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ISA

SUSTAINABILITY INVENTORY

PRINCIPAL/SCHOOL COACH

HANDBOOK & SAMPLE REPORT

2014

Prepared by The National Center for Restructuring Education, Schools, & Teaching (NCREST)

Teachers College, Columbia University

Dear Colleagues, As ISA partner schools reach and surpass their 4-year foundation benchmark, we engage with you in a Sustainability Inventory that aims to support your capacity to sustain your accomplishments and to continue to develop. Research has taught us that education reforms often disappear when they are no longer supported. And experience has taught us that the possibility of finding continued support beyond start up increases when schools and their partners have a sustainability plan. This handbook describes ISA’s Sustainability Inventory and includes the tools for implementing it. In particular, there are tools to facilitate the school self-assessment component which are intended to simplify the process. It is accompanied by a spiral bound booklet with the ISA inquiry, literacy, and numeracy rubrics, which will be useful as you do classroom walk-throughs and reviews of student work and corresponding teacher assignments. There is also a description of the components and process for the one day visit by the external team and the role your school will play on the visit. It is important to remember that NO component of the ISA Sustainability Initiative is an evaluation of your school or any faculty member, and NO stakes are attached to it. We look forward to your participation in and feedback on the Sustainability Inventory. We believe that this initiative will lead to a stronger partnership between us as we move beyond the start-up years. Warm regards, Gerry House

How to Use the Sustainability Inventory Handbook

The Sustainability Handbook contains tools and templates designed to help you complete each of the tasks in the school self assessment and in the external visit. The tools and templates are numbered in the order that we recommend you use them and their page number is listed so that they are easy to locate. It is spiral bound so that photocopying of any of the documents or tools is easy. We hope that the process of collecting the data will, itself, enrich your knowledge and understanding of your school’s implementation of the ISA model. Once you have completed the data collection, we feel confident that your analysis of these different sources of data will provide you with accurate information on those areas in which your school is effectively implementing the ISA model and those areas in which further development is needed, so that you and ISA can have an informed discussion about future services. Remember, the Sustainability Inventory is NOT an evaluation of your school and there are NO stakes attached to this process. The spiral bound Rubrics booklet accompanying the Sustainability Handbook contains ISA’s rubrics for assessing the implementation of inquiry, literacy across the curriculum and numeracy across the curriculum. The rubrics are NOT a check list. They are meant to be a starting point for assessing the implementation of inquiry, literacy across the curriculum, and numeracy across the curriculum in your school’s classrooms. They provide some, but not all, images of what implementation can look like along the continuum of development. We encourage you to add evidence of implementation as you see it in the classrooms you observe. The inventory will be most useful to your school if a diverse team, including your ISA coach, is involved in the data collection and analysis. The opportunities to share, discuss, and debate during the data collection and analysis processes can bring insight into your school’s successes, achievements, and challenges as well as point to sustainability strategies and solutions to problems and puzzles confronting you. NCREST Teachers College, Columbia University

ISA Sustainability Inventory Tool Kit

Tool Page

SI 01 Sustainability Inventory Overview and Description 1

SCHOOL SELF-STUDY SI 02 Recommended Procedure for School’s Inventory of Itself 5 SI 03 Tool for Data Collection on Graduation, Attendance, & Exit Exams 6 SI 04 Tool for Data Collection for College Admission 7 SI 05 Tool for Classroom Observation Walk-throughs 8 SI 06 Template of letter to teachers on collecting student work 9 SI 07 Tool for Analyzing Teacher Assignments 10 SI 08 Tool for Analyzing Student Work 11 SI 07/08 Protocol for Analyzing Teacher Assignment/Corresponding Student Work 12 SI 09 List of Skills Required for College Success 13 SI 10 Tool for Curriculum/Instructional Framework 17 SI 11 Progress Chart on Implementation of the ISA Model 18

PREPARING FOR THE EXTERNAL VISIT SI 12 Tool for Framing School’s Report to External Team 28 SI 13 Components of the External Team Visit 31 SI 14 How a School Prepares for the External Visit 32 SI 15 How to Select Students, Teachers and Parents for Focus 33

Group Interviews for the External Team Visit

USING THE SUSTAINABILITY INVENTORY TO PLAN SI 16 Tool for School Planning for 2014-2015 34

Additional Tools ISA rubrics: Inquiry, Literacy, and Quantitative Literacy (separate booklet) Sample Sustainability Report (at back of this handbook)

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THE ISA SUSTAINABILITY INVENTORY: 2013-14

Goal of the ISA Sustainability Inventory: To enable 4-year and beyond ISA Schools to assess their progress in their implementation of the ISA model, identify their targets for further development of the model, and articulate the supports they will need to continue and sustain their progress and accomplishments. What is the ISA Sustainability Inventory? The ISA Sustainability Inventory is a process in which schools engage to identify: 1) those components of the ISA model they are effectively implementing and need to sustain, 2) those components of the ISA model that they need to develop further and 3) those supports that will help them sustain their accomplishments and also engage in continuous development. What are the components of the ISA Sustainability Inventory Process? 1. Orientation for participants on how to do the ISA sustainability inventory and how to use the

tools. Participants include: principals, other administrators, teachers/counselors, ISA coaches, and ISA staff.

2. The school team’s sustainability inventory of itself: The school team (principal, other administrator, teachers/counselor, and ISA coach) examines and assesses their implementation of the ISA model.

3. A one-day sustainability inventory school visit facilitated by an external team (another ISA coach, other ISA school leaders, and an ISA representative. The external team examines the school’s implementation of the ISA model and provides feedback to the school.

4. Report by the external team on the findings from their one day sustainability inventory visit. 5. Strategic planning for sustainability and continued development in collaboration with ISA

representative prior to the end of the school year. What is the Time Frame for the Sustainability Inventory? 1. February-March: School Orientation 2. March - May: School team’s Sustainability Inventory of itself 3. April-May: External team’s Sustainability Inventory of the school and Report 4. April-June: Strategic planning with representative from ISA. Details of the ISA Sustainability Inventory Process 1. School Team’s Sustainability Inventory of Itself (2-3 weeks)

a. Participants: School team including principal, other administrators, teachers, counselor, and ISA school coach.

b. Activities: 1. Team uses the Progress Chart on the Implementation of the ISA Model to

complete a gap analysis on their implementation of the components of the ISA model. [See ISA Tool SI 11 – Page 18-27]

2. Team participates in walk though of classrooms to document evidence of inquiry

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instruction: [See ISA Tool SI 05 – Page 8] • opportunities for students to apply higher order thinking skills, • opportunities for students to write across the curriculum, • opportunities for students to interpret numerical information across the

curriculum. • Tools for documentation: ISA inquiry, literacy and quantitative literacy

rubrics; ISA documents on inquiry and college ready skills, school’s habits of mind, school’s instructional framework, etc.

3. Team organizes and reviews statistical data:

• Graduation Rate: [See ISA Tool SI 03 – ] • What is your school’s projected graduation rate for this year? • What percent of students is on-track to graduation in grade 9? 10? 11? • What patterns do you notice for the cohort as they progress through the

grades? • What interventions are available for students to keep them on-track for

graduation? • What is the evidence that these interventions are increasing the percent of

students on-track for graduation

• Attendance: What is your school’s average attendance rate? [See ISA Tool SI 03 – Page 6]

• State Exit Exams: [See ISA Tool SI 03 – Page 6]

• What percent of students are scoring above 75% on State exit exams in English language arts and math?

• College Application and Admissions:

[See ISA Tool SI 04 – Page 7] • What percent of those graduating have been accepted by 4-year colleges? • What percent of those graduating have been accepted by 2-year colleges • What percent those graduating have been accepted to other post secondary

institutions? • What percent of those graduating have been accepted by public post

secondary institutions • What percent of those graduating have been accepted by private post

secondary institutions • What percent of those accepted to post secondary institutions will receive

financial aid?

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4. Team selects samples of exemplary students’ work and corresponding teachers’

assignments or curriculum tasks (15 samples) and analyzes it for how it prepares students for college: [See ISA Tool SI 06, 07 and 08 – Pages 9, 10, 11 and 12]

• What is the evidence of inquiry? • What is the evidence of higher order thinking? • What is the evidence of analytic writing? • What evidence is there of analysis of numerical information? • What is the evidence of the school’s habits of mind?

5. Team assesses the school’s 4-year curriculum/instructional framework in the

major content areas for how it prepares students for college: [See ISA Tools SI 09 and SI 10 – Pages 13-16 and 17]

• What is the evidence of inquiry? • What is the evidence of higher order thinking? • What is the evidence of analytic writing? • What evidence is there of analysis of numerical information? • What is the evidence of the school’s habits of mind?

6. Team consolidates findings from their self-study and prepares their report for the External Team. [See ISA Tool SI 12 – Pages 28-30]

2. External Team’s Sustainability Inventory of the School –One Day Visit

a. How the School Prepares for the External Team Visit

[See ISA Tools SI 13, SI 14, SI 15 – Pages 31, 32, 33] • Tools SI 13, 14, and 15 outline organizational and logistical activities the school needs to do in preparation for the External Team visit and selection

of students, teachers, and parents for focus groups.

b. Participants: the School Team and the External Team: principal or AP from another ISA school, teacher/counselor from another ISA school, ISA rep, ISA coach from another school, NCREST rep; ISA coach is facilitator)

c. School Team Activities:

• School team makes presentation to External team: [See ISA Tool SI 12 – Pages 28-30] • School team provides external team with a school portfolio that

includes: • Documents that give an overview of the school (vision and mission

statement—use only existing material—do not prepare new material)

• School Schedule

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• Curriculum/Instructional Framework [See ISA Tool SI 10 – Page 17]

• Statistical data (submit a copy of the following tools: SI 03, 04, 11, and 12)

• 5 samples of student work that demonstrate preparation for college and corresponding curriculum/teacher assignments/tasks (see #4 above)

• School team presents overview of school • School presents its analysis of data it collected using the frame in Tool

SI 12: Frame for Report to the External Team including:

d. External Team’s Activities • Listen to school team’s presentation of their self-study findings • Observe classes: walk-throughs looking for evidence of ISA college

preparatory instructional principles (use ISA rubrics) • Interview focus group of students • Interview focus group of teachers • Interview focus group of parents • External Team meets with School Team to discuss findings • External Team discusses with the school team:

• its findings on the effective implementation of the ISA model and possible areas for progress and support for sustainability

• directions and support necessary for continued growth and sustainability

3. Report of External Team: Facilitating coach submits written report of findings, directions, and supports to ISA, and ISA provides the report to the school within 2 weeks of the visit.

4. School’s Development of Strategic Plan for Sustainability and Continuous

Development: After receiving the report, the school uses its own findings from its self- inventory and the external team’s report to develop a strategic plan for sustainability and continuous development of the ISA model. [See ISA Tool SI 16 – Pages 34-36]

• Principal and coach meet to review the report of the external team and on the basis of

the recommendations of the report and the school’s own self-assessment, identify and prioritize areas for continued development and sustainability.

• Principal and ISA representative meet to discuss transition from the development phase to the sustainability and continued development phase. They review any new data and compare with the projected and target data in the school’s self assessment, discuss the priorities for sustainability and continued development, and identify possible ISA services to address those priorities.

ISA TOOL SI 02

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Recommended Procedure and Corresponding Tools for a School’s Sustainability Inventory of Itself We recommend the following order for activities in the School’s Sustainability Inventory of itself:

Activities for School’s Inventory of Itself

Tools

1. Collect and analyze statistical data

Tools: SI 03: Data Collection for Graduation,

Attendance, and Exit Exams SI 04: Data Collection for College Acceptance

2. Collect about 15 samples of student work and corresponding teacher assignments/ curriculum tasks that reflect your school’s best efforts to prepare students for the skills and knowledge they will need for college.

Tools: SI 06: Letter to teachers on collecting student work and corresponding teacher assignment/curriculum task. SI 09: Skills Required for College Success SI 14: How the School Prepares for the External Team Visit

3. Conduct walk-throughs Tool SI 05: Class Observation form

4. Review teacher assignments

Tool SI 07: Analysis of Assignment for Preparation for College Tool SI 07/08: Protocol for Analyzing Teacher Assignment/Corresponding Student Work

5. Review corresponding student work Tool: SI 08: Analysis of Student Work for Preparation for College Tool SI 07/08: Protocol for Analyzing Teacher Assignment/Corresponding Student Work

6. After the review of 15 samples of student work and corresponding teacher assignment/curriculum task, select those 5 samples that reflect your school’s best efforts to prepare students for college

SI 09 Skills Required for College Success SI 14 and 15: How the School Prepares for the External Team Visit

7. Assess 4-year curriculum/instructional framework in the major content areas.

SI 10 Curriculum and Instructional Framework Tool

8. Complete column 2 of chart on progress of implementation of ISA model and do gap analysis. Items 1-4 will help you complete the chart accurately.

Tool: SI 11: Progress on Implementation of ISA Model of Small Schools

9. School team analyzes all the data, draws conclusions on the findings, and prepares report for external team visit.

Tool: SI 12 Framing the Report for the External Team Visit

10. School develops a strategic plan for continuous development and sustainability of the ISA model.

Tool: SI 16 School Planning for upcoming year.

ISA TOOL SI 03

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ISA Sustainability Inventory School Team Data Collection Form for Graduation, Attendance & End of Course Exams

ACTUAL TARGET PROJECTED 1. School’s average student

attendance:

2. Percent of students scoring above 75% in state ELA exit exam

3. Percent of students scoring above 80% in state math exit exam

4. School’s projected graduation rate for this year:

5. Percent of students on-track to graduation in grade 9?



8. What patterns do you notice for the cohorts as they progress through the grades?

9. What interventions are available for students to keep them on-track for graduation?

10. What is the evidence that these interventions are increasing the percent of students on-track for graduation?

ISA TOOL SI 04

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ISA Sustainability Inventory School Team Data Collection Form for

College Applications and Admission

QUESTION ACTUAL OUTCOME

TARGET OUTCOME

PROJECTED OUTCOME

1. What percent of those graduating have been accepted by 4- year colleges?

2. What percent of those graduating have been accepted by 2- year colleges?

3. What percent of those graduating have been accepted to other post secondary institutions?

4. What percent of those graduating have applied/been accepted by public post secondary institutions?

5. What percent of those graduating have applied/been accepted by private post secondary institutions?

6. What percent of those applying/accepted to post secondary institutions will receive financial aid?

7. What percent of those applying/accepted will receive scholarships?

8. What mechanism does your school use to track this information?

ISA TOOL SI 05

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Class Observed: Notes: What is the teacher doing and saying? What are students doing and saying? What are the tasks students are doing?

Evidence of Inquiry, higher order thinking, analytic writing, analysis of numerical information, school’s habits of mind.

ISA TOOL SI 06

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Dear (Teacher): We will be reviewing student work and corresponding teacher assignments/curriculum tasks that prepare students for those skills and that knowledge they will need in order to succeed in college. An example would be work in which students apply higher order thinking skills or inquiry. Please select one assignment or curriculum task that your gave your students that you believe prepares them to have those skills and that knowledge along with 1 or 2 samples of student work for that assignment or curriculum task that that you believe demonstrate those skills and/or that knowledge. Please submit these items by (date) to (name of person collecting the work). Thank you. Sincerely, Principal

ISA TOOL SI 07

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Analysis of Teacher Assignment for Evidence of College Ready Skills & Knowledge Name of Assignment:

Evidence that assignment demands students engage in inquiry and/or higher order thinking.

Evidence that assignment demands students take a position on a topic and support their position with evidence-based reasoning. (CCLS W1)

Evidence that assignment demands use of academic and domain specific words and phrases at the college readiness level. (CCLS L6)

Evidence that assignment demands analysis of numerical information

Other evidence that the assignment prepares students for college

ISA TOOL SI 08

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Analysis of Student Work for Evidence of College Ready Skills and Knowledge

Name of Work Sample:

Evidence of inquiry and/or higher order thinking in work sample.

Evidence that student takes a clear position and supports it with evidence based reasoning.

Evidence of use of academic and domain specific vocabulary and phrases at the college readiness level.

Evidence of analysis of numerical information in work sample

Other evidence in work sample that demonstrates college preparedness

ISA TOOL SI 07 & 08

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Protocol for Analyzing Teacher Assignments and Corresponding Student Work for Evidence of College Readiness

1. Provide each group member with a folder that includes: teacher assignments and corresponding student work,

chart for analyzing teacher assignments, and chart for analyzing student work a. Organize the teacher assignments and student work samples so that the teacher assignments are

clipped on top of student work samples that are responses to the assignment b. Provide each team member with charts for analysis of teacher and student work

2. Explain to group members that they will analyze a teacher assignment for evidence of the demand for college readiness skills and then the corresponding student work for evidence of students’ demonstration of college readiness skills. They will repeat this process for each set of teacher assignments and corresponding student work samples.

3. Procedure for analyzing teacher assignments: a. Individually, each team member analyzes the first teacher assignment for evidence of demand for

college ready skills and writes the evidence in the appropriate column: 1. Does the assignment demand that the student engage in inquiry/higher order thinking?

a. What is the evidence? (Write the evidence in the column.) 2. Does the assignment demand that the student take a position on a topic and support

the position with evidence based reasoning? a. What is the evidence? (Write the evidence in the column.)

3. Does the assignment demand the use of domain specific words and phrases at the college readiness level? a. What is the evidence? (Write the evidence in the column.)

4. Does the assignment demand analysis of numerical information? a. What is the evidence? (Write the evidence in the column.)

5. Does the assignment demand that the student engage with ideas/intellectual content? (Write the evidence in the last column.)

4. Procedure for analyzing each student work sample a. Individually, each team member analyzes the corresponding student work sample(s) for evidence of

college ready skills and writes the evidence in the appropriate column: 1. Does the student work demonstrate inquiry and higher order thinking?

a. What is the evidence? (Write the evidence in the column.) 2. Does the student take a position and support it with evidence-based reasoning?

a. What is the evidence? (Write the evidence in the column.) 3. Does the student work demonstrate analytic writing?

a. What is the evidence? (Write the evidence in the column.) 4. Does the student work demonstrate the use of domain specific words and phrases at

the college readiness level? a. What is the evidence? (Write the evidence in the column.)

5. Does the student work demonstrate engagement with ideas/intellectual content? a. What is the evidence? (Write the evidence in the last column.)

5. Procedure for Group discussion: For each set of teacher assignments and corresponding student work samples,

group members: a. Present and discuss the evidence for each of the college ready indicators on their charts b. For each assignment and corresponding student work sample, the group discusses:

1. Is the assignment’s demand for college ready skills sufficient? Why? Why not? 2. Did the student work samples demonstrate sufficient college ready skills?

Why? Why not?

ISA TOOL: SI 09

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Skills Required for College Success

According to David Conley and Fred Newmann as well as other scholars, students need to do far more beyond reading the text and answering the homework questions in order to succeed in college: here is the skill set or habits of mind and work that these scholars identify as necessary for students to succeed in college: • Intellectual openness • Inquisitiveness • Inquiry • Analysis • Reasoning, argumentation, proof • Interpretation • Precision and accuracy • Hypothesizing • Generalizing • Explaining • Drawing Conclusions • Production of new meanings and understandings • Use of ideas, theories, or perspectives considered central to a discipline • Use methods of research or communication characteristic of a discipline • Writing • Research • Self-monitoring ability • Self-confidence • Study skills What evidence do we have from classroom observations, reviews of teacher lessons, and samples of student work that our students have opportunities to learn, practice and apply these skills? What evidence do we have that our school is demanding them and supporting students to acquire them?

ISA TOOL: SI 09

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Conley’s Explanation of College Ready Knowledge, Habits, & Skills 1. Intellectual Habits of Mind students need to succeed in college: Intellectual openness: helps students understand the ways in which knowledge is constructed, broadens personal perspectives and helps students deal with the novelty and ambiguity often encountered in the study of new subjects and new materials. Indicators of intellectual openness include these student behaviors:

• curiosity and a thirst for deeper understanding, • questions the views of others when those views are not logically supported, • accepts constructive criticism, • changes personal views if warranted by the evidence

Inquisitiveness: Indicators of inquisitiveness: The student

• engages in active inquiry [asks questions] and dialogue about subject matter and research questions

• seeks evidence to defend arguments, explanations, or lines of reasoning • does not simply accept as given any assertion that is presented or conclusion that is

reached, but asks why things are so Analysis: Indicators of analysis: The student

• breaks down ideas, concepts, texts, etc. into their component parts • identifies and evaluates data, material, and sources for quality of content, validity,

credibility, and relevance • compares and contrasts sources and findings • generates explanations of source materials

Reasoning, argumentation, proof: Indicators of reasoning, argumentation, proof : The student:

• constructs logical arguments or proofs to explain phenomena or issues; • shows how the different points of the argument are connected • utilizes recognized forms of reasoning to construct an argument and defend a point • of view or conclusion • utilizes evidence from multiple sources to support point of view or conclusion • accepts critiques of or challenges to assertions • addresses critiques and challenges by providing a logical explanation or refutation, or by

acknowledging the accuracy of the critique or challenge Interpretation: Indicators of interpretation: The student:

• tries to make sense of what he/she is reading or listening to • analyzes competing and conflicting descriptions of an event or issue to determine the

strengths and flaws in each description and any commonalities among or distinctions between them;

• synthesizes the results of an analysis of competing or conflicting descriptions of an event or issue or phenomenon into a coherent explanation states the interpretation that is most likely correct or is most reasonable, based on the available evidence

• presents orally or in writing an extended description and evaluation of varied perspectives and conflicting points of view on a topic or issue

ISA TOOL: SI 09

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Precision and accuracy: Indicators of precision and accuracy: The student

• knows what type of precision is appropriate to the task and the subject area • is able to increase precision and accuracy through successive approximations generated

from a task or process that is repeated, • uses precision appropriately to reach correct conclusions in the context of the task or

subject area at hand Problem solving: Indicators of problem solving: The student

• develops and applies multiple strategies to solve routine problems, • generate strategies to solve non-routine problems, • applies methods of problem solving to complex problems requiring method-based

problem solving 2. Skills students need to succeed in college Writing:

• Students are expected to write a lot in college and to do so in relatively short periods of time

• Writing is the means by which students are evaluated at least to some degree in nearly every postsecondary course

• Most important forms of writing in college: o Expository, o Descriptive, and o Persuasive writing

• Writing skills students need to have and be able to do are: o how to pre-write, o how to edit, o how to re-write a piece before it is submitted o how to re-write a piece after it has been submitted once and feedback has been

provided o how to present arguments clearly o how substantiate each point, o utilize the basics of a style manual when constructing a paper

Research: College courses increasingly require students to be able to identify and utilize appropriate strategies and methodologies to explore and answer problems and to conduct research on a range of questions.

• Skills students need to have in order to do research are: o ability to evaluate the appropriateness of a variety of source material o ability to synthesize the material into a paper or report o ability to and incorporate the material into a paper or report o ability to access a variety of types of information from a range of locations,

formats, and source environments.

ISA TOOL: SI 09

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3. Habits of Work students need to succeed in college: The nature of college learning requires students to devote significant amounts of time to learning outside in order for them to achieve success in class. Students must have the following study skills or habits of work in order to succeed in college classes:

• Taking class notes • Using information resources • Communicating with teachers and advisors • Revising drafts before submitting a final version of a paper or product • Time management,

• preparing for and taking examinations • accurately estimating how much time it takes to complete all outstanding and

anticipated tasks • allocating sufficient time to complete the tasks • using calendars and creating “to do” lists to organize studying into productive chunks

of time • prioritizing study time in relation to competing demands such as work and socializing

• Ability to participate successfully in a study group • Ability to recognize the critical importance of study groups to success • Locating and utilizing settings conducive to proper study • Perseverance: strategies for staying with a task to its completion and not giving up when

feeling frustrated or overwhelmed • Self-monitoring:

o metacognition, the ability to think about how one is thinking o awareness of one’s current level of mastery of a subject o awareness of one’s understanding of key misunderstandings and blind spots o the ability to reflect on what worked and what needed improvement in any

particular academic task o the ability to persist when presented with a novel, difficult, or ambiguous task o the ability to identify and systematically select among and employ a range of

learning strategies o the ability to transfer learning and strategies from familiar settings and

situations to new ones • Self-confidence

ISA TOOL SI 10

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ISA Sustainability Inventory Assessing the School’s Curriculum/Instructional Framework

Directions: 1. Individual members of the school self-study team review their school’s Curriculum/

Instructional Framework in the major content areas for evidence of statements that the school will provide all students with opportunities:

a. to learn and engage in inquiry b. to learn and apply higher order thinking c. to learn and engage in analytic writing d. to learn and engage in analysis of numerical information e. to learn and apply your school’s habits of mind f. to achieve the Common Core Learning Standards in literacy and math

2. On the chart below, individual members of the school self-study team write the evidence they found in the Curriculum/Instructional Framework for each of the indicators;

3. Team members discuss their evidence 4. One person records the evidence on the electronic copy of the chart 5. Team draws conclusions on their Curriculum/Instructional Framework’s provision of an

educational program that will prepare all students for college.

What is the Evidence? Students will learn and engage in inquiry

Students will learn and apply higher order thinking

Students will learn and engage in analytic writing

Students will learn and engage in analysis of numerical information

Students will learn and apply your school’s habits of mind

Students will learn and have opportunities to apply the skills necessary to achieve the Common Core Learning Standards in literacy and math

Based on the evidence, does the Curriculum/Instructional Framework provide a sufficient foundation to prepare all students for college?

ISA TOOL SI 11

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ISA IMPLEMENTATION Chart

School Name:_____________________________________________________________________________ Implementation Year: __________ DIRECTIONS: PRINCIPAL AND COACH TOGETHER DISCUSS AND COMPLETE CHART

Indicators of the ISA Model What is the evidence of implementation? Changes that need to be made. 1. Small School Organization ******************************** ********************************

1. The small school has contiguous dedicated space.

2. The small school has dedicated staff, including principal, teachers, counselors, ELL and special education teachers.

3. The small school has dedicated support personnel, such as: secretaries, aides, assistants, stud. life coord; etc.

4. The small school has a dedicated group of students, numbering around 100 per grade.

5. The dedicated group of students in the small school includes ELL and Special Education students and a heterogeneous academic distribution of students.

6. The small school grows a grade per year beginning with the 9th grade cohort.

7. The small school has regularly scheduled common planning time, at which teachers and counselors who teach the same students meet to discuss instruction, do case management of students, and keep agendas and decision minutes to assess progress.

8. The small school leader supervises and rates staff including teachers, counselors, ELL and Special Education teachers

ISA TOOL SI 11

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Indicators of the ISA Model What is the evidence of implementation? Changes that need to be made.

Distributed Leadership ******************************** ******************************** 9. Decisions governing staffing, instructional program, scheduling, professional development, governance, budget, counseling, student services and behavior, and student assignments are made at the school level by the small school principal in collaboration with the faculty.

10. There is a structure in place for regular and ongoing collaborative decision making by the small school leader, teachers, and the coach.

11. Those implementing decisions have a voice in making them.

ISA TOOL SI 11

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College Prep Instructional Program ******************************** ******************************** 12. The small school has an instructional framework that guides curriculum and instruction and operationalizes ISA college preparatory principles, district goals, and Common Core Learning Standards.

13. The small school has developed a set of common teaching practices all teachers are expected to implement that operationalize the instructional framework

14. The majority of classrooms show evidence of the common practices designed to operationalize the school’s instructional framework

15. The majority of classrooms show evidence of inquiry teaching and learning: • open ended questions, • student discussion, • students’ use of evidence to support their points of

view, • students’ analysis of material and ideas being studied • students’ taking a stand on issues and presenting

counter arguments • the school’s habits of mind and/or work

ISA TOOL SI 11

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16. The majority of classrooms show evidence of literacy development related to the content area: • students writing to increase their understanding of the

central ideas of the content area • students’ using the specialized vocabulary/language

of the content area to increase their understanding of the content area’s central ideas

• students reading multiple texts including original sources in the content areas

17. The majority of classrooms show evidence of numeracy across the curriculum: • students have opportunities to make sense of

numerical and other non-verbal information • students have opportunities to demonstrate their

understanding of ideas and material by using numerical information and formats (e.g., graphs) and other non-verbal formats

18. The majority of classrooms show evidence of multiple forms of assessment, including: • teacher made and standardized tests • oral presentations • a variety of written products (short paragraphs as well

as elaborated writings) • projects • visual products • multi-media and technology

19. There are formal and informal academic interventions for struggling students that increase students’ progress and achievement.

20. The small school has developed a set of grade-level student benchmarks that are used to determine student progress on inquiry, literacy and numeracy in the content areas.

ISA TOOL SI 11

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Distributed Counseling ******************************** ******************************** 21. Every student has an advisor/advocate, who knows the student well and is responsible for monitoring and advocating for the student's academic and social progress.

22. There is regularly scheduled time for advisory or other Distributed Counseling mechanism.

23. There is a written curriculum for advisory or other Distributed Counseling mechanism.

24. There is a 4-year college preparatory plan that is implemented through advisories or other mechanisms to establish a college-going culture, starting with 9th grade; there are: • college visitations, • parent orientations about college preparation,

including financial aid opportunities • opportunities for students to take college courses

while in high school.

ISA TOOL SI 11

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Continuous Professional Development ******************************** ******************************** 25. The small school has a strategic plan for professional development that includes a schedule for the ISA coach’s work with staff and follow up supervision by the principal.

26. Professional development is aligned with the small school’s ISA action plan, the implementation of the ISA instructional principles, and district standards.

27. The school’s professional development plan uses the ISA school coach in a systematic and strategic way: • the ISA school coach works regularly with the school

leader and a specific teachers on outcomes identified in the school action plan

• the ISA school coach works with grade level teams and/or grade level team facilitators/leaders on specific outcomes from the school action plan

• the ISA coach and school leader do regular walk-thoughs and confer on evidence of progress and plans for next steps.

28. Teachers work with ISA content coaches to implement the outcomes in the school action plan.

ISA TOOL SI 11

24

29. Teachers and leaders have supports (e.g. time, resources) to achieve the outcomes defined in the school’s ISA action plan.

30. Common planning time for grade level teacher-counselor teams is used for professional development (e.g., review of student work, use of data to inform instruction, curriculum planning, integrating guidance strategies into classroom pedagogy, etc.).

31. All teachers, counselors, and school leaders participate in ISA PD opportunities such as the Summer and Winter Institutes and Leadership and Counselor Networks.

ISA TOOL SI 11

25


Parent Involvement **************************** **************************** 32. The small school has its own, individual parent association.

33. The small school is implementing a coherent parent engagement program that reaches out to all parents.

34. Teachers and advisors communicate regularly with parents and track their communications.

35. The majority of parents participate actively in the small school and school events and activities.

36. Parents play meaningful roles in the organization and decision making of the small school.

Extended Day & Year ******************************** ******************************** 37. The small school has mechanisms such as extended day and school year to support struggling students as well as provide enrichment for all students.

38. Teachers and other members of the small school plan, organize, and participate in the extended day/year programs for academic support and curricular enrichment.

ISA TOOL SI 11

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Continuous Organizational Improvement ******************************** ******************************** 39. The small school has developed an annual action plan in which the school leaders and faculty set their particular instructional and organizational goals and strategies and identify benchmarks to track progress.

40. The small school uses the student results from the ISA writing and math assessments to inform instruction in writing and math.

41. The principal continuously assesses the implementation of the small school’s action plan with the faculty by scheduling specific times for this purpose and using data as evidence of progress.

42. The small school principal and faculty use the ISA rubrics to assess progress on implementation of their action plan and ISA principles.

ISA TOOL SI 11

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43. At team meetings, teachers assess how effectively their teaching and curriculum strategies are achieving the learning goals set for students.

44. The principal meets regularly with the ISA coach to develop and coordinate plans for implementing inquiry-based instruction.

45. The principal meets regularly with the ISA coach to assess the school’s implementation of the ISA principles and district goals and to coordinate plans to implement the ISA principles and their action plan goals.

46. The small school keeps track of student performance indicators.

47. Student performance indicators such as the ISA writing and math assessments, end-of-course tests and other state/district tests, SAT scores, etc. show continuous improvement.

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Frame for School’s Report to the External Team: Analysis of Data School Team Collected

School:_______________________________ No. of Years in ISA Partnership:________ Principal:_____________________________ Coach:_____________________________ Directions: A. Now that you have engaged in the data collection activities for your sustainability inventory,

discuss your findings with your coach and record your responses to these questions on this form.

B. Use these questions and your responses to frame your presentation to the External Team on the day of their visit to your school.

*****************************************************************************

1. Analyze Statistical Data: With your coach, analyze your school’s data (from tools 03, 04) on these indicators:

a. average attendance, b. state exit exam results, c. on-track to graduation rates, d. (projected) graduation rate, e. post secondary education going rate

i. 2 and 4 year colleges, ii. public and private colleges,

iii. other post secondary institutions, and f. post secondary financial aid and scholarship amounts.

2. Discuss these questions below with reference to the above indicators and record your

responses for your report to the External Team. a. On which of these indicators is your school meeting its targets? b. On which indicators do you want to see growth?

ISA TOOL SI 12

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2. College Preparatory Instructional Program Review: After going with your coach on walk-throughs and reviewing teacher assignments and corresponding student work for evidence of Common Core Learning Standards in literacy and math, inquiry or higher order thinking or college skills (using tools SI 05, 07, and 08 and your school’s habits of mind or instructional framework), discuss these questions and record your responses as you will present your responses to these questions to your visiting team:

a. What was the frequency you observed of college preparatory instructional opportunities across classrooms and in the teacher assignments and corresponding student work you reviewed?

b. Of the classrooms you observed and the teacher assignments and student work you reviewed, what number demonstrated college preparatory skills at a beginning level? At a mature level? At an advanced level?

c. Are the frequency and level of college preparatory instruction meeting your targets?

ISA TOOL SI 12

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3. Gap Analysis on Implementation Chart: After completing the implementation chart [ISA Tool SI 11 – Page 18] with your coach, discuss these questions and record your responses as you will present your responses to the visiting team:

a. From your assessment of the data, what components of the ISA model are well developed in your school?

b. From your assessment of the data, what components is your school still developing? c. From your assessment of the data, what components has your school not yet begun to

develop?

ISA TOOL SI 13

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Components of the External Team Visit Activities on the Visit of the External Team: 7 hour visit 1. 45 minute-1 hour presentation by the school team on:

a. an overview of the school b. the findings of the school’s self-sustainability inventory (use your responses on Tool

SI 12) 2. External team members do walk-through of 5 classes, at least one in each major content area 3. External team divides into three groups to interview focus groups of:

a. Students (up to 8) b. Teachers and counselor (up to 6) c. Parents (up to 5)

4. External team has working lunch and does review of teacher assignments and corresponding student work, the school’s instructional framework, and school’s analysis of statistical data.

5. External Team analyzes the data from multiple sources and outlines oral report (1 hour): a. What components of the ISA model does the External Team find are being effectively

implemented and what is the evidence? b. What components of the ISA model does the team find need more development in the

school and what is the evidence? 6. External Team meets with school team to present findings on:

a. Evidence of the school’s effective implementation of the ISA model b. Areas in which the ISA model needs to be further developed and evidence.

ISA TOOL SI 14

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How the School Prepares for the External Team Visit 1. Rooms needed:

a. A room where the team can meet by itself and with the school team b. 2 additional spaces for interviewing

2. Continental Breakfast and light lunch for External Team (ISA coach will pay for this and ISA will reimburse)

3. Schedules for: a. The morning presentation by the school team to the external team (see #7 below) b. the walk through of 5 classes c. interviews with parents, teachers, and students (these should be scheduled

simultaneously for 1 hour) d. lunch and review of student work, teacher assignments, instructional framework,

school’s data analysis e. external team’s presentation to the school team at the end of the day

4. Notification and permission to parents whose children will be interviewed (sample of students should include an academic performance range)

5. Notification and request to teachers and parents to be interviewed; confirmation with parents the day before the interview.

6. A packet for each member of the external team that includes: a. Some pre-existing school documents that give overview and basic demographics

(e.g., mission, vision, schedule, organization sheet, number of students) b. Findings on statistical data school collected during self-assessment

i. Data on graduation, attendance, exit exam scores (Form SI 03) ii. Data on college acceptance (Form SI 04)

c. 5-8 pieces of student work and corresponding teacher assignments/curriculum tasks that reflect the school’s best efforts to prepare students for college work. Information identifying students and teachers should be removed.

d. School’s instructional framework. 7. For school team presentation to external team use format on Internal Inventory Data Analysis

form. (Form SI 12)

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ISA Sustainability Inventory: How to Select Students, Teachers and Parents for Focus Group Interviews

Overview: 1. Students, teachers, and parents will be interviewed in focus groups. 2. Each focus group will take up to 1 hour. 3. The 3 focus groups should be scheduled for the same time. 4. Assure students, teachers, and parents that the anonymity of their comments will be

respected, i.e., who says what will be kept confidential.

Students: 1. Select no fewer than 5 and no more than 8 students for the focus group interview. 2. Make sure that the students reflect an academic ability range that includes high to low

performing and a special education and ELL student if they are part of your school’s population

3. Written parental consent is necessary for the interview. 4. Questions will be about academic, social and emotional support for students and support for

college going. Teachers: 1. Select no fewer than 4 and no more than 5 teachers and 1 counselor 2. Select at least one teacher from math, science, social students, and ELA. 3. Questions will be about implementation of ISA principles Parents: 1. Select 4 to 5 parents (if possible, parents should represent the 4 grades, 9-12) 2. Questions will be about parent perceptions on preparation of students for college going,

parent access, and student affiliation.

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ISA Sustainability Inventory: School Planning for 2014-2015

Directions: Based on the findings from your internal sustainability inventory and the findings from the external team’s sustainability inventory, what do your next steps need to be and how can ISA provide support for these next steps? With your coach and leadership team, develop a plan for your next steps so that you are sustaining your school’s implementation of the ISA model and engaging in the continuous improvement of those components still under development or not yet developed. You will use this form to develop a detailed action plan for continuous development and sustainability of the ISA model. 1. Implementation of the ISA Model:

a. By the conclusion of the 2014-2015 year, what components of the ISA model will your school implement and/or develop?

b. What ISA services will help you reach these outcomes?

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2. Support for College-going a. By the conclusion of the 2013-2014 school year, what will your targets be for

attendance, state exit exam results, on-track to graduation rates, graduation rate, post secondary education going rate (2 and 4 year colleges, public and private colleges, and other post secondary institutions)?

b. Which student development supports will you modify and/or add? c. Which college-going supports will you modify and/or add? d. What ISA services will help you reach these outcomes?

ISA TOOL SI 16

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3. College Preparatory Instructional Program a. By the conclusion of the 2013-2014 school year, what teaching and learning practices

that support the development of inquiry/higher order thinking/college skills do you expect to see in classrooms, teacher assignments, and student work?

b. What ISA services will help you reach these outcomes?

1 ISA NCREST Sustainability Inventory

One Old Country Road, Suite 250 Carle Place, NY 11514 Phone (516) 812-6700

Fax (516) 812-6701

Report on the ISA Sustainability Inventory Visit to

XXX

May, 2014

Members of Visiting Team:

Facilitator, ISA Coach Principal, ZZZ

Assistant Principal, YYY ELA/SpED/Dean Science Teacher Math Teacher Social Studies Teacher ISA Leadership Coach

Introduction: The purpose of the Isa Sustainability Inventory school visit is to present your school with

an external perspective on the components of the ISA model that are being effectively

implemented and the areas for further development. The findings of this visit, along with

the other data, will help your school and ISA determine the supports needed to sustain

your achievements and provide further development.

We would like to thank you for the opportunity to visit your school. We always learn a lot

about our own situation when we see others engaged in activities and challenges that

occupy us. This report is based on our experience visiting your school. It describes the

components of the Isa model that your school is implementing and areas for further

development.


During the course of our visit, we had the opportunity to learn about XXX through your

presentation, our visits to classes, a review of samples of student work and

corresponding teacher assignments, and interviews we conducted with your teachers,

students, and parents. We are aware that this report is based on evidence of one day’s

visit and therefore a slice of life at XXX, rather than everything you are doing.

Understanding the limitations of a one-day visit, we nonetheless believe that our

findings can be useful in the development of your school and we hope you concur.

The Visiting Team’s Findings

From the evidence we collected, we conclude that there is effective implementation of

these components of the ISA model:

1. College Preparatory Instructional Program (Inquiry and Literacy)

2. Distributed Counseling

3. Dedicated Team of Teachers

4. Continuous Professional Development

5. Continuous Organizational Improvement

6. Parent Involvement

7. Extended School Day/Year

Here are the data sources and evidence that led us to this conclusion: 1. College Preparatory Instructional Program – Inquiry Based Instruction:

• In classrooms there was a student-centered environment that encouraged inquiry

and provided opportunities for student choice:

- In a US history class students were using internet resources to gather

evidence from a range of primary documents including cartoons, video

clips, maps to respond to the question: ‘Was Nixon a success or failure as

president?’

- In a global history class students were reviewing geographical factors to

make connections between types of geographical features and whether

they had a positive or negative impact on the development of societies

and civilizations and give reasons for their choices.


- In an ELA class were engaged in historical biographical criticism and

researching famous people from entertainment, science or history to

create an informative text, power point and video as historical biographical

critics to inform an audience about the connections between the life of the

artist and the use of one of their works.

- In a chemistry class students were developing project proposals for an

independent chemistry assignment about real world products including

caffeine, perfume, and makeup and the chemistry used in its development

to inform an audience of their chosen topic. With their chosen topic,

students were researching at least five sources, creating project proposal

outlines, conferencing with the teacher to have the proposal approved and

working on the draft of the final product to present it to the class.

- In an Algebra class students in groups were engaged in solving problems

about how to use trigonometry to find the height of a building.

- In the 12th grade classes, students and teachers were engaged in the ‘Big

Idea Project’, an interdisciplinary collaborative college readiness research

project based on a community issue or area of interest that was to be

researched from a range of expert sources and people, and be presented

and defended at a project symposium. Students were engaged in real-life

project-based work. For example, one student built his own computer.

Another student was writing a report on the effect of climate change on

animals and worked with the Prospect Park Zoo as part of his data

collection. A third student taught himself how to 3D model and animate

clips, and another was investigating regular and organic pet food in order

to develop nutritional cat treats. During the first period students were

engaged in check-ins with their mentoring group and teacher to track their

progress, and were registering for individual classes they need during the

day.

• In your instructional framework and core beliefs, there was a clear outline about

supporting students to become self-directed learners through the use of digital

resources and personalized learning opportunities, and to engage in project


based tasks that promote authentic inquiry and critical thinking scaffolded from

9th Grade to culminate in the Big Idea Projects in 12th Grade.

• In your instructional framework, the consistent messaging regarding inquiry

through ‘questioning to learn, and learning to question’ is evidenced in clearly

outlined shared practices displayed in all classrooms (such as DOK posters).

2. College Preparatory Instructional Program – Literacy:

• In classrooms, we saw evidence of writing across the curriculum through a

common approach to writing (the “PEA” framework) and students in multiple

classrooms conducting research using consistent processes and approaches to

projects, which included planning through project proposals, planning sheets and

outlines, checks-ins with teachers during the research and drafting stage, and

revision and reflection on their work.

• In meeting with students, one student stated that he was “expected to contact the

expert in the field” to research their community issue or topic of interest. Students

were also encouraged to publish their work; some students wanted to publish

their work in the Huffington Post while other students published their work on

class websites.

• In the senior seminar, there was a rigorous rubric and the teacher gave

substantial feedback and provided opportunities for students to revise their work.

• In the teacher tasks and student work, there were consistent scaffolds for

students to access texts and engage in the writing and research process.

• Across classrooms, students developed digital literacy by using common

routines. For example, most classrooms began with students accessing a

shared file or Google Drive, or making copies of documents, and students used

different color fonts to distinguish the source of writing. Students also submitted

their work online.

3. Dedicated Team of Teachers:

• In meeting with teachers, they spoke about creating the 12th grade Big Ideas

Project in a grade team meeting and that the project came directly out of the

team watching videos and reading articles to inspire new ideas. The 12th grade


team spoke about having three weeks of offstage planning to create the project

supported by the principal and the school.

• In our observation of 12th Grade classes, it was evident that the Big Ideas Project

implementation relies heavily on careful planning and a dedicated commitment

from all 12th Grade teachers working collaboratively on a daily basis to have

morning check-ins (where students meet with their specific mentors), and support

students throughout the day in classes that are student selected and based on

need as they work on their projects.

• Teachers meet during common planning time to discuss student issues and look

at student work and have mixed level advisories.

• In interviews with students, they stated: “I can go to any teacher … and talk

about what’s on my mind.” “All of my teachers. I can talk to all of them.” “She

checks up on me and checks my progress.” “If I don’t know my struggles and

weaknesses, I go to her.”

4. Continuous Organizational Improvement:

• Teacher teams gather digital evidence of student progress with current data

recorded in an electronic gradebook which teachers and advisers access

regularly to monitor and reflect on student progress, identify growth areas and

adjust instruction that will support individual student needs.

• The blended learning approach was central to the school and noted and

discussed in classrooms, team meetings, the school’s presentation, and

meetings with groups.

• The Big Ideas project for the first senior class was discussed in the meeting with

teachers and seen in practice in classrooms. The project stemmed from an

identified need by a team of teachers.

• In the school’s presentation, you identified the need to work backwards from the

Big Ideas Project to identify skills that students will need to develop in the 9th

through 11th grade to be successful on the Big Ideas Project when they reach the

12th grade.


• Across classrooms, there were a large number of shared routines and printed

materials that showed evidence of teachers working together and sharing a

common language.

5. Continuous Professional Development

• In meeting with teachers, we heard evidence of internal and external professional

development. For example, one teacher attended an external professional

development on digital storytelling, which led her to create a digital storytelling

elective. Other teachers cited blended learning professional development; in

visiting classrooms such as the 10th grade ELA class, it was evident that the

teachers were implementing the strategies they learned about blended learning.

• On the Schools’ self-assessment, you identified support from the ISA school

coach, as well as support from ISA science, math and ELL coaches. The school

also developed a PD calendar for the year, and the coach and principal meet

regularly with team leaders and humanities teachers to confer on evidence of

progress and plans for next steps in professional development.

• The school has participated in the ISA Summer and Winter Institutes.

6. Distributed Counseling:

• In the school’s presentation, you described the mixed-grade advisory program,

which allowed for peer mentoring. You also described having a dedicated

college counselor, Big Idea mentors for seniors, and many outside partnerships

such as the Pencil program and Mouse Squad.

• In meeting with students, they said that, “All the staff really care about us,” “We

can talk to anyone about problems,” and that “We don’t have the same teachers

as last year but we can still go back and talk to them.” These statements were

evidence of a culture of openness and caring about the students. One student

added that, “You will do better if you connect with your teachers,” indicating that

students are aware of the value of a culture of personal relationships.

• In meeting with the teachers, they described the mixed-grade advisory structure.

They stated that it was intended for students to loop with their advisors over

multiple years so that they can build stronger relationships. They also described


having time on Wednesdays every week where all teachers are in the same

room and can conference with each other about what is going on with students in

their advisories.

7. Parent Involvement:

• In meeting with the parents, one parent stated that, “Teachers seem to be rooting

for the kids.” She also added that, “The students feel it and the parents feel it.”

• The school uses an online grading system that students and parents can access.

• In meeting with the parents, two parents stated that both of their children had

transferred into the school from other schools. Both parents were very

impressed with the amount of dedication the school and the teachers had shown

in getting their children on track academically, and in getting to know their

children as individuals and their strengths and weaknesses.

8. Extended School Day/Year:

• The school offers supports for students outside of classes, such as after-school,

Regents Prep, Saturday Academy, summer school, and the “Our House”, the

XXX after-school tutoring and enrichment program that provides personalized

academic supports, enrichment activities and afterschool access to technology

for all students. The communication for these programs was very clear in

classrooms and from teachers.

• In meeting with the students, one student stated, “I find myself waiting for

summer to be over so I can come back.”

From the evidence we collected we recommend further development in these areas

1. College Preparatory Instructional Program (Literacy and Numeracy)

2. Parent Involvement

College Preparatory Instructional Program – Literacy:

• We recommend providing opportunities for students to access and engage with

more complex academic texts across classrooms that also include text-leveling.

In every class we saw students conducting open research and using computer


web sites and internet sources. We suggest that you provide opportunities for

students to be guided to become more selective about choices of academic

sources and a range of complex reading texts that provide different entry points

for students’ varied reading abilities.

• We recommend more specific emphasis on teaching domain specific vocabulary

in each discipline to help students develop their academic vocabulary . This

would include a demand for students to use academic vocabulary more explicitly

in their writing and in discussions as a matter of course. We suggest that teacher

tasks, assignments and rubrics emphasize domain specific vocabulary as a

requirement in students’ work products.

College Preparatory Instructional Program – Numeracy:

• We recommend more professional development on infusing quantitative

literacy across the curriculum. We noted that the senior Big Ideas Project

included statistical analysis as one of the competencies on the rubric; we also

noted that the art sculpture project incorporated the use of ratios in creating

figures. We recommend that opportunities for developing quantitative literacy

be present in all classrooms.

Parent Involvement:

• We recommend reviewing your offerings to parents on the college admissions

process, financial aid and college- and career-readiness in order to determine

whether parents are sufficiently informed, especially parents who have had no

experience with the college admissions process. In meeting with the parents,

they were aware that there is a college process, but when we asked specific

questions, the parents stated that they had not heard much about certain

aspects of the admissions process, such as financial aid. The parents also

noted that other parents who had not gone to college would need more

substantial knowledge about the process.

• We recommend more systematic parent outreach. We noted in our meeting

with parents that they felt very confident in their support of their children and

were very aware of the supports that were available to them at the school.

We wondered if this confidence and awareness was typical of most XXX


parents, and suggest that you explore that question to ensure that all students

reap the benefits of opportunities for parent activism.

Conclusion: Again we thank you for the opportunity to visit. We appreciate the time and effort

you spent putting together your data and presentation and organizing people for

us to interview. Please extend our thanks to the teachers who invited us into

their classrooms and those who contributed their work for us to review. We saw

many ways in which your school is effectively implementing the ISA model. We

hope that our report will be useful to you in your continued development and that

you will share it with members of your school community.