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NEAS&C Pre-Self Study

Franklin High School 115 Central Street

Franklin, NH 03235 January 15, 2013

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Advisory Update

In 2010-2011 the Franklin High School Advisory program was established to provide each student an adult to connect with at the school. Research indicates students with positive support within a school showed increased levels of success and motivation. The initial program started with a 70 minute advisory twice a month and dealt with topics of self-discovery and community building. Students were arranged in grade level classes with an advisor who would remain with them for their high school career. All grade levels the initial year had a similar curriculum which was prepared by the advisory committee. The culminating activity of the advisory year was the portfolio presentation at a student-led conference, which required students to show evidence of their school-wide goals to their parents, guardians, and or any important adult in their lives. The 2011-2012 school year has brought additional changes to the advisory program. In part, as a response to feedback from the previous year’s advisory which indicated Advisors needed to meet with students more frequently in order to facilitate a more academic function and further build the advisory family. The advisory schedule was also modified to better fit the new block schedule. Advisory now meets daily for 30 minutes. While, for the most part, the advisory groups have remained the same, the curriculum by grade level has been greatly diversified. Seniors work on preparing for the post secondary part of their education or job skills; Juniors focus on test preparation and scheduling for their senior year and beyond; Sophomores work on expanding their abilities and understanding how they learn; while Freshman remain in a transitional program that helps the movement from middle school to high school with skills such as note taking and test taking strategies. Students across grade levels submit work to their portfolio that exhibits their efforts along the school-wide expectation rubric. Their student portfolios are assessed against the rubric and competency for this ¼ credit appears on the report card. Student-led conferences have been increased from one per year to two per year, one in the fall and one in the spring. It was further determined by the My Voice student survey, feedback from former students, and NECAP test scores, that our students were not reading with the frequency needed to be fully proficient and independent readers. To address this issue, the Reading and Literacy program in the form of silent sustained reading was added under the umbrella of advisory. Three of the 5 advisory days are devoted to the Reading and Literacy curriculum. In this program students are asked to read 3 days a week during their advisory period. Students must select books from 3 different prescribed genre and present to their advisory a project based on their reading. Each genre must be selected once and the fourth selection may be of their choosing. Student reading and writing journals are submitted as part of their student portfolios and assessed by a school-wide rubric. The Junior class advisories did not begin the reading and literacy curriculum until the second quarter spending increased advisory time focusing on NECAP preparation skills for the first quarter. The advisory program continues to evolve in response to student led data.

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School Wide Rubrics and Competency-based Report Card Franklin High School has developed school wide rubrics covering the 21st century topics of Communication, Problem Solving, Working Collaboratively and Independently, and Responsibility. Currently the faculty is working on editing the Communication rubric to be a more detailed analytical rubric rather than a holistic rubric. Franklin High School has implemented the use of school wide rubrics during an advisory period and is beginning to integrate them into assessments for individual course projects in order for students to demonstrate successful individual proficiency. Students will be given multiple opportunities to demonstrate how they have met the school wide expectations through their individual courses as well as demonstrating skills during student led conferences. There will also be multiple opportunities for success via differentiated instructional techniques, additional opportunities to reinforce materials, and opportunities to focus on individual competencies. Franklin High School has also begun using a competency based report card. Students receive a report card that shows both a numeric grade average based upon the traditional 100% scale and a competency grade based on specific course competencies catering to skills defined by the Common Core State Standards Initiative. Although the school and state are moving toward a total competency based report card, the issue of class rank, college application and parent understanding still pose obstacles to total competency report card immersion. In addition, the report card offers the opportunity for teachers to insert personal comments. Currently, the school’s assessment data consists of one year. Information available includes retention rates by year of graduation, pass/fail rates for specific courses, and competency success rates for individual courses. The rubrics can be found at http://www.franklin.k12.nh.us/rubrics.cfm.

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They are currently as follows: Franklin High School Students will effectively…Communicate with the use of…

Category 4 Proficient With Distinction

3 Proficient

2 Partially Proficient

1 Substantially Below Proficient

Writing Independently follows assigned format guidelines with no mechanical errors.

Follows assigned format with little help- little to no mechanical errors.

Follow required format with assistance- a few mechanical errors.

Unable to follow assigned format- rudimentary understanding of mechanics.

Reading Demonstrates an accurate understanding of important information in the text by focusing on the key ideas presented explicitly or implicitly.

Demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly or implicitly.

Demonstrates an accurate but limited understanding of the text.

Demonstrates little or no understanding of the text; may be inaccurate.

Speaking Expresses ideas clearly, logically and succinctly.

Expresses most ideas clearly and logically.

Is beginning to express ideas clearly.

Has difficulty expressing ideas.

Listening Consistently listens attentively and clarifies understanding.

Listens attentively and sometimes clarifies understanding.

Listens attentively most of the time and infrequently clarifies understanding.

Has difficulty listening and rarely clarifies understanding.

Research Methods

Clearly and effectively use authentic research tools.

Somewhat effectively use authentic research tools.

Occasionally can use authentic research tools.

Rarely uses authentic research tools.

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Franklin High School Students will effectively…Solve problems in a variety of contexts.

Category 4 Proficient With Distinction

3 Proficient

2 Partially Proficient

1 Substantially Below Proficient

TOOLS Identifies and locates a variety of tools and information needed to solve a problem.

Identified and locates the tool and information needed to solve a problem.

Can find a tool or information but is unclear how to use them to solve problem.

Does not accurately identify and make use of appropriate tools

PROBLEM Develops and evaluates the problem using multiple procedures

Develops and evaluates the problem using a single procedure.

Accurately identifies the problem to be solved but cannot identify working hypothesis

Does not accurately identify the problem to be solved.

RESULTS / EVALUATION

Results are organized in a way that clearly shows their connection to the identified problem. Results are accurate.

Results are organized in a way that shows their connection to the identified problem. Results are acceptable.

Results are not organized or do not show their connection to the identified problem. Results are not accurate.

Results are not organized and do not show their connection to the identified problem. Results are not accurate or acceptable.

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Franklin High School students will effectively…Work independently and collaboratively.

Category 4 Proficient With Distinction

3 Proficient

2 Partially Proficient

1 Substantially Below Proficient

Adaptability Easily adapts to varied roles, jobs responsibilities, schedules and context

With slight prompting, adapts to varied roles, jobs, responsibilities, schedules and context.

Has difficulty adapting to varied roles, jobs, responsibilities, schedules and context.

Does not adapt to varied roles, jobs, responsibilities, schedules and context.

Independently Monitor, define, prioritize and complete tasks without direct oversight

Monitor, define, prioritize and complete tasks with little direct oversight.

Monitor, define, prioritize and complete tasks with much direct oversight.

Monitor, define, prioritize and complete tasks with direct oversight.

Flexibility Incorporates feedback effectively Deals positively with praise, setbacks and criticism

Incorporates feedback effectively most of the time. Deals positively with praise, setbacks, criticism most of the time.

Rarely incorporates feedback effectively. Rarely deals with praise, setbacks and criticism.

Does not incorporate feedback effectively. Does not deal with praise, setbacks and criticism.

Work Habits Follows through on assigned tasks and does not depend on others to do the work, responsibility for tasks is shared evenly.

Follows through on most assigned tasks.

Does not follow through on most assigned tasks and sometimes depends on others to do the work.

Seldom or never follows through on assigned tasks. Depends on others to do all of the work.

Collaboration Respectfully listens, interacts, discusses and poses questions to all members of the team during discussions and helps direct the group in reaching consensus.

Respectfully listens, interacts, discusses and poses questions to others during discussions.

Has some difficulty respectfully listening and discussing, and tends to dominate discussions.

Has great difficulty listening, argues with teammates, and is unwilling to consider other opinions. Impedes group from reaching consensus.

Cooperative Innovation

Routinely gathers research and shares useful ideas when participating in the group discussion. Defends/ rethinks ideas relating to the group’s project goals.

Usually provides useful research and ideas when participating in the group discussion.

Sometimes provides useful research and ideas when participating in the group discussion.

Rarely provides useful research or ideas when participating in the group discussion.

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Franklin High School students will effectively… Demonstrate personal responsibility, character, cultural understanding and ethical behavior.

Category 4 Proficient With Distinction

3 Proficient

2 Partially Proficient

1 Substantially Below Proficient

Personal Responsibility

Extraordinary adherence to school rules. Serves as a model for other students.

Successful adherence to school rules.

General adherence to school rules

Limited adherence to school rules

Character Always exhibits positive character traits (e.g. tolerance and respect for others, trustworthiness, honesty, integrity) Serves as a model for other students.

Successfully exhibits positive character traits (e.g. tolerance and respect for others, kindness, trustworthiness, honesty, integrity).

Generally exhibits positive character traits (e.g. tolerance and respect for others, trustworthiness, honesty, integrity).

Occasionally exhibits positive character traits (e.g. tolerance and respect for others, trustworthiness, honesty, integrity).

Cultural Understanding

Always understands implications of global issues and contributes to class understanding.

Successfully understands implications of global issues.

Generally understands implications of global issues.

Limited understanding of implications of global issues.

Ethical Behavior

Always enthusiastically participates in class activities. Consistently acts with integrity and honors commitment. Models ethical and moral reasoning. Respects personal space and the property of others. Exemplary language in classroom discussions.

Successfully participates in class activities. Acts with integrity and honors commitment. Makes decisions based on ethical and moral reason. Respects personal space and the property of others. Uses respectful language in classroom discussions.

Generally participates in class activities. Generally acts with integrity and honors commitment. Generally makes decisions based on ethical and moral reason. Generally respects personal space and the property of others. Generally uses respectful language in classroom discussions.

Rarely participates in class activities. Rarely acts with integrity and honors commitment. Rarely makes decisions based on ethical and moral reason. Rarely respect personal space and the property of others. Rarely uses respectful language in classroom discussions.

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Core Values and Beliefs & 21st Century Learning Goals

Over the past two years, Franklin High School has committed to improving and revising the school’s curriculum, climate and culture. The school is currently operating under a “mission statement” and will begin the process of transitioning to the core value and belief system. During the 2011-2012 school year, Franklin High School (FHS) was awarded a federally funded School Improvement Grant (SIG). Upon receiving the grant, FHS developed a SIG team to focus on addressing the school curriculum and teaching practices. In order to make FHS teaching more purposeful and focused, the SIG team organized school meetings by creating district-wide department meeting to look at the department curriculum to align with the Common Core. Teachers collaborated throughout the year to create a district-wide curriculum for each department. Teachers then worked to refine and structure curricula based on the revised curriculum. In the summer of 2012, the SIG team offered a summer institute that focused on best teaching practices based on current research. Workshops included a hands-on experience where teachers collaborated with the SIG team, consultants, and colleagues. Teachers had the opportunity to learn about current research and various teaching practices that they could then use in their classrooms. In the 2012-2013 academic year, SIG has continued to provide workshops during professional development days and after school activities that focus on best teaching practices. During the 2011-2012 school year, teachers visited and evaluated various block schedule options at area schools. The pros and cons of the various schedules were discussed and our school decided to implement a traditional 4 by 4 block schedule of eighty-minute periods for the 2012-2013 school year.

During the 2011-2012 school year, the FHS staff began a professional reading group and was assigned to read Enhancing Professional Practice by Charlotte Danielson. Staff were divided into groups and assigned specific chapters of the book and then asked to present their assigned chapter to the rest of the staff. This book has served as a means for teachers to learn about techniques that they can implement in their class. In addition to the assigned readings, teacher evaluations use the professional practice domains as part of the staff evaluation. This year (2012-2013) the teachers have completed work on Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, 2nd edition. In the spring semester staff will begin Classroom Habitudes, revised edition, by Angela Maiers, again as a means of professional development.

An advisory program was developed to establish a school community that focuses on social awareness and academic success, as well as fostering students’ sense of belonging. The requirements include four competencies that incorporate twenty-first century skills. Rubrics were developed to access communication skills, collaboration, and decision making. This will allow students to take ownership of their own learning.

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Current Standards Indicators

Teaching and Learning Standard #1 Core Values, Beliefs, and Learning Expectations Overview: Effective schools identify core values and beliefs about learning that function as explicit foundational commitments to students and the community. Decision-making remains focused on and aligned with these critical commitments. Core values and beliefs manifest themselves in research-based, school-wide 21st century learning expectations. Every component of the school is driven by the core values and beliefs and supports all students’ achievement of the school’s learning expectations. At this time, Franklin High School is rated “deficient” in this standard. A rating of DEFICIENT is appropriate if any of the following exist: • The absence of a statement of the school’s core values, beliefs, and learning

expectations • The failure of the statement to identify a set of core values and beliefs for the school

beyond generic goals • A statement of core values, beliefs about learning, and learning expectations that is

not informed by current research • A statement of core values, beliefs, and learning expectations that was not developed

through a dynamic, collaborative, and inclusive process • A lack of challenging and measurable 21st century learning expectations for all

students which address academic, social, and civic competencies, and a lack of school-wide analytic rubrics that identify targeted high levels of achievement for all 21st century learning expectations

Indicator 1: The school community engages in a dynamic, collaborative and inclusive process informed by current research-based best practices to identify and commit to its core values and beliefs about learning. Franklin High School has incorporated many research-based best practices including the Extended Learning Opportunity program, which has been successfully without grant funding. The program develops a model for how student-driven learning opportunities can improve the high school experience by making high school more relevant to students’ lives and by providing them with skills for the 21st century world. Often the instruction and learning takes place outside of the traditional classroom setting and is based on a partnership between a student, a teacher and a community member. Franklin High School is one of the few schools having published a board policy to guide and validate the program.

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The school does not, however, have published and agreed upon “core values and beliefs.” No student, teacher, administrator, or stakeholder would be able to comment or identify what does not exist. Indicator 2: The school has challenging and measurable 21st century learning expectations for all students which address academic, social and civic competencies, and are defined by school-wide analytic rubrics that identify targeted high levels of achievement. Franklin High School in a collaborative effort redefined and reconstructed school wide expectations and rubrics to guide those expectations during the 2011-2012 academic year. Curricular teams worked to align the rubrics to ensure adherence to 21st Century expectations as per the NEASC model. These rubrics were reviewed and adopted via the Team Leaders and presented to the faculty. The Principal, Richard Towne, held class level assemblies with the students at the start of the year to review those expectations with the student body. While much of the direct instruction for the social and civic expectations have relied on the advisory program, the school has begun to make strides to pursue competency on all expectations in every curricular area. There is, however, no statement of core vales and beliefs. Indicator 3: The school’s core values, beliefs, and 21st century learning expectations are actively reflected in the culture of the school, drive curriculum, instruction, and assessment in every classroom, and guide the school’s policies, procedures, decisions, and resource allocations. The implementation of the 21st century learning expectations have earned a seat in the school culture, however Franklin High School does not have a set of published, agreed upon “core values” at this time, rendering the school “deficient” in this standard. Indicator 4: The school regularly reviews and revises its core values, beliefs, and 21st

century learning expectations based on research, multiple data sources, as well as district and school community priorities. As specified in Indicator 3, Franklin High School does not have published, agreed upon “core values” at this time, rendering the school “deficient” in this standard. #2 Curriculum

Overview: The written and taught curriculum is designed to result in all students achieving the school's 21st century expectations for student learning. The written curriculum is the framework within which a school aligns and personalizes the school's 21st century learning expectations. The curriculum includes a purposefully designed set of course offerings, co-curricular programs, and other learning opportunities. The curriculum reflects the school’s core values, beliefs, and learning expectations. The curriculum is

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collaboratively developed, implemented, reviewed, and revised based on analysis of student performance and current research.

At this time, Franklin High School is rated “limited” in this standard. In sentence 4 of the overview – the standard states: “curriculum reflects the school’s core values, beliefs.” The lack of published and agreed upon “core values and beliefs” from the high school culture renders the curriculum standard to be “limited.” A rating of LIMITED is appropriate if the school has written curriculum that is purposefully designed and provides sufficient opportunities for all students to practice and achieve each of the 21st century learning expectations, but fails to adhere, at least minimally, to any of the following: • The curriculum is written in a common format which includes units of study with

essential questions, concepts, content, and skills; the school’s 21st century learning expectations; instructional strategies; and assessment practices that include the use of school-wide analytic rubrics and course-specific rubrics

• The curriculum emphasizes depth of understanding and application of knowledge through inquiry and problem-solving, higher order thinking, cross-disciplinary learning, authentic learning opportunities both in and out of school, and informed and ethical use of technology

• The taught curriculum aligns with the written curriculum • There is coordination between and among academic areas and articulation with

sending schools • Staffing levels to support curriculum review and development, instructional materials,

technology, equipment, supplies, facilities, and the resources of the library/media center are sufficient

• The professional staff has sufficient personnel, time, and financial resources for ongoing and collaborative development, evaluation, and revision of the curriculum

Indicator 1: The curriculum is purposefully designed to ensure that all students practice and achieve each of the school's 21st century learning expectations. During the 2011-2012 school year, the faculty with the help of the School Improvement Grant (SIG) team worked to unpack the common core standards and re-align curriculum to comply with the CCSS. In the 2012-2013 school year the SIG team distributed new curriculum binders to each school in the district. The curriculum is based upon 21st century college and career readiness expectations. Indicator 2: The curriculum is written in a common format that includes:

• units of study with essential questions, concepts, content, and skills • the school’s 21st century learning expectations • instructional strategies • assessment practices that include the use of school-wide analytic and course-

specific rubrics.

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The curriculum is written in a common format as a living document and many assessment practices are under development at this time. Instructional strategies, at the high school, are introduced, modeled, and implemented under the curriculum coaches’ guidance as needed for teachers and consultation and coaching is readily available for all teaching staff. Currently, the school wide rubrics are undergoing some editing for clarity and consistency.

Indicator 3: The curriculum emphasizes depth of understanding and application of knowledge through:

• inquiry and problem-solving • higher order thinking • cross-disciplinary learning • authentic learning opportunities both in and out of school • informed and ethical use of technology.

The Common Core State Standards (CCSS) is aimed at depth rather than breadth thus the new curriculum offers a great many opportunities for innovation among teachers. Franklin High School has a teacher implementing “flipped” classroom procedures and other teachers are collaborating to implement cross curricular learning between departments.

Indicator 4: There is clear alignment between the written and taught curriculum.

Teachers at the high school are charged with submitting their daily plans in their curriculum binders to ensure they are engaging students in the written curriculum.

Indicator 5: Effective curricular coordination and vertical articulation exist between and among all academic areas within the school as well as with sending schools in the district.

The SIG team not only gathered vertical teams for the purpose of unpacking the standards of the common core last year, but over the summer they offered “Summer Institutes” to roll out the new curriculum and allow collaboration time as well as professional development in high quality differentiated instruction, using dramatics in the classroom, block schedule teaching techniques, and tactile instructional practices to name a few. District-wide trainings are offered throughout the academic year.

Indicator 6: Staffing levels, instructional materials, technology, equipment, supplies, facilities, and the resources of the library/media center are sufficient to fully implement the curriculum, including the co-curricular programs and other learning opportunities.

Franklin High School has made great strides in this area, however the technological infrastructure does not allow for effective curricular implementation. There are 3 mobile labs available to teachers for implementing technology in the classroom. The server is inadequate and slow moving. The students are often “kicked off” their computers during testing and research learning, making the fulfillment of assignments difficult. In

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addition, the media center is small and offers one room for computer based instruction and a row of computers (about 10) for students wishing to have a place to come work outside of their class on projects, papers, and other media related assignments.

Indicator 7: The district provides the school’s professional staff with sufficient personnel, time, and financial resources for ongoing and collaborative development, evaluation, and revision of the curriculum using assessment results and current research.

The SIG team and the SAU provide time and funds for teachers to work together collaboratively. The creation and implementation of the new curriculum has been a thoughtful and purposeful process that is still in its infancy. The high school has collaborated on professional readings to inform instruction and school culture. Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching: 2nd Edition and Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, 2nd edition are two of the resources used to aid in increasing student achievement. The inclusion of Study Island as a data source to help inform instruction along with the incorporation of Student Learning Objectives (SLOs)have provided necessary scaffolding for staff to begin to build their assessments, align instruction and refine their curriculum in order to foster student growth.

# 3 – Instruction Overview: The quality of instruction is the single most important factor in students’ achievement of the school’s 21st century learning expectations. Instruction is responsive to student needs, deliberate in its design and delivery, and grounded in the school’s core values, beliefs, and learning expectations. Instruction is supported by research in best practices. Teachers are reflective and collaborative about their instructional strategies and collaborative with their colleagues to improve student learning. At this time Franklin High School is rated “acceptable” in this standard. A rating of ACCEPTABLE is appropriate if teachers: employ instructional strategies that, on the whole, are aligned with the school’s core values, beliefs, and learning expectations; employ instructional strategies that, on the whole, personalize instruction, engage students in cross-disciplinary learning, engage students as active and self-directed learners, emphasize inquiry, problem-solving, and higher order thinking, apply knowledge and skills to authentic tasks, engage students in self-assessment and reflection, and integrate technology; and: • on the whole, maintain expertise in their content area and in content-specific

instructional practices • generally, use formative assessment, especially during instructional time, strategically

differentiate, purposefully organize group learning activities, and provide additional support and alternative strategies within the regular classroom

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Indicator 1: Teachers’ instructional practices are continuously examined to ensure consistency with the school’s core values, beliefs, and 21st century learning expectations. The school has no published and agreed upon core values and beliefs. The 21st century learning expectations have not been implemented / assessed in all classes. Indicator 2: Teachers’ instructional practices support the achievement of the school’s 21st century learning expectations by:

• personalizing instruction • engaging students in cross-disciplinary learning • engaging students as active and self-directed learners • emphasizing inquiry, problem-solving, and higher order thinking • applying knowledge and skills to authentic tasks • engaging students in self-assessment and reflection • integrating technology.

The schools 21st century learning expectations are currently only assessed in the advisory program. There are plans to implement them across the curriculum. Indicator 3: Teachers adjust their instructional practices to meet the needs of each student by:

• using formative assessment, especially during instructional time • strategically differentiating • purposefully organizing group learning activities • providing additional support and alternative strategies within the regular

classroom.

Most teachers do use formative assessment strategies, during instructional times, to differentiate and organize group learning. Indicator 4: Teachers, individually and collaboratively, improve their instructional practices by:

• using student achievement data from a variety of formative and summative assessments

• examining student work • using feedback from a variety of sources, including students, other teachers,

supervisors, and parents • examining current research • engaging in professional discourse focused on instructional practice.

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Data from Study Island, NECAP, and performance pathways is available to teachers in order to inform instruction and increase student achievement. Most teachers use the data effectively.

Teachers do not meet formally within and across disciplines to discuss student work. While teachers do use assessment data (formative and summative) within their classroom to inform instruction, they do not always meet to use data from outside of their classrooms. Indicator 5: Teachers, as adult learners and reflective practitioners, maintain expertise in their content area and in content-specific instructional practices Teachers at FHS engage in professional discourse focused on instructional practice through the use of book talks in which teachers discuss best practices. The current book being read and discussed is Classroom Instruction That Works, 2nd edition, by Dean, Hubbell, Pitler and Stone. The book on order for second semester is Classroom Habitudes, revised edition, by Angela Maiers. Teachers in the school are adult learners and are supported through professional development activities to improve their learning. There is a required reflection component to the professional development plan that requires teachers to address their reading and PD in order to connect it to their instruction. # 4 - Assessment of and for Student Learning Overview: Assessment informs students and stakeholders of progress and growth toward meeting the school's 21st century learning expectations. Assessment results are shared and discussed on a regular basis to improve student learning. Assessment results inform teachers about student achievement in order to adjust curriculum and instruction. At this time Franklin High School is rated “limited” in this standard. A rating of LIMITED is appropriate if the school does have a formal process, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school’s 21st century learning expectations; teachers generally provide specific, timely, and corrective feedback to ensure students revise and improve their work; and teachers generally use formative assessments, including school-wide rubrics, but: • Teachers, generally, fail, prior to each unit of study, to communicate to students the

school’s applicable 21st century learning expectations and related unit-specific learning goals to be assessed

• Teachers, generally, fail, prior to summative assessments, to provide students with the corresponding rubrics

• Teachers, generally, fail to use formative assessments to inform and adapt their instruction for the purpose of improving student learning

• Grading and reporting practices are not regularly reviewed and revised to ensure alignment with the school’s core values and beliefs about learning.

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Indicator 1: The professional staff continuously employs a formal process, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school’s 21st century learning expectations. The school-wide rubrics are under construction for whole school use. Indicator 2: The school’s professional staff communicates:

• individual student progress in achieving the school’s 21st century learning expectations to students and their families

• the school’s progress in achieving the school’s 21st century learning expectations to the school community.

Teachers do communicate to students the learning goals for each unit and each lesson. They do communicate to parents on a quarterly basis each students progress toward mastering the competencies associated with the unit of study. These are communicated through a competency based report card. Teachers do use the data gathered from these reports to make changes to the curriculum. Indicator 3: Professional staff collects, disaggregates, and analyzes data to identify and respond to inequities in student achievement. Not in all cases. Indicator 4: Prior to each unit of study, teachers communicate to students the school’s applicable 21st century learning expectations and related unit-specific learning goals to be assessed. Not in all cases. Indicator 5: Prior to summative assessments, teachers provide students with the corresponding rubrics. Not in all cases. Indicator 6: In each unit of study, teachers employ a range of assessment strategies, including formative and summative assessments. Not in all cases. Indicator 7: Teachers collaborate regularly in formal ways on the creation, analysis, and revision of formative and summative assessments, including common assessments. Not in all cases.

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Indicator 8: Teachers provide specific, timely, and corrective feedback to ensure students revise and improve their work. Not in all cases. Indicator 9: Teachers regularly use formative assessment to inform and adapt their instruction for the purpose of improving student learning. Teachers use Study Island pre- tests to inform and adapt lesson as well as other formative assessments. Indicator 10: Teachers and administrators, individually and collaboratively, examine a range of evidence of student learning for the purpose of revising curriculum and improving instructional practice, including all of the following:

• student work • common course and common grade-level assessments • individual and school-wide progress in achieving the school’s 21st century

learning expectations • standardized assessments • data from sending schools, receiving schools, and post-secondary institutions • survey data from current students and alumni.

Not in all cases. Indicator 11: Grading and reporting practices are regularly reviewed and revised to ensure alignment with the school’s core values and beliefs about learning. Even though the move has been made toward competency based reporting there is still an emphasis on grading. Most teachers do not allow students to revise and improve their work. Not all teachers provide students with the school-wide analytic and/or course specific rubrics that will be used to assess their learning. Not all teachers encourage student reworking of assignments. The teachers are moving toward using common assessments within common courses but have not fully adopted that practice. The school-wide rubrics are not used in a consistent manner across all disciplines at this time. #5 – School Culture and Leadership Overview: The school culture is equitable and inclusive, and it embodies the school's foundational core values and beliefs about student learning. It is characterized by reflective, collaborative, and constructive dialogue about research-based practices that support high expectations for the learning of all students. The leadership of the school fosters a safe,

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positive culture by promoting learning, cultivating shared leadership, and engaging all members of the school community in efforts to improve teaching and learning. At this time Franklin High School is rated “acceptable” in this standard. A rating of ACCEPTABLE is appropriate if the school has a formal, on-going program through which each student has an adult in the school, in addition to the school counselor, who knows the student well and assists the student in achieving the school’s 21st century learning expectations; is equitable and inclusive; the principal, working with other building leaders, provides instructional leadership that is rooted in the school’s core values, beliefs, and learning expectations; the school community consciously and continuously builds a safe, positive, respectful, and supportive culture that fosters student responsibility for learning and results in shared ownership, pride, and high expectations for all; and:

• Every student over the course of the high school experience is enrolled in a minimum of two heterogeneously grouped core courses within two academic areas (English/language arts, social studies, math, science, or world languages)

• Student load and class size enable teachers to meet the learning needs of individual students

• The school board and superintendent provide the principal with the sufficient decision-making authority to lead the school

• The organization of time supports research-based instruction, professional collaboration among teachers, and the learning needs of all students

• The school board, superintendent, and principal are collaborative, reflective, and constructive in achieving the school’s 21st century learning expectations

• In order to improve student learning through professional development, the principal and professional staff:

o engage in professional discourse for reflection, inquiry, and analysis of teaching and learning

o use resources outside of the school to maintain currency with best practices

o dedicate formal time to implement professional development o apply the skills, practices, and ideas gained in order to improve

curriculum, instruction, and assessment There is a formal, ongoing program through which each student has an adult in the school, in addition to the school counselor, who knows the student well and assists the student in achieving the school’s 21st century learning expectations. Each student is assigned an advisory teacher that follows them throughout their high school career. The advisory teacher meets with a group of approximately ten students daily to aid students in the creation of a portfolio for presentation and to monitor progress in the school-wide expectations. A new observation/evaluation document based on the work of Charlotte Danielson was developed during the school year 2011-12. The purpose of this document is to improve teacher effectiveness and ultimately to improve student achievement. This school year a block schedule was instituted to allow for more in-depth exploration of

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topics and project-based learning. Given that the schedule is divided into semesters the student load for each teacher allows more personalization of instruction. With the move to block scheduling this year the major PLC time has been removed from the teachers’ schedule. The principal and teachers are examining ways to get that dedicated time back into the schedule. Indicator 1: The school community consciously and continuously builds a safe, positive, respectful, and supportive culture that fosters student responsibility for learning and results in shared ownership, pride, and high expectations for all. The advisory program and the PBIS model work to achieve a positive climate. Additionally, the whole school initiative to incorporate the Charlotte Danielson model for classroom instruction addresses the classroom environment. Indicator 2: The school is equitable, inclusive, and fosters heterogeneity where every student over the course of the high school experience is enrolled in a minimum of one heterogeneously grouped core course (English/language arts, social studies, math, science, or world languages). The school is equitable in this indicator. Indicator 3: There is a formal, ongoing program through which each student has an adult in the school, in addition to the school counselor, who knows the student well and assists the student in achieving the school’s 21st century learning expectations. The advisory program helps to fulfill this indicator. Advisory is a formal, ongoing program through which each student has an adult in the school, in addition to the school counselor, who knows the student well and assists the student in achieving the school’s 21st century learning expectations. Each student is assigned an advisory teacher that follows them throughout their high school career. The advisory teacher meets with a group of approximately ten students daily to aid students in the creation of a portfolio for presentation and to monitor progress in the school-wide expectations. Indicator 4: In order to improve student learning through professional development, the principal and professional staff:

• engage in professional discourse for reflection, inquiry, and analysis of teaching and learning

• use resources outside of the school to maintain currency with best practices • dedicate formal time to implement professional development • apply the skills, practices, and ideas gained in order to improve curriculum,

instruction, and assessment.

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With the move to block scheduling this year the major PLC time has been removed from the teachers’ schedule. The principal and teachers are examining ways to get that dedicated time back into the schedule. Indicator 5: School leaders regularly use research-based evaluation and supervision processes that focus on improved student learning. A new observation/evaluation document based on the work of Charlotte Danielson was developed during the school year 2011-12. The purpose of this document is to improve teacher effectiveness and ultimately to improve student achievement. Indicator 6: The organization of time supports research-based instruction, professional collaboration among teachers, and the learning needs of all students. This school year a block schedule was instituted to allow for more in-depth exploration of topics and project-based learning. Given that the schedule is divided into semesters the student load for each teacher allows more personalization of instruction. Indicator 7: Student load and class size enable teachers to meet the learning needs of individual students. While the block schedule does in fact enable teachers to use quality time with students, there are several classes with 30+ students. Indicator 8: The principal, working with other building leaders, provides instructional leadership that is rooted in the school’s core values, beliefs, and learning expectations. The school does not have published and agreed upon “core values and beliefs.” FHS is still working under a mission statement. Indicator 9: Teachers, students, and parents are involved in meaningful and defined roles in decision-making that promote responsibility and ownership.

The principal has initiated a Principal’s Advisory Committee comprised of teachers and parents and a Student Advisory Council comprised of a heterogeneous student grouping. Both of these groups support indicator 9. Indicator 10: Teachers exercise initiative and leadership essential to the improvement of the school and to increase students’ engagement in learning.

Teachers created, implemented and managed the study hall program for just this purpose. Indicator 11: The school board, superintendent, and principal are collaborative, reflective, and constructive in achieving the school’s 21st century learning expectations.

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Interactions between school board, superintendent and principal are conducted in a professional manner.

Indicator 12: The school board and superintendent provide the principal with sufficient decision-making authority to lead the school.

Our principal has been given decision making authority as deemed appropriate by the school board and the superintendent.

# 6: School Resources for Learning Overview: Student learning and well-being are dependent upon adequate and appropriate support. The school is responsible for providing an effective range of coordinated programs and services. These resources enhance and improve student learning and well-being and support the school’s core values and beliefs. Student support services enable each student to achieve the school’s 21st century learning expectations. At this time, Franklin High School is rated as “limited” for this standard. A rating of LIMITED is appropriate if the school has timely, coordinated, and directive intervention strategies for all students, provides sufficient counseling, health, and information services personnel, but: • fails to fully inform families, especially those most in need, about available student

support services • fails to provide a comprehensive range of counseling services to students • fails to provide a full range of comprehensive health services to students • fails to provide a wide range of materials, technologies, and other information

services in support of the school's curriculum Indicator 1: The school has timely, coordinated, and directive intervention strategies for all students, including identified and at-risk students that support each student’s achievement of the school’s 21st century learning expectations.

We are a PBIS school, and we maintain a Green, Yellow, and Red team. The Yellow and Red teams meet regularly, and referrals are made as needed. The school has a full time social worker on staff who addresses these referrals in a timely way. She is also a member of the Yellow and Red teams. She has several years experience in the Franklin area, and she is able to refer students to outside agencies as needed. Recently, a partnership between FHS and a community mental health agency has been formed where students will be able to receive counseling services at the school. This will require parent involvement in order to affect the greatest benefit for the students.

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Indicator 2: The school provides information to families, especially to those most in need, about available student support services.

FHS regularly disseminates information to the community through mailings, the website, and flyers sent home with students. In addition, there is a district newsletter, regular open houses and principal advisory council meetings where information is conveyed to families.

Indicator 3: Support services staff use technology to deliver an effective range of coordinated services for each student.

All professional staff use technology on a daily basis to provide services to students. Some of these technologies include: MMS, Easy-IEP, standardized 504 forms, digitized health and demographic information.

Indicator 4: School counseling services have an adequate number of certified/licensed personnel and support staff who:

• deliver a written, developmental program • meet regularly with students to provide personal, academic, career, and college

counseling • engage in individual and group meetings with all students • deliver collaborative outreach and referral to community and area mental health

agencies and social service providers • use ongoing, relevant assessment data, including feedback from the school

community, to improve services and ensure each student achieves the school’s 21st century learning expectations.

FHS has two guidance counselors for our student population of approximately 450. There is a full time social worker, a full time nurse, a shared school psychologist, and a shared school resource officer. There are some counseling groups running at this time after school, and plans are in place for more groups to begin running during the school day for the second semester. The guidance counselors and social worker also have an advisory group that they work with daily.

Counselors do not have a written, developmental program yet. They have begun the process of writing a program this year. The counselors do provide personal, academic, career, and college counseling to the students on a regular basis. There is a limited number of group meetings with students, as noted previously.

Indicator 5: The school's health services have an adequate number of certified/licensed personnel and support staff who:

• provide preventative health services and direct intervention services • use an appropriate referral process

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• conduct ongoing student health assessments • use ongoing, relevant assessment data, including feedback from the school

community, to improve services and ensure each student achieves the school’s 21st century learning expectations.

FHS has a written emergency response plan known by everyone, ready to be activated. Student health records are kept confidential in locked storage in the nurse's office. We have a full time nurse who practices preventative health services and direct intervention strategies.

Indicator 6: Library/media services are integrated into curriculum and instructional practices and have an adequate number of certified/licensed personnel and support staff who:

• are actively engaged in the implementation of the school's curriculum • provide a wide range of materials, technologies, and other information services in

support of the school's curriculum • ensure that the facility is available and staffed for students and teachers before,

during, and after school • are responsive to students' interests and needs in order to support independent

learning • conduct ongoing assessment using relevant data, including feedback from the

school community, to improve services and ensure each student achieves the school’s 21st century learning expectations.

A wide range of materials, technologies, and other information services in support of the school’s curriculum are available through the FHS library.

Library/media services have undergone changes in staffing and policies recently, and so the level of integration into the school's curriculum is limited at this time. The library is open during school hours. Teachers bring their students to the library to support instruction. Students are still in the process of acclimating to the recent changes in staffing and updates to library policies.

Indicator 7: Support services for identified students, including special education, Section 504 of the ADA, and English language learners, have an adequate number of certified/licensed personnel and support staff who:

• collaborate with all teachers, counselors, targeted services, and other support staff in order to achieve the school's 21st century learning expectations

• provide inclusive learning opportunities for all students • perform ongoing assessment using relevant data, including feedback from the

school community, to improve services and ensure each student achieves the school’s 21st century learning expectations.

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The Special Education department has recently undergone a change in their model for support to students. After multiple training sessions, the special education teachers now collaborate with the classroom teachers in a co-teaching model in order to provide “in the moment” support to students with special needs. Collaboration with teachers and other support staff is also accomplished through annual IEP/504 review meetings, evaluation meetings, and informal conferences that occur throughout the school day. All students are included in the regular curriculum for at least part of the school day. Special Education teachers evaluate and report progress regularly on the goals and objectives for students’ IEP’s.

# 7: Community Resources for Learning Overview: The achievement of the school’s 21st century learning expectations requires active community, governing board, and parent advocacy. Through dependable and adequate funding, the community provides the personnel, resources, and facilities to support the delivery of curriculum, instruction, programs, and services. At this time, Franklin High School is “Acceptable” for this standard. A rating of ACCEPTABLE is appropriate if the school adheres to indicators outlined in LIMITED, and: • The community and the district's governing body provide dependable funding for a

wide range of school programs and services, sufficient professional and support staff, on-going professional development and curriculum revision, a full range of technology support, sufficient equipment, and sufficient instructional materials and supplies

• The school develops, plans, and funds programs to ensure the maintenance and repair of the building and school plant; to properly maintain, catalogue, and replace equipment; and to keep the school clean on a daily basis

• The community funds and the school implements a long-range plan that addresses programs and services, enrollment changes and staffing needs, facility needs, technology, and capital improvements

• Faculty and building administrators are actively involved in the development and implementation of the budget

• The school site and plant support the delivery of high quality school programs and services

Indicator 1: The community and the district's governing body provide dependable funding for:

• a wide range of school programs and services • sufficient professional and support staff • ongoing professional development and curriculum revision • a full range of technology support • sufficient equipment

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• sufficient instructional materials and supplies.

Program of Studies reflects a wide range of school programs and services Class sizes and special ed services reflect sufficient professional and support staff Ongoing professional development and curriculum revision are conducted by the

Curriculum department. Professional development is offered during the summer as well as embedded throughout the school year. Curriculum revision is ongoing, as we have recently changed over to the Common Core Standards K-12, and high school competencies are being rewritten to adapt to this change. These two areas are largely funded through grants with the school board approval.

Technology support comes through the IT department, as well as through the Technology Integrator who conducts professional development and is a resource for teachers as needed.

Sufficient equipment for instruction is available to all teachers. We have recently completed the process of procuring Mimio interactive whiteboards and projectors in all classrooms. Many classrooms have document cameras and student response systems available.

Sufficient instructional materials and supplies are available to all teachers. The annual budget process is in place to accommodate needs in this area.

Indicator 2: The school develops, plans, and funds programs:

• to ensure the maintenance and repair of the building and school plant • to properly maintain, catalogue, and replace equipment • to keep the school clean on a daily basis.

The maintenance and repair of the physical plant are a part of the budget and are included in the Strategic Plan

Maintenance, cataloguing and replacement of equipment is conducted on a regular basis. The maintenance and IT departments catalogue equipment and have plans in place for replacement as needed.

Sufficient maintenance and custodial staff are employed to clean the school daily.

Indicator 3: The community funds and the school implements a long-range plan that addresses:

• programs and services • enrollment changes and staffing needs • facility needs • technology • capital improvements.

There is a Strategic Plan in place that addresses:

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Student achievement and learning goals Safety and facilities goals Culture and Climate: Respectful schools Innovation and communications Employee excellence Parents, business, and community involvement

There is a Technology Plan in place that addresses that needs of the school’s curriculum through technology. The school uses MMS as a management system to track data such as enrollments and staffing allocations. Indicator 4. Faculty and building administrators are actively involved in the development and implementation of the budget.

The annual process of developing the high school budget begins with faculty and administrators contributing their requests for budgeted items. Both the faculty and administration are involved in the implementation of the budget. Faculty members give input into how the monies that are budgeted for classroom supplies are spent.

Indicator 5. The school site and plant support the delivery of high quality school programs and services.

• In summer of 2012, the district preschool program was moved out of FHS to another location. This freed up space for the SAU offices to be located in a separate space from the daily workings of the high school, yet still within the building. The high school offices were then moved to a more prominent location, making easier access for visitors. This also is a more professional space for the administration to handle day to day activities than their previous space. There is a conference space in the office as well.

• There is adequate space for classes, labs, media center, cafeteria, performing arts, and storage.

• Guidance office has space for each of the counselors, including a crisis counselor and secretary. There is also a conference space.

• There is ample space for sports and athletic programs as well as indoor and outdoor physical education classes.

• The physical plant of the school ensures the safety, health, and well-being of all occupants

Indicator 6. The school maintains documentation that the physical plant and facilities meet all applicable federal and state laws and are in compliance with local fire, health, and safety regulations.

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This information is maintained in the SAU office. Indicator 7. All professional staff actively engages parents and families as partners in each student’s education and reach out specifically to those families who have been less connected with the school.

This is part of the school culture at FHS. Teachers regularly contact parents regarding their child’s progress in their classes. When we have new staff, this is part of the training they receive regarding practices in their classroom. In addition, each student is assigned an advisory teacher who also maintains contact with the child’s parents. The advisory program includes student led conferences, where the parents are strongly encouraged to attend.

Indicator 8. The school develops productive parent, community, business, and higher education partnerships that support student learning.

Community partnerships are part of the Strategic Plan for the district. FHS has developed a strong ELO program that is entirely dependent on these strong community partnerships. There is a WIA program that has developed strong community support as well.