigorous,coherent,andstandards-basedcurriculum.Schooladministratorsareinterestedintheextentofcurriculumimplementation.Evaluatorsaskedteachers,teacherleaders,andadministratorsaboutcurriculumininterviewsandfocusgroups;additionally,someofthesurveyitemsalsoaskedaboutthecurriculum.Evaluatorsobservedforteachingpracticesbutdidnotobserveforcurriculumimplementation.

Teachersandteacherleaderswereaskedonthesurveytoindicatetheextenttowhichtheyareimplementingthecurriculumasdesigned.WhileamajorityofteachersattheLowerSchool(81%)andUpperSchool(72%)indicatedthattheyareimplementingthecurriculumasdesigned“tosomeoragreatextent,”administratorsmaydesirethesepercentagestobehigher(seeFigure19).Thesefindingssuggestthatadministratorsmaywanttoascertainwhatiskeepingteachersfromimplementingthecurriculumwithgreaterfidelitytoseewhatcanbedonetostrengthenimplementation.

Figure19.Extenttowhichyouimplementthecurriculumasdesigned

31%

36%

23%

49%

45%

49%

17%

7%

21%

2%

5%

2%

1%

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Teachersandteacherleaderswerealsoaskedtheextenttowhichtheyperceivethecurriculumtoberigorous(seeFigure20)andculturallyrelevant(seeFigure21).ThevastmajorityofteachersattheLowerSchool(91%)andUpperSchool(84%)whorespondedtothesurveybelievethecurriculumisrigorous“tosomeoragreatextent.”Statementsfromteachersduringthefocusgroupsgenerallyalignwiththesurveyresults,thoughafewreportedthecurriculumtobelessrigorousthanthesurroundingsuburbandistricts.AhigherpercentageofteachersattheLowerSchool(67%)indicatedtosomeoragreatextentthatthecurriculumisculturallyrelevanttostudents,whereasonly47percentofteachersattheUpperSchooldidso.

Figure20.Extentteachersbelievethecurriculumisrigorous


36%

42%

28%

54%

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56%

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Figure21.Extentteachersbelievethecurriculumisculturallyrelevanttostudents


SupportRoomModelTheEPO’sSupportRoommodelprovidesadedicatedclassperiodforstudentstoreceiveassistanceandtomakeupwork.AllstudentsattheUpperSchoolarescheduledintoSupport,andattheLowerSchoolstudentsarescheduledinasneeded.SupportisviewedbyEaststaffandEPOleadersascriticaltothesuccessoftheturnaroundefforts.Duringthefirstyearofimplementation,earlyroadblocksorchallengesincludedinconsistentstudentattendance,unclearrolesandresponsibilitiesforSupportRoomteachers,andlackofcoordinationbetweenSupportRoomteachersandcontentteachersaboutstudentwork.BytheendofYear1,agroupofspecialeducationteacherswhohadworkedintheUpperSchoolSupportRoomsproposedrevisionstotheSupportRoommodeltoenhanceitsefficiencyandeffectiveness,includingmovingtheSupportRoomssothattheyaregroupedtogether,appointingaSupportRoomcoordinator,anddevelopingasystemfortrackingstudentwork.AllofthesechangesandmorewereimplementedforYear2beginninginSeptember2016,anddatacollectedfromteachers,teacherleaders,principals,andadministratorsshowprogresshasbeenmade,especiallyinUpperSchoolSupportRooms.

ALowerSchoolSupportRoomCommitteealsoaddressedsomechallengesinYear2,andiscurrentlydesigningfurtherimprovementstobeimplementedinSeptember2017.Asoneleadernoted,theeffectivenessofSupportRoomsvaries:

“Some[supportrooms]arereallygreat–andsomearenot.Weneedtohelppeopleunderstandhowthemodelworks–whatitlookslike–anditchangeseveryperiod–it’samodelwebelievein,andwithcontinueduse,itwillbesuccessful.”

20%

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13%

35%

38%

34%

37%

27%

39%

7%

4%

9%

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FindingsaboutSupportRoomsarebasedoninterviewswithschoolleaders;focusgroupswithteachers,counselors,socialworkers,andstudents;observationsbyevaluators;andresponsesfromstudentandstaffsurveys.

BenefitsofSupportRoomModel

Teachers,counselors,administrators,andevenstudentssharedtheperspectivethatSupportisbeneficialtostudentsingeneral.Ithelpsstudentscatchuponworkandprovidesopportunitiestolearnmaterialtheymightbestrugglingwith.SomeadministratorsbelieveSupportisespeciallybeneficialtoENLandspecialeducationstudentstoprovidethemwithsmallgrouporindividualizedattention,thoughnotallteacherssharedtheperspectivethatENLandspecialeducationstudentswerewellservedinSupport.UpperSchoolSupportwasdescribedaswell-functioninginwaysthatbenefitstudentsbecausecontentteachersandSupportteachersarecommunicatingandsharinginformationtomakestudenttimeinSupportbeproductive.TheSupportRoommanagersattheUpperSchoolkeepthingsrunningsmoothly.ThereismorecoordinationofstudentmaterialattheLowerSchoolaswell.TeachersandadministratorsremarkedthatmoststudentsappeartobetakingSupportseriouslyandmostareworkingwheninSupport.Supportisalsoanotherareawherepositiveadult-studentrelationshipscanbeformedbecausetheSupportteachersareseenashelpfulandthetimeislessstructured,sothereismoreinformalinteractionbetweenteachersandstudents.

Eightyteachersrespondedtoanopen-endedquestionontheteacher/staffsurveyaskingwhatwasmosteffectiveaboutSupportRoomsthisyear.Ofthosewhoanswered,68providedpositivecomments.TeachersdescribedimprovementsmadetoSupportRoomsbeginninginSeptember2017thathadenhancedthemodel,especiallyinUpperSchool,suchas:

• ManagersofeachSupportRoom[attheUpperSchool]workwithclassroomcontentteacherstoensureteachersandstudentshaveworktodotogetherinSupport.

• TheavailabilityandaccessibilityofcontentteachersandassignmentsforstudentshaveincreasedinSupportRooms.

• EnhancementshavebeenmadeintrackingscholarprogressandprovidingwhatstudentsneedinSupportRooms.

• TheSupportRoomatmosphereishelpfulinbuildingrelationshipsandasenseofcommunityamongteachersandstudents.

• TheSupportRoomismorethanjusthelpwithhomeworkthisyear.

Infocusgroups,teacherssharedthefollowingevidenceaboutthebenefitsofSupport:

“Studentswhousethetimetocompletework,studyand/or[get]assistanceofcontentareastaffaretrulybenefittingfromtheSupportModel.”

“I'vegottentoworkveryextensivelywithasmallgroupofstudentswhichhasstrengthenedourrelationshipsanddefinitelyhelpedtheiracademicsuccessaswell.”

–34–


“SupportisamazingandtheorganizationalchangesmadethisyeartostreamlineitattheUpperSchoolhavemadeahugedifference.AlignmentbetweenContentteachersandSupportRoomteachershasimprovedthisyear.”

CounselorsmentionedduringafocusgroupthatstudentsaremorewillingthanlastyeartogotoSupportRoomforextrahelp.“Scholarshavesettleddown,theyhavestartedtoseethebenefit,andsomeareaskingforitnow.”Counselorsalsonoted“arealsynergy”amongSupportRoomteachersandclassroomteachers,describingastrategyandasystemthathasdevelopedwhichhasstudentsaskingtogointoSupporttocatchupandmakeup.Ontheteacher/staffsurvey,amajorityofteachersatboththeLowerSchool(72%)andUpperSchool(86%)agreetosomeoragreatextentthat“SupportPeriodhasthepotentialtopositivelyimpactstudentoutcomes”(seeFigure22).However,alowerpercentageofteachersagreetosomeoragreatextentthat“moststudentsareabletostrengthenand/oracquireneededskillsthroughSupport,”withonly32percentofLowerSchoolteachersand65percentofUpperSchoolteachersagreeing(seeFigure23).

Figure22.ExtentteachersbelieveSupportPeriodhasthepotentialtopositivelyimpactstudentoutcomes


Ininterviews,administratorsverifiedtheprogressmade,especiallyinUpperSchoolSupportRooms.Oneadministratornoted:“Supportisfar,farbetterthanlastyear.We’vestartedtrackingstudentsandnowwe’redifferentiatingthosesupportstolookatwhatkidsinwhatroomshavewhatexamscomingup.”Studentsarebeinggroupedwithcontentteachersbasedonupcomingassessments,andthefocusismuchmoretargetedtothesupportthosestudentsneed.Inaddition,duringafocusgroup,viceprincipalsnotedSupportisbeingusedforsmall-groupinstructionandkeepingstudentsontrackwiththeirgrades.“WheneverIdoSupportRoomwalkthroughs,Iseekidsaskingwheretheyare[and]whattheyneedtodotobesuccessful.Iseethemtakingmoreadvantageofinstructionintherethisyearthan

54%

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PercentofRespondents(Totaln=137)Toagreatextent-4 3 2 Notatall-1 Don'tknow

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theydidlastyear.”ByusingtheresultsofRegentsexams,SupportRoomteachersarefocusingonsmallgroupstoprepthemforthenextsetofexams.OneschoolleadersharedthatteachersandstudentshavebeenheldmoreaccountablefortheirrolesinSupportthisyear,andstressedthatimprovementshavebeenteacherled.

AccordingtooneLowerSchooladministrator,mostspecialeducationandEnglishlearnerstudentsarescheduledintoSupportperiod:“Insupportrooms,therearespecialeducationteachersspecificallyassignedthatcansupportstudentsintheirIEPgoals.”TheLowerSchoolalsoprovidesabilingualSupportRoomthatisstaffedwithabilingualteacherorparaprofessional.ENLteachersandspecialeducationteachersworkinSupportRoomsandusemodificationsasneeded.Typically,thosemodificationsarenotonlyintheinterestofthosestudentsbutcanbeusedforallstudents.

Figure23.Extentteachersbelievestudentsareabletostrengthenand/oracquireneededskillsthroughSupportperiod


UpperSchoolstudentfeedbackindicatesattendanceatSupporthasrisenthisyearasmorestudentsarebuyingintothemodelandunderstandingthevalueofextrasupportastheyworktosuccessfullygraduatefromhighschool.StudentsinSupport,atboththeUpperandLowerSchools,valueSupportandseeitasimportanttotheirsuccess.OntheUpperSchoolstudentsurvey,86percentofthestudents(296)indicatedthattheywerescheduledinSupport.OfthoseUpperSchoolstudentsscheduledinSupport,92percentagreedorstronglyagreedwiththestatement:“Supportperiodhelpsmedobetterinmyclasses,”andonly7percentdisagreedorstronglydisagreedwiththestatement(seeFigure24).ThevastmajorityofUpperSchoolstudentsinSupport(89%)alsoagreedorstronglyagreedwiththestatement:“Supporthelpstokeepmeontracktograduation”,whereas11%disagreedorstronglydisagreed.UpperSchoolstudentsinfocusgroupssharedbenefitsaswell.InaQuestfocusgroup,studentsacknowledgedhavingSupportRoomorgettingextrahelpduringlunchorstayingafterschool:

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34%

22%

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3%

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“Youcandoyourhomeworkinthereoranyworkthatyou’remissing.Ithelpsusgetourworkdone.”

LowerSchoolstudentswerealsoaskedaboutSupportontheirstudentsurvey,with94percentoftherespondentsindicatingtheywerescheduledinSupportthisyear.Figure24showsthat95percentoftheLowerSchoolstudentsinSupportindicatedtheyagreeorstronglyagreewiththestatement“Supportperiodhelpsmedobetterinmyclasses.”

Figure24.Extentstudentsbelievesupportperiodhelpsthemdobetterintheirclasses.

ChallengeswithSupportTeachers,students,andadministratorssharedsomechallengeswiththeimplementationofSupportthatcouldlimititsimpact.ThechallengeswerepredominantlyinreferencetoSupportattheLowerSchool.Thechallengesidentifiedinclude:

• Studentbehaviors,includingstudentsusingSupportforhomework,inconsistentattendance,andcellphoneuse

• CommunicationaboutbothstudentandteacherexpectationsinSupport

• NeedforsystemsandprocessesattheLowerSchooltotrackprogress,

• NeedforsupportforENLandspecialeducationstudents

• ParaprofessionalpreparationforSupport

• NeedforSupportcoordinatorattheLowerSchool

Infocusgroupsandonthesurvey,teachersindicatedthatsomestudentsuseSupportpredominantlyforhomeworkcatch-upratherthansupportfortheircontentareaweaknesses.Otherteachers,however,believethatcompletinghomeworkhelpsstudentswithcontent.Teachersalsonotedthatstudentsare

48%

53%

44%

42%

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0% 20% 40% 60% 80% 100%

UpperSchool

LowerSchool

PercentofRespondents

StronglyAgree Agree Disagree StronglyDisagree

–37–


stilloftendistractedbycellphoneuseinSupport,andotherssharedthatattendance,whileimprovedfromlastyear,isinconsistent.Thefollowingquotationsfromteacherfocusgroupsandopen-endedsurveyresponsesillustratesomeofthesechallengesrelatedtostudentbehavior:

“Forsomestudents,Supportcontinuestobeafreeperiodandtheproblemistheconstantuseofphone.”

“Moststudentssawthetimeashomeworktimeandwererefusingservices,suchaslanguagedivesandspecificcontentareawork.”

“ScholarsthinkSupportisforhomeworkandnotforstrengtheningskills.”

MostchallengesmentionedrelatetoLowerSchoolSupportRooms.LowerSchooladministratorssharedthatSupportisstillconsideredaworkinprogress,andfurtheradjustmentsareplannedfornextyear.TeachersmentionedthatcommunicationsaboutthepurposesandexpectationsforSupporthavenotbeenconsistentfromadministrators.TheyalsosharedtheneedforimprovedsystemsandprocessesattheLowerSchool.OneadministratornotedabouttheLowerSchool:

“WearealsolookingathowwesupportinterventionforLiteracyinSupportRoomssostudentscangetthatbecauseitdefinitelyisaddingtothevalue.[We’ve]madealotofchangesbecausewe’restilltryingtofigureoutwhatwillwork…empoweringteacherstofigureitout.Supportlooksdifferentacrossdifferentsupportperiods.”

ThattheroleofSupportteachersisunclearattheLowerSchoolandthatthereneedstobemorecoordinationbetweencontentareateachersandSupportRoomteachersisevidentinresultsfromtheteacher/staffsurveyaswellasfocusgroupsandinterviews.Figure25showsthatonly31percentofLowerSchoolteachersagreedtosomeoragreatextentthattheroleofSupportRoomteachersisclear,with56percentagreeingthattheirroleissomewhatornotatallclear,comparedto74percentofUpperSchoolteachersagreeingtosomeoragreatextentthattheroleofSupportRoomteachersisclear.TherewerenoSupportRoommanagersatLowerSchoolSupportRoomsthisyear,andtheneedforthosebecameevident.Figure26showsthatLowerSchoolteachersratedthecollaborationofandcoordinationbetweencontentteachersandSupportteacherslow.Only27percentofLowerSchoolteachersratedthatcoordinationandcollaboration“happenedtosomeoragreatextent,”comparedto60percentoftheUpperSchoolteachers.Nextyeartheplansincludehavingtwoteachers—oneforgrades6and7andoneforgrade8,assignedasthego-topersonintheSupportRoom.

Inafocusgroupwithparaprofessionals,theysharedthatwhilethechangestoSupportinYear2includedmanyimprovements,itbroughtthenewchallengeofhowtheysupportstudentsinSupportRoom.TheysharedthatsomeparaprofessionalsarenowscheduledonlyinSupportRoomsandareneverincontentrooms.Thisisachallengebecausetheydonothearhowateacherexplainsorwantssomethingdone,andthiscanimpedetheireffortstoprovidehigh-qualitysupporttostudents.

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Figure25.ExtentteachersbelievetheroleofSupportRoomteachersisclear


Figure26.ExtentteachersbelievecontentteachersandSupportRoomteacherscollaborateandcoordinateSupportRoomefforts


Effortsarebeingmadetoaddresschallenges,andthesewereverifiedthroughobservationsandfeedback.AnevaluatorobservedaCPTsessionwhereteacherswereworkingonimprovingthestatusof8thgradeSupportRoomsbyassigningroommanagersandcreatingarotatingschedule.Thefollowing

30%

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31%

24%

34%

17%

29%

10%

12%

27%

7%

9%

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UpperSchool



17%

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22%

34%

20%

38%

26%

47%

17%

9%

13%

6%

15%

13%

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0% 20% 40% 60% 80% 100%

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LowerSchool

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quotationsfromteachersindicatesomeofthechallenges,andincludesomesuggestionsforimprovementsfromfocusgroupsandsurveyresponses:

“TheSupportRoomhasthepotentialtobeeffectivebutitisnotrightnow.Itisdifferentateverygradelevel,thereisnoconsistency,andtheexpectationswerenotclearinthebeginningoftheyearandhavechangedseveraltimesoverthecourseoftheyear.LiteracyteachersshouldnotbeassignedtoaSupportRoomifLiteracyinterventionistheintent.Itneedstobedoneinsmallgroups,inaseparateroom.”

“NotallteachersareactivelyinvolvedinteachingSupport.ManyteachersusetheirtimeinSupporttoplanfortheirclasses,anddotheirindividualworkratherthanengagingwithstudents.Therearealsoteacherswhowillnotworkwithstudentstheydonotteach.”

“Supportatthe8thgradelevelhasnotbeeneffectivethisyear.ThelackofteacherownershipoverSupporthasbeenahugebarrier.TeachersstartedtheyearwithnocommunicationaboutexpectationsforSupportfromadministrators.Effectivesystemswerenotsetupatthebeginningoftheschoolyearandbeneficialroutineswerenotestablished.ThiskilledSupportbeforeitevenhadachancetobesuccessful.Inordertobesuccessful,SupportshouldmirrortheUpperSchoolSupportRoomsandthereneedstobefull-timededicatedteacherswhoareresponsibleforcoordinatingtheactivitiesintherooms.”

FreshmanAcademyFreshmanAcademy(FA)isEast’sspecializedacademicprogram—designedwitharangeofspecialfeatures,socio-emotionalsupports,anditsowndedicatedphysicalspace—tosupportfirst-time9thgraders’successfultransitionfrommiddleschooltohighschool.LedbyanAcademydirectorandviceprincipal(underthesupervisionoftheUpperSchoolprincipal),theAcademy’sspecialfeaturesincludeFA-specificsupportstaff(twoguidancecounselorsandasocialworker),personaladvocatesforevery9thgradescholar(HOMESadvocates,providedincollaborationwiththelocalcommunityorganizationHillside),IDCPTandacademicandsocio-emotionalwellnessprogressmonitoringintheformofregularacademicperformance,intervention,andattendancemeetings.

Year1ofimplementationsawFreshmanAcademyachieveaseriesofsuccesses.Thedevelopmentofacultureofinclusionandsupportwasattributedtothedecisiontoseparate9thgradersfromupperclassmen,lowstudent-to-adultratiosthroughoutFA,thecohesiveteamstaffbuiltthroughgrade-wideIDCPTmeetings,additionalweeklyopportunitiestodiscussstudentneeds,andHOMESadvocates’tirelesssupportoffreshmanscholars.Year1academicsuccessesincludedan85%dailyattendanceratefornew9thgraders,increasedcreditsearned,andanincreasedpromotionrate.

FreshmanAcademyalsoexperienceditsshareofchallengesinYear1.Ninthgradescholars’attendancewasoftenthelowestinthebuilding.Chaotichallwaysandpoorbehavioronthepartofsomescholarspresentedafrequentobstacle.WhileFA’sseparatephysicalspaceandactivitieswereintendedto

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provideanintimate“schoolwithinaschool”atmosphere,somefreshmenfeltisolatedfromupperclassmen.Teachersandadministratorsidentifiedaneedtoimprovestudentprogresstracking,follow-upwithregardtostudents’non-academicneeds,andcommunicationamongstalloftheadultsworkingtosupportascholar.Leadershipcontinuityalsoprovedelusive,astheAcademy’sfoundingdirectortransitionedoutoftheschoolduringthespringsemester,andtheUpperSchoolatlargeunderwentaleadershiptransitionmidwaythroughYear1.

TherefinementsthatwereplannedtoaddresssomeofthesechallengesinYear2extendedbeyondFreshmanAcademy.Forexample,aschool-widecodeofconduct/behaviorpolicywasadopted,andfacultyandadministratorswerehopefulthispolicywouldhelpquellsomeofthehallwayhubbubandbehaviorissues.AmodificationinthewayFamilyGroupwasorganized(discussedelsewhereinthisreport)partiallyaddressed9thgradeisolationfromupperclassmenbyintegratingfreshmenintoupperclassmenFamilyGroups.ChangesandrefinementsmorespecifictoFAincluded:

• Newleadershipinboththedirectorandviceprincipalroles

• IncreasedeffortstoanalyzeattendancebyperiodanduseoftheresultinginformationtoenhancetheFreshmanAcademylearningenvironment

• Streamlinedeffortstomakestudentdatamoreaccessibleanduserfriendlyforscholars,theirfamilies,andteachers

FreshmanAcademyModificationsFreshmanAcademyfocusedonasetofthreecentralgoalsfor9thgradescholarsaroundwhichmoststaffeffortsrevolved.Thosegoals—thatatleast80percentof9thgraderswouldearn5.5creditsandpasstwoRegentsexams,atleast80percentof9thgraderswouldbepromotedtothe10thgrade,and9thgraderswouldachieveanaveragedailyattendancerateof85percentorhigher—informedrefinementstoFA’sYear2approach.

InYear1,FreshmanAcademymeteveryotherdayforfullstaffmeetings(IDCPT)whosepurposewastocontributetothescholarinterventionprocess,academicprogressmonitoringwithadatawall(basedondatarefreshedeverythreeweeks),socio-emotionalwellness,andprofessionallearningforfaculty.Inaddition,FAadministratorsattendedweeklyattendancemeetingsthatincludedFA’sguidancecounselors,socialworker,andHOMESadvocates.Inaddition,FAadministratorsattendedaweeklycultureandclimatemeetingmeanttosupportthedevelopmentofawarm,positive,collegial,andstudent-empoweringAcademyculture.

InYear2,FAmeetingswerestreamlined.IDCPTmeetingfrequencywasreducedtoonceeveryfourdays,resultinginonemeetingperweekonaverage,anddiscussionalternatedbetweeninstructionalpracticesandindividualstudentdataanalysis.Theyear-longfocusoftheinstructionalpracticemeetingswastoexaminethewayinformationistransitionedandtosharebestpractices,from8thto9thgradeandfrom9thto10thgrade,inordertofindwaystosmooththeprocess.Year2alsosawanincreaseinthefrequencyoftheprogressmonitoringthatinformstheweeklyindividualstudentdataanalysismeetings—withstudentdatacurrentlyrefreshedeverytwoweeksinsteadofeverythreeweeksaswasformerlythecase.

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Proceedingwiththepushtobothstreamlineaccesstostudentdataandimprovefollow-up,FAcreatedaGoogledatabasetotrackclassroom-levelinterventionsforattendanceandotheracademicprogressmonitoring.ThedatabaseisregularlyupdatedbyteachersduringCPTforusebyFAadministratorswhorelyontheinformationtoinforminterventiondiscussionswiththesocialworker,counselors,HOMESadvocates,andspecialeducationteachersthatsupport9thgradescholars.

Mirroringanewsupportputinplaceforseniors,FAimplementedan“Adopt-a-Freshman”initiativethatsaweachteacheradoptfive9thgradescholarsinorderto“givethemanextrapush.”Throughthiseffort,teachersmetwiththeiradopteesonaweeklybasistoprovideanextralayerofsupport,checkinginontheirprogresstowardestablishedgoalswithaneyetowardmeetingthecentralgoalsthatdriveFAasawhole.AnadditionalgoaltoexposefreshmentofiveormorecollegecampusesoverthecourseoftheschoolyearcontributedtoFA’seffortsto,inthewordsofoneadministrator,“buildacollege-goingatmosphereandgetkidsfocusedonlife.”

OverallImpactofFreshmanAcademyFreshmanAcademywasdevelopedandimplementedbytheEastEPObecauseoftheprevailingresearchthatunderscoreshowcriticalsuccessisduringthefirstyearinhighschooltostudents’highschoolgraduation.Aftertwoyearsofimplementation,nearlythree-quarters(73%)ofadministratorsatEastbelievethatFAwillincrease9thgradescholars’chanceforUpperSchoolsuccess,accordingtoresponsesontheadministratorsurvey,whileanoverwhelmingmajorityofadministrators(91%)believethatFAprovideseffectivesupporttostudentsandisgenerallywell-organized.Administratorspointedtosocio-emotionalandacademicgainswhengaugingFreshmanAcademy’seffectivenesstodate.MostrecentacademicprojectionssharedbyEPOadministratorsindicatethat70–80percentof9thgradersareontrackforpromotionnextyear,withanotheradministratorsharingthatFAhadnotyetreacheditsgoalsforcreditaccrualandRegentspassratesbyspringof2017,“butwe’reclose—andit’sreallyexciting.”AnUpperSchooladministratorsummeduphersenseofFreshmanAcademy’simpactaftertwoyearsofimplementation:

“Ithinkit’smadeitlesseasyforachildtofallthroughthecracks—andoftenthat’swhathappensinthatfreshmanyear.Ithinktheamountofsupportstaffwehavededicatedtothat…WehaveaCareRoomconnectedtotheFreshmanAcademy,aswellastotheUpperSchoolandLowerSchoolingeneral,thathasbecomemuchmorefunctionalinaddressingstudentneeds.IthinkthemediationsthatwedohavebeeninstrumentalingettingkidstounderstandwhattherealpurposeincomingheretoEastisfor.Ithinkhaving2administratorsdirectlyassignedtotheFreshmanAcademyindicatesthelevelofsupporttheEPOhascommittedtogivingthemastrong,freshstartas9thgraders.”

Teachers’impressionsofFAsuccesswerelower,asshowninFigure27.Respondingviasurvey,45percentofUpperSchoolteachersandstaffrespondedthattheybelieveFAwillincreasescholars’UpperSchoolsuccess“tosomeoragreatextent,”and39percent“didnotknow”(seeFigure27).Similarly,41percentofUpperSchoolteachersbelievedthatFAprovidedeffectivesupporttostudents

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“tosomeoragreatextent,”and39percentwereunsurewhetherFAprovidedeffectivesupporttostudents.

Figure27.ExtentofUpperSchoolteachers’beliefsthatFreshmanAcademywillincrease9thgraders’successinUpperSchool,N=102

Note:IncludesresponsesofUpperSchoolteachersandteacherleadersonly.

PlannedChangesforYear3SomechangesorenhancementsarebeingconsideredforFreshmanAcademygoingforward.ThereisagoaltobettercoordinateplanningofcollegetripsandotherfieldtripstominimizethetimeFAscholarsspendoutofclass.FAleadersreceivedfeedbackfromteachersthatfeltconcernabouttheamountoftimescholarsspentoutofclassduringYear2.Thetimingofbothplannedexposures(i.e.,collegetripsandotherfieldtrips)andunforeseenevents(includingtragiclossesofmembersofthescholarcommunityandhistoricstormevents)compoundedtoresultinscholarsspendinglesstimeinclassthanisconducivetosupportprogresstowardacademicobjectives.Movingforward,FAadministratorsplantoevaluateexposurestoensurethattheyarenotconsistentlyheldonthesamecalendardaysorrepeatedlytapthesamegroupofstudentsforparticipation.

Thereisplannedcontinueduseoftoolstotrackhowstudentsareusingcertainsocio-emotionalsupportsinordertobetterunderstandanddocumenttheirimpact.FAadministratorsspecificallylaudedtheAcademysocialworker,counselors,andothersupportstafffortheireffortstocapturethenumberofreferralsandamountoftimescholarsspendutilizingsupportsliketheFACareRoom,counseling,andrelatedresources.Administratorsreportseeingpromisinggains,asmeasuredbyreducedsuspensions,moretimeinclass,increasedclassparticipation,andimprovedcoursepassingratesforsomestudentswhoheavilyrelieduponFAsupportservicesduringYear2.FAstaffcontinuetolookforwaysbeyondchangesinrecidivismratestoquantifyprogressalongsocio-emotionaldimensions.

20%

16%

25%

25%

14%

17%

2%

4%

39%

39%

0% 20% 40% 60% 80% 100%

FreshmanAcademywillincrease9thgradescholars'chanceforsuccessinUpperSchool.

FreshmanAcademyprovideseffectivesupporttostudents.



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Planningtomeettheneedsoftrauma-impactedFAscholarsisagoalforYear3.NinthgradesocialworkersandcounselorsadministeredasurveytoallFAstudents.Analyzingtheresultsandcomparingthemtonationaldata,supportstaffproceededtoleadathree-partseriesforFAteachersandstafftoexplorejusthowmuchimpacttraumahasonEast’s9thgraders.Subsequently,counselorsandsocialworkersgroupedscholarsbysurveyresultsandsimilarexperiencesandofferedcounselinggroupstothemforextrasupport.Scholarparticipationisentirelyvoluntary.Afterconversationsbetweenstudentsandasocialworkerorcounselortogaugeinterestandwillingnesstoparticipate,studentsaregiventheopportunitytomeetweeklywiththesocialworkerorcounselor,ortoindependentlytostartaddressingtraumaissues.Thesupportgrouptopicsincludegriefandloss,victimsofgunviolence,andsurvivalofsexualassault.Counselorsandsocialworkersstrivedtobuildacultureofsupportamongstparticipating9thgraderssotheydidnotfeelisolatedthroughouttheyear.Inconjunctionwiththeseefforts,theentireUpperSchoolandLowerSchoolcampusreadthetrauma-focusedpublication,“ReachingandTeachingChildrenWhoHurt.”Allofthesestrategiesweremeanttobetterassistteachersastheyworkwithstudentsonadailybasisandarepoisedtocontinueintonextyear.

ChallengesFreshmanAcademyfacesbothnewandongoingchallenges.Identifiedchallengesinclude:

• Attendance

• BetterservingEnglishlearnersandspecialeducationstudents

• MonitoringtheprogressofstudentsenrolledinotherprogramsbutforwhomEastisresponsible

Amajorongoingchallengeisstudentattendance,whichisnotashighasdesired.OnestaffmembersharedaconcernthatFAstudentswithlowattendancewerebeingcounseledintoalternativeprograms,whichmakesoverallFAattendancebetter.

AnotherconcernsharedwasthatwhiletheFAENLteachershowedextraordinaryleadershiptoassessandgroupENLstudents,thereremainsconcernonthepartofsometeachersthatthereisnotenoughtimeorenoughsupportforENLstudents.TeachersalsoraisedconcernsaboutmeetingtheneedsofspecialeducationscholarsinFreshmanAcademy,thoughthatwasmoreoftenexpressedaschallengeswithco-teaching.Thereisaneedforincreasedcommunicationbetweenspecialeducationandcontentclassroomteachers,andmoresupporttoensureco-teachingreachesitsfullpotential.

AdministratorsnotedthattherearescholarsfromEast’s2016cohortwhoarenoteducatedonsite,butforwhomEastisresponsible.OffsiteplacementscanincludeoneofthealternativeprogramswithinEast’sacademicportfolio,homeorhospitalconfinements,orjuvenilejusticefacilities.Inanefforttoensurethatthosestudentsgetandremainonasuccessfulacademictrackwithregardtoattendanceandcreditaccrual,FAadministratorshaveworkedtocollaborateandcoordinatewiththesupportstaffofthosesites.FAadministratorscontinuetostrengthenthosesystems.Oneadministratorelaboratedonthoseefforts,saying:

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“Wehavebuiltsystemswiththeschoolsocialworkersandthecounselorsattheotherlocationssothat,ifscholarsarecheckinginwithcounselors,thosecounselorswillreportbacktousweeklyonscholarattendanceandgradeprogress.Ifneeded,wecoordinatewiththeothersitetoseewhomayneedahomevisitortalktoaparent…Justbecausethey’reoutofsightdoesn’tmeanthey’reoutofmind.They’restillourkids.”

FamilyGroupFamilyGroup—aschool-widestructuremeanttocultivatebeneficialbehaviorsandsupportiverelationships—realizedameasureofsuccessbytheendofYear1.ByemergingasaprimaryvehiclebywhichrelationshipsacrossEastwerecultivated,FamilyGroupcontributedsignificantlytotheforgingofbondsbetweenandamongscholarsandstaffandacrosscommonschoolhousedivideslikegrade,language,background,andstaffrole,inabuildingwithamultitudeofnewfaces.However,asanticipated,therewasroomforrefinement,andFamilyGroupcontinuedtoevolveduringYear2ofimplementation.

WhilethegeneralstructureofthemodelunderwentverylittlechangefromYear1toYear2,substantivemodificationsweremadetoincreaseFamilyGroup’seffectivenessbyaddressingthemostconsistentchallengesthatsurfacedinYear1.Chiefamongthesechallengeswerepoorstudentattendance,studentengagementdifficulties,studentassignmentissues,andcurriculumimplementation.TheYear2adjustmentsimplementedtoaddressthesechallengesinclude:

• ChangingthetimeFamilyGrouptakesplaceintheUpperSchoolschedule

• Assigning“co-carents”tofacilitateeachFamilyGroup

• Increasingthenumberofschool-wideactivitiesheldduringFamilyGroup

• LoopingFamilyGroupassignmentsforconsecutiveschoolyears

• ShiftingtoaweeklyFamilyGrouplessonplanapproach

• Developingastudenttransferprocess

• CreatingcustomizedFamilyGroupstomeetspecificstudentneeds

Asimplementationchallengesarefrequentlyinterconnected,manyofthesesolutionspresenttheopportunitytoaddressmultiplechallengesatonce.Eachofthesesolutionsisfurtherdiscussedbelowand,aselsewhereinthisreport,weusedatacollectedfromfocusgroupsconductedwithteachers,students,administrators,andotherstaff;interviews;surveys;anddirectobservationtoassessthestatusofimplementation,identifyingthestrengthsandimpact(whenavailable)ofeachsolutionaswellasnotingongoingornewlysurfacedchallenges.

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Challenges,SolutionsandImpactofFamilyGroup

StudentAttendance

ToaddressthechallengeofpoorstudentattendanceatFamilyGroup,theplacementofFamilyGroupintheUpperSchoolscheduleshifted.Originallypositionednearthemiddaylunchperiods,UpperSchoolFamilyGroupwasmovedtobetweenfirstandsecondperiodstodiscourageskipping.Additionally,FreshmanAcademyscholarsweretransitionedoutofseparate9thgrade–onlyFamilyGroupsintoFamilyGroupswiththerestofUpperSchoolstudents—reducingtheoriginalscheduleofthreeseparate,dailyFamilyGroupperiods(oneeachforUpperSchool,LowerSchool,and9thgraders)downtotwo.Thischangefreeduptheavailabilityofsomestaffmembers,enablingeveryFamilyGrouptohaveatleasttwocarents—astaffingchallengepresentedbytheoriginalmodel.Bymostaccounts,boththenewmorningplacementandintroductionofco-carentsimprovedFamilyGroup.Betterattendancewasoneresult,asUpperSchoolscholarswerenolongerabletoextendtheirlunchperiodbyskippingFamilyGroup,andsomestaffwhowerenolongerfacilitating9thgradeFamilyGroupswerenewlyavailabletosweepstudentsintoFamilyGroupandoutofhallways.Increasedconnectionwasanotherresult,asstudentshadtheopportunitytoforgerelationshipswithanadditionaladultinthebuildingwhilereducingadegreeofisolationfromupperclassmenthatsomefreshmenreportedfeeling.

TheresultsofthisscheduleshiftwerementionedbymanystakeholdersintheEastcommunity,bothpositivelyandnegatively.Infocusgroups,studentssometimesremarkedthattheywerenotfondoftheschedulechangebutalsonotedthatskippingFamilyGrouphadbeenaprobleminYear1andthatthechangehadincreasedtheirpersonalFamilyGroupattendance:

“Idon’tlikethefactthattheymovedFamilyGroup.”“Theymoveditbecauseeverybodyusedtoskip.”“I’mgoingtotellyouthetruth—Ineverwentlastyear.”—exchangeinUpperSchoolstudentfocusgroup

“TheyslayeduswithourFamilyGroup.FamilyGroup[isnow]rightafterourfirstperiod.You[have]nochoicebuttogo.”—UpperSchoolstudent

Inrespondingtothesurveyquery,“WhathasbeenparticularlyeffectiveaboutFamilyGroupthisyear?”severalteachersofferedcommentsontheschedulechange,suchas“Thetiminghasimprovedattendanceasitnolongerrevolvesaroundthelunchperiods”and“ThereschedulingofUpperSchoolfamilygrouptoearlierinthedayhassignificantlyimprovedparticipation.”Similarly,onestaffmemberexplained:

“[A]welcomechangewassevering[FamilyGroup]fromlunch—whichsimplyinvitedhalfthebuildingtotakeonadoublelunch.IthinkmorekidsaregettingsomethingoutofitandfewerkidsareinthehallwayduringFamilyGrouptime.Thatinitselfisabenefit.”

Anadministratornoted:

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“Idon’thaveanUpperSchoolFamilyGroupsoI’mabletoclearthehallwaysandhelpkidsgetintoFamilyGroupduringtheUpperSchoolone.Iseefewerkidsskippingorinthehallwaysatthattime.”

Aschoolsafetyofficer(SSO)alsonotedthepositiveimpactoftheschedulechange,sharing,“Ourchange[inUpperSchoolFamilyGroup]fromafterlunchtosecondperiod[made]abigdifference.InUpperSchool,[there’sbeena]bigpositivechangeinFamilyGroupparticipationsincetheschedulechange.”

StudentEngagement

AnotherchallengeinYear1wasstudentdisengagementinFamilyGroup.Theintroductionofco-carentstofacilitateeachFamilyGroup,increasingthenumberofschool-wideactivitiesheldduringFamilyGroup,andFamilyGrouploopingwereallstrategiesimplementedtoaddressstudentdisengagement.TeachersandadministratorsalikebelievedthatstudentengagementwouldneedtoincreaseforFamilyGrouptoreachitsfullpotentialforimpact.Co-carentingwasonewaytoapproachthestudentengagementchallenge,asitwouldincreasescholars’chancesofconnectingwithacaringadult.Asmentioned,oneresultofthechangetotheUpperSchoolFamilyGroupschedulewastheopportunitytohaveeachFamilyGroupfacilitatedbyco-carents,incontrasttothesolocarentingcommoninYear1.Inadditiontohavingtwoco-carents,eachco-carentpairwouldbecomprisedofamaleandfemaleco-carent.Whilefewstudentswhoparticipatedinfocusgroupsspecificallycommentedonthesechanges,teachersandadministrators(ininterviewsandfocusgroups)werevocalinexpressingtheirbeliefthattheco-carentarrangementhadmadearealdifference.Thesebenefitspertainedtobuildingrelationshipswithscholars,overallFamilyGroupoperation,andmodelingpositivebehaviorsforstudents.Amajorityofrespondentstotheteacher/staffsurveyatboththeLowerSchool(70%)andUpperSchool(78%)believethatco-carentinghasimprovedFamilyGroupthisyeartoasomeoragreatextent(Figure28).

Figure28.Extentteachersandstaffbelieveco-carentinghasimprovedFamilyGroup

52%

48%

52%

24%

22%

26%

15%

28%

10%

6%

9%

2%

2%

3%

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Total

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Whenaskedonthesurveywhattheyfoundtobe“particularlyeffectiveaboutFamilyGroupthisyear,”teacherrespondentscitedthepresenceofaco-carentmorefrequentlythananyothersinglefactor(13%ofresponses).Representativestatementsincluded:

“Havingtwoco-carentshashelpedusmodelapositivesocialrelationshipwitheachotherthatextendstoourrelationshipswithstudentsandtheirrelationshipsbetweenoneanother.”

“Thisismyfirstyearwithco-carents.Thisisahugebenefit,asdifferentpersonalitiesallowfordifferentconnectionsforthestudents.”

“Co-carentinghasmadeahugedifferenceincreatingthefamilycultureinFamilyGroup.”

“Ithasbeenhelpfultohaveaco-carenttoworkwith,bothinbalancinginteractionswithstudentsandinmanagingFamilyGroupduties.”

“Co-carentinghasbeenhugeinbuildingrelationshipsbecausestudentsmayconnectbetterwithoneortheother.”

Most(64%)ofadministratorsalsobelieveco-carentinghasimprovedFamilyGroupto“someoragreatextent,”accordingtoresponsesontheadministratorsurvey.Ininterviews,administratorsechoedteachersentiments,saying:

“Theschedulechangehasbeenarealplusandhaving2carentsineveryroomhasbeenarealplus,”and“TheFamilyGroupredesignwithco-carentshasbeengreat.Kidshaveoptionsforconnecting.”

StudentsalsooverwhelminglybelievethatFamilyGrouphelpsthemtobuildrelationshipswithadultsatEast(seefigure29).Onthestudentsurvey,82percentofLowerSchoolstudentsand92percentofUpperSchoolstudentsreportedtheyagreeorstronglyagreewiththestatement:FamilyGroupshelpsmetobuildrelationshipswithteachersandadministratorsatEast.

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Figure29.ExtentstudentsbelieveFamilyGrouphelpsthembuildrelationshipswithteachersandadministrators

Moreschool-wideactivities,likesportstournaments,schoolbeautificationefforts,andblockpartyactivities,wereincorporatedduringYear2ofFamilyGroupimplementationinanefforttocultivatestudentparticipationandbuy-in.Instudentfocusgroups,theseschool-wideeffortswereoftenattributedtotheUpperSchoolprincipal,andwerefavorablymentionedseveraltimesincommentssuchas,“IlikehowthePrincipalmakesupactivitiesthatcanbeplayedduringFamilyGroup—basketballtournament,volleyballtournament.”Onthesurvey,someteachersalsoidentifiedtheseactivitiesasbeingamongthemosteffectiveaspectsofFamilyGroupinYear2,indicating,“Thosestudentsinvolvedintheathletictournamentsenjoyedthemthoroughly,”and“School-widetournamentsandblockpartiestokeepthestudentsengagedandwantingtocometoFamilyGroup[areparticularlyeffective].”Oneteacherfurtherelaborated,“InitiativessuchastheRocktheTestdoordecoratingcontest,LeaderinMeposter-makingtobeautifytheschool,TrickorTreatinginblocks;…unifyingstrandslikeshowingtheEagleEyeonMondays,…bigeventslike[the]basketballtournamentandpicturewiththedroneonBlackLivesMatterdayweredramaticandbonding.”

AllLowerSchoolandapproximatelyhalfofUpperSchoolFamilyGroupslooped(i.e.,maintainedthesamesetofscholarsandcarentparticipants)fromYear1toYear2.ThisefforttopreserveFamilyGroupswasmadesoasnottodisruptthebondsthathadformedduringYear1ofimplementation.AdministratorshopetoloopmoreUpperSchoolFamilyGroupsinthe2017–18schoolyear.

StudentAssignment

InYear1,itwasbelievedthatsomestudentsdidnotparticipateinFamilyGroupbecauseofthecarentorotherstudentsinthegroup.Also,thepolicyatthetimewasnottotransferstudentswhorequestedatransferfromonetoanotherFamilyGroup.Toaddressthechallengeofparticipation,astudenttransferprocesswasdeveloped,andcustomizedFamilyGroupswerecreatedtomeettheneedsofspecial

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UpperSchool

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studentpopulations.DuringYear1,noformalprovisionwasmadeforstudenttransferfromoneFamilyGrouptoanother.Theoriginalintentionofthisno-transferpolicywastofurtherencouragethedevelopmentofrelationshipsbetweenandamongscholarsandstaffwhomightnototherwisecrosspaths.However,someteachersbelievedthisapproachlackedanecessarysensitivitywithregardtostudentplacement,aswellasamountingtoamissedopportunitytomeettheneedsofstudentsinspecialcircumstances,suchasbilingualandENLstudentswhowerenotalwaysplacedwithcarentswhocouldspeaktheirnativetonguesorwhohadlong-termattendanceissues.

AformalstudenttransferprocesswasimplementedatthestartofYear2,consistingofthecompletionofaspecialFamilyGrouptransferformbythescholardesiringtransferandadiscussionofthecompletedforminafollow-upmeetingwiththescholar’scarent(s).IntheLowerSchool,administratorsofferthescholaranopportunitytoparticipateinarestorativecircleinanattempttoencourageandassistthescholarinpersistinginhisorheroriginalFamilyGroup.Alladultsinvolvedendeavortoensurethatthescholar’svoiceisheardinthesetransferproceedings.IntheUpperSchool,ifthetransferinvolvesasafetyissueofsomekind,ittriggersanautomaticFamilyGroupchangewithin24hours.Otherwise,theprocessproceedsasitdoesattheLowerSchoollevel.

SpecialFamilyGroupsmeanttomeettheneedsofbilingualandENLstudentswerealsoformedinYear2andareco-carentedbyESOLandnon-ESOLteachersoradministrators.AdditionalcustomizedFamilyGroupscreatedinYear2thatstrivetoaddressthespecificneedsofparticularEaststudentpopulationsincludeoneforstudentswithsevereattendanceissues(co-carentedbyasocialworkerandspecialeducationteacher)andaFamilyGroupforover-ageseniors(facilitatedbyanadministratorandguidancecounselor).Asoneteachercommentedonthesechanges,“Wearetryingtolookatindividualsituations.Ourultimategoalisconnection.”Staffhavenoticedthedifferencethesedevelopmentshavemade.

Ateacherfocusgroupparticipantexpressedthat“[FamilyGroup]iswaybetterthisyearafteradministratorslistenedtobilingualstudents’needformoresupport.”TeachersurveyparticipantsalsoparticularlynotedthedifferencetheadjustedstudentassignmentpolicyhasmadeforbilingualandENLscholars:

“FamilyGrouphasbeenacommunity-buildingexperienceformulti-culturalELLgroups.”

“Havingstudentsfromthesameethnic/linguisticbackgroundtogetherhasbeenveryeffective.MyNepalistudents(andourAfricanfriendsaswell,actually!)seeFamilyGroupasasafeplace,aplacethatbelongstothem,wheretheycanfeelcomfortabletalkingandsharingandexpressingthemselves.”

FamilyGroupCurriculumImplementation

InYear1,manycarentscomplainedthatdailyFamilyGrouplessonplanspresentedtoomuchstructure.Teachersgrappledwithprescribeddailylessonplansthatleftlessroomforadaptationthanmanydesired.Thisyear,FamilyGroupcoachesareprovidingweeklylessonplans.Weeklyplansalsoincreasecarents’abilitytorespondtoscholars’needsandinterestsinrealtime.Studentswhobenefitedfromthisflexibilityrespondedwelltothevarietyofactivitiestheywerenowoffered.AsoneUpperSchool

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studentcommented,“Idon’tknowaboutotherFamilyGroups,butoursisveryoutgoing.Wedolotsofactivities—wewenticeskating,onahauntedhayride,wedobirthdayparties....”Someteachersidentified“movementawayfromlastyear'srigidityindeliveryofmandatorylessonplans,dailycircles,etc.,”“weeklylessonplanswithmoreflexibility,”and“freedomtodowhatyouthinkisbestforyourfamilygroup,whilestillbeingencouragedtoutilizefamilygrouplessonplans”as“particularlyeffective”elementsofFamilyGroupthisyear.Otherstaffsecondedthisassessment:

“The[FamilyGroup]activitiesaredifferent[thisyear],Inoticed.Theactivitiesaremoreintriguingforthemtogoto.”—SchoolSecurityOfficer

“Familygroupislessrigidthanlastyear—thegeneralunderstandingthatthereissomeflexibilityastohowit’sdeliveredeachdaywasawelcomechange.”—Counselor

OverallImpact

Itistoosoontoknow,andperhapswillbetoodifficulttoisolate,thespecificimpactFamilyGroupwillultimatelyhaveonEastUpperandLowerSchool.However,whenteachersandadministratorswereaskedininterviewsandfocusgroupstoidentifytheEastEPOinitiativethathashadthemostimpactonEast’scultureandclimate,FamilyGroupwasmostoftencited.Alladministrators,respondingbysurvey,believethatFamilyGrouphascontributedtoapositivecultureandclimateatEastoveralltosomeoragreatextent—with55percentbelievingthatcontributionhasbeenmade“toagreatextent.”OneadministratoraddedthatFamilyGrouphascontributedto“Seeingkidsbuildtoleranceforothersthattheywouldnothaveinteractedwithinatypicalhighschoolsetting.”Inaninterview,whenaskedwhatthemaindriversofthecultureandclimateshiftatEastcurrentlyare,anadministratoropined:

“Iwould[creditFamilyGroup]—andI’dsayitworkstwoways.Kidshaveanadultthattheyknowadvocatesforthemandthattheycangoto.Theotherpartofthatiskidsbeingsurroundeddailybykidstheywouldn’tnormallyinteractwithhastaughttoleranceandrespectforall.Ifeelwhenkidsseeoneanotherinthehallorinthecafeteria,itmaynotbepeopletheyhangoutwith,butasadirectresultofconnectingwiththemeverydayfor30minutes,there’sadifferentsenseofunity…thatbringsEasttogether.Iknowthatit’sbeeninstrumentalforkidsindealingwithtragedies.”

AsdemonstratedbyFigure30below,65percentofteachersandstaffattheLowerSchooland80percentofthoseattheUpperSchoolconcur.TeachersurveyrespondentsalsobelieveaparticularlyeffectiveaspectofFamilyGroupisthatit“supportsstudents’academicandemotionalneeds.”Oneteachershared:“Familygroupisagreatstructureforstudentsandstafftobuildacultureoftrustandclosenessthatonlyfurtherstheacademicgoalsoftheschool.It'soneofmyfavoritethingsaboutEast.”

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Figure30.ExtentteachersandstaffbelieveFamilyGrouphascontributedtoapositiveclimateandcultureatEast

TeachersandadministratorsatEastreportseeingadditionalimpactsofFamilyGroupinvolvementrelatedtostudents’socialskilldevelopment(Figure31),anincreaseinself-advocacyandself-empowerment(Figure32),andcontinuedrelationshipbuilding(Figure33).Viasurvey,teachersandstaffnoted:

“Wedosmallprojectstogether[inFamilyGroup]andthekidsbuildinterpersonalskillsfromthem.”

“WehaveusedFamilyGrouptoteachactivelistening,responsibility,respect,advocacy,andotherskillsnecessaryforlifeoutsideofhighschool.”

“Familygrouphasbeenaverypositiveexperienceforourstudents,includingseveralstudentswhohave‘comeoutoftheirshells’andevenencourageotherstodothesame.”

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Figure31.ExtentteachersandstaffbelieveFamilyGrouphaspositivelyimpactedstudents’developmentofsocialskills

Figure32.ExtentteachersandstaffbelieveFamilyGrouphaspositivelyimpactedstudentself-advocacyandself-empowerment

Studentscommentedontheirownself-advocacygainsinstudentfocusgroupconversations:

“IlikemyFamilyGroup.Weplaygames.Wetalk—butwetalkaboutthingsthatwewanttotalkabout.”

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37%

31%

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UpperSchool



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“Ourcarentsaredifferent—[they]careaboutus.Anythingwewant—webringittotheirattention.”

“ForLowerSchool,[FamilyGroup]iskindaspecialbecausewehavecarents,teacherswhoactasourcarent.…Wehavethese7habits[wefocuson]andweusuallyhaveactivitiesthatrevolvearoundthem.Like‘betenacious,advocateforselfandothers’.…Andwetalkaboutourdayandwhat[we’reupto].”

Administrators,teachersurveyrespondents,andfocusgroupparticipantsoutlinedotherself-advocacyandempowermentbenefitsthathaveaccruedtoEaststudentsasaresultofFamilyGroupparticipation:

“StudentshavetakenaccountabilityforremindingeachothertoattendFGaswellasfeelcomfortablediscussingissuesthatareimpactingthem.”–Teacherstaffsurvey

“IthinkkidsinEastHighSchoolaremoreawarethantheyeverwereofwhattheyneedandhowtoadvocateforit.FamilyGrouphashelpedwiththat.”–Teacherfocusgroup

“FamilyGroupgivesstudentsavoiceinasafesetting.”–Administratorsurvey

LowerSchoolstudentsinparticulartouchedupontherelationshipsthey’vedevelopedinFamilyGroup,declaring,“Ilikethewaythecarentstreatus”or“Ilikethatwehaveourownlittlegroupofpeoplethatwecanconnectwith.”Therelationship-buildingaspectofFamilyGroupisevidentinstudentsurveyresponses(seeFigure33).AmajorityofLowerSchoolstudents(82%)andUpperSchoolstudents(81%)agreeorstronglyagreethat“FamilyGrouphelpsthembuildrelationshipswithotherscholars.”Similarly,82percentofLowerSchoolstudentsand83percentofUpperSchoolstudentsagreeorstronglyagreethat“FamilyGrouphelpsbuildrelationshipswithotheradults.”Bothininterviewsandinteachersurveyresponses,whenasked“WhathasbeenparticularlyeffectiveaboutFamilyGroupthisyear?”teachershighlightedtherelationship-buildingbenefitsofFamilyGroupparticipation.Intheteacher/staffsurvey,78percentofthoseattheLowerSchooland89percentofthoseattheUpperSchoolagreetosomeoragreatextentthatFamilyGrouphasfacilitatedthedevelopmentofsupportiverelationshipsbetweenstudentsandstaff(seeFigure34).Teachersandstaffsharedthefollowingthoughtsabouttherelationship-buildingimpactofFamilyGroupinfocusgroups:

“There[have]beenmoregenuineconnectionsbetweenteachersandstudents.Studentsfeelcomfortablesharing.”

“Myfamilygrouphascollaboratedwithotherneighboringfamilygroups,callingeachothercousins.”

“TheopportunitytobuildrelationshipsthroughFamilyGroupisexceptional.”

“Buildingrelationshipswithstudentsthatallowthemtoseeyouasacaringadultwhotheycanreachouttoduringatimeofneed.”

“FamilyGrouphasbeenreallybeneficial.It’sdefinitelyhelped[scholars]feelliketheyareconnectedatschoolandacrossgradelevels.It’sfuntowatchkidswhowouldn’tinteractinthehallwayorbefriendshavingpositiverelationshipswithoneanother.Andlearning

–54–


fromoneanother—6thgraderswhoarealittleimmaturewith8thgradersgivingthemtheteacherlook–andthemself-correcting.”

Figure33.ExtentstudentsbelieveFamilyGrouphelpsthemtobuildrelationshipswithotherscholars

Figure34.ExtentteachersandstaffbelieveFamilyGrouphaspositivelyimpactedrelationshipbuildingatEast

33%

34%

48%

48%

12%

11%

7%

6%

0% 20% 40% 60% 80% 100%

UpperSchool

LowerSchool



42%

39%

42%

44%

39%

47%

10%

15%

8%

3%

4%

2%

1%

2%

1%

0% 20% 40% 60% 80% 100%

Total

LowerSchool

UpperSchool



–55–


ImpactonAcademics

StudentsalludedtotheacademicbenefitsthatcamewithparticipationinsomeFamilyGroups.AnUpperSchoolstudentfocusgroupparticipantexplained:

“Whenitcomestoyourgrades,[ourcarentsare]veryserious.OnWednesdays,wegooverprogressreportsandtheyhelpusgetworkdone.Iknowit’sonlyahalfhour—it’snotalotoftimeforit,wehave10kidsinourfamilygroup—buttheyreallycareaboutus.”

Someteachersobserved,“Studentsareholdingthemselvestohigheracademicexpectationsoverallandaremorewillingtohaveconversationsabouttheimportanceofacademicsuccessandobstacles[asaresultofFamilyGroup]”and“[themosteffectivepartofFamilyGroupis]keepingstudentsontrackacademicallybyreviewingprogressreports.”

Atleastoneadministrator,participatinginafocusgroup,notedthatFamilyGroupwasplayingaroleinacademicallyreconnectingsomestudentswhohadbecomedisengagedfromschooling:

“WehadsomekidswhohardlycametoschoolatalllastyearinmyFamilyGroupandoneofthemwentto[ourprincipaltosay]hewantstomakesurehegraduatesandaskedwhatneedstobedone,soIamseeingacultureshift.”

NewandOngoingChallenges

Thoughbothimprovementsandnewsuccesseshavebeenrealized,newandongoingchallengesalsoremain,includingtheuseofFamilyGrouptime,developmentofstudenttrust,carentbuy-in,andstudentengagement.

FamilyGroupissupposedtobe“structuredplay,”withanintendedblendof80percentfunand20percentwork.Bothstudentsandstaffhaveremarked(infocusgroups,surveys,and,inonecase,FamilyGroupobservation)thatFamilyGrouptimehasrepeatedlybeenco-optedthisyear“togetotherworkdone,”asthequotationsfromstudentsandteachersdemonstrate:

“Idon’tlikehowwehavetodoworkinfamilygroup.[Wedidn’thavetodoworklastyear.][Now]wehavetodobooks.[Work]tookoverourwholefamilygroup.Lastyearwehaddonutparties.”—LowerSchoolstudent

“Alotofinitiativeshavebeenpushedthroughfamilygroupthisyear—lotsofprojects.Sometimes,it’stoomany.Sometimesyoujustneedtobetogetherasagroup.”—Teacher

“Withthe7habits,therearewaytoomany‘objectives’forFamilyGroup.”—Teacher/staffsurvey

“MaybeFamilyGroupdoesn’talwaysfitforallkids.…Theysayitshouldbe80percentfunbutmaybeit’snotwhatkidsthinkisfun.Weneedtotrybettertoincorporatetheirvoice.”—Teacher

–56–


TrustinFamilyGroupisstillunder-developedforsomescholars.Thisisevidentinthefollowingfocusgroupexchangewithstudents:

“Teacherstrytoknowyourwholelife.Idon’ttrusttellingteachersmybusiness—they’reannoying.”“Theypry,thenviolateyourtrust.”“Teacherstellyourbusinesstootherteachersandyourclassmates.”“Forme,no.It’slikeshesaid—youcan’ttrusttheCarents.”

Someteachersarestilluncomfortablewith/resistanttothecarentrole,orfeeltheydonothavetheprofessionaltrainingtoaddressthemultitudeofpersonalissuesthatstudentsoftenbring.Afewteacherssharedthisconcern:

“FamilyGroupneedstobeaboutcommunitybuilding.Itcouldusemoresupport.Itseemstobemostsuccessfulwhenplayinggames,etc.,andlesssuccessfulwithsocial/emotionalsupport.Notsurewhy—we’renotsocialworkers.Maybemakeitaclubtime.…It’shardforteacherstodiveintotheissuesthatkidshave.Clubsmighthelpthemgetengagedinamorepositiveway…—wedon’tneedtobearmchairpsychologists.”

“Myco-Carenthasnotbeenopentodoingmoreactivitieswithourgrouptobuildrelationships.IthasmadeFGawkwardanduselesstobothofusasco-Carentsandthestudents.”

SomescholarscomplainofcontinuedFamilyGroupdisengagement(i.e.,boredom,indifference).Forsome,thisboredomisbecauseoftheactivities,forothersit’sthedifferencesinFamilyGroups,withsomeperceivedtobemorefunthanothers.Somestudentcommentsthatillustratetheengagementchallengeinclude:

“Idon’treallylikeFamilyGroup.It’sboring.Ijustsitthereandwatchvideosallthetime[Interviewer:Onyourowndevice?]Yeah.[Interviewer:Isthatbecauseeverythingthat’sgoingonisn’trelevanttoyou?]Idon’tknow…I’mjustnotintoit.”

“Wedon’tdo[anything]buttalkinFamilyGroup.Every.Day.Andmakecards—wejustdothemostboringstuff.It’sboring.”

ChangesforYear3

InterviewswithadministratorsandFamilyGroupcoachessuggestedsomepossiblechangesthatarebeingconsideredforFamilyGroupnextyear.Theseinclude:

• LowerSchoolFamilyGroupmayalsomovetoamorningtimeslot.

• FamilyGroupwillhaveaheightenedfocusonacademics,college,andcareers.

• TherewillbemorecollaborationbetweenFamilyGroupcoachesandcarents.

• MoreconnectionswillbemadebetweenFamilyGroupsandtheHOMESpartner.

• FamilyGrouprubricwillberevisedtoprovidemoremeaningfulfeedback.

–57–


• FamilyGroupmayhaveacommunityservicecomponent.

RestorativePracticesRestorativePracticeswereincludedintheEPOPlantohelpmeetthegoalsofreducingthenumberofsuspensions,improvingstudentbehavior,andimprovingthegeneralcultureandclimateoftheschool.AttheendofYear1,stakeholdersdescribedtheimplementationofRestorativePracticeswithbothoptimismandsomeconcern.DespitesuccessessuchascirclesinFamilyGroupandduringclasstime,theconceptofRestorativePracticeswasverynewforbothteachersandstudentslastyear,anditsimplementationledtosomemisunderstandingsandmiscommunication.Studentsinitiallybelievedtherewouldnotbeconsequencesformisbehavior,andteachersstruggledwithbalancingdisciplineandRestorativePractices.Allschoolsecurityofficershadnotbeentrained,resultinginsomeinconsistentimplementation.Duringthesummerof2016andduringYear2aswell,furtherprofessionallearningwasprovidedforteachersandstaff,andclarificationofprocedureswasdeveloped,aswellastheuseofanonlinetrackingprocedureforbehaviorandotherstudentreferrals.

OneofthechangeswithRestorativePracticesthisyearisthatmoreoftheresponsibilityhasshiftedtothesocialworkers.DuringafocusgroupwithallsevensocialworkersontheEastteam,evaluatorslearnedthatfoursocialworkersareontheRestorativePracticesCommitteeandhavetrainedEaststaffinRestorativePracticesthroughrestorativeworkshops.Socialworkersreportedthey“allfacilitateorconductrestorativepracticesdaily,whetherit’safull-blownpeacecirclewithparentsandRPD,orahallwayconversationtorepair[thedynamic]betweenteacherandscholartogetthembackintheclassroom,orbetweentwoadultswhoneedtocircleupsotheycanrepairtheirrelationshipandco-teach.”Bothteachersandscholarsareinitiatingthemediations,andsocialworkerspointedtothepoweroftheseinteractions,noting,“Whenyousitdownwithstudentandteacher,witheveryoneasanequalparticipantandnosenseofauthorityintheroomatthatmoment,totrytounderstandoneanotherandrepair,it’saverypowerfulthing.It’ssuccessfulifpeoplearebeinggenuine.Especiallywhenthere’sbeenaharmdone,[but]youhavetogivepeopletime.”Thatwasamisconceptionatthebeginningoftheyear—someweretooquicktoinsistonamediationorcirclewhenallpartieswerenotnecessarilyready.“Well,iftheactorsaren’tready,arestillveryupset…weneedtorespecthowtheyfeelandgivethemtimesocirclesareeffective…whenwehavethosemoments,themajorityoftimethey’resuccessful.”Andanothershared:

“Onedifferencefromlastyearisallvoicesareheard—peoplearelisteningtokidsmoreinsteadofjustrespondingandreacting.Insteadof‘Idon’tcarewhathappened,Idon’twanttohearyourside,’kidshaveavoice.”

Schooladministrators,EPOleaders,teachers,staff,counselors,andsocialworkersallcreditRestorativePracticeswithbeingakeycontributortochangingthecultureandclimateattheschool,includinggenerallyimprovedstudentbehavior.TheuseofRestorativePracticesgivesstudentsavoice,andtheyhavebeenlearningandpracticingskillstocopewithconflict.AdultsandstudentsintheschoolareseeingRestorativePracticesinactionmoreandmore,buttherearesomewhohavenotexperiencedRestorativePractices.Additionally,therearesometeacherswhobelievetheimplementationandimpact

–58–


ofRestorativePracticescouldbeincreasedschoolwideiftheschoolleadershipatthehighestlevelsweremoreinvolvedorpresentwithRestorativePractices.

Intheremainderofthissection,wesharethebenefitsandchallengesofRestorativePracticesthatemergedfrominterviewswithschooladministrators,focusgroupswithteachers,counselors,socialworkers,andschoolsecurityofficers,aswellastheteacher/staffandthestudentsurveys.

BenefitsofRestorativePracticesStudents,teachers,administrators,andleadersgavefeedbackaboutthebenefitsofimplementingRestorativePracticesatEastduringfocusgroups,interviews,andonsurveys.Acrossallconstituents,anumberofbenefitswereconsistentlymentioned.Theseinclude:

• Asignificantreductioninstudentsuspensions

• Anoticeablereductioninphysicalconfrontationsbetweenstudents

• Anincreaseinstudentvoice,self-confidence,andself-respect

• Improvedrelationshipsbetweenteachersandstudents

• Studentsresolvingtheirissuesandencouragingeachothertoresolveproblemspeacefullyratherthaninstigatingorchampioningviolence

• Apalpableshiftintheschool’scultureandclimateattributedtorestorativeconversationstakingplaceinFamilyGroups

• Restorativecirclesandconversationsbeinginitiatedbybothstudentsandstaff

• Restorativecirclesandconversationsbeingconductedstudenttostudent,stafftostaff,andstudenttostaff

Open-endedcommentsfromteachersonthesurveyaboutbenefitsforstudentsfromimplementationofRestorativePracticeswerenumerousandfocusedmainlyonanincreaseinstudentvoice,self-confidence,andself-respect.Theynotedthatstudentshavebecomeproactive,initiatingaconferenceorcirclethemselvestoresolveanissueandavoidfurtherconsequences.Teachersdescribedstudentsasbeingmoreconfidentandtendingtofeelmore“incontroloftheirownlives.”TeachersalsosharedhowRestorativePracticesareimpactingtheirclassroomsforthebetter.Forexample,oneteachershared:

“Thispracticehasbeeneffectiveforconflictsthathaveriseninmyclasseswithstudentsthroughmiscommunicationsmainly.Ihaveinitiatedconversationsandstudentshaveinitiatedconferencesaswell.Ihavealsoused[restorativepractices]tocelebratestudentsuccess.”

SurveyresultsalsosupportsomeofthebenefitsofRestorativePracticesidentifiedinfocusgroups.Forexample,87percentofteachersandteacherleadersintheLowerSchoolreportusingRestorativePracticesintheirclassroomswiththeirstudents;asmallermajorityofteachers(66%)attheUpperSchoolalsoreportusingRestorativePracticesintheirclassrooms(seeFigure35).Amajorityofteachers,teacherleaders,counselors,andsocialworkerswhoworkprimarilyintheLowerSchoolhaveobservedtheuseofRestorativePracticestohelpeffectivelyresolvestudentconflicts,with70percentresponding

–59–


to“someoragreatextent.”AmongthosewhoworkprimarilyattheUpperSchool,only43percentreportedto“someoragreatextent”thattheyhaveseentheuseofRestorativePracticeshelpingtoeffectivelyresolvestudentconflicts(seeFigure36).Teachers,teacherleaders,counselors,andsocialworkerswhoworkprimarilyintheLowerSchoolgenerallyagreedthatRestorativePracticescontributetoapositivecultureatEast,with72percentagreeingwiththatstatementto“someoragreatextent.”AttheUpperSchool,only56percentagreedto“someoragreatextent”thatRestorativePracticescontributestoapositivecultureandclimateatEast(seeFigure37).

Figure35.Extentteachers/staffhaveusedRestorativePracticesintheirclassroomwiththeirstudents

28%

50%

17%

46%

37%

49%

20%

13%

24%

6%

10%

0% 20% 40% 60% 80% 100%

Total

LowerSchool

UpperSchool



–60–


Figure36.Extentteachers/staffobservedtheuseofRestorativePracticeseffectivelyhelpingtoresolvestudentconflicts

Figure37.Extentteachers/staffbelieveRestorativePracticescontributetoapositivecultureandclimateatEast

19%

35%

12%

33%

35%

31%

36%

22%

43%

12%

9%

12%

1%

1%

0% 20% 40% 60% 80% 100%

Total

LowerSchool

UpperSchool



25%

35%

21%

38%

37%

35%

29%

22%

35%

7%

7%

7%

1%

2%

0% 20% 40% 60% 80% 100%

Total

LowerSchool

UpperSchool



–61–


Onsurveys,studentswereaskedtowhatextenttheyagreedordisagreedwithanumberofstatementspertainingtoRestorativePractices.Nearlyhalf(47%)ofUpperSchoolrespondentsindicatedtheydisagreedwiththestatement,“IunderstandwhatRestorativePracticeis.”Sixtypercentoftheserespondentsalsoindicatedtheydisagreedwiththestatements,“IhaveparticipatedinaRestorativeCircletoaddressaproblemIwashaving,”and“IhaveparticipatedinaRestorativeCircletoaddressaproblemsomeoneelsewashaving.”Sixty-fivepercentindicatedtheybelieve“RestorativePracticeshelpsbuildapositiveenvironmentatEast.”Whetherpunishmentsarefairandreasonableandwhetherallstudentsreceivethesamepunishmentsorconsequencesforthesamemisbehaviorsareareasthatmayneedfurtherexploration,as44percentand40percent,respectively,disagreedwiththesestatements.

MoreLowerSchoolstudentsindicatedtheyunderstandwhatRestorativePracticeis(62%)ascomparedwithUpperSchoolstudents,and69percentbelieveRestorativePracticeshelpbuildapositiveenvironmentatEast.AhigherpercentageofLowerSchoolstudents(60%)“agreedorstronglyagreed”withthestatementthattheyhadparticipatedinarestorativecircletoaddressaproblemtheywerehaving,comparedto41percentofUpperSchoolstudents(seeFigure38).AhigherpercentageofLowerSchoolstudents(69%)comparedtoUpperSchoolstudents(54%)“agreedorstronglyagreed”withthestatement“RestorativePracticeshelpsbuildapositiveenvironmentatEast.”WhetherpunishmentsarefairandreasonableandwhetherallstudentsreceivethesamepunishmentsorconsequencesforthesamemisbehaviorswereratedslightlybetterbyLowerSchoolstudents,butmightneedfurtherexploration,as38%and39%,respectively,disagreedwiththesestatements.

Figure38.Percentageofstudentswhohaveparticipatedinarestorativecircletoaddressaproblemtheywerehaving

7%

16%

33%

41%

43%

32%

17%

11%

0% 20% 40% 60% 80% 100%

UpperSchool

LowerSchool



–62–


Tenstudentfocusgroupswereconductedduringspring2017.Inthree,RestorativePracticeswerementionedspecifically,andintwotheywerereferredtoindirectly.ThosewhodidbringupRestorativePracticeshadvaryingopinions.Somequotationsfromthestudentfocusgroupsillustratetheseopinions:

“Idon’tlikepeacecirclesbecausetheydon’twork.Peoplesayallthesepromisesandtheyneverdoit.”

“Peacecirclescanbeawasteoftime.Ifit’sabigclassthat’shavingaconflict,it’sawasteoftime.Butifit’stwopeoplethatgotintoafightorargument,itmightwork.”

“Mostvaluablethingismediationwhenthereareconflicts.”

“Talkitout.Figureoutwhattherealproblemisbytalkingitout.”

Feedbackfromadministratorandleaderinterviewspointedouttheprogressbeingachievedwithrestorativestrategies,especiallycircles,andtheymentionedthatcirclesinvolvestudentstostudents,stafftostaff(professionalconflict/discord),andstafftostudents(togettotherootcauseofmisbehaviorinclass).Aprincipalnotedthatstudentsarebeginningtobetterunderstandwhatrestorativepracticestrategiesareavailabletothemandwhatthegoalisbecausetheyoften“circleup”forreasonsotherthanafightordisagreement,whichinheropinionshowsachangeinbehavior.“Theysometimesarerequestingrestorativecirclesandpeacecirclesevenpriortoanincident.Theyaretryingtowardoffthosethingsthattypicallyescalatetosuspension,whichmeanslesstimeinschool.NowIoftenhearkidssay,‘I’mnotgoingtogetsuspended,Miss.I’mnotgoingtodoit.Ineedhelp.Youneedtobringustogether.Weneedtogetthissettled.”Inaddition,anadministratorsharedthattherehavebeentwoinstanceswhereanotherstudenthashadasimilarexperienceasthestudentscirclingupandwasaskedtojointhecircle.Theadministratorsharingthatexperiencesaid,“Thatwouldbeanothergoalforus—tohaveagroupofscholarstrainedtoleadcirclespeer-to-peer.”

Feedbackreceivedfromnearlyallconstituentsrevealstherehasbeena“palpablechangeinculture,”andoneleaderstated,“Everyonedeservescreditforitincludingstudents,families,leaders,teachers.We’vegonefromapunitiveculturewithover3,000suspensions,andthoseareonlytheonesthatarerecorded,toaculture/climatethatisrestorative–clearlydemonstratedbythedramaticreductioninsuspensions,fights,reportableinstances–dramaticdecreases.”Anotherbenefitmentionedwasarapidreductionofemployeegrievancescomparedtolastyear.Oneadministratorsharedhowchangingtheculturecanaffectteachingandlearning:

“[Now]peoplearemorewillingtotrusteachotherandexpresstheirvoice.Thosetwopieceschangedtheconditionsforlearningandteaching.Andwe’renotdone–it’snotperfect–butimprovementsinfoundationalissuesshowwe’vegonefromanadversarialculturetoonethat’scollaborative.Datademonstratesthatpoint–we’reshowingprogress–withbehavior,discipline,andemployeegrievances.”

–63–


ChallengestotheImplementationofRestorativePracticesDatafrominterviews,focusgroups,surveys,andobservationsindicatetherecontinuestobechallengestotheimplementationofRestorativePracticesatEast.Theonesmostoftenmentionedbyconstituentsare:

• AllteachershavenotyetseenRestorativePracticesinaction.

• Someteachersseetheimpactasshort-lived.

• TeachersdesiremoreopportunitiesforpracticeandtraininginRestorativePractices.

• Staffareconcernedaboutthelackoffidelityandconsistencyofimplementation.

• Teachersstillseealackofstudentaccountabilityandinconsistentresolutions.

• TeachersconsidertheamountoftimeandlogisticsofsettingupacircleorotherRestorativePracticesstrategytobeburdensome.

• Teachersarenotalwaysincludedintherestorativeprocessoritsresolution.

• Studentsarenotfullyinvestedintherestorativeapproach.

• Thefrequencyofparentalinvolvementinrestorativestrategiesislow.

• Therestorativeapproachisadelegatedactivityratherthanleadershipdriven.

TherewereafewteacherswhoexplainedtheyhadnotyetseenRestorativePracticesinactionandafewwhothoughtitwasnotbeingusedtoitscapacity.Someteacherleadersnotedduringafocusgroupbeingfrustratedwiththefidelityoftheimplementation,fearingitwasnotbeingpracticedappropriately.TeachersattheUpperSchoolreportnothavingreceivedadequatesupporttoimplementRestorativePracticesthisyear,withonly38percentrespondingthatto“someoragreatextent”theyreceivedadequatesupport(seeFigure39).Teachersandteacherleadersalsoremarkedabouttheamountoftimeittakestosetupanddoandareconcernedwithalackoffollow-throughorconsequences.SomeexamplesofteachercommentsaboutRestorativePracticesinclude:

“IfeelthatrestorativepracticesisanintegralpartoftheEPOandsuccessofEast,butIhavenotreceivednearlyenoughtrainingtoimplementitwithfidelity.Iwishthiswascoveredmore.”

“It’saprocess–becomingrestorative–it’sbetterthanlastyearbut[wehave]awaystogo.”

“Havenotseenthisusedfully.Teachersarenotincludedintherestorationprocessandtheprocessisoften‘spedup’justtogetstudentsbackintheclassroomsoanalternativeplacementisn’tneededinthatperiod.”

“Theinitialmeetingseemsimportant;however,ifthestudentsfailtocomplywiththeoutcomeofthemeeting,thereisnofollowthroughorconsequence.”

“Ihaveseenstudentconflictssettledownafteruseofrestorativepractices;however,itseemstoonlylast4–6weeks.”

–64–


Figure39.Extentteachers/staffbelievetheyhavereceivedthesupporttheyneededtoeffectivelyimplementRestorativePracticesthisyear

AlternativeProgramsInanefforttomeettheneedsofallscholarsinitsschoolcommunity,EastdevelopedfouralternativeprogramsinYear1tomeettheneedsofitsmostunderservedstudents,withtwoimplementedon-siteandtwooff-site.Thesefourprograms—Quest,EastEvening,EastBigPicture,andEastFreedomSchool—constitutedtheprimarywayEastintendedtomeettheneedsofstudentswhomightbemoresuccessfulinanalternativeacademicsetting.InYear2ofimplementation,threeoftheseprogramsmovedforward,withEastleadershipchoosingnottoimplementtheon-siteEastEveningprogramasaresultofunder-enrollmentandotherchallengesencounteredinYear1.

Overthecourseoftwoyearsofintensiveimplementation,East’salternativeprogramsenjoyedtheirshareofsuccessesandexperiencedchallengesaswell,whileimplementingmodificationstobettermeetstudentneedsandbolsterprogrameffectiveness.Successes,challenges,andmodificationsofeachofEast’sthreeremainingalternativeacademicprogramsarediscussedbelow,withdatafromteacherandstudentfocusgroups,administratorinterviews,andteacher/staffandadministratorsurveysprovidinginsightandsuggestingsomechanges.

QuestQuestisanon-site,acceleratedcreditrecoveryprogramservingstudentswhoareover-ageandhavea0.0GPAandlessthanoneearnedcredit,orstudentsenteringtheirthirdyearofhighschoolwithnocreditsearned.DesignedbyEast’sCAOinpartnershipwiththeexternalpartnerEncompassasaco-taughtcurriculummeanttobedeliveredindoubleblocks,Questsuccessfullysupportedsomeparticipantsinaccruingcreditsandre-engagedotherswhothrivedintheprogram’sspecialsetting.AlmosthalfofthestudentsinQuestinYear1earnedenoughcreditstoadvancetothe10thgrade.Many

18%

33%

12%

28%

33%

25%

38%

24%

44%

15%

11%

16%

1%

2%

0% 20% 40% 60% 80% 100%

Total

LowerSchool

UpperSchool



–65–


Year1participantswhoweremeantto“graduate”outofQuestandintoEastUpperSchool’sgeneraleducationprogramaftercompletingoneyearofintensivecourseworkbuiltsuchstrongrelationshipswithQuestfacultystaffthattheywantedtocontinue.Quest2.0wascreatedtoaccommodatethepreferenceofthesescholars.TheoriginalprogramretaineditsinitialpurposeandwasgiventhenameQuest1.0todistinguishitsnewerstudentsfromQuest2.0veterans.

ChallengesaroseinYear1pertainingtobothQuestprogramdesign/structureandbroaderchallengespresentatEast.Questwasdesignedtostartnearly90minuteslaterthantherestofUpperSchooltoenablestudentstoreachclassontime;however,anunexpectedeffectofthatscheduledifferencewasthatQueststudentsproveddisruptiveinthehallwayswhiletheremainingUpperSchoolstudentsattendedblock1classes.Theoriginalprogramwasmeanttohaveaproject-basedlearningcomponentthatwasnotimplementedwithfidelity,anditscorecurriculumwasdifferentfromthatusedelsewherewithinEast.Astudentpopulationwithahigherpercentageofspecialeducationneedsthanoriginallyanticipatedwasenrolledwithoutacorrespondingincreaseinspecialeducationstaff.Inaddition,changesinschoolleadershipresultedinchangesinprogramsupervision.

SeveralprogrammaticchangesweremadeinYear2toresolvethesechallenges:

• Changestothedailyschedule

• Curricularchanges,includingthosedesignedtomeettheneedsofspecialeducationstudents

• Leadershipchanges,includinglessinvolvementofEncompassincurriculum

TheQuestdailyschedulestarttimewasadjustedinYear2toalignwiththatoftheUpperSchooltoeliminatetheproblemofQueststudentsroamingthehallsduringUpperSchoolblock1.However,thischangesimultaneouslyresultedinQuest2.0students’needtoarrivenearly90minutesearlierthantheywereaccustomedto,achallengingadjustmentforsomescholars,illustratedinthequotationsbelow.Additionally,theoriginaldouble-blockstructureoftheQuestschooldaywaschangedtomirrorUpperSchool’smorestandardblockschedule.

“WhenQuestwasintroducedlastyear,Ilikeditbecauseofthehoursweweregiven.Schooldidn’tstartuntil9:30.ItgavemeenoughtimetowakeupandgetpreparedtomakesurethatI’mon-timetoschool.”—Studentfocusgroup

“Itwasalittlehardbecausewe[were]sousedtowakinguparound8andbeingherearound9:30.Thenthehoursswitchedandwehadtochangeourwholewayofworking—wakingupearlier...”—Studentfocusgroup

OneteacherdescribedQuest’sYear1curriculumasmorecloselyresemblinga“topiclist”thanacurriculumdevelopedusingbackwarddesignprinciples.Givenenoughautonomyintheirwork,someQuestteachersadaptedtheEngageNYcurriculumusedelsewhereinEast,wherepossible.Further,project-basedlearningisnotasmuchofafocusthisyear,andanotherchangehasbeentoaddaSupportperiodtostudents’schedules.

–66–


InYear2,QuestcameunderthesupervisionandoversightofthenewFreshmanAcademydirectoratEastUpperSchool.Thiswasmostlyseenasbeneficialandsupportedthebetterintegrationofstudentsandstaff.

ImpactofQuest

Quest’sdedicatedstaffcontinuestoearnkudosfortheireffortsonbehalfofQuestscholars.AsYear1drewtoaclose,QueststaffandEast’sEncompasspartnerwerepoisedtorenewtheirfocusonscholarattendance.However,informationsharedinarecentEaststafffocusgroupindicatesthattheEncompassrolehasexpandedtoincludea“basicneedsprovider”component—withprogramstaffworkingtoobtainschoolsupplies,warmwinterjackets,andanyothermaterialswhoseabsencemaystandbetweenQueststudentsandschoolattendance,asEast’s“kids’basicneedsareatanall-timehigh.”

Withregardtoacademics,studentssharedthattheyoftenfoundQuestcourseworkchallenging,inboththelevelofdifficultyandtheamountofmaterialcovered,withtheblockscheduleformatpresentingitsownobstacletostayingontopofwork.However,moststudentsreportedrisingtothechallengethroughpersonaldeterminationandthesupportofQueststaff,asthefollowingstudentfocusgroupexchangeillustrates:

“It’slikeyou[haveto]completealotofstuff.Ifyoumissaday?You[aregoingto]misssomestuff.”[Meaning,alotiscoveredoneachdaysooneabsenceamountstoalotofmissedmaterial.]Everydaytheygotyoudoingnewstuff.”

“Alltheclassescouldbechallenging.You’vejustgottopayattentionandgiveityourallandyou’regoingtounderstandit.”

“Sometimesit’soverwhelming.Sometimestheytrytoteachyoualot.Sometimesyou’rereallyfrustratedandyoufeellikewalkingoutoftheclass.”

“Sometimesit’stoofast.Welearnanewtopiceveryday.NotinalltheQuestclassesbutinafewQuestclasses.”

“[Questteacherstry]tothrowtoomuchatyou.Sometimesit’seasyandIgetthroughitlikethis[snapsfingers].Everybody’sgottheirupdaysanddowndays.It’sallaboutstayingfocused.”

StudentsspeakhighlyoftheopportunityQuestaffordsthemtocatchupontheircreditaccrualandthesensethattheQuestprogramsuccessfullypreparesthemtopassteststhatstandbetweenthemandgraduation:

“[Quest]givesusanotheropportunitytogobackwherewearesupposedtobe.”

“Ilike[Quest]becausetheyhelpyoucatchuponyourcredits.WhenIfirststartedQuest…Ihadzerocredits.NowI’vegotalmostten.Soithelpsmealotwithourcredits.That’swhatIREALLYlikeQuestfor.”

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“Ifeellike[Quest]onlyteach[es]uswhatwereallyneedtoknowforthetest.Certainregularclassesteachyoustuffthat’sreallynotgoingtobeonthetest.Stuffyoudon’tneed.”

StudentsalsosharedanunexpectedoutcomeoftheirparticipationinQuest—increasedmaturity.TheyspokeoftakingmoreresponsibilityandmaturingasaresultoftheirparticipationinQuest.

Newand/orOngoingChallenges

Questwasnotatopicfrequentlymentionedininterviewsorfocusgroupswithteachers,thoughbaseduponstudentfocusgroups,interviews,andsurveydataafewnewandongoingchallengesemerged.

AdministratorssharedthatstudentparticipationinQuestisentirelyvoluntary,withstudentsoptinginiftheydeemitagoodfitfortheiracademicgoals.However,otherEaststaffandstudentsindicatedthatmanystudentsareassigned—or,aswasmorecommonlystated,“putinto”—theprogram.Thisdiscrepancyinthedescriptionofthestudentenrollmentprocessexistedacrossallthreealternativeprograms.

ThereisagenerallackofunderstandingorknowledgeevenamongadministratorsabouttheeffectivenessandimpactofQuest.Resultsfromtheadministratorsurvey(seeFigure40),forexample,indicatethatofthe11administratorswhorespondedtothesurvey,4ofthem(36%)donotknowifQuesthasmettheneedsofstudents,andabout3(27%)thinkithasmetstudentneedstosomeoragreatextent.

Figure40.ExtentofadministratorawarenessofQuestalternativeacademicprogram

50%

18%

18%

18%

20%

9%

18%

30%

36%

36%

18%

9% 36%

36%

45%

0% 20% 40% 60% 80% 100%

IunderstandthepurposeofEast'sQuestprogram.

Questhasbeeneffectivelyimplemented.

Questhasmettheneedsofmystudents.

Queststudentshaveachievedmoresuccessthantheywouldhaveotherwise.


Toagreatextent(4) 3 2 Notatall(1) Idon'tknow

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BigPictureEastBigPicture(EBP),housedoff-siteanddevelopedundercontractwiththenationalschoolredesignorganization,wasintendedtoenrollstudentswhohadfailed9thgradeduringthe2014–15schoolyear.Designedwithspecialfeatures,includingtwice-dailyadvisoryperiodsandaninternshipcomponent,EBPenrolled50studentsfromEastandanadditional15studentsfromotherRochesterCitySchoolDistrictschoolsthroughaspecialpartnership.EBPwasmeanttodeliverthesame9thgradecurriculumusedonthemainEastcampusinsix48-minuteperiods,fourdayseachweek.Thefifthdaywasreservedforinternshipactivities.Year1yieldedanumberofpromisingearlyresults.EastadministratorsreportedthatEBPstudentsexhibitedahigherdegreeofengagementatEastBigPicturethantheyhadwhileattendingclassesonthemainEastcampus.ProgramstaffwereproudoftherespectfulandinclusiveculturetheyhadestablishedinYear1,whichreportedlyinformedallaspectsofschoolfunction,includingstudentdiscipline.Teacherswereexcitedtohaveafairamountofinputinhowinstructionwasdeliveredandsharedthatthelearningenvironmentwasdynamic,astheywereencouragedtoimplementprogrammaticmodificationsofbenefittotheEBPcommunity.

ThemostpressingchallengesduringEBP’sfirstyearcenteredonpoorstudentattendance,concernsaboutacademicrigor,enrollmentofahighernumberofspecialeducationstudentsthantheprogramwasstaffedtoserve,generalstaffingshortages,limitedstudentinternshipplacements,apersistentlackofresources,andissueswiththeprogram’sphysicalspace.Effortsundertakentoreducesomeofthesechallengesincluded:

• Additionofafull-timeguidancecounselortoEBP’sstaff

• Effortstoimproveattendance

• IncreasedalignmentbetweenacademicprogramsatEastUpperSchoolandEBP

• Effortstoimproveinternshipplacement

Therewasreportedlymixedsuccesswiththeseefforts.EBPteachersinfocusgroupsmentionedbeingobservedbyvariousstafffromEast’smainsite,asoneexample.Somekinksaroseinthoseefforts,astheEastobserversweren’talwaysabletoobservetheBigPicturelessonsfromthebeginning,andEBPteachersweren’taffordedtheopportunityofpost-observationconferenceswiththeirEastobservers,reducingthebenefitteacherswereabletogainfromthem.Teacherssharedthatwiththesealignmentefforts,theyhadlesslatitudetoimplementthecurriculum.Also,whileEBPteachersweresupposedtousethesamecurriculumusedatBigEastbutdeliveringitwithinadifferentschedulestructure,someEBPteachersindicatedthattheydidnothaveaccesstothesamecurriculum.Additionally,EBPcontinuedtostrugglewithinternshipplacements.

Impact

Students’EBPexperienceshavebeenvaried.Infocusgroups,scholarsmentionedthattheywerefaringbetteracademicallyinEBP’ssmallerenvironment.Somestudentsfurthernotedthatcertainclasseswerechallengingforthemwhileotherswereconcernedthattheirclassesoverallweretooeasyandtheyfeltill-preparedforupcomingRegentsexams.StudentsalsomentionedbeingconcernedthatEBPmaynotoffertheclassestheywouldneedinordertoremainintheprogramuntilgraduation.Most

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consideredtheenvironmentsafeandrelativelyfriendly.Studentsweredividedonthevalueoftheinternshipcomponentoftheprogram.Infocusgroups,studentssharedcommentsabouttheirEBPexperiences:

“[EBP]isasmallerenvironment.Teacherscaremoreandyou’renotasdistractedasyouusedtobe.”[WestEd:Didyouhavethesameexperienceofgettingbettergradesherethanatyouroldschool?]“IwasgettingstraightF’s.I’mgettingbettergradeshere—A’sandB’shere.”

“Ican’tskipclassesIdon’tlikeanymore…Theyjust[stay]ontopofyou.”

“Iwentto[anotherschool]—therewasn’tasmuchhelp[asthereis]here.Theyreallyhelpedmegetmygradesup[here].IndependentWorkTime—yougotoyourteachersifyouneedextrahelp,extraworkandthey’llhelpyouout.Heretheyhelpyoubringyourgradeupandtheyactuallyputyoubackontrack.”

“Theygiveyoualotmoresupporthere.”

“There’smoreroomtofocushereanddoyouworkandstuff.”

“Theyalsotrytohelpyoufindaninternshipforyourcareer.Youcouldworkthereinthefuture.”

Challenges

NewandongoingchallengeswereidentifiedwithEastBigPicture.Thechallengesidentifiedinclude:

• Theenrollmentprocess

• Questionsabouttherigor

• Staffingandprofessionaldevelopment

• Adequateinternships

• LackofclarityaroundthepurposeandtargetpopulationforEBP

• OperationalandresourceschallengessuchasnoaccesstoRCSDinternetanddatasystemsandlackofadedicatedtelephonetoEBP

EaststaffandadministratorsseemunclearonthepurposeoftheEBPprogram,andtherearedifferentexplanationsfromadministratorsandstudentsaboutstudentplacementinEBP.AdministratorssharedthatstudentscanchoosetocometoEBP,andsomemaybecounseledintotheprogram.Infocusgroups,teachersandstudentssharedthatattendingEBPisnotalwayspresentedasachoice.Thefollowingquotationsillustratethesedifferentunderstandings.

“Iwasreally,really,reallyterribleatEast.Iwassobad.Andthen,forawholeyear,Ididn’tgotoschool.Sotheysaid,‘Eitheryoucomehere[EBP]oryoudon’tgotoschool…’.TheysaidIcan’tgobacktoEast.”—Studentfocusgroup

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“Itwassupposedtobe—weweretold—thatitwassupposedtobebyinterestonly.Andanapplicationprocess”—Teacherfocusgroup

“I’veheardofcaseswherekidswerethreatenedwithBigPicture.‘Ifyoumessup3moretimes,you’regoingtoBigPicture.’...Itjustmakesitharderforus—alotofourkidsalreadyhavehugetrustissuesandthatjuststartsthemoffonthewrongfoot.”—Teacherfocusgroup

Whilesomestudentsfeelthelevelofacademicchallengeisappropriate,othersbelievetherigoranddegreeofRegentspreparationatEBPislacking.Thefollowingquotationsshowsomeofthevariationinopinionontherigorandpreparation:

“…Thisworkwehaveistooeasy.ThenwegettotheRegentsanddon’tknowwhattodo.It’shardtostudyonyourownbecauseyoureallydon’tknowwhat’sgoingtobeonthattest.”

“Theytaketimeoutoftheirdaytohelpusgetthroughschool.”[“Right.”].“Theycareaboutus.Theywantustopass.”

EBPteachersdescribedtheirprofessionallearningexperiencesascenteredonstructuralcomponentsoftheBigPictureprogram,whilenotincludingenoughtimeoncontentareaorinstructionalpractices.EBPteachersandstaffalsoworriedaboutvacanciesinstaffing,whichtheyfeelnegativelyaffectstheoperationandqualityoftheprogram.

“ThePDhere—whichwehaveonWednesdayafternoons—inmyopinionisallaboutadvisory/internship.We’reveryrarelyallowedtoconcentrateonanythingregardingtheacademicsorcurriculumeventhoughwewantrigor.”

Teachers,students,andadministratorsmentionedchallengeswiththeinternshipcomponentoftheBigPictureprogram.Teachersandstudentswereconcernedaboutthepositionoftheinternshipinthemiddleoftheweek.Administratorsandteacherswerealsoconcernedaboutthedifficultyofgettingenoughappropriateinternshipsforstudents.Theysharedsomethoughtsonthissubjectinfocusgroups:

“Idon’tliketheWednesdayinternships.I’minthisschoolbecauseobviouslysomethingwasn’tgoingrightatmyschool.Soyou’regoingtogiveusanextrathingwe’vegottodowhenthatWednesdaywecouldactuallybedoingschoolwork?I’mherebecauseIwasn’tdoinggoodatmyotherschoolwithmyacademics.NowI’mhereandIhave4daysoflearningwhileotherpeoplehave5?That’snotfair.”—Studentfocusgroup

“Anotherchallengingthingistheprocessofgettinganinternship.Ittookmadlongtogetaninternship.”—Studentfocusgroup

AnticipatedChangestoBigPictureforYear3

TheownerofthebuildinginwhichEBPiscurrentlylocatedhassoldtheproperty,requiringEBPtorelocate.Planstomovetoanewsiteremainunfinalized.OneadministratorsharedEBPwillbebrought

–71–


backtotheEastcampusforthenextschoolyearandthattheprogramwillbephasedoutafterthe2017–18schoolyearwithanewprogramdevelopedtobettermeettheneedsofthetargetstudents.TheprimaryreasonforthischangeisdissatisfactionwiththeBigPicturecontractandassessmentthattheprogramisnotreallymeetingtheneedsofstudentsandtheschool.

EastFreedomSchoolEastFreedomSchool(EFS)isapre-GEDprogram,createdincollaborationwithlocaldevelopmentorganizationNorthEastAreaDevelopment,Inc.(NEAD,)whichaimstoprepareEFSstudentsforsuccessintheGEDprogramoftheirchoice.MostofEFS’scourseworkiscompletedwiththeaidofone-on-onesupportreinforcedwithindependentpractice.Therewereapproximately30registeredstudentsduringthe2015–16schoolyear.EFShashistoricallyenrolledthemostdisenfranchisedscholarsintheEastcommunity,includingthosewhohavebeendisengagedoroutofschoolforlongperiodsoftime.Thesestudentsaretakingadvantageofapathforwardthathasnotalwaysbeenavailabletothem.AnEastadministratorasserted:

“We’vestartedtoincreaseenrollment[inFreedomSchool]whichmeansthatkidsthatwouldhavenormallyjustdroppedoutandgivenupseethatthisisaviableoptionforthem.Ithinkthathasmadeatremendousdifference.WeallknowthattheycancompletetheTASCandgotoMonroeCommunityCollege(MCC)oranycollege,justlikeakidwhograduatesfrom[BigEast]does.Ithink[FreedomSchool]offerselementstokidsthat[have]previouslynotbeenpushedenough.”

Challenges

Aswiththeotheralternativeprograms,theabsenceofaformalprocessforstudentenrollmenthasprovenchallengingforEastFreedomSchool,ashasspottyattendanceonthepartofsomeenrollees.Havingadequatematerialsandresourceshasalsobeenchallengingfortheprogram.

OverallImpact/SuccessesofEastFreedomSchool

SeveralEastUpperSchooladministratorshavevoicedthesentiment,“IfevenonestudentearnshisorherTASCcredentialasaresultofFreedomSchoolparticipation,wehavebeensuccessful.”EFShasbeensuccessfulseveraltimesoverbythatsimplemeasure,asthreestudentshavemetthatthreshold.EFShasenjoyedsuccessalonganumberofotherdimensions.Programstaffnotedstudents’incrementalgainsindecision-making,personalaccountabilityandabilitytodohigherlevelcoursework.Onaverage,students’EFSattendanceishigherthantheirattendancewhileat“BigEast,”thoughstillnothigh.Students’specialneeds,suchastheneedforchildcare,areaccommodatedtotheextentpossibleatEFSsothatunnecessaryabsencesareavoided.Studentsandtheirparentsraveabouttheprogram,incontrasttowhattheyhavetosayaboutEast’smainacademicprogram,which,inmostcases,wasexperiencedpre-EPO.Furthermore,studentsandtheirfamilieshaveforgedastrongrelationshipwithprogramstaff,speakinghighlyoftheseeminglyround-the-clocksupportthemaininstructorprovides,asthefollowingquotationsillustrate:

“IgotafamilyoutofFreedomSchool—wehelponeanother.”—Studentfocusgroup

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“FreedomSchoolworkswithyouinwhateveryourindividualstruggleareais.”—Studentfocusgroup

“FreedomSchoolenvironmentisquiet,nottooloudortoomuchfusslikeanormalhighschool.”—Studentfocusgroup

“[AtFreedomSchool]Icouldbringmy[child]ondaysIdidn’thavechildcare.”—Studentfocusgroup

“Iseeabigchangeinmy[scholar]sinceshestartedatFreedomSchool.Sheopensupmorewhenyoutalktoher—she’llcometomeifsheishavingaproblem.Shehasarealbondwith[FSprogramteacher/admin].Whenshedoesn’thavearide[toschool],[FSwillprovideone].Eastisnotgoingtogothatextramile.”—FreedomSchoolparentfocusgroup

“FreedomSchoolisheretolistenandtohelp.Eastdoesn’tpayattention.”—FreedomSchoolparentfocusgroup

“FreedomSchoolhasbeensohelpful—helpwithfindingjobs…smallfieldtrips[that]openedupmyson’smindtodifferentoptions.”

FamilyandCommunityEngagementTheoriginalEPOplanincludedstrategiestoincreaseparent/familyparticipationatEastgiventhelongstandingstruggletobringparentsandfamiliesintotheschool.Ontheotherhand,communityorganizationsandagencieshavelongpartneredwithEastHighSchooltoprovideassistancetostudents,teachers,andfamilies.TheEPOplanintendedtocontinueandexpandthesepartnershipsthathadproventobemakingvaluablecontributions,andtoinvolvenewpartnerstosupportspecificinitiativesatEast.SoonafterthebeginningoftheEPOatEast,theEPOmergedEast’sCommunityEngagementTeamwithitsFamiliesandCommunityEngagementCommittee(FACE).FACEmeetsregularlyandincludesrepresentationfromstakeholdersandpartnerorganizationssuchastheRochesterTeachers’Association;parents;LowerSchool,UpperSchool,andFreshmanAcademyprincipals;representativesofvariouscommunityagencies;aswellastheMayor’soffice.SinceFACEappearstoworkcloselywithpartnersandfamilies,wehavecombinedthesetwoareasforthepurposeofthisreport.

TheinvolvementofcommunitypartnersintheEastEPOisamultifacetedaspectwithmanymovingparts.Somepartnerorganizationshaveapresenceintheschool,suchastheAmeriCorpsvolunteers,Iberopersonnel,andthestaffoftheStudentSupportCenter.Otherpartnersaresituatedintheneighborhoodorinnearbycommunities.TheextenttowhichpartnerorganizationscollaborateandcoordinatetomeettheneedsoftheEastEPOconstituentsisimpressive.OneschoolleadernotedtheFACEcommitteeismakingeffortstominimizetheburdenofcoordinatingandstreamliningpartnerandfamilyengagementactivities:“We’retryingtoorganizehowwedofamilyandcommunityengagementsoit’snotpersondependent…creatingdocumentsandguidelinesshowinghowit’ssupposedtobedone.”Twocommitteemembershavecreatedacommunicationplanthatwillbeontheschoolwebsite.

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Findingsaboutparentengagementandpartnerinvolvementarebasedoninterviewswithschoolleadersandadministrators;focusgroupswithpartners,counselors,andsocialworkers;andresponsesfromstudentandteacher/staffsurveys.Dataweregatheredfromadministrators,teachers,students,andpartnersthemselvesinanefforttounderstandandassesstheimpactofpartnershipsontheprogressoftheEPO.ThedatasuggestthatcommunitypartnersareavitalcomponentoftheturnaroundeffortsandalsoverifythatcollaborationandcoordinationofpartnerswiththerolesandeffortsofEaststaffhavebecomestrongerandclearertotheteachers,students,andfamiliestheyserve.

TheFACECommitteeTheFACEcommitteehasbeenworkingwellandhasmadestrategicdecisionsthisyeartoenableamoreprocess-orientedstructure.Thecommitteecreatedamanualthatidentifiesprocessesandprocedures,suchasensuringmeetingnoticesaresentwellinadvance,andthatthank-youcardsgooutwhensomeoneattendsanevent.Effortsarealsobeingmadetoadvertisetheactivitiesforparentssothattheyaremorevisible.Moreparentworkshopsareplannedforthesummermonthsandnextyear,andthesewillincludetopicsrequestedbyparentsratherthanbeingstaff-directed,suchasbringingingrandparentswhoneedtoknowthestagesofdevelopmentforkids,astherearemanyhouseholdsheadedbygrandparentsinRochester.Workshopsthathelpparentspreparetheirtaxesandlearnhowtoapplyforcollegeandfinancialaidwillcontinue.TheschoolalsoaddedaSpanishlanguagededicatedphonelinetoincreaseaccessibilitytoallparents.

ParentEngagementTeachers,schoolleaders,counselors,andsocialworkers,aswellascommunitypartners,allvalueparentengagement,butacknowledgethatitisanongoingstruggleatEast.Accordingtoteacher/staffsurveydata,overhalftherespondentsdidnotthinktherewasaclearplanforengagingfamiliesatEast,nordotheythinkthestrategiesbeingusedhavebeeneffective(seeTable4).However,8of12administratorsreportedlookingatdatawithparents/guardiansofstudents,and10of12administratorsagreedparentsweremadeawareofexpectationsforstudentbehaviorthisyear.

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Table4.Teacherandstaffperspectivesonparentengagement

LowerSchool UpperSchool

StronglyAgree

Agree

Disagree

Strongly

Disagree

Don’tK

now

StronglyAgree

Agree

Disagree

Strongly

Disagree

Don’tK

now

Parentsareseenaskeypartnersinourschoolimprovementefforts.

13.3%

(n=6)

60.0%

(n=27)

15.6%

(n=7)

6.7%

(n=3)

4.4%

(n=2)

15.8%

(n=16)

41.6%

(n=42)

25.7%

(n=26)

10.9%

(n=11)

5.9%

(n=6)

MostteachersvalueparentinvolvementatEast.

33.3%

(n=15)

62.2%

(n=28)

4.4%

(n=2)

0.0%

(n=0)

0.0%

(n=0)

28.7%

(n=29)

60.4%

(n=51)

5.9%

(n=6)

4.0%

(n=4)

1.0%

(n=1)

Eastleadershipvaluesparentinvolvement.

37.8%

(n=17)

55.6%

(n=25)

2.2%

(n=1)

0.0%

(n=0)

4.4%

(n=2)

35.0%

(n=35)

56.0%

(n=56)

6.0%

(n=6)

2.0%

(n=2)

1.0%

(n=1)

ThereisaclearplanforengagingfamiliesatEast.

4.4%

(n=2)

40.0%

(n=18)

35.6%

(n=16)

0.0%

(n=0)

20.0%

(n=9)

6.9%

(n=7)

28.7%

(n=29)

38.6%

(n=39)

14.9%

(n=15)

10.9%

(n=11)

Strategiesforinvolvingparentsareeffective.

6.7%

(n=3)

28.9%

(n=13)

46.7%

(n=21)

6.7%

(n=3)

11.1%

(n=5)

2.0%

(n=2)

13.0%

(n=13)

49.0%

(n=49)

25.0%

(n=25)

11.0%

(n=11)

Fifty-twoteachersandstaffrespondedtoanopen-endedsurveyquestionaskingforsuggestions/ideastoimprove/increaseparentengagementatEast.Inadditiontocontinuingtoschedulefamilyfunnights,providefood,andplansocial/sportingevents,theysuggestedconsidering:

• Providingtransportationandchildcare

• Moretranslationoflettershomeandmoretranslatorson-siteatevents

• Morehomevisits

• Encouragingco-carentstobeintouchwithparents

• Morediverseschedule/changearrangementsforparent/teacherconferences

• IncludingparentsinRestorativePracticesandre-entrymeetings

• Notmailingstudentgrades,requiringparentstocomein

• Morescholarshowcasenightsandmorestudent-ledconferences

• Engagingparentsof6thgradersearlyon

Studentswereaskedaboutwhethertheschoolkeepsparentsinformedaboutwhatisgoingonatschool.StudentsattheLowerandUpperSchoolrespondedsimilarly:74percentofLowerSchool

–75–


studentsand71percentofUpperSchoolstudentseitheragreedorstronglyagreedwiththatstatement(seeFigure41).

Figure41.Extentstudentsbelievetheschoolkeepsparent/guardianinformedaboutwhatisgoingonatschool,suchasevents

AtLowerSchool,effortshavebeenintensifiedthisyeartoimproveparentparticipationandengagement,andtheprogresshasbeendocumented.Oneadministratorshared:

“We’vebeenveryintentionalinwhatwedoforfamiliesandhowweincludethem.WehavetheStatecomingThursdaytodothatpieceofourreview,sowe’vebeencollectingalotofdataandevidenceonwhatwe’vedonedifferentlythisyear.Wepairallofoureventssoparentscomeinaboutonceamonthformultiplethings–aconcert,parent/teacherconference,awardceremonyallonthesamenight–afewdrawstogettheminhere.Wedidatleast181homevisitsatLowerSchoolalone.”

ANewcomers’AcademywasheldthisyearduringtheFebruarybreakandreceivedravereviewsfromparents.TheSpanishandbilingual(ENL)studentsweretakenintothecommunitytodifferentRochesterlandmarkssuchastheEastmanandSusanB.Anthonymuseums.TheydidaprojectafterthatandmadeclaimsaboutwhowasthebestRochesterhistorian;theythendidapresentationandusedallthelanguageoftheRegents.“Itwasfantastic,andparentsweresuperhappyaboutthekidscomingtothat.”

Anotheractivitythatwaswell-receivedandwell-attendedwasforthoseparentswhowerenewtothiscountry.EastcollaboratedwithIbero,acommunity-basedorganization,foraparenteveningconductedinSpanishwheregraduationrequirementsandhowthesystemworkswerearticulatedandexplained.Anadministratornoted:“Isaweachofthoseparentsattheschool-wideopenhousethenextweek–averydirectimpact.”Acommunityfairwasheldearlierintheyearsoparentscouldnetworkwithcommunityagenciesanditwasconsideredverysuccessful.AnEastFACEcommitteememberstated:

24%

26%

47%

48%

12%

10%

5%

5%

12%

12%

0% 20% 40% 60% 80% 100%

UpperSchool

LowerSchool



–76–


“Weareputtingourselvesouttherefortheneighborhoodtoseeusasaplacetocomeandvisitandbeknown–andalsoprovideorganizationswiththeopportunitytonetworkwitheachother.”

Oneschoolleaderemphasizedthatparentscanshowsupportinwaysotherthanattendingschoolevents:

“Ithinkwhatisoftenamythorafallacytotheoutsideis[parent]attendanceatevents—thatifyoudon’thavegreatattendanceataPPDmeetingorbasketballgame,youdon’thaveparentsupport.Inreality,parentscansupportinmultipleways.Ithinkyou’dhearthevastmajorityofstaffsay,‘Anytimewecallforaparent,they’rewillingtohelpus.’Webothwantthesamething—successfortheirchild.Iwouldcautionthattherealvalueofparentinvolvementisnotattendinganevent.Therealvalueisworkinginpartnershipwithuswheneverwecall—andevenwhenwedon’tcall.”

ThefollowingquotationfromanadministratorsumsupacommonsentimentaboutparentengagementatEast:

“Ithinkwe’vemadesomestrides–definitelyanareaofneedandconcernbutwehavesomebrightspots…andit’sgettingbetter.”

BenefitsofWorkingwithCommunityPartnersInadditiontocoordinatingparentengagement,FACEalsocoordinatescommunitypartners.MostteachersunderstandtheroleofkeypartnersatEast,andconsiderpartnershipsveryvaluabletotheEPOefforts;andmostbelievepartnershaveenhancedfamily/schoolconnectionsandhavehelpedtomeetspecificneedsofstudentsorfamilies(seeTable5).Nearlyalladministrators“agreedorstronglyagreed”thatkeypartnersarehighlyvaluedatEast,haveenhancedfamily/schoolconnectionsthisyear,andhavehelpedtomeetspecificneedsofstudentsorfamilies.Teachers/staffalsoindicatedtherearemanysupportsinthebuildingprovidedbycommunityagenciesandpartnerstowhichtheyareabletoreferscholars.Theydescribepartnersasveryapproachableandwillingtohelpwithchallenges.Insomeinstances,itistheoutsideagenciesthathaveaddedacademicandemotionalsupportforstudents.Forexample,theStudentSupportCentercanhelpstudentswithhousing,clothing,emotionalsupport,andtrauma.Hillsidedoestutoring,asdoesReinvestinginYouth.Administratorsidentifiedsomeofthebenefitstohavingvibrantcommunitypartnerships:

“CommunityconnectionsgivescholarsasenseoftheimportanceoftheireducationbeyondthewallsofEast.”

“TherearelotsofprogramsandexternalpartnerseachwiththeirownuniquenichethatallowsEasttonarrowinonandmeetthespecificneedsastudentorfamilymightbestrugglingwith.”

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Table5.Teacher/staffperspectivesoncommunitypartners

LowerSchool UpperSchool

Strongly

Agree

Agree

Disagree

Strongly

Disagree

Don’t

Know

Strongly

Agree

Agree

Disagree

Strongly

Disagree

Don’t

Know

CommunitypartnersarevaluedatEast.

24.4%(n=11)

62.2%(n=28)

2.2%(n=1)

0.0%(n=0)

11.1%(n=5)

23.8%(n=24)

57.4%(n=58)

7.9%(n=8)

1.0%(n=1)

9.9%(n=10)

Communitypartnershaveenhancedfamily/schoolconnectionsthisyear.

20.0%(n=9)

55.6%(n=25)

4.4%(n=2)

0.0%(n=0)

20.0%(n=9)

23.8%(n=24)

52.5%(n=53)

5.9%(n=5)

1.0%(n=1)

16.8%(n=17)

Partnershipswithexternalorganizationshavehelpedtomeetspecificneedsofstudentsorfamilies.

13.3%(n=6)

57.8%(n=26)

6.7%(n=3)

0.0%(n=0)

22.2%(n=2)

24.8%(n=25)

50.5%(n=51)

8.9%(n=9)

1.0%(n=1)

14.9%(n=15)

Someofthewaysthatpartnershaveservedstudentsthisyearare(1)LowerSchoolstudentsenjoyedvisitsfromtheSmilemobile–amobiledentallabprovidedbyEastmanDentalSchoolforstudentstohavetheirteethcleanedandcavitiesfilled,(2)anewpartnershipthroughtheUniversityofRochester’sHealthDepartmenthasprovidedbreakfastforLowerSchoolstudentsintheirclassrooms,(3)anadditionalsocialworkerhasbeenaddedforLowerSchoolstudentswhohaveexperiencedseveretrauma,and(4)anewpartnershipwithSOARwasinitiatedthroughtheCityofRochesterwhereinahealtheducatorhastalkedtostudentsabouthealthaswellasemotionalandsexualrelationships.

AlsonewthisyearistheAttendanceInitiative,whichprovidestheassistanceofspecificpartnerstoassistintrackingdownandconnectingwithabsentstudentsandtheirfamilies.Anadministratorstated:“Wemeetalltogetherweekly--partners,socialworkers,andcounselorsandourattendanceclerk.Thereason[this]ismoreeffectiveisbecausenowwecancoordinatewho’sworkingwithwho–identifythestudentswithattendanceissuesandmakeareferralimmediatelytotheagencytosupportthem…thecoordinationismuchbetterthanlastyear.”

Studentsalsosharedtheimportanceofpartnerships.Inthestudentsurveys,themajorityofrespondentsindicatedawarenessofthecommunitypartners.Onestudentshared:

“StudentSupportCenter,that’slikemysafeplace…theplaceIalwaysgowhenIhaveaproblem.I’veknownthecounselorssinceIwasabout12.TheyworkwiththeCenterforYouthsothere’sdifferentthingstheycanhelpyouwith…likeifyouneedhousingoryou

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needtoleaveyourhouseforawhile…oranything;they’realwaysthere,they’reSOsupportiveaslongasyou’redoingwhatyou’vegottodo.Like,ifyoudon’thavefoodinyourhouse,theyhavefoodthere.Theyhaveclothing,theyhavethingsthere,soit’sareallygoodplace.Iftheywereevertakenout,Iwouldcry.”—Student

ChallengesofParentandCommunityEngagementVeryfewchallengeswerenotedbystakeholderswithrespecttoworkingwithpartnerorganizations.Infact,itwasfrequentlynotedthattherolesofpartnershavebeenclarified,makingiteasierforschoolstafftoaccesstheappropriateonestoserviceastudentorfamilyinneed.Partners,duringafocusgroup,didmentionthatsometimescommunicationisachallenge,suchaslatenoticesofeventstheycouldattendorassistwith.Sometimesanagencyhasopenslotstoacceptfamiliesorstudentsforservices,butthelengthyresponsetimefromEastcaneliminateanopportunity.Anotherpartnersharedthatitisdifficulttocoordinateandadequatelyrecordparentswhoattendaneventattheschoolbecausetheysometimesuseanentranceotherthanwheretheregistrationdeskislocated.Oftenmorethanoneeventisscheduledsothissituationisexacerbatedwhennumerousdoorsareopenandnotmonitored.

OnememberofFACEsharedalessonlearnedthroughworkingcloselywiththeEPOparent/communityengagementtenet:“IthinkithastobeamorecoordinatedeffortinYear1…tohaveengagedparentsattheearliestpossiblemoment…fromthetimeyouopenthatdoor…orelseyou’reconstantlyplayingcatchuptobringthemtothetable.”

EastintheCommunityInadditiontoeffortstobringthecommunityandcommunitypartnersintoEast,Eastisalsopushingoutintothecommunity.East’ssuperintendentcontinuestobeactivelyinvolvedinthecommunitytofurthertheideaoftheCommunitySchoolmodelandtocreateasupportsystembeyondacademicsthatmeetsotherneedsofstudentsandfamilies,suchaspovertyrelief,internships,andjobs.Oneleaderstated:“Hehasdevelopedincrediblerelationshipswithalotoftheplayersinthecommunitythatdefinitelyindicatesprogress.”ThesuperintendentandLowerSchooladministratorsareworkingtobuildpartnershipswithotherschoolsthatfeedstudentstoEast.TeachersalsonotedthatthenegativeviewofEastischangingasaresultofthisoutreach,aswellasfrompublicityfromtheUniversityofRochester.

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Chapter3StudentOutcomes[TobecompletedwhenYear2dataareavailablefromRCSDinAugustorSeptember]

• Eastoverall,lookingatchangetwoschoolyears

• 7thgradeanalysis

- Progressandachievementof7thgradersatEast:promotionofnew7thgradersto8thgrade,scoresonstateassessments,absenteeism,andin-schoolsuspensions.

- Acomparativeanalysisoffirst-time9thgradersatEastadvancingto10thgrade,Regentstakenandpassed,creditsearnedandabsenteeismtofirst-time9thgradersinotherRCSDschools.

• 9thgradeanalysis

- Progressandachievementof9thgradersatEast:promotionofnew9thgradersto10thgrade,creditsearned,GPA,Regentstaken,Regentspassed,absenteeism,andin-schoolsuspensions.

- Acomparativeanalysisoffirsttime9thgradersatEastadvancingto10thgrade,Regentstakenandpassed,creditsearned,GPA,andabsenteeismtofirsttime9thgradersinotherRCSDschools.

• Discussionofdatachallenges

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Chapter4Conclusions/Recommendations/ReflectionsYear2broughtcontinuedadjustmentandprogress,aswellassomechallengestotheimplementationoftheEastEPO.TheevidencepresentedinthisreportsuggeststhatEastismakingprogresstowarditsgoalsofschoolimprovement.Itissometimesfrustratingtostakeholdersthatquantitativeoutcomedatalagbehindtheeffortsthatteachers,staff,administrators,andpartnersaremaking.Oneareaoffocusthatcouldpotentiallyhaveapositiveimpactontheoutcomedataistodramaticallyincreaseattendance.Thereisonlyoneattendanceofficer,yetoneofthemostcommonrefrainssharedbyteachers,andsomeadministrators,isthatthestudentscannotlearnandcannotpasstheRegentsiftheyarenotinclass.Thoughthisyearsawadditionaleffortstoassessstrategiesbeingusedtolowerabsenteeism,moreisneededinorderfortheextensiveeffortstotransformteachingandraisecurriculumrigortofullyimpactstudentsuccess.

Itcanbeeasytolosesightoftheaccomplishmentswhenlivingtheday-to-daychallengesofimplementation.Belowwesummarizethekeyaccomplishmentsandchallengesdiscussedingreaterdetailthroughoutthereport.

Leadership

• InYear2,theEPOOversightCommitteehassteppedbackintomoreofanoversightroleandislessinvolvedintheday-to-dayoperationoftheschool.Thisshowsconfidenceintheschool-basedadministrativeteam.

• TeachersalsoreportedahighlevelofconfidenceintheorganizationoftheEPOandschoolleadershipstructure.ThismaybebecauseeffortsweremadeinYear2toclarifytheschool-levelleadershiprolesandresponsibilitiesandtoimprovecommunication.Communicationisstillaworkinprogress,however,andmoreimprovementincommunicationfromthehighestlevelstotheclassroomisindicated.

• Thedistributedleadershipmodelisgrowing,withmoreteachersandteacherleaderssteppingupforinformalleadership.Someteachersandadministrators,however,viewdistributedleadershipwithmixedfeelings,believingitonlybenefitsthosewhoarewillingtospeakuporwhoarego-getters.

• TheleadershiproleoftheChiefAcademicOfficerwasviewedasindispensabletotheschoolbecauseitallowsalaser-likefocusoninstruction.

• TheinvolvementoftheUniversityofRochesterisperceivedasbringingmanyresources,particularlytosupportprofessionallearningandinstruction.TheinvolvementofURhasalsocontributedtohelpingtoimprovethegeneralreputationofEast.

ProfessionalLearning

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• Extensiveprofessionallearningisprovidedforteachers,andmostofitisviewedpositively.Professionallearningisdescribedasintense,andifCPTparticipationisincluded,occursdaily.CollaborativePlanningTimeisimportanttotheEPOmodel.Teachersandadministratorsseethebenefitofgettingtogetherdailyforteacherstoengageinprofessionalconversationsand/ortolookatdata.Thereisroomforimprovementinthemodeltoensureitiseffectiveandimpactfulacrosstheboard,asteachersdescribedgreatvariabilityinthequalityoftheirCPTs.Forexample,ContentCPTisseenasmorerelevanttomostteachers,whileIDCPTservesthepurposeofinformationsharingandtrackingstudents.TeachersattheLowerSchoolappeartovalueCPTmorethanUpperSchoolteachers.EvaluatorsobservedhigherqualityCPTsinYear2comparedtoYear1,notingCPTsweremoreorganized,focusedoninstruction,usedcommonlanguage,andwereledbycoaches.Someteachersdesirelesscoach-drivenandmoreactualteacher-teachercollaborationinCPT.TheEPOandschoolleadersmightalsoconsiderwaystoimprovethevalueofIDCPTtoteachers.TheymaywanttoconsiderenablingstafftoobservemoreeffectiveIDCPTs,ordocumentingthepracticesofespeciallyeffectiveIDCPTs.

LearningTargets

• ImprovementswereobservedinthenumberandqualityofLearningTargetsbeingdevelopedorusedthisyear.TeachersarebeginningtoseethepotentialpowerandimpactofLearningTargetstoenhanceteachingandsupportlearning.

• GiventheextensiveprofessionallearningfocusedonLearningTargetsinYear2,theschoolshouldexpecttoseeevenbetterandmoreusableonesnextyear.

TeacherLeaders

• Teacherleadersaredescribedasintegraltotheworkoftransformingteachingandsupportingteachers.Teachersdescribedsomevariabilityinthequalityandeffectivenessoftheircoaches,butoverall,teachersrespectcoachesandvaluewhattheydo.Teacherleadershelpsustainwhatistaughtinprofessionallearningtobuildteachercapacity.

• Throughteacherleadereffortsthisyearandtheclarificationoftheirroles,theeffectivenessofCPTappearstobeenhancedthisyear.

Assessment

• Thecommonformativeassessments(CFAs)andembeddedperformanceassessmentswerereceivedwithmixedreviewsandsuccess.Therewerechallengestoimplementation,andteachersfeltliketheywereconstantlyreinventingthewheelwiththeirCFArubrics.

• AttheendofYear2,teachers,ingeneral,werenotconvincedofthevalueofCFAsandperformanceassessments.

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TeacherPractices

• Therehasbeenmuchefforttotransformteaching.Evaluatorsobservedmorecontentinstructioninclasses,thoughmostinstructionisteacherdirectedwithlittleopportunityforstudentstoworkcollaboratively.Studentswereobservedengagedinmakingmeaningoftheirlearning,buttherewaslittleengagementwithotherstudentsaroundmakingmeaning.

Curriculum

• Surveyresultsshowahighlevelofself-reportedfidelityofimplementationofthecurriculum,thoughitwasreportedtonotbeuniversal.Itisimportanttofurtherexplorewhatiskeepingteachersfromimplementingwithhigherfidelity.

Support

• TheSupportperiodissuchakeycomponentoftheEastEPO,althoughithasbeenimplementedwithvaryingdegreesofsuccessattheUpperandLowerSchoolsthisyear.

• TheUpperSchoolre-envisionedSupportthisyear.Throughanewlyorganizedleadershipstructure,greaterclarityaroundrolesandresponsibilities,andbettercoordinationwithclassroomteachers,greatersuccessinSupportRoomswasevident.

• AttheLowerSchool,Supportisviewedasamixedsuccess,withsomeseeingitashelpful,butothersseeingitasastudyhall.

• ThosestudentswhoarescheduledinSupport,atboththeUpperandLowerSchools,overwhelminglybelieveitisimportanttotheirsuccess.

FreshmanAcademy

• FreshmanAcademywasviewedasasuccessfulinitiativeafterYear1withlittleneedforchange.Somesuggestedchangesincludedincreasedstudenttrackingandprogressmonitoringandincreasedexposureofstudentstocollegesandotheroff-campusopportunities.

• FreshmanAcademystillexperiencedchallengeswithattendanceandisnotyetmeetingitsgoalsforcreditaccrualandRegentspassrates.

FamilyGroup

• SignificantchangesweremadetoFamilyGroupthisyearandarewidelyconsideredbeneficial.

• ThereremainsometeacherswhodonotfeelthatfacilitatingFamilyGroupispartoftheirroleasteachers,andsomeareconcernedtheymaynothavetherightqualificationstobestmeettheneedsofallstudentsinFamilyGroup.SomealsoquestionedwhetherFamilyGroupwasreallystructuredtomeetthe80percentplay,20percentworkguidelines.

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• Students,teachers,staff,andadministratorsallreportbetterrelationshipsbetweenstudentsandadultsintheschoolasaresultofFamilyGroup.Havingco-carentsalsomadeadifference,asdidschool-wideactivitiesandgroupingstoaddressthespecificneedsofcertainstudentpopulations.FamilyGroupisseenassupportingstudents’needsacademicallyandsocially.

• RecommendationsforimprovingFamilyGroupinclude:

- IncreasingthedegreetowhichFamilyGroupisstudent-ledtoincreasestudentengagementandbuy-in.

- FindingwaystocontinuetoinjectflexibilityintotheFamilyGroupcurriculum,orsupportcarentsinexploringtheflexibilitythatalreadyexists,tospurstudentengagementwhereitislacking.

- ExaminingwhetherFamilyGrouplessonplansaredevelopmentallyandage-appropriateforscholars;assistingcarentsinmodifyingasappropriate.

RestorativePractices

• RestorativePracticesarealsocentraltotheEastEPOmodel.Ingeneral,teachers,staff,andadministratorsbelieveRestorativePracticesareimportant,buttherearemixedexperiencesandperspectivesontheusefulnessandsuccesstodate.

• Ingeneral,however,mostteachers,staff,andadministratorswouldcreditRestorativePracticeswithbeinganoverallbenefittotheschool,supportingamorepositivecultureandclimate.

• RestorativePracticesarebecomingmoreingrainedinthewaysteachersandstudentswork.

• TeachersandstaffcouldusemoretrainingonRestorativePracticesandwouldliketoseeitusedatalllevelsintheschool,notjustwithstudents.

AlternativePrograms

• TheEPOincludesdifferentprogramstomeetthevariedneedsofstudentswhowereeitherdisengaged,outofschool,over-aged,and/orundercredit.

• Teachersingeneralandsomeadministratorshadlimitedawarenessofeachalternativeprogram’spurposeandstudenteligibilitycriteria,whichhasresultedintheassignmentofstudentswhoaren’talwaysabestfitfortheprogram.Italsocontributestotheviewingoftheseprogramsbysomestaffasaplacewhere“kidswhodon’twanttolearn”—orwhopresentotherattendanceorengagementchallenges—canbedeposited.

• Questisseenassuccessful,withevidenceofstudentscatchinguponcredits.IthasexpandedinYear2.QuestistheprogrammostintegratedintoEast,andthismayhavesomethingtodowithitssuccess.

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• FreedomSchool,whichaddressesthetoughestpopulationofstudentsformerlyoutofschool,operatesquiteindependentlyfromEast.ProgressatFreedomSchoolcomesinsmallstepsthatarehardtoquantify.

• EastBigPicturehasnotbeenassuccessfulastheotherprograms.Thechallengesincludedconcernsthatthestudentsenrolledwerenotnecessarilyagoodfit,concernsaboutthefacility/location,andconcernsabouttheprogrammodelitself.

• ThereweredifferingviewsonwhetherthealternativeprogramspresentedrigorouscurriculathatpreparedstudentsfortheRegentsexams.

• TheEPOmaywanttoconsideradditionalfocusgroupswithstudentsinalternativeprograms,andtheirparents,toensureprogramsaremeetingtheirneedsanddesignedinwaysthatenticeattendance,andthattakeintoconsiderationthecomplexitiesoftheirlives,inadditiontomeetingtheiracademicneeds.

ParentEngagement

• ParentengagementbytraditionalmeasurescontinuestobechallengingforEast.

• Despiteparentsnotcomingtoevents,teachersandadministratorsreportparentsrespondtocallsandaregenerallysupportive.

• Teachers,staff,andadministratorsvalueparentsandseethemaspartnersintheschoolcommunity.

CommunityPartners

• ThereisextensivecommunitypartnerinvolvementinEast.Theyprovidemanyadditionalservicesandresourcesforstudentsandtheirfamilies.Theinvolvementofpartnersisstrategictomeetspecificneeds.

• Thisyearsawincreasedcoordinationandcollaborationwithpartners.

EastintheCommunity

• Inadditiontopartnerscomingintotheschool,Eastisoutinthecommunity.TheSuperintendentservesontheboardofseveralcommunityorganizations,isfrequentlyaskedtoserveoncommittees,andattendsmanyeventsasthefaceofEast.ThishelpstobuildthereputationofEast,andalsobringsattentiontotheschool’simprovementefforts.

ReflectionsonYear2TheEastEPOturnaroundeffortisambitiousandcomplex.Thefirstyearofimplementationwasdescribedbymanyasasometimesdifficult“learningyear.”Year2hasfocusedonadjustmentsmadetoaddressthechallengesofYear1,anddeepeningandsolidifyingimprovementsincurriculum,teachingpractices,andcultureandclimate.InmanywaysEPOleadersandadministratorsengageincontinuousimprovement,seekingtoaddresschallengesandimproveoutcomes.Year2sawaveryvisibleshiftin

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schoolclimatewithgenerallymoreorderlyhallwaysandincreasedstudentengagementinFamilyGroup,andapervasivesenseof“all-in”byteachers,staff,andadministrators.Inaddition,teachersandschooladministratorsarecommittedtoimprovingclassroominstruction.

Thereareanumberofwaystolookatandunderstandschoolimprovement.Intheirstudyofleadingschoolturnaround,Leithwood,Harris,andStrauss(2010)identifythreestagesofschoolturnaround:

• Stage1:Stoppingthedeclineandcreatingconditionsforearlyimprovement

• Stage2:Ensuringsurvivalandrealizingearlyperformanceimprovements

• Stage3:Achievingsatisfactoryperformanceandaspiringtomuchmore

Years1and2atEastcouldbedescribedasstage1turnaround.AsYear2comestoaclose,theschoolappearstobeenteringstage2,withalong-termplanforprofessionaldevelopmenttosolidifycurriculumimplementationandteachingpractices,newandclarifiedcoursesequences,rethinkingofalternativeprograms,andafocusonpassingtheRegentsexamsthatwillhopefullyleadtovisibleandmeasurableimprovementsinstudentoutcomes.Onecontinuingchallengeincludesimprovingstudentattendance,whichisnotoptimal,toincreasestudentoutcomesfortheschoolasawhole.Ifstudentsarenotinclass,theyarenotlearningcontent,whichwillmakepassingtheRegentsexamsthatmuchmoredifficult.Anotherissueisthatthepaceofchangeandworkforteachersremainsintense,andmoreteachersmaybegintofeelburnedout.Thesearechallengestobeaddressed.

OtherwaystolookattheprogressoftheEPOistheCenteronSchoolTurnaround’s2017frameworkofthefourdomainsofrapidimprovement(seeFigure42)andseewhereEaststands.ThefourdomainsandourassessmentofwhereEaststandsattheendofYear2areshowninTable6.

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Figure42.Fourdomainsofrapidimprovement

Source:TheCenteronSchoolTurnaround.(2017).Fourdomainsforrapidschoolimprovement:Asystemsframework.SanFrancisco,CA: WestEd.

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Table6.Eastandthefourdomainsofrapidimprovement

Domains AssessmentofEast’sprogress Recommendationstoaddresschallenges

Turnaroundleadership

• TheEPOhasprioritizedimprovementandcommunicatedurgency.

• TheEPOismonitoringprogress.

• Supportismoreschool-widethancustomized.

• Continuetostrengthendistributiveleadership.

• Planforleadershiptransitions.

• Muchresponsibilityandknowledgeabout

curriculumandinstructionresideswithCAO.

Talentdevelopment • TheEPOrecruitedallnewstaffandengagesinextensivestaffdevelopment.Somefearburn-outthatmaythreatenthesustainmentoftalentedteachers/staff.

• TheEPOprovidesextensiveprofessionallearningopportunities,manyofwhicharerequired.ProfessionallearningistargetedonEPO’sprioritiesbutmaynotbetargetedtowardindividualteacherneeds.

• TheEPOhassetclearexpectationsforteacherperformanceandhasbeenenforcingthem.

• ConsiderhowIDCPTcanbemademoreeffective,for

examplethroughclearerexpectationsortheuseof

protocols.

• Considerhowteacherleaderscanspendmore

timecoachingindividualandgroupsofteacherstomorefullyrealizepotential.

Instructionaltransformation

• TheEPOismakingprogressindiagnosingandrespondingtostudentlearningneeds.TheextentofstudentneedswassurprisingtoEPOleadersinYear1.ChallengesareespeciallyevidentinstaffingforsupportingtheneedsofEnglishlearnerstudents.

• TheEPOiscontinuingitsmulti-yearprocessofdevelopingrigorouscurriculumwithallsubjectsandgradesinvolvedincurriculumwritingorrefinementtoensureastrongalignmenttostandards.

• TheEPOisassessingliteracylevelsinstudentsandprovidingsupplementalliteracyinterventionswhenneeded.Itisunclearwhetherbarrierstolearningandopportunitiesforenhancedlearningarepresentintheschool.

• TheEPOisengaginginstrategicpartnershipstohelpmeetstudentneedsthatmayotherwisebebarrierstostudentlearning.

• Supportincreasedfidelityofcurriculumimplementation.

• StrengthentheLowerSchoolSupportmodel.

• Strengthentheacademicrigorofalternativeprograms.

• Considerwaystoincreasestudentengagementin

theclassroomandwithacademiccontent.

• Continuetosupportteachersinimplementingresearch-basedpractices,suchashigherorderthinkingskills,andthetransferofnewinformation.

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Domains AssessmentofEast’sprogress Recommendationstoaddresschallenges

Cultureshift • Year2hasseenmoreeffortonexplicitlybuildingaculturefocusedonlearningthroughadherencetothemissionandvision,throughtrackingprogressandgradesinFamilyGroup,andthroughotherdatatrackingefforts.Studentsappeartobetakingmoreownershipoftheirlearning,butitisnotevidentacrosstheboardintermsofeffort.

• Schoolleaderssolicitinputfromstakeholdersviavarioussurveysthroughouttheyearandthroughthe“Let’sTalk”anonymousquestionsubmissionsystemontheschool’swebsite.

• Schoolleaderscontinuetostrugglewithengagingparents.

• Addresschronicabsenteeismandtardiness.

• Supportteachersandstaffwhomaybereluctantto

embracethecarentrole.

• ConsiderwaysthatRestorativePracticescanbemodeledatalllevelsoftheschool.

ReplicationoftheEastEPOmodelTheEPOleadershipattheUniversityofRochesterisinterestedinunderstandingwhataretheessentialpiecesoftheEastmodelthatneedtobeinplaceifthismodelofschoolimprovementweretobereplicated.Whileitisstilltooearlytomeasureimpactonstudentoutcomes,certainelementsoftheEPOareemergingaskeyandshouldbeconsideredinanyreplicationofthemodel:

• Aleadershipstructurewithapositionthathasexclusiveresponsibilityforcurriculumandinstructiontoensurethatthegoaloftransformingteachingremainsthefocus.

• Theabilitytorecruitandhireteachersandstaffwhoarecommittedtothemission,vision,andhardworkofimplementingaschoolturnaround.

• Theimplementationofaresearch-basedcurriculumwithevidenceofsuccesswithsimilarpopulationsasthatservedbytheschool.

• Timeforguidedteachercollaborationtoensurethattimeiswell-spentandfocusedoninstruction.

• Timeforstudentstogetextrasupportinordertomeetthehigherexpectationsofarigorous,standards-basedcurriculum.

• Afocusontransformingtheschoolcultureandclimate,including:

- Aconsistentmessageaboutbehavioralexpectationsforstudents

- Arestorativeapproachtoaddressingconflictanddisciplineissues

- Aconsistentmessageabouthigherexpectationsforstudentsacademically,andprovidingsupportforthemtotakeownershipoftheirlearning,includinganexpectationtoattendschoolregularly

- Awayforstudentstoestablishpositiverelationshipswithadultsinthebuilding,suchasFamilyGroup

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• Creativewaystoengageandinformparentsaboutacademicandbehaviorexpectationsforstudents.

• Strategicengagementofcommunitypartnerstomeetthenon-academicneedsofstudentsandtheirfamiliesthatwillfacilitatestudentsgoingtoschool.Itwillalsohelptobuildtheschool’sreputation.

• Outreachtothecommunitybytheschool,toforgeconnectionsandtakeadvantageofopportunitiesthatmayfurthersupportstudentsandtheschool.

RecommendationsforOngoingEvaluationTheEastEPOmaywanttoconsiderongoingevaluation.Ongoingevaluationwouldallowtheschooltoengageinapracticeofcontinuousimprovement.Itwouldalsoprovideawayforstakeholders,fromstudentstoteachers,staff,family,andthecommunity,toprovideinputandfeedback.TheEPOmightestablishasmallevaluationcommitteewithdiversestakeholderstoinformthequestionsandmethodsfortheevaluation.Anothergoodpracticewouldbetocreateanevaluationcalendarthatlaysoutascheduleofdatacollectionandreportingactivitiestobetransparentaboutexpectations.Basedonourexperiences,wewouldalsorecommend:

• Teacher/stafffocusgroupseveryotheryear

• Yearlyteacher/staffsurvey

• Studentfocusgroupseveryotheryear

• Yearlystudentsurvey

• Yearlyexternalobservationsofclassrooms

• Trackingofleadingandlaggingindicatorsofstudentprogressandachievement,suchasattendance,passingrates,andcredits

Itwouldbewisetoconsiderparentandfamilyinput.Theevaluatorsunsuccessfullyattemptedtoconductfocusgroupswithparents,andtheEastparentsurveydidnotreceiveausableresponserate.Onewaytogetparentinputmightbetohaveparentscompleteashort,five-questionpapersurveyatsportingorotherschoolevents.

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AppendixA.ObservationToolsandProtocolsWestEd–EastUpperandLowerSchool–ClassroomObservationToolClassroomobservationtoolpreparedforRochester’sEastUpperandLowerSchool

Date:______________________________________

Observer’sName:______________________________________

TeacherName:______________________________________❏Checkifsubstituteteacher

GradeLevel:❏6❏7❏8❏9❏10❏11❏12❏Mixed❏Unknown

Subject:______________________________________

Period: ❏1 ❏2 ❏3❏4❏5

Placeinperiod? ❏Beginning ❏Middle ❏End

Numberofstudentsintheclassroom:________________

Numberofstudentsconsistentlyengaged:________________

KeyConcept#1:EXPLICITLEARNINGINTENTIONSLearningTargets:(Checkallthatapply)

❏Learningtargetispostedinkidfriendlylanguage.❏Learningtargetisexplainedand/orunpackedwithscholars.❏Learningtargetisreferencedand/orexplicitlyusedthroughoutthelesson.❏Learningtargetislearning-centered.❏Thesuccesscriteriaofthelearningtargetisspecificandcontextualized.❏Learningtargetisnotvisiblethroughoutthelesson.

KeyConcept#1:EXPLICITLEARNINGINTENTIONS–Notes/Comments:

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KeyConcept#2:LEVELOFCHALLENGEWhatwasthePLANNEDlevelofBloom’s,basedontheLearningTarget/whatwasheard:

❏Remembering❏Understanding❏Applying❏Analyzing❏Evaluating❏Creating❏Unclear/donotknow

WhatwasthehighestLIVEDlevelofBloom’s?

❏Remembering❏Understanding❏Applying❏Analyzing❏Evaluating❏Creating❏Unclear/donotknow

Thehighestlevelofobservedworkstudentsweregivenrequiresstudentstobein:

❏Acquisition❏MeaningMaking❏Transfer

ContentInstructionwasobservedthatrequiredstudentsto:(Checkallthatapply)

❏Makeconnectionsbetweendifferentideas,concepts,ortopics❏Connectthiscontenttopreviouscontent.❏Transferunderstandingtonewsituations❏Makemeaningofcontentorprocessesbymakinginferences,generalizing,categorizing,drawing

conclusions,developinghypotheses,citingevidence,analyzingperspectives❏Acquiringknowledgeorskillsthroughpracticeorexercise,organizeknowledge,deepprocess

KeyConcept#2:LEVELOFCHALLENGE–Notes/Comments:

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KeyConcept#3:ASSESSMENTLearningTargets:(checkallthatapply)

❏Learningtargetsareassessedwithinthelesson.❏Learningtargetsareassessedaccordingtocriteriasharedwithscholarsinthelesson.❏Learningtargetsareself-assessedbystudentswhowillstatetheirunderstandingofwhetherandto

whatextenttheymetthelearningtargetpriortotheendofthelesson.❏Notobserved

AssessmentmatchestheleveloftheLearningTarget.

❏Yes❏No,thelevelofassessmentdidnotmatchthelevelofthelearningtarget.❏Assessmentwasnotobserved.

KeyConcept#3:ASSESSMENT–Notes/Comments:

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KeyConcept#4:DELIBERATEPRACTICETeacherswereinvolvedinwhatappearedtobeagradualreleaseofresponsibility:modeling,guidedpractice,and/orindependentpracticebasedonthegradualreleasemodel:

❏Yes❏No

Whichphase(s)ofthegradualreleasemodeldidyouobserve:(Markyesornoforeach)

❏Modelingforwholeclass❏Teacherprovidingguidedpracticetowholeclass❏Guidedpracticewithstudentcollaboration❏Independentpractice

Studentswereobservedengagedinthefollowingactivities(Checkallthatapply)

Foreachnotehowmanystudentswereobserved:Afew,mostoralmostall:

❏Teacherdirectedquestionandanswers:❏Discoursewithotherstudentsontherelatedtopic:❏Pursuinganinquiryorresearchingaquestionwitharangeofoptionsfordirectiontopursue:❏Readingorwritingacomplextext:❏Askingorbeingaskedquestionsbeyondtheliterallevel:❏Engaginginappropriatedebate,argumentordisagreementwithpeersand/orteacher:❏Usinghigherorderthinkingandthenapplyingittoaproblem,findingasolution,orsolvingaproblem:

KeyConcept#4:DELIBERATEPRACTICE–Notes/Comments.Besuretomakenoteofanyofthefollowing:Whetherteacherusesa“hook”thatactivatespriorknowledge,whetherstudentdiscourseshowsdeepengagementwithcontent,whetherteacherobservedworkingtoensurevocabularystaysinstudentmemory,whetherteacherasksquestionsatvariouslevelsofBlooms,whetherteacherwasusingaprotocol.

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KeyConcept#5:FEEDBACKFeedback:(Checkallthatapply)

❏Teacherfeedbackisprovidedtoscholarsrelativetothelearningtargetbeforeclassisover,andwhilethereisstilltimetodosomethingaboutit.

❏Peerfeedbackisprovidedtoscholarsrelativetothelearningtargetbeforeclassisover,andwhilethereisstilltimetodosomethingaboutit.

❏Teacherreceivesfeedbackfromstudentsontheirprogresstowardlearningtargetbeforeclassisover,andintimetodosomethingaboutit.

Whatpercentofstudentsreceivedfeedback?

❏Alloralmostall:80-100%ofstudents❏Most:60-79%ofstudents❏Half:40-59%ofstudents❏Some:20-39%ofstudents❏Fewornone:0-19%ofstudents

KeyConcept#5:FEEDBACK–Notes/Comments

KeyConcept#6:REFLECTION,COLLABORATIONWerescholarsprovidedopportunityforreflectionrelatedtothestatedLearningTargetorassessmentcriteria?

❏Yes,withtheteacher.❏Yes,withpeers.❏Yes,independently.❏Notobserved.

KeyConcept#6:REFLECTION,COLLABORATION–Notes/Comments

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ContextNotes&GeneralObservations:

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EastUpperandLowerSchoolCPT ObservationFormObserver'sName:

Date: Period:

ContentAreaorDepartment:

GradeLevel(s):

ObservationStartTime:

WhoispresentfortheCPT?Specifyifanyadminspresent.

Doestheteamuseanagenda?(Obtainacopyifpossible)

Yes No

Checkallrolesthatareobservedinuseduringtheteammeeting:Checkallthatapply.

Facilitator Notetaker Timekeeper Other

Doestheteamtakemeetingnotesorminutes?

Yes No Unsure

Werestudent(orother)datausedduringthemeeting?Ifyes,pleasedescribe

Pleasecheckallactivitiesobservedduringthemeeting.Checkallthatapply.

Planningforinstruction(e.g.,lessonplanning,WHATtoteach) Examiningeducationaldata(e.g.,assessmentresults,studentwork) DiscussingissuesorquestionsrelatedtospecificstudentsDiscussinginstructionalstrategies(e.g.,ideasforHOWtoteach)

Housekeeping

UsethespacebelowtodocumentwhatwasobservedduringtheCPTmeeting.Ifpossible,notewhoisspeaking,examplesofdiscussion,andmaterialsused.

ObserverMeetingNotes(Continueonreverseifneeded)

–97–


ObservationEndTime:

–98–


FamilyGroupObservationprotocol

Date: Block/Period: Obs.StartTime: Obs.EndTime:

StudentInfo #ofstudents: ☐LowerSchool ☐MixedGrades

ENLstudentspresent?:Y/N

☐UpperSchool ☐SingleGrade(specify):

CarentInfo #present:☐1☐2☐Other(specify): Bilingual?☐Y☐N☐N/A

☐Teacher(specifysubject/grade):

☐Admin☐Other(specify):

AdditionalCarentInfo:

FamilyGroupAgenda/TopicofDiscussion

EvidenceofFamilyGroupMissioninAction

☐Generalsenseofbelongingperceived

☐Positiverelationshipsmodeled/evident

☐Studentempowermentencouraged

☐Studentvoiceheard/cultivated

Elementsof“Official”DailyProtocolObserved

☐Greeting

☐Opening/Check-In

☐ThemeRound

☐ConnectionsRound

☐SupplementalActivities(specify)

☐Closing

☐FamilyGroupBreakaway

FamilyGroupBestPracticesObserved

☐Scholarattendancetaken

☐Activitiesbeganwithacircle

☐Activitiesendedwithacircle

☐Lessonplanused

☐LeaderInMematerialsused

☐Evidenceofrituals,norms,and/orroutinesinuse

☐PeaceCircleobserved(note:Recommended2–3timesperweek,notdaily)

–99–


PeaceCircleComponents

☐CircleCenter☐Other:

☐TalkingPiece

GeneralNotes

–100–


AppendixB.InterviewProtocolsSchoolandEPOLeaders1.Thinkingaboutthepastyear,whatprogresshasbeenmadetowardachievingthegoalsoftheEPO[LISTTHEM]?graduation,passingregents,attendance,cultureandclimateandtransformingteachingandlearning

2.WhichgoaldoyoubelievetheEPOhasmadethemostsignificantprogresstoward?Graduationrate,passingregents,attendance,cultureandclimateandtransformingteachingandlearning.

3.[Ifnotdiscussedabove]Whathashadthemostimpacton:

• Studentsuccess—attendance,grades,credits• Climateandculture–studentdisciplinecode?• Teachingpractices

andwhy?

4.WhathavebeenthemostsignificantchallengeswiththeEPOthispastyear?

12.InvolvementofUR&workingwithRCSD

• InwhatwayshastheUniversitybeeninvolvedthisyear?Whatdoestheuniversitybringthatwouldn’tbeavailableotherwise?

• Whatarethechallengesofuniversityinvolvement?• InwhatwayshasRCSDbeeninvolvedintheEPOimplementation?

5.Whathavebeensomelessonslearnedaboutwhattodoandwhatnottoinauniversity-ledschoolturnaround?

IwanttoaskaboutsomespecificinitiativesandareasofworktheEPOfocusedon.

6.Leadershipcapacitydevelopment.ThereweresomesignificantleadershipchangesbetweenYear1and2,andthesuperintendentsharedhisgoaltodevelop(a)thecapacityofleadersand(b)empowerteacherstobeleadersthroughadistributedleadershipmodel.

• Tellmeabouttheeffortsandprogressthisyearinleadershipdevelopment.ORTellmeinwhatwayshastheschool-widecapacityforleadershipbeenstrengthenedorimproved?

• Whatevidencedoyouhavethatadistributedleadershipmodelisimplemented/takingrootatEast?Whatarethestrengthsandweaknessesofthedistributiveleadershipmodel?

7.Communication.AttheendofYear1,teachersandsomeleadersreportedsignificantcommunicationchallenges.EffortswerebeingmadeatthebeginningofYear2toaddressthoseconcerns.Whatwerethestrategiesused?Whatimprovementshavebeenmade?Whatchallengesstillexist?

–101–


8.TransformingTeaching.TransformingteachingtopositivelyimpactstudentlearninghasbeenamajorfocusofeffortsoftheEPO.InyourperspectivehasteachingbeentransformedatEast?Ifso,whathashadthemostinfluenceonthat?Whatevidenceisthere?

I’dliketoaskaboutsomespecificinitiatives:

• Teacherleaders-WhatistheimportanceofteacherleadersinachievingEPOgoals?Whatimpactshavetheyhadandhowdoyouknow?

• CPT-WhatisgoingwellwithCPTthisyear?Whatneedstobechanged?WhatistheimportanceofCPTinachievingEPOgoals?Whatimpacthavetheyhaveandhowdoyouknow?

• Curriculumwork-Whatistheimportanceofthecurriculumworkintransformingteaching?What’sgoingwellwithitandwhathavebeenthechallenges?

• LearningTargets-Whatistheimportanceoftheuseoflearningtargetsintransformingteaching?Whatimpacthavetheyhadandhowdoyouknow?AnychallengeswithLTthisyear?

• Anyothercurricularorteachinginitiativesorissuesyou’dliketodiscuss?Eitherthingsthathavegonewellorbeenchallenges?

Relatedisprofessionallearning.

• ProfessionallearningisalsoseenaskeytotransformingteachingatEast.Whathasgonewellwithprofessionallearningthisyear?Whathavebeenchallenges?

• Towhatextenthaveyoubeenabletoimplementtheprofessionallearningplan?• TowhatextentistheprofessionallearningatEastalignedtothegoals?

9.SupportsforStudents.TheEPOplanincludedsignificantsupportsforstudentsacademicallyandsocially/emotionally.

*Supportperiod.Significantchangesweremadetosupportperiodthisyear.

• Howhassupportgonethisyear(attheUpperandLowerSchool)?• Towhatextentissupportperiodhavingtheintendentimpactonstudents(passingclasses)?• Whatevidencedoyouhavethatsupportiseffective/impactful?• Issupportsomethingimportanttocontinue?• *Specialeducationstudents/ELLs–wehaveheardsomestaffexpressconcernthatthese

studentsarenotgettingthesupportstheyneed…beingleftbehind/forgotten.Whatstepsarebeingtaken/havebeentakentoaddresstheneedsofSPED/ELLs?

Freshmanacademy.Freshmanacademyunderwentchangesinleadershipthisyear.

• HowwasFreshmanAcademydifferentthisyear?• WhathasbeentheimpactofFreshmanAcademy?Howdoyouknow/whatevidencedoyou

have?• Whataretheplans/goalsforFreshmanAcademygoingforward?

*FamilyGroup.FamilyGroupalsounderwentsignificantchangesthisyear,withamodelofatleast2carentsandachangesinthecurriculum/supportprovidedtocarents.

–102–


• WhathasgonewellwithFamilyGroupbeenthisyear?Whathavebeenthechallenges?• Whatimpacts,ifany,haveyouseenfromFamilyGroup?• Whataretheplans/changesforFamilyGroupplanned?

Additionof6thgrade

• Recruitmenttothe6thgradewasachallengethispastyear.Progressonrelationshipwithschool33?Whataretheplansfor6thgradenextyear?Forthefuture?

• Whatistheimportanceof6thgradetothemodel?

10.Studentoutcomes.Wewilllookatsomeofthesedataquantitatively,butwe’dliketoknowyourimpressionof

• Changesinstudenttardinessandskipping(attendance)• Changesinstudentspassingcourses?• Changesinstudents’stateassessments(RegentsorNYS)

11.Cultureandclimate.

• **RestorativepracticeswereakeypartofchangingthecultureandclimateatEastandweheardlastyearthatimplementationwasalittlerocky.TellusabouthowthingshavegonewithRestorativePracticesthisyear?

o Strengths/impacts?Examples/evidence?o Challenges/Changesgoingforward?Examples/evidence?

• Howhasstudentvoicebeenincorporatedthisyear?• *Towhatextentare[teachers/staff/leaders]“Allin”thisyear?AnychangesfromYear1?Ifso,

what?

o Ifnot,whatisneededtoimprovebuy-in?

13.Workingwithfamiliesandcommunity.

• Whatstepshavebeentakentoincreasefamilyengagementthisyear?Towhatextenthavetheybeensuccessful?Whathavebeenthechallengesforengagingfamilies?

• Whatarethegoalsorplansforfamilyengagementinthenearfuture?• Whatprogresshasbeenmadetowardbeingacommunityschool?WhatisthevisionforEastas

aCommunitySchool?• Whatchangeshavetherebeen,ifany,intheconnections/relationshipbetweenEastandits

neighborhood?

14.Workingwithpartners.

• Whichpartnershipshavebeenparticularlyimportanttotheprogress/successoftheEPO?Tostudentsuccessspecifically?

• Arethereanyneedsthatyouwouldliketohavemetbypartners?• Arethereanypartnershipsthatarenotworkingout?

–103–


15.Missionandvision.

• HowhasthemissionandvisionsupportedtheEPO?Howisintegratedintotheschool?• Towhatextentdoesitpermeatetheschool?

16.Anythingelseweshouldknowordiscuss?

–104–


TeacherFocusGroupprotocol1. HowhavethingsgoneforyouasateacheratEastthisschoolyear?Howisthatascomparedto

lastyear?

2. WeknowtherearealotofinitiativesfromcurriculumdevelopmenttoCPTtoprofessionaldevelopmentonlearningtargetsandmore.WhatEPOsupportsandinitiativesforteachershavebeenmostbeneficialforyou…andWHY?

Specificallyaskabout:CPT;coaching/teacherleaders;commonformativeassessments;professionallearning;collaborativecurriculumwork

Whatexamples/evidencecanyoushare?

3. Whatchangeshaveyoumadeinyourowninstructionalpractices?Thinkingaboutyourteachingherewhathasbeensuccessful?Whathasbeenchallenging?

4. Howareyou“usingdata”tosupportyourteachingand/orhelptoimprovestudentlearning?

5. Whatopportunitiesdoyou/teachershaveforleadershipatEast?Informalandformal?

6. WhatEPOsupportsforstudentsdoyoubelievetobemosteffective/beneficial…andWHY?

Specificallyaskabout:longerday;supportroom;curriculumrigor/culturalrelevance;familygroup;restorativepractices;freshmanacademy;andmore

Whatexamples/evidencecanyoushare?

7. TowhatextentandinwhatwaysdoyoubelievethegoalsoftheEPOhavebeenachieved?

8. Whatchallenges/barrierstoachievingthegoalsarestillunresolved?

9. WhatdoyouseeasthemostimportantnextstepfortheEPOimplementationgoingforward?

10. Whatareyoumosthopefulabout?

11. WhatwouldyouliketoaddthatIdidn’taskyou?

–105–


TeacherLeaderFocusGroupProtocolOpening

1. Let’sstartbygoingaroundtheroom,statingyournameandyourrolesattheschool.

Curriculum,InstructionandAssessment

2. Whataretheexpectationsforyourworkasacoach/teacherleaderthisyear?

a. Howaredecisionsmadeaboutyourwork?Areyourrolesandyourresponsibilitiescleartoothersandrespectedbythem?Howaredecisionsmadeaboutyourwork?

b. Probefor:havingadditionalcoachingtime;facilitationofsubjectspecificCPTs;havingaTLCPTledbytheCAO.

3. Whatdoyoudoinyourroleascoach/teacherleader?What’satypicaldaylike?

a. Howoftendoyouworkwithteachers?Howdoyoudoit(inclasscoaching,CPT,usingdata,modeling,etc.)?

b. Doyouhaveenoughtimetoprovideallteachersonyourrosterwithwhattheyneed?

4. Howdoyouusedatainyourworkwithteachers?

5. HowdoyouuseCollaborativePlanningTimetosupportteachers?Isitanimpactful?

6. HowdoestheCoachesCPTsupportyourwork?Isitimpactful?

7. Howhastheteacherleader/coachingworkmadeadifferenceintheschoolandhowdoyouknow?(Probeforspecificity/examples)

8. Howwouldyoudescribetheprogressoftheadoptionofkeyinstructionalandcurricularpractices(UBD,learningtargets,curriculum)?ProbefordifferencesintheUpperorLowerSchoolsorindifferentsubjectmatters?

9. Whatchallengesfromlastyearhavebeenresolved?Whatchallengesareongoing?(Probeforspecificityifneeded)(Ifreportresistanceorthatteachersaren’tdoingthepractices,probeforWHY?)

a. Whatmightneedtobedonetoresolveoraddressthesechallenges?

10. Whatwouldyousayarethestrengthsoftheclassroomteachingthisyear?Howdoyouknow?Askforexamples.

11. Whataresomeweaknessesinteachingthatstillneedtobeaddressed?

12. TowhatextentisthecurriculumculturallyrelevanttothepopulationyouteachatEAST?Askforexamplesiftheyhaveanyofhowitisorisnotrelevant.

–106–


13. Whatothersupportsdoyouneedasacoach/TL?

a. WhatPDtopicsdoyoubelievestaffwouldmostbenefitfromrightnow(duringthesummer)asEastpreparesfornextyear?

14. Whatopportunitiesarethereforteacherleadershipthisyear?Differentfromlastyear?HowdoesteacherleadershiphelptoachievetheEPO’sgoalsornot?

Wrapupquestions

1. Havetherebeencommunicationchallengesthisyear?HavetheseimprovedsinceSeptember?

2. Whatopportunitiesdoyouhaveforsharingconcernsandideas?

3. Whatsurprisedyouthemostthisyear?

4. Ofwhatareyoumostproudinyourworkthisyear?

5. Howwouldyoulikenextyeartobedifferent?

–107–


VicePrincipalLevelFocusGroupProtocol1. HowhavethingsbeengoingatEastfromyourperspectivethisyear?

a. WhathavebeensomestrengthsatEastthisyear?b. Whathavebeensomechallenges?

2. What’sdifferent,ifanythingaboutyourworkthisyear?

a. Workingwithteachers?CPT?Walkthroughs?b. Usingdata?

3. Whatkindsofsupportdoyouallreceive?Whathasbeenmosthelpful?Whatarethegaps?

4. Thinkingabouttheinstructionalinitiatives(learningtargets,UBDunits,CFAs),towhatextentwouldyousaytheyhavebeenimplemented?Whathasgonewell?Whathavebeenchallenges?

a. Howwouldyoudescribeinstructionalpractices?

5. Whatsupportsforteachershavebeenthemostimpactful?Why?How?

6. Thinkingaboutsupportsforstudents,towhatextentaretheirneedsbeingeffectivelymet?

a. whathasbeenmostbeneficialforstudents?b. Whatongoingchallengesrelatedtostudentsupportstillexist?

7. Arethereanyparticulargroupsofstudentsthatareunderservedinthebuildingorwhoseneedsmightnotbemetaswellastheycouldbe(examplesmightbebilingual/ENLs,severelyoverage/"not-college-bound"kids,kidsinSPED)?

8. Howwouldyoudescribestudentacademicperformancethisyear?Whathavebeensuccesses?Wherehaveyouseenthemostprogress?Whathavebeenchallenges?

a. Towhatdoyouattributetheprogress?

9. Haveyouseenother,non-academicoutcomesforstudentsthisyear?What?Towhatdoyouattributethese?

10. Howwouldyoudescribetheschoolculturethisyear?

a. Amongstudents?b. Amongadults?

11. Howisrestorativepracticesgoingthisyear?Anychanges?

12. Tellmeaboutstrategies/activitieswillrelatedto:

• Partners?• EngagingFamilies?• Solidifyingcommunityconnection?

–108–


13. Inwhatwayshasschool-wide“capacityforleadership”beenstrengthenedorimproved?

14. Communityschools/parentengagement

15. Asyoureflecton2years,whataresomelessonslearnedaboutthiswork?–Whatnottodo;whattoavoid?

16. WhatprogresshasbeenmadetowardsachievingthegoalsoftheEPO?Whatdoyoubelievetobemostsignificant?WhatbarriersistheEPOfacingtoachievingthesegoals?Whereismoreordifferenteffortsneeded?

17. WhatarethemostimportantnextstepsfortheEPO?

18. Anythingwehaven’ttalkedaboutthatweshould?

–109–


Counselors/SocialWorkersProtocol1. Let’sgoaroundtheroomtointroduceourselvesandourroles.

2. Howwouldyousaythingshavegoneforcounselors/socialworkersduringthisschoolthisyear?Howarethingsdifferentthanlastyear?

3. Howhavethingsgonewitheffortstoaddress:

• Attendance/tardiness(tracking;data;alternativeprograms;follow-up)• Graduationrate(Support;tracking;data;alternativeprograms)• Schoolclimate(allin/allthetime;SSOs;RestorativePractices,disciplinecommunicated)• Studentbehavior(RestorativePractices,FamilyGroup;SSOs;disciplinecommunicated)• Studentacademicprogress(Support;curriculumrigor;fewerstudents;longerday;improved

classroombehavior;improvedELLsupports)• Studentengagement/enthusiasm?(improvedclimate;extrasupport;expandedCPT)• Socio/emotionalhealthofthestudentpopulationatEast?Supportsforstudents/referral

process• Familyparticipation/collaborationwithEast(communication;FACE;outreach)

4. DoyouhavetheresourcesandsupportstoadequatelymeettheneedsofstudentsatEast?

a. Whyorwhynot?

5. Whatchange(s)implementedasaresultoftheEPOdoyoubelievehavehadthemostpositiveimpactonstudents?

6. TowhatextentandinwhatwaysdoyoubelievethegoalsoftheEPOhavebeenachieved?Whatsuccesseshaveyouseen?

7. Arethereanyneworstillunresolvedchallenges/barrierstoachievingtheEPOgoals?


9. WhatwouldyouliketoaddthatIdidn’taskyou?

–110–


SchoolSecurityOfficers1. I’dlikeeachofyoutointroduceyourselfandsayhowlongyou’vebeenworkingatEast.We

won’trecordyournames.

2. Canyoudescribeyourroleandresponsibilitiesattheschool?

a. Whooverseesordirectsyourwork?b. Whattrainingdidyoureceive,ifany,todothiswork?c. Whatinformationortrainingdidyoureceiveaboutbehaviorexpectations,whatto

enforceandhow?d. Doyouhavearoleintherestorativepracticesatschool?Ifyes,how?e. Doyouhaveadequateresourcestoeffectivelydoyourjob?Ifnot,whatdoyouneed?

3. ForthoseofyouwhoarenotnewtoEast,canyoutalkalittleaboutifanythinghaschangedin:

a. yourroleandresponsibilitiesovertime?b. Studentbehavior?c. Schoolcultureandclimate

4. What'sgoingwellinyourworkattheschoolthisyear?

5. Whataresomeofthechallengestodoingyourwork?

6. Isthereanythingyouthinkweshouldknowthatwehaven’talreadytalkedabout?

Paraprofessionals1. Whatisyourrole?/Whatdoyoudo?

2. Whodirectsyourwork?

3. Howareyouinvolvedinthedifferentinitiativesattheschool(learningtargets,etc.)?

4. HowPDopportunitiesdoyouhave?

5. Whoorwhatprovidessupporttoyouinyourwork?

6. Toextentarestudents’needsbeingwellmet?

7. HowwouldyoudescribethecultureandclimateatEast?

8. Howareyouinvolvedinrestorativepractices?

9. Isthereanythingelsethatwehaven’ttalkedaboutthatyou’dliketoshare?

–111–


StudentFocusGroupProtocolUpperSchoolThankyouforparticipatingintoday’sfocusgroup.Mynameis——,IworkforWestEd,anot-for-profiteducationresearchandserviceagency.WestEdisconductingtheevaluationofEastHighSchoolunderthe“EducationalPartnershipOrganization”(EPO)agreement.YourfeedbackwillbeusedtounderstandhowthingsaregoingattheschoolsincetheEPOandtoinformimprovementsattheschool.Itisimportantforyoutoknowthatwewillbetakingnotestoday.Nooneexcepttheevaluationteamwillhaveaccesstoournotesandyouwillnotbeidentifiedbynameinournotes.Theinformationfromallofourfocusgroupswillbesynthesized.Whenwereportyourfeedback,youwillbeanonymous.

Confidentiality.Beforewebegin,thereareafewthingsIwouldliketodiscusswithyou.Pleaseknowthatallofyourcommentswillbekeptconfidentialandreportedintheaggregate(i.e.theywillnot“getintrouble”forsharingtheiropinionswithus).Thismeanswewillneveruseyourname.

Process.Second,therearenorightorwronganswers;wewanttoknowyouropinionsandexperienceshereatEast,sopleasesharewithustothebestofyourability.Thisisaninformalsession.Myroleistoaskquestions,listen,takenotesandkeepyouontrack.Wewanttobesureeveryonehasachancetoshareandwedon’texpecteveryonetoagree.Wewelcomeallideas,opinionsandpointsofview.

Weaskthatyoulistenrespectfullytoyourpeers,andweareaskingyoutorespectyourpeersbynotrepeatingorsharinganythingyouhearinthisfocusgroupoutsideofthisroom.

Any questions before we begin?

AllStudents:

1. Haveyouspentyourentire(middleorhigh)schoolexperienceatEastHighSchool?(Note:Askingforashowofhandscanbeusefulhere)

2. WhatdoyoulikeaboutEastHighschool?Whatisthebiggestchallenge/problematEast?

3. HowwouldyoudescribethewayEastHighwaswhenyoufirststartedhere?

a. Academics(Potentialprompts:Didyoufindclassestooeasy,toochallengingorjustright?Whatdidyouthinkofthevarietyandqualityofcourseofferings?Thelearningenvironment?)

b. Disciplinec. Socialenvironmentd. Supportforstudentswhowerestrugglingorhavingahardtime[withschooland/orlife

ingeneral]e. Communicationandinteractionbetweenschoolandfamilies/communityf. Staffattitudesandbehaviortowardstudents

–112–


4. HaveyouseenanychangeshereatEastHighoverthepastyear?

a. Academics(Seepotentialpromptsabove)b. Disciplinec. Socialenvironmentd. Supportforstudentswhowerestrugglingorhavingahardtime[withschooland/orlife

ingeneral]e. Communicationandinteractionbetweenschoolandfamilies/communityf. Staffattitudesandbehaviortowardstudents(Note:studentsinterpretedtheoriginal

queryasaquestionaboutstaffturnover)

5. Whendidyoufirstnoticethechangesyou’veseensofar?

6. DoyouthinkthechangeshavebeengoodforEast?

a. Ifso,howso?b. Ifnot,whynot?

7. Doyouhaveopportunitiestoshareyourthoughtsonchangesattheschoolwithstaff?

a. Withwhomdoyoushareyourthoughts?b. Howoften?

8. Doyouknowofany(additional,upcoming)changesplannedforEastUpperSchoolorLowerSchool?

a. Howdidyoufindoutaboutthem?

9. WehaveheardofafewnewprogramsaddedtoEastUpperSchoolthisyear.TwoofthoseincludeFamilyGroupandSupportPeriods.Doanyofyouparticipateinthoseprograms?

a. Canyoutellmeaboutthem?Howdotheywork?b. Doyoufindthemhelpful?(Howso?Whynot?)

10. WheredoyouseeyourselfafterEast?AretheEastprogramandstaffhelpingyoutofigureoutyourpost-Eastplans?

SpecialProgramQuestions

For6thgraders:(someofthesequestionscouldbemovedintothegeneralsection)

1. WhatmadeyouchooseEastfor6thgrade?WhatmakesEastdifferentfromtheotherschoolsyoucouldhaveenrolledin?

2. Whatdoyouthinkofyourexperiencesofar?a. Hasyourexperiencebeenwhatyouthoughtitwouldbe?

3. DoyouthinkyouwillstayatEastuntilyougraduatefromhighschool?4. DoyouthinkyouwillgetthehelpyouneedatEasttograduateontime?

–113–


For9thGraders

1. AreyouparticipatingintheFreshmanAcademy?2. WhatmakesFreshmanAcademyspecial?3. WhatdoyoulikemostaboutFreshmanAcademy?4. DoyouthinkFreshmanAcademywillhelpyoubesuccessfulasanupperclassman?Howso?5. IfyoucouldchangeanythingaboutFreshmanAcademytomakeitbetter,whatwouldthatbe?

ForUpperSchoolscholarsinalternativeprogramming

1. Whatmakesyourprogram(Quest,FreedomSchool,BigPicture,EastEvening)special?2. Whatdoyoulikemostaboutyourprogram?3. Isyourprogramtailoredtoyou?(Orisitonesizefitsall?)HowdoesEastfigureoutwhatyour

needsare?4. Doyouthinkyourprogramwillhelpyoubesuccessfulasanupperclassman?Howso?5. Doyouthinkyourprogramismakingadifferenceforyourfuture?Howso?

EndingQuestions:

1. DoyoufeelthatEastishelpingyoutodevelopintoasuccessfulyoungadult?Howso?2. IfyoucouldchangeanythingaboutEastHighschool,whatwouldthosechangesbe?

–114–


ParentFocusGroupInterviewprotocolIntro:Introduceself.Thankparentsfortheirtime.Explainnatureofproject(usinglanguageschoolhasalreadyusedtodescribeevaluation).Informparentsthatcommentswillbekeptconfidentialandreportedintheaggregate.

1. HowlonghasyourscholarbeenatEast?Whatgrade(s)isyourscholar(s)in?

2. WhatareyourimpressionsofEastoverall?

a. Academics(rigor,variety/qualityofcourseofferings,learningenvironment)b. Disciplinec. Socialenvironmentd. Supporte. Communicationbetweenschoolandfamilies/communityf. Personnel(quality)

3. Areyousatisfiedwiththequalityof…(eachoftheabove)atEast?

4. Howwelldoyouthinktheschoolservesstudents/meetsstudents’needs?

a. Describewhyandhow

5. Doyouhaveopportunitiestosharefeedbackwiththeschool?

a. Withwhomdoyoushareyourthoughts?b. Howoften?c. Doyoufeelyourthoughtsaretakenseriously/respected?

6. Howdoestheschoolcommunicatewithyou?Whichofthesemethodsdoyoufindthemostuseful?

a. Doyoufeelyoureceiveadequateinformationaboutyourscholar?b. Doyoufeelyoureceiveadequateinformationaboutwhatisgoingonattheschool?

7. HowoftendoyouvisitEast?

a. Ingeneral,whatisthepurposeofyourvisits?(Ex.Meetingwithstaffaboutyourscholar,volunteering,attendingsportingevents,accessingmedicalcenter…)

8. DoyoufeelEastpromotespositiverelationships/connectionswithitsstudents’families?

9. DoyoufeelwelcometovolunteeratEastorparticipateinschoolevents?Haveyoubeeninvitedtodoso?

10. IfyouweretohavetheidealrelationshipwithEastasaparent/guardian,whatwouldthatlooklike?Whatwouldstaythesame?Whatwouldhavetochange?

11. WhenyoutalkaboutEasttoothers,whatdoyoumentionmost?

–115–


PartnerfocusGroupprotocol1. Inwhatwaysareyoucurrentlyworkingwithstudentsortheirfamilies?

2. Whathavebeenyourorganization’s/agency’sgreatestaccomplishmentsinworkingwithEast’sstudents,families,counselorsorteachers?

a. Evidenceofsuccesses?

3. HowhastheworkofyourorganizationcontributedtotheattainmentoftheEPO’sgoalsormissionforEastHighSchool?(Mayneedtoenumeratethemhere.)

4. WhatchallengesdoesyourorganizationcontinuetofaceinyourworkatEastorwithEast?

a. Examples?

5. Isthereanythingyourorganizationneedstomakeyourworkmoresuccessful?


7. Isthereanythingyou’dliketheEPOleadershiptoknowabouttheworkyouaredoing?

8. Isthereanythingyou’dliketoaddthatIdidn’taskyou?

Iftimeallows:Howhasbeingapartnerinaschoolturnaroundprocessimpactedyourorganization?

–116–


AppendixC.AssessmentofEastEPOonDTSDEStandardsofPracticeTenetsandStandardsofPractice AssessmentofEastEPO

Tenet2-SchoolLeaderPracticesandDecisions:Visionaryleaderscreateaschoolcommunityandculturethatleadtosuccess,well-beingandhighacademicoutcomesforallstudentsviasystemsofcontinuousandsustainableschoolimprovement.

StatementofPractice2.2:TheschoolleaderensuresthattheschoolcommunitysharestheSpecific,Measurable,Ambitious,Results-oriented,andTimely(SMART)goals/missionandlong-termvisioninclusiveofcorevaluesthataddresstheprioritiesoutlinedintheSchoolComprehensiveEducationalPlan(SCEP).

ThesummerbetweenYear1and2sawthedevelopmentofaclearmissionandvisionthathascometopermeatetheschoolintermsoflanguageusedbyscholarsandteachers,staff,andadministrators,andalsodisplayedthroughouttheschool.

StatementofPractice2.3:Leadersmakestrategicdecisionstoorganizeprogrammatic,human,andfiscalcapitalresources

Theevaluatorsdidnotexaminefiscaldecisions.Schoolleaderscollaboratewitheachother,andwithotherinformalleaderswhostepuptomakeprogrammaticdecisions,suchaschangestoSupportandFamilyGroup

Tenet3-CurriculumDevelopmentandSupport:TheschoolhasrigorousandcoherentcurriculaandassessmentsthatareappropriatelyalignedtotheCommonCoreLearningStandards(CCLS)forallstudentsandaremodifiedforidentifiedsubgroupsinordertomaximizeteacherinstructionalpracticesandstudent-learningoutcomes.

StatementofPractice3.2:TheschoolleaderensuresandsupportsthequalityimplementationofasystematicplanofrigorousandcoherentcurriculaappropriatelyalignedtotheCommonCoreLearningStandards(CCLS)thatismonitoredandadaptedtomeettheneedsofstudents.

Theschoolleaderusesadistributedleadershipmodelwithmixedsuccess,asnotallteachersfeeltheycanstepup.Thereisanunderstandingofspecialstudentneeds,buttheseneedsarenotalwayswellmetbecauseofexternalchallengessuchashiring.TheEPOhasasystematicplantodeveloprigorous,standards-basedcurriculum.

StatementofPractice3.3:Teachersdevelopandensurethatunitandlessonplansusedincludedata-driveninstruction(DDI)protocolsthatareappropriatelyalignedtotheCCLSandNYScontentstandardsandaddressstudentachievementneeds.

Aspartoftheongoingcurriculumdesignwork,teachersareintheprocessofputtingtheirunitsandlessonsintoaUBDformat,whichwillensuretheunitsarestandardsbasedanddifferentiatedtomeetstudentneeds.

StatementofPractice3.4:Theschoolleaderandteachershavedevelopedacomprehensiveplanforteacherstopartnerwithinandacrossallgradesandsubjectstocreateinterdisciplinarycurriculatargetingthearts,technology,andotherenrichmentopportunities Thisisnotsomethingtheschoolhasundertaken.

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TenetsandStandardsofPractice AssessmentofEastEPO

StatementofPractice3.5:Teachersimplementacomprehensivesystemforusingformativeandsummativeassessmentsforstrategicshortandlong-rangecurriculumplanningthatinvolvesstudentreflection,trackingof,andownershipoflearning.

Teachersinallcontentareasandgradeshavedevelopedan8-weekCommonFormativeAssessmentsystemthatessentiallyactsapre-andpost-test.ThesystemwasimplementedforthefirsttimeinYear2withmixedsuccess.

Tenet4-TeacherPracticesandDecisions:Teachersengageinstrategicpracticesanddecision-makinginordertoaddressthegapbetweenwhatstudentsknowandneedtolearn,sothatallstudentsandpertinentsubgroupsexperienceconsistenthighlevelsofengagement,thinkingandachievement.

StatementofPractice4.2:Schoolandteacherleadersensurethatinstructionalpracticesandstrategiesareorganizedaroundannual,unit,anddailylessonplansthataddressallstudentgoalsandneeds.

Everycourseisworkingonacomprehensivecourseplantoensureitisstandards-basedusingtheUnderstandingbyDesignframework.Theschoolhasalsoundertakenextensiveprofessionaldevelopmenttoensureteacherpracticesareorganizedaroundtheunitsandareresearch-based.Systematicobservationsbyevaluatorsindicatethatprogressisbeingmadeintermsofteacherpracticesmeetingexpectationsbutthatareasofneededimprovementnotedincludestudentengagement,higherorderquestioning,andmorestudentdirectedwork.

StatementofPractice4.3:Teachersprovidecoherent,andappropriatelyalignedCommonCoreLearningStandards(CCLS)-basedinstructionthatleadstomultiplepointsofaccessforallstudents.

Everycourseisworkingonacomprehensivecourseplantoensureitisstandards-basedusingtheUnderstandingbyDesignframework.Teachersaresupportedbyteacherleaders(coaches),specialeducationteachers,andparaprofessionalstoensureallstudentscanaccesstheinstruction.EvaluatorsobservedpocketsofoutstandingENLinstructionandspecialeducationco-teaching.AchallengetheschoolfacesisnotbeingabletohiresufficientENLstaff.Anotherchallengeissomeongoingstaffresistancetofullinclusionandco-teaching.SometeachersexpressedconcernaboutwhetherENLstudentsarehavingtheirneedsmettoaccessinstructionandthecurriculum.

StatementofPractice4.4:Teachersandstudentsworktogethertoimplementaprogram/plantocreatealearningenvironmentthatisresponsivetostudents’variedexperiencesandtailoredtothestrengthsandneedsofallstudents.

Unabletoassessoverall.SomeevidenceofthisinthesupportroomsandintheQuestprogramandFreedomSchool.

StatementofPractice4.5:Teachersinformplanningandfosterstudentparticipationintheirownlearningprocessbyusingavarietyofsummativeandformativedatasources(e.g.,screening,interimmeasures,andprogressmonitoring).

Unabletoassessoverall.TheschoolbegantheuseofCommonFormativeAssessmentthisyear.

Tenet5-StudentSocialandEmotionalDevelopmentalHealth:Theschoolcommunityidentifies,promotes,andsupportssocialandemotionaldevelopmentbydesigningsystemsandexperiencesthatleadtohealthyrelationshipsandasafe,respectfulenvironmentthatisconducivetolearningforallconstituents.

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StatementofPractice5.2:Theschoolleaderestablishesoverarchingsystemsandunderstandingsofhowtosupportandsustainstudentsocialandemotionaldevelopmentalhealthandacademicsuccess.

TheEPOincludesplansforextensivesocialandemotionalsupportforstudentsatEast.Muchprogresshasbeenmade.Schoolleadersfoundgreaterlevelsofsocialemotionalneedsandtraumaamongstudentsthanexpected.ThelevelofneedishighatEast.OverarchingsystemsimplementedincludeFamilyGrouptobuildadult-studentconnectionsandRestorativePractices.Additionalsupportsincludeincreasedsocialworkersandbookstudies(e.g.TraumaInformedTeaching).TheLowerSchoolalsousedtheLeaderinMecurriculum,thoughlesssoinYear2comparedtoYear1)

StatementofPractice5.3:Theschoolarticulatesandsystematicallypromotesavisionforsocialandemotionaldevelopmentalhealththatisalignedtoacurriculumorprogramthatprovideslearningexperiencesandasafeandhealthyschoolenvironmentforfamilies,teachers,andstudents.

TheschoolpromotesavisionforsocialandemotionaldevelopmentthatisrootedinconnectionsbetweenstudentsandteachersthroughFamilyGroup,theuseofRestorativePracticesschool-wide,andtheLeaderinMefortheLowerSchool.AsidefromtheLeaderinMeprogram,noparticularcurriculumorprogramisused.

StatementofPractice5.4:Allschoolstakeholdersworktogethertodevelopacommonunderstandingoftheimportanceoftheircontributionsincreatingaschoolcommunitythatissafe,conducivetolearning,andfosteringofasenseofownershipforprovidingsocialandemotionaldevelopmentalhealthsupportstiedtotheschool’svision.

Theschool’sFamilyandCommunityEngagementCommitteeisactive.Theschoolcollaborateswithmanycommunitypartnerstohelpaddresscommunityneeds.

StatementofPractice5.5:Theschoolleaderandstudentsupportstaffworktogetherwithteacherstoestablishstructurestosupporttheuseofdatatorespondtostudentsocialandemotionaldevelopmentalhealthneeds.

ToaddresschallengesinYear1,asystemoftrackingstudentreferralsanduseofRestorativePracticeshasbeenimplementedinYear2.LowerSchoolsocialworkersassessedstudents’socialemotionalneedsusinganassessment.

Tenet6-FamilyandCommunityEngagement:Theschoolcreatesacultureofpartnershipwherefamilies,communitymembersandschoolstaffworktogethertoshareintheresponsibilityforstudentacademicprogressandsocial-emotionalgrowthandwell-being.

StatementofPractice6.2:Theschoolleaderensuresthatregularcommunicationwithstudentsandfamiliesfosterstheirhighexpectationsforstudentacademicachievement.

Posterswiththeschool’smissionandvisionarepostedaroundthebuilding,asaregraduationrates,anddatawallsshowingstudentprogress.Teachersandstaffwouldlikeclearermessagefromleadershiptostudentsaboutexpectations.

StatementofPractice6.3:Theschoolengagesineffectiveplanningandreciprocalcommunicationwithfamilyandcommunitystakeholderssothatstudentstrengthandneedsareidentifiedandusedtoaugmentlearning. Unabletoassess.

StatementofPractice6.4:Theschoolcommunitypartnerswithfamiliesandcommunityagenciestopromoteandprovidetrainingacrossallareas(academicandsocialandemotionaldevelopmentalhealth)tosupportstudentsuccess.

Theschoolcontinuedmanyrelationshipswithlong-termpartnersatEastandengagedwithnewpartnerstomeetthesocial,health,andacademicneedsofstudents,aswellastoaddressmanyneedsthatparents/familiesface.Examplesincludeadvocatesforstudents,afoodpantryonsite,theonsiteHealthCenter,dentalservices,andmore.

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StatementofPractice6.5:Theschoolsharesdatainawaythatpromotesdialogueamongparents,students,andschoolcommunitymemberscenteredonstudentlearningandsuccessandencouragesandempowersfamiliestounderstandandusedatatoadvocateforappropriatesupportservicesfortheirchildren.

Theschoolismakingprogressinthisdirection.StudentslookatdataandevidenceoflearninginFamilyGroupandSupport.Student-ledconferencesareasteptowardincludingparentsinthedialogue.

–120–


ReferencesHitt,D.H.,&Meyers,C.V.(2017).Promisingleadershippracticesforrapidschoolimprovementthatlasts.SanFrancisco,CA:WestEd

Leithwood,K.,Harris,A.,&Strauss,T.(2010).Leadingschoolturnaround:Howsuccessfulleaderstransformlow-performingschools.SanFrancisco,CA:Jossey-Bass.

TheCenteronSchoolTurnaround.(2017).Fourdomainsforrapidschoolimprovement:Asystemsframework.SanFrancisco,CA:WestEd

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