Amherst Regional High School
School Improvement Plan
SY’s 2013 – 14
School Council Members
Parents/Guardians & Faculty
Audrey Altstadt
Patty Blauner
Amy Brodigan
Karen Harrington
Mary Jo Maffei
Peter Vickery
MJ Viederman
ARHS Students
Corey Gerbner-Dolan ‘14
Mark Jackson
Principal
ARHS School Improvement Plan, SY 2013 - 14
GOAL I: Re-Accreditation
Last year’s re-accreditation goal targeted the completion of the NEASC process. This was accomplished. Now, the school’s attention turns to
addressing those outstanding issues, identified through the NEASC process, that point the way to continued improvement. These issues are
itemized in the school’s Critical Strengths and Challenges document. They are also listed in the ‘Strategies’ column below. To monitor the
school’s progress in addressing these issues, NEASC requires member schools to submit two and five year progress reports. Other than the
advisory program, which schools are required to have in place by January 2014, there are no implementation deadlines. The expectation is
that schools will make steady progress addressing these issues and will be in a position to describe their work in the two and five year reports.
ARHS School Improvement Plan, SY 2013 - 14
GOAL I: Re-Accreditation
Goal area: Re-Accreditation
Description: Begin work on components of the Critical Strengths and
Goal Leader: Principal
Challenges(aka ‘Two and Five Year Plan)
Evidence of Need:
Evidence of Success:
A. The Critical Strengths and Needs document itemizes the work schools agree to continue in
A. Completion of tasks by August 2014.
order to maintain their accreditation. Below are the items included in the Two Year plan.
B. While not NEASC-required, the question of ARHS graduation requirements needs to be
addressed.
B. Remains to be seen how much work can be accomplished on this strategy.
Strategies
Need
Person(s)
Resources
Team
Evidence
Completion
A, B, C
Responsible
Members
Date
A
NEASC Steering
Standing monthly
ARHS
Two year progress report
August 2014
1. To ensure that the ARHS core values and
Committee
meeting
Admin.’s and
beliefs fully drive school practice.
Dept. Heads
A
Teaching &
Standing monthly ARHS Faculty
Two year progress report
August 2014
2. To assess all ARHS learning expectations
Learning
meeting
by school-wide rubrics
Committee
A
Teaching &
Standing monthly ARHS Faculty
Two year progress report
August 2014
3. To develop a process to revisit/revise
Learning
meeting
school-wide learning expectations and
Committee
rubrics, as needed
4.
To develop a process to examine and make
recommendations about the school’s
grouping practices.
A
Ad Hoc Faculty
Committee
Release time
ARHS Faculty
Two year progress report
August 2014
5.
To develop a vision and plan to fully
integrate instruction and technology
A
TBD
TBD
ARHS Faculty
Two year progress report
August 2014
6. To structure the school day to allow for the
following:
 Teacher collaboration, both within and
across departments
 Curriculum design and revision
 Student outcome data review and
instructional planning
A
Ad Hoc Faculty
Committee
Release time
ARHS Faculty
Two year progress report
August 2014
ARHS School Improvement Plan, SY 2013 - 14
 Professional development
Strategies
1.Compile/examine graduation data for
classes 2006 through 2011.1
2. Examine high school graduation
recommendations of the American Diploma
Project and make recommendations for the
future.
1
Need
A, B, C
B
B
Person(s)
Responsible
Principal
Doug Slaughter
Principal
Ad Hoc
Committee
Resources
---
---
Team
Members
ARHS faculty
and
community
members
ARHS faculty
and
community
members
Evidence
Completion
Date
Agenda/Minutes
Compilation
completed
Agendas/Minutes
June 20…
Graduation data found in Appendix A
ARHS School Improvement Plan, SY 2013 - 14
GOAL II: Improvement of Student Outcomes
Last year, new intervention and support options were developed and offered to students. We continue to monitor and refine them.
Like last year, these intervention and support options were complemented by faculty-wide professional development work organized around
this question: ‘what classroom practices promote student success and prevent the need for intervention?’
We will continue to focus on the three identified strands from last year: reading, executive functioning and support of students of color. But,
for each, the context has widened. For reading, this work will sit within the larger work of raising faculty awareness of the Common Core
Literacy Standards. Similarly, the concern with executive functioning will be broadened to address the larger issue of accommodations and
the faculty’s capacity to implement them confidently and well. Lastly, students themselves will anchor the supporting students of color work.
Our interest in cultivating student voice as a major contributor in adult professional development will take a significant step forward. Students
of color will facilitate small group discussions at the November faculty meeting around the topic of their ARHS experience. Our specific
interest is, through these discussions, to develop strategies at the classroom level to mitigate the effects of stereotype threat. The long-term
challenge is to develop venues for this discussion to continue outside of faculty meeting time.
ARHS School Improvement Plan, SY 2013 - 14
GOAL II : Improvement of Student Outcomes/Professional Development Strands
Goal area: Professional Development
Description/Rationale: All professional development efforts focus on Goal Leader: Principal
promoting student success and addressing student struggle
Evidence of Need:
Evidence of Success:
A. The Common Core Literacy Standards do not yet drive literacy instruction – in both reading and
A. Three faculty meetings will exclusively focus on developing faculty
writing – throughout the school.
understanding of the Common Core Literacy Standards.
B. By multiple indicators, an achievement gap exists at ARHS.
B. A well-developed professional development strand that supports faculty in
C. Approximately 25% of the ARHS student body has an IEP.
their ability to more effectively support students of color.
D. This summer’s examination of the 9th grade experience was only a start.
C. A well-developed professional development strand that supports faculty in
their ability to effectively implement required accommodations.
D. A well-developed professional development that supports teachers of 9 th
graders to develop and implement practices that effectively promote the
success of 9th graders.
Strategies
Need
Person(s)
Resources
Team
Evidence
Comp
A, B, C
Responsible
Members
Date
A
Principal
Faculty Meeting
Entire Faculty
Agendas and attendance sheets
June 2015
1. Common Core Literacy Standards
Starting in January, we will devote three faculty
meetings to developing faculty understanding of
Consultant
the both the reading and writing standards. The
long-term expectation is that these standards
will define literacy instruction in all
departments. This will be a multi-year process.
B
Principal
Faculty Meeting
Entire Faculty
Agendas and attendance sheets
June 2014
2, Supporting Students of Color
The strategy is to provide faculty with
continued opportunities to listen to, and reflect
TBD: A meeting
upon, students of color as they represent their
framework beyond
ARHS experience. This work begins with the
faculty meetings
November faculty meeting, which will be led
and facilitated by students of color. Beyond this
meeting, the commitment is to develop other
venues for these discussions to continue.
C
Assistant Principal
Faculty Meeting
Entire Faculty
Agendas and attendance sheets
June 2014
3.Accommodations/Modifications
The strategy is to provide faculty with
professional development on how to effectively
Special Education
implement required accommodations.
Department Head
D
Principal
Release Time
Teachers of 9th
Agendas and attendance sheets
June 2014
4. 9th Grade Cohort
th
This past summer, teachers of 9 graders came
graders
together to develop a more coherent approach to
support and expectations. This first pass needs
ARHS School Improvement Plan, SY 2013 - 14
to be furthered refined. The goal is strong
common agreements about best practice to
facilitate the success of students in their first
year of high school.
ARHS School Improvement Plan, SY 2013 - 14
GOAL III: School Climate
Our work continues to focus on making ARHS a more secure and inclusive environment. All 9th graders will receive the ‘Training Active Bystander’
training, which we prepared for last year, via their advisory. Equipping students with the skills to prevent and interrupt bullying or harassing behavior
is a major prong in our overall school climate work. The development of a high school PBIS team will also aid in this work. As well, we are in
year three of the social norms campaign and student groups will continue to program around these themes, one which concern inclusion and
acceptance of difference. The impact of Calvin Terrell’s visits will most likely be seen in the context of this programming. Lastly, our bullying
response procedures require stronger alignment with the state law. We have already begun this work and it will completed by mid-year.
Two data sets – dropout and self-harming rates - have been carried over from last year. Investigating the former remains a priority. Time, though,
remains a challenge. Our intent is to make time for this work during this school year. As for self-harming, developing a proactive/preventative,
rather than reactive, response has proven difficult. While looking for additional resources, we continue to monitor the patterns in the data.
DATA
A. In the fall of 2010, the entire school community – students, faculty and staff, parents and guardians – completed a comprehensive survey
as part of the school’s re-accreditation process. This is the link to the survey results: www.arps.org/hs/NEASC/SurveyResultsARHS.pdf.
The results regarding school climate are on p.27. Highlighted here are survey questions and responses that address school climate.
Relevant Question
Level of Agreement
Students
‘I feel safe at my school’
‘I think bullying is a problem at my school.’
84.2%
15.5%
Faculty
The school's culture is safe, positive,
and supportive.
The school provides a safe, positive,
respectful, and supportive school.
93.5%
Parents/Guardians
85.9%
B.The two slides below are taken from the SPIFFY-sponsored ‘Prevention Needs Assessment Survey’ of 8th, 10th and 12th grade students,
which was administered in the fall of 2011. One on level, these findings reinforce the NEASC survey results that an overwhelming
number of students feel safe at school. At the same time, they also indicate bullying remains on the minds of more than a few students.
ARHS School Improvement Plan, SY 2013 - 14
ARHS School Improvement Plan, SY 2013 - 14
C. The chart below summarizes of the incidents of fighting, harassment and bullying from SY’s 2010-13.
SY 2010-13: Incidences of Fighting, Bullying and Harassment
Offense
Bullying
Hate:
race,gender,religion
Totals
SY 10-11
0
Total
SY 11-12
3
Total
SY 12-13
0
10
1
9
Hazing
Physical Attack
(non-sexual)
Threat of physical
attack or disorderly
conduct
0
0
6
6
Physical Fight
5
0
1
5
0
4
16
10
D. Students who drop out before graduation have something to tell us about how to better target our support of students at risk.
Behind these numbers are stories. We’ve attempted to document the circumstances of as many of these students as possible. The intent
is to use these stories to strengthen our practice.
SY’s 2007 – 2013: Drop Out Data
Total
Dropouts
20
Dropouts/ % of
All Students
1.60%
Enrollment/
2007-2008
Total
Enrollment
1242
2008-2009
1230
22
1.80%
SY
314
315
299
314
Dropouts/
Grade Level
12th – 6
11th – 7
10th – 5
9th – 2
Dropouts/% of
Grade Level
1.9%
2.2%
1.7%
0.6%
305
309
311
12th – 11
11th – 6
10th – 3
3.6%
1.9%
1.0%
Grade-Level
Race/Ethnicity Gender
Asian - 2
White - 13
Hispanic - 4
Multi - 1
Black - 0
M - 12
F-8
Asian - 0
White - 15
Hispanic - 3
M - 12
F - 10
ARHS School Improvement Plan, SY 2013 - 14
305
9th – 2
0.7%
Multi - 1
Black - 1
2009-2010
1198
14
1.20%
300
301
290
307
12th – 0
11th – 9
10th – 2
9th – 3
0.0%
3.0%
0.7%
1.0%
Asian - 1
White - 8
Hispanic - 2
Multi - 0
Black - 3
M-7
F-7
2010-2011
1117
19
1.70%
289
277
283
268
12th – 6
11th – 9
10th – 1
9th – 3
2.1%
3.2%
0.4%
1.1%
Asian - 2
White - 9
Hispanic - 7
Multi - 0
Black - 1
M - 12
F-7
2011-2012
1081
24 (27, 4
returned)
2.20%
247
12th – 13
5.3%
Asian - 1
M - 11
302
256
276
11th – 6
10th – 4
9th – 1
2.0%
1.6%
White - 15
Hispanic - 4
F - 13
290
246
256
256
12th & 13th - 7
11th - 8
10th - 4
9th - 4
2.4%
3.3%
1.6%
1.6%
Asian - 0
White - 16
Hispanic - 4
Multi - 2
Black - 1
M - 13
F -10
2012-2013
1048
23
2.19%
E. For four years, we have tracked incidents of self-harming. Again, that the stories behind the numbers are complex
makes the implications for practice hard to discern. This remains an issue we continue to engage in an effort to develop a
programmatic response.
SY’s 2009 – 2012: Incidents of Self-Harming
SY
Incidents
Students
Gender
09 – 10
45
37
F: 32 ; M: 5
10 – 11
38
32
F: 24; M: 8
11 – 12
39
36
F: 27; M: 12
12 – 13
50
40
F: 28 ; M: 12
ARHS School Improvement Plan, SY 2013 - 14
GOAL III: School Climate
Goal area: School Climate
Description: To address the causes and costs of student
marginalization.
Evidence of Need:
A. Over the last three years, ARHS has had a combined total of 23 acts of bullying, hazing and or haterelated incidents.
B. The importance of effective effort, as expressed in help-seeking and help-accepting behaviors,
requires continued reinforcement.
C. While relatively low, ARHS still has a dropout rate.
D. The number of self-harming incidents remains a concern.
Strategies
Need
Person(s)
Resources
A, B, C
Responsible
1. Training Active Bystanders[TAB]
A
Principal
Last year, the school contracted with the
Advisory periods
Quabbin Mediation group to develop a cohort of
Guidance
upper class TAB student trainers. Starting on
Counselor
October 31, this cohort will train the entire 9th
grade class during advisory in how to become
active bystanders. Six advisory sessions are
scheduled across the year.
2. PBIS
A
Principal
Release Time
Develop a school-based PBIS team to steer the
development of a plan to develop positive
student behaviors.
3. Bullying Response Procedures
A
Principal
The school’s bullying response procedures need
------to more completely align with state law. An
examination of areas of improvement has
begun, but requires additional attention.
4. Social Norms Campaign/Youth Culture
B
Principal
This strategy, anchored in the SPIFFY survey
data, continues the work of the last two school
-----years. In addition to inclusion and substance
SPIFFY
abuse, the themes now include the promotion of
Representative
help-seeking and help-accepting behaviors. The
interest is to create a culture where these
behaviors are no longer stigmatized. This year’s
first two posters are found in Appendix B.
Goal Leader: Principal
Evidence of Success:
A. Reduction in number of bullying, hazing or hate-related incidents.
B. Develop school-wide activities to accompany and accentuate the social
norms campaign posters about effective effort.
C. To lower the dropout rate; develop recommendations to improve our
support of students at risk to drop out.
D. --Team
Evidence
Comp
Members
Date
9th Grade
Completion of the TAB curriculum
June 2014
Faculty
Advisors
Team of
teachers,
counselors and
administrators
Deans of
Students
A coordinated plan that builds on the
strengths of the TAB training, the
social norms campaign and School
Climate Control programming.
An agreed upon set of response
practices that are routinely observed.
June 2014
January 2014
Guidance
Counselors
June 2014
School
Climate
Control Group
Social norms campaign posters
School Climate Control events
ARHS School Improvement Plan, SY 2013 - 14
5. Calvin Terrell-related Programming
The impact of Calvin’s three visits to the district
in the last five months has been considerable.
Several student groups are involved in thinking
about how to embed his messages into the life
of the school. We should know shortly what
shape this will take.
6. Drop Out Rate
Analyze five year data set. Guiding questions:
What are the patterns for why students leave
before graduation? What are the implications
for our practice?
B
Principal
MSAN
June 2014
-------
School-wide programming.
InterGenerational
Group
School
Climate
Control
C
Assistant Principal
Guidance
Department Head
---
Latinos
Unidos
Assistant
Principal/
Guidance
Guidance Dept
Head
Recommendations to principal
June 2014
ARHS School Improvement Plan, SY 2013 - 14
GOAL IV: 7-12 Alignment
This goal remains largely unchanged. While addressed last year, each of the strategies requires additional attention.
Curricular alignment work in math, social studies and science, begun last year, will continue. Completion dates are hard to estimate. The
Director of Curriculum and Instruction will provide updates during the school year.
Using the results of last year’s survey of 9th graders, the high school developed a half-day orientation for all rising 9th graders as well as an
enhanced course registration assembly for 8th graders which focused on sharing information about the high school’s elective offerings. We
regard these as accomplishments. Work will continue to strengthen the transition experience of rising 9th graders.
Lastly, both schools initiated school-specific discussions about homework. For this school year, joining these discussions would be the
priority.
ARHS School Improvement Plan, SY 2013 - 14
GOAL IV: 7-12 Alignment
Goal area: 7-12 Alignment
Description: The MS and HS will function as system as opposed to
Goal Leader: Mark Jackson and Betsy Dinger
two schools that happen to share students.
Evidence of Need:
Evidence of Success:
A. District has a need for clearly articulated 6-12 curriculum in math, science, and social studies
A. Establish articulated curriculum for 6-12 math, science, and social
B. New data from 9th grade survey suggests that some steps can be made to enhance the transition
studies.
process between 8th and 9th grade.
B. Implementation of recommendations from analysis of 9th grade survey
C. No homework guidelines for 7th - 12th grade.
C. Establish homework guidelines for 7th -12th grade.
Strategies
1. 7-12 Curriculum and Instruction –
Department Heads and Curriculum Leaders will
engage in the district wide curriculum review
process for math, social studies, and science
2. Continue study of MS to HS transition
process.
3. Create MS and HS homework policy for
implementation in 2013-2014.
Need
A, B, C
Person(s)
Responsible
A
Rhonda Cohen, MS
and HS
Administrators
B
C
Resources/
Staff
Development
Needed
Meeting Time
Team
Members
Evidence
Completion
Date
HS Dept.
Heads; MS
Curr. Leaders;
teachers and
administrators
Agendas and Minutes from
meetings
Ongoing.
Initial development
of long term plan by
June 2014.
Mark Jackson
Betsy Dinger
Meeting Time
Counselors,
MS/HS School
Councils
Review data and make recommends
for transition process and HS
orientation.
Implement
recommendations,
Spring 2014
Mark Jackson
Betsy Dinger
Meeting Time
HS Dept.
Heads, MS
Curr. Leaders,
Teachers,
Parents
- Documentation of current
practices
- Establish homework guidelines
for MS and HS
June 2014
ARHS School Improvement Plan, SY 2013 - 14
GOAL V: Master Schedule
For all its strengths, the limitations of the high school’s current master schedule have become increasingly evident. The limitations include the
lack of collaboration time for teachers during the school day, courses that meet in non-contiguous school terms and the accelerated pace of
learning that results from having a year’s worth of learning contained within two thirds of the year. The new APEA contract itemizes the steps
the school administration must follow in developing a new master schedule. The school’s plan is to engage this process during SY 2013 – 14
and develop a master schedule which would be implemented for SY 2015 – 16.
ARHS School Improvement Plan, SY 2013 - 14
ARHS School Improvement Plan, SY 2013 - 14
GOAL V: Master Schedule
Description: For SY 2015 – 16, a new master schedule will be
Goal Leader: Assistant Principals Miki Gromacki and Mike
developed and implemented.
Thompson
Evidence of Need:
Evidence of Success:
A. The limitations of the current high school master schedule include the absence of time for teacher
A. A high school master schedule that provides time for teacher collaboration
collaboration during the school day, courses that meet in non-contiguous school terms and the
during the school day, contiguous school terms for all courses and a learning
accelerated pace of learning.
pace more conducive to student success.
Goal area: Master Schedule
Strategies
1. Develop a master schedule according to the
steps outlined in the APEA contract and that
successfully addresses the needs outlined above.
Need
A, B, C
Person(s)
Responsible
A
Assistant Principals
Miki Gromacki and
Mike Thompson
Resources/
Staff
Development
Needed
Faculty Meeting
Time
Team
Members
Teaching &
Learning
Committee
Evidence
A master schedule fully
implemented for the opening of
school in August 2015.
Completion
Date
February 1, 2014
Principal’s
Advisory
Committee
ARHS School Improvement Plan, SY 2013 - 14
Appendix A: Graduation Requirement Data
Currently, ARHS graduation requirements are as follows:
English: 4 years
Science: 2 years
Math: 2 years;
Social Studies: 3 years
Organizing Question: On average, do students exceed the high school’s minimum graduation requirements?
Findings2:
1. On average, students exceed the minimum graduations expectations. In math and science, students take
approximately twice the number of courses they are required to.
2. However, there are disparities across subgroups.
3. Lastly, the larger context is defined by the national press to increase high school graduation requirements.
Achieve, Inc., sponsored by the National Governor’s Association is, perhaps, the leading voice in this
area. The recommendations of their American Diploma Project Network can be found here:
http://www.achieve.org/aligning-high-school-graduation-requirements-real-world-road-map-states
Math: Class: 2007
Sub-Group
White
African-American
Asian
Latino
Free/Reduced
Special Education
Male
Female
2004(9)
4.16
4.63
4.43
4.10
4.36
4.60
4.24
4.22
2005(10)
4.20
4.47
4.80
4.20
4.52
4.61
4.35
4.26
2006(11)
4.15
4.14
4.24
4.21
4.22
4.12
4.17
4.14
2007(12)
4.24
3.76
4.22
3.83
4.02
3.65
4.30
4.07
Sub-Group
White
African-American
2007(9)
4.14
4.04
2008(10)
4.16
4.17
2009(11)
4.08
3.92
2010(12)
4.06
3.74
Asian
Latino
Free/Reduced
Special Education
Male
Female
4.37
4.25
4.17
4.30
4.14
4.18
4.00
4.32
4.27
4.44
4.23
4.08
4.38
4.54
4.10
4.02
4.19
4.10
4.22
3.60
3.76
3.86
4.04
3.98
Math: Class: 2010
2
Data is expressed as the average number of credits earned, per year, per student, per subject area .
Science: Class: 2007
Sub-Group
White
African-American
Asian
Latino
Free/Reduced
Special Education
Male
Female
2004(9)
3.92
3.82
3.95
4.81
3.89
3.65
3.90
3.93
2005(10)
4.02
4.16
4.18
4.00
4.00
3.89
4.03
4.06
2006(11)
4.16
3.85
4.38
3.60
4.04
3.48
4.05
4.21
2007(12)
3.83
3.67
4.00
3.67
3.77
3.55
3.82
3.88
2007(9)
3.96
3.96
3.92
3.48
3.73
3.72
3.85
3.95
2008(10)
4.02
4.00
4.22
4.00
4.04
4.00
4.05
4.03
2009(11)
4.07
3.83
4.22
4.00
4.04
3.56
4.02
4.07
2010(12)
3.91
3.68
4.16
3.60
3.90
3.14
3.87
3.92
Science: Class: 2010
Sub-Group
White
African-American
Asian
Latino
Free/Reduced
Special Education
Male
Female
Appendix B: Samples of SY 2013 – 14 Social Norms Campaign Posters