East Aurora High School Audit

Curricular and Instructional Audit

East Aurora High School Grades Nine Twelve

Presented to Jerome Roberts, Ed.D., Superintendent of Schools and the East Aurora School District 131 Board of Education

Dr. Marion Hoyda, Ph.D. April, 2013

East Aurora School District 131 Making Choices for Excellence

East Aurora School District 131 East Aurora High School

Curricular and Instructional Audit Table of Contents

Executive Summary 1

Goal Area One Strategic School Improvement Planning 6

Goal Area Two Curriculum 8

Goal Area Three Instruction 14

Goal Area Four Assessment 17

Goal Area Five Data Analysis of Program Data 20

References 24

Appendix A: Curriculum

Appendix B: Instruction

Appendix C: Assessment

Appendix D: Data Analysis

Appendix E: Recommendation Lists and Planning Template

East Aurora High School Curricular & Instructional Audit April, 2013 Page 1 of 24

East Aurora High School Curricular and Instructional Audit

Executive Summary Spring 2013

Introduction The audit for East Aurora High School consisted of an examination of its curricular and instructional practices conducted by Dr. Marion Hoyda at the request of the Dr. Jerome Roberts, superintendent of schools. Dr. Hoyda also reviewed curricular materials in literacy and mathematics for grades 6-‐8. The following narrative and appendices provide key findings and recommendations resulting from the audit. While the audit of East Aurora High School was conducted, a second audit was conducted for grades kindergarten through eight. The focal points of the audit for grades K-‐8 mirror those of the high school in some ways and they differ in others. I recommend reading the audit to gain a more comprehensive understanding of the District 131 as a unit district. Before the audit began, Dr. Roberts sent the faculty and staff a communiqué in which he introduced the consultant and communicated the purpose of the audit. During the course of the audit, administrators and faculty cooperated fully by attending scheduled meetings and participating in the discussions with candor and professionalism. Background From late November of 2012 through early April of 2013, the consultant interviewed and met with administrators and faculty both individually and in small groups. Participants were assured that their individual comments would remain confidential as part of the audit procedures and that their conversations would be summarized as a group. Major questions asked during the interviews and meetings were the following:

How are curricular decisions made in District 131?

How are instructional decisions made in District 131? These questions lead to others related to teaching and learning, assessments, use of instructional technology, achievement data, student information systems, general education, special education programs, bi-‐lingual programs, and special programs such as PRIDE and E2020. Interviews, meetings, classroom visits and instructional walk-‐throughs, and reviews of curricular materials, documents, school improvement goals and plans, provided data used to determine findings and make recommendations. These actions contributed to the strength of the audit.


As an academic, the consultant recognizes the audit has limitations. For example, while many faculty were interviewed, interviews were limited to representatives with various leadership responsibilities. Two identified questions drove the audit, but, perhaps, there was a significant question not asked. Many documents were reviewed and studied; yet, there are others the consultant did not examine. While many classrooms were visited for the instructional audit, not every classroom was visited. Therefore, district leaders may decide additional examination of a particular finding or recommendation is of benefit as it studies the final report, determines priorities and develops action plans. As the author for this audit, no one asked me to present any information that would be either favorable or unfavorable to the district in any way. For example, when documents were requested for review, administrators responded in a timely manner. When I asked for interviews, administrators and faculty responded in a timely manner. Because the majority of

gathered data, previously not readily organized, and developed tables and graphs to illustrate their data in preparation for the final report. While they have many responsibilities, they always displayed a professional attitude and an eagerness to learn as the audit was conducted. Over the course of the audit, the consultant engaged in the following:

Visiting the middle and high schools with the majority of time spent at the high school; Reviewing and analyzing dozens of documents related to curricula, school improvement

goals and achievement data; Interviewing or meeting faculty in grades six through twelve, and at district office, some

of them multiple times. These include the following: o District administrators and staff with responsibilities for curriculum, instruction

and technology o Building level administrators from the middle and high schools o Current/former high school division/department chairs, and department

managers o Members of the curriculum councils currently in 6-‐12 assignments o Union leadership o Team leaders from the middle schools

Conducting approximately 100 classroom walk-‐throughs in grades 9-‐12; Clarifying practices which impact curriculum and instruction; Determining findings which reflect the current status of school and district practices;

and, ultimately, Making recommendations for further improvement.

The audit is divided into five goal areas with findings and recommendations for each goal area:

Strategic School Improvement Planning Curriculum Instruction Assessment Data Analysis


There are appendices which relate to the goal areas: The appendices are as follows:

Appendix A: Curriculum Appendix B: Instruction Appendix C: Assessment Appendix D: Data analysis Appendix E: Recommendation Templates

Before summarizing the findings and recommendations, I am compelled, once again, to underscore the professionalism displayed during the many interviews and meetings that occurred during the course of the audit. District, high school and middle school administrators, staff and faculty were always willing to express their opinions, observations, gather and share data, and suggest recommendations for improvement. The administrators and faculty are sincerely interested in making changes for the betterment of their students, families, staff and faculty. District Administrative Positions, Responsibilities, Communication, Processes and Procedures Of special note is the need for a coherent organizational plan. Changes in key district leadership positions and the responsibilities which accompany them present challenges to reaching a higher level of organizational effectiveness. The lack of coherence in planning, implementation and evaluation of plans may be due, to some extent, to changes in district office administrators and their accompanying responsibilities which have occurred over several years. Faculty express frustration as it relates to the lack of communication, clarity, support and processes and procedures for expectations set before them for curriculum, instruction, assessment and data analysis. Were there to be identified processes and procedures delineated to responsibilities, they would offer some level of predictability on which faculty could depend when there are administrative changes. Knowledgeable leaders serve in the schools and at the district levels. These include teacher-‐leaders and administrators. Because faculty and administrators at the schools most typically rely on district administrators, district office must set strategic goals and provide the guidance and resources necessary to reach them. Without identified processes and procedures, coupled with flexibility, many talented leaders initiate programs within their own department, division, school, grade, and subject area which results in initiatives that are not always integrated. Without an integrated approach, a systemic plan does not emerge for articulation among and across schools, departments, grade levels and subject areas. District 131 is fortunate to be a unit district. Admittedly, articulation presents challenges across schools, subjects and grade levels in most school districts. An administrative flow chart which reflects coherence among the responsibilities of its administrators, directors, and committees is recommended. The responsibilities should also describe the major processes and procedures necessary to fulfill their leadership roles and with which position ultimate accountability exists. These steps will


contribute to effective articulation and a systemic approach to strategic school improvement planning. Summary of key findings and recommendations

Strategic School Improvement Planning

The district would benefit from developing overarching goal areas for improvement and determine specific assessments, measures, benchmark for progress and time periods to reach those goals. These would be used for further development at the school, department and classroom levels. Districts often focus on goals for core areas, particularly for English language arts and mathematics. Goals set for student achievement should be developed across all subjects and grade levels K-‐12. The SMART goal format is one that schools should be required to utilize and monitor. This format is easier to follow when compared to all the information required in the Rising Star and Comprehensive Plan Reports that must also be completed.

Curriculum

The curriculum at East Aurora High School is based on curriculum maps, which are typically not fully developed with key information that teachers use to guide instruction. It is likely that teachers are making appropriate decisions about what students are to learn and be able to do as a result of the curriculum they are learning. However, curriculum maps should be fully developed and articulated and aligned to standards to ensure full alignment rather that partial alignment. Partial alignment leaves more opportunities for deficits in student learning rather than mastery of learning. Textbooks, resources, assessments, interventions, instructional technology and instructional methodologies should align with the curriculum and be evident in the curriculum maps. It is also desirable to improve the course offerings that allow students to be college and career ready whether they are Advanced Placement or Career Tech courses.

Instruction

Teachers need opportunities to study best practices in instruction so that they are understood and utilized in ways that increase the likelihood of student learning as they implement more rigorous learning standards with fidelity. Instructional walk-‐throughs should be designed to move beyond walk-‐throughs that focus on level of engagement to those which identify the essentials of learning. These would be identified through the curriculum maps. Instructional walk-‐throughs should be designed as a collaborative strategy among administrators and faculty and it should be designed to give quality feedback.

Assessment Students enrolled in the general, special education and bilingual/ESL programs take a variety of assessments which are mandated by the state. In addition to these assessments, students take locally developed assessments called 4.5 week, Big Ten (or College Readiness Practice Tests) and final exams. The fact that faculty have been working to develop assessments is an


excellent step in the process to determine how well students are learning. With additional steps, the administration and faculty can improve the current limitations: the locally developed assessments vary in the degree to which they assess the learning that is identified in the curriculum maps because the curriculum maps are not fully developed; few of the assessments ask students to produce a product that is related to one that would be produced in careers of interest; there does not appear to be an overall assessment plan that all departments and courses must follow; and, there are no specific assessment standards, for developing assessments, which must be met. Additionally, the high school administration and faculty should begin an assertive plan to use the wealth of information available from the EXLORE, PLAN and ACT reports as it relates to students reaching the recommended benchmarks for college and career readiness, career preference information for each student, student intervention rosters, frequency distribution and item analysis reports, ACT curriculum worksheets and ACT classroom strategies worksheets. Lastly, all students required to do the 4.5 week assessments, the College Readiness Practice tests, and the final exams.

Data Analysis of Program Data

The high school has the capacity to develop some data reports for analysis. The administration should continue to work with department chairs and managers, and teacher leaders to determine the types of data they should collect and analyze in ways that are systemic. As such, identifying the strengths and limitations of Infinite Campus, the multiple locations in which data are now stored, and Data Link is essential. The conversation must include key stakeholders that go beyond the high school. The high school must also study data that go beyond the standardized tests as I have outlined in Goal Area 5. Additional study of Special Education and Bilingual/ESL data would be of benefit. For example, are referrals for Special Education services declining due to RtI interventions. Another question to be examined relates to the number of years students receive Bilingual and ESL services before exiting the program. In closing, all the information gathered is on behalf of District 131. Its leadership within the district will ultimately determine how to best prioritize and act upon the findings and recommendations for the benefit of its students, faculty and school community.


Goal Area One: Strategic School Improvement Planning Target: Provide clear direction for improvement of student learning through well-‐defined planning processes and measurable goals in the curriculum office and schools which directly support curriculum for student learning.

include measurable goals, action steps, target dates, responsible people, a budget, and an evaluation component Rosborg, McGee, Burgett, What Every Superintendent and Principal Needs to Know, Santa Maria, CA: Education Unlimited, 2003. Each school in District 131 creates a document in Rising Star and this document is its school improvement plan. Use of Rising Star is required by the state of Illinois. The plans follow a specific format which administrators and their school improvement teams complete and submit. There are numerous prompts which require a response. Indicators must be updated with the status of its implementation, which includes the level and evidence of development. The Comprehensive Plan Report, because of its format, is extensive. Those who complete the plan, gain an understanding of it. For those unfamiliar with the format, the plans are time consuming to read; they are lengthy and appear complex. The schools also create a more simplified listing of its school improvement goals. In reviewing

goals, there appears to be some attempt to develop goals that are SMART (strategic, measurable, attainable, results-‐oriented and time-‐bound). Most typically, however, the goals are general or do not provide sufficient information to be SMART goals. It is difficult to develop strategies to track progress of goals which lack specificity. Here are several examples of statements identified as goals from the middle and high schools:

Increasing reading comprehension and vocabulary performance on Think Link by 5% from baseline data to midyear through end-‐of-‐year scores.

Improving math problem solving skills by 5% on the 4.5 week assessments. Reducing course failures Having social studies and science support the Common Core Standards for English Language Arts (ELA).

Increasing reading comprehension, improving math problem solving skills, reducing course failures and having other subject areas support the Common Core ELA Standards are a good first step. However, all five SMART goal components are necessary for a well-‐developed goal. Additionally, the need for the goal should be supported with data as precursors to developing the improvement goals. The district would benefit from developing overarching goal areas for improvement. For example, the district may set a goal to have all students reading at grade level by the end of


third grade as measured by specifically identified assessments which have rigor. The district may determine that it will reach this goal within several years and set benchmarks of progress for each of those three years. In order to reach those goals, it will need to also require the elementary schools to set goals at the classroom and grade levels from pre-‐school through third grade. The goals will be accompanied by indicators, measures and targets. SIP teams would play a major role in ensuring that goals meet the SMART criteria as part of the approval process. Another aspect of developing school improvement goals relates to budgeting. Some goals and their accompanying strategies may not require additional funding; however, others might. As such, it is important that district leaders and school based SIP teams know the parameters for funding goals. For example, development in the teaching of the Common Core Standards for informational text. As such, funding, even with limitations, may be helpful to schools. On the other hand, the district may have a detailed plan of staff development for this very topic and it will meet the needs of professional development. As such, having and communicating a plan for strategic goals is an essential practice. Goal should also be coherent across grades, subjects and schools. There are questions which may help in their development:

Might the elementary SIP teams that feed into Simmons collaborate for their goals? Might the middle schools that feed into East Aurora High School collaborate for their goals? Might SIP teams develop a peer review process to provide feedback to each other on the SIP plans and goals?

School improvement is a very public process that unites classroom teachers within schools and across schools to address improvement on behalf of all the students in the district. As District 131 further refines its work, the need to be strategic in the development of its SIP plans and goals should become a priority. It should also develop work plans which allow administrator and teacher leaders to work collaborate as goals are developed and implemented.


Goal Area Two: Curriculum Target: Provide all students with effective instruction through the implementation of coherent and articulated curricula in all subject areas. The curricula must be aligned to the State Standards, the College Readiness Standards and professional standards upon which students will be assessed.

-‐the subject matter students are exposed to in any given grade and how this is intended to build over the duration of schooling to form a coherent knowledge and skill base for each child. Educational policy focused on content standards directly aim to improve this aspect of the instructional guidance subsystemBryk et al. Organizing Schools for Improvement: Lessons from Chicago, Chicago, IL: University of Chicago Press, 2010 During the audit, interviews were held with administrators from District office, the middle and high schools current and former high school chairs and managers, faculty representatives from the curriculum councils and middle school team leader representatives. Every effort has been made to represent the information as it was provided. As curriculum findings are outlined, summaries of discussions are presented. The administrative and faculty representatives interviewed feel they work very hard to make the right decisions with their colleagues on behalf of students; they are proud of their contributions. The many committees they are involved in at the school and district level suggests a high level of professional activity. The and the need

Findings: Summary of Interviews, Part A

District and school administrators

District administrators and high school and middle school principals meet to describe the processes for curricular and instructional decision-‐making in District 131. Working in groups, the administrators engaged in a serious discussion of the topics trying to define the processes that were in place. One group outlined a process that moved from the assistant superintendent of curriculum and instruction to the facilitators to the curriculum councils with teachers ultimately having an influence on curriculum. Another outlined a process that moved from the building curriculum committee to the SIP and data teams to the instructional coaches. Others stated that curriculum decisions are decided at the building level. A different scenario yet described a process that would move from school improvement teams to the division and department chairs with teachers ultimately deciding. Finally, the curriculum councils were described as being the decision-‐makers. As such, the leaders of the district and the middle and high schools described a variety of paths for decision-‐making without consensus about specific and readily identified paths used within the district.


High School Principals High school principals indicate they are not consistently involved with curriculum development and that teachers have input into curriculum development but receive little guidance for the process of curriculum development. They indicate there is no curriculum cycle, that the ROE provided some information on curriculum mapping previously, and that the format for curriculum development is inconsistent; they feel more assistance is needed. They observe that access to the curriculum maps on the hard drive is confusing and they feel they are asked to fulfill responsibilities with little training.

Current and Former High School Division/Department Chairs and Department Managers

Department chairs and managers acknowledge that the State and the district often make decisions for them. They acknowledge that although there is no curriculum cycle in place, and little guidance for curriculum development, there was a push to develop curriculum maps and teachers worked together to develop them. They describe the curriculum as ranging from

the Common Core State Standards. Like their principals, they feel they need for more assistance in curriculum development and seek professional development when they are asked to implement initiatives.

Middle School Principals

The principals indicate there are no curriculum maps for any subjects and that developing them is a priority for all subjects. They cite the need for a systemic flow for curricular decisions and indicate they are told what to do and then left to their own devices. PLCs have to develop their own curricula and assessments and Special Education, Bi-‐lingual and General Education do things differently. They recognize there are different perspectives depending on whether or not one has responsibilities at the district and building levels. They seek stability, consistency and clarity in the work they are asked to do.

Middle School Team Leaders

Team leader representatives state there is little or no curriculum available in the district and that teachers of encore subjects develop curriculum at the school level. Several members, with long time careers in the district, recalled with pride a time when there was a curriculum for every subject. The representatives indicate there is no reading curriculum but there are reading units. They state that teachers developed a math unit aligned to the common core for first semester of the 2012-‐13 school year, but there is not a second unit. They describe teacher involvement in making some textbook selections but a lack of consistency for implementation. A concern was voiced about the newly purchased Common Core Coach workbooks. Some feel the books are supplanting math centers and their selection demonstrates the lack of teacher involvement in the decision to purchase and use them. Team leaders in the non-‐core areas indicate there is little to no assistance in their areas. Science team leaders applaud the new science materials but indicate there is not a sufficient


amount to use with all classes. Social studies leaders indicate there are not a sufficient number of texts to allow students to take them home for homework. Team leaders would like to have subject-‐a-‐like meetings across the district as a way to learn from each other and bring consistency to the subject and the schools. They also seek consistency across the middle schools in other areas. Saturday school was an example one team provided.

Curriculum Council Participants

Faculty who served on the curriculum councils and currently had teaching assignments in grades 6-‐12 were invited to discuss their experiences serving on the councils. During the meeting, with no road map. They feel the curriculum council work has merit but that there is continuous change of focus for their work. They observe that teachers rely on textbooks in the absence of curriculum guides. They acknowledged that the district is good at identifying needs but there is no shared vision as to how it progresses from the curriculum council to the schools and into the classrooms. They express satisfaction at some products being well developed, but it is followed

They cite the Common Core Coach workbooks as a recent example of a problematic roll out.

Union Faculty Survey

The Union leadership asked that faculty respond to a survey that was administered in the fall of the 2012-‐13 school year. In reviewing the summary of responses, the faculty has concerns in a number of areas; some already mentioned. One concern deals with the lack of consistency for Response to Intervention (RTI). According to the faculty, interventions and resources for RTI vary from site to site and there are no standards and parameters for Tier II interventions in the buildings. They desire professional development in Tier II interventions and an effort to develop a common understanding of RTI. The faculty is seeking consistency and clear expectations as it relates to the assessment committee data analysis.


Recommendations: Curriculum Part A

1. Develop a curriculum cycle for all subject areas taught in the district. In the cycle, identify the phases of the curriculum, the major responsibilities to be accomplished in each phase, and the persons responsible for ensuring the responsibilities are completed. The cycle should include processes that span the initial development, its implementation, the professional development needed in each phase for administrators and faculty, and the technology support within each of those categories. The curriculum cycle must accommodate a K-‐12 review.

2. Include assessment, instruction, data and instructional technology in the curriculum cycle.

3. Each phase of the curriculum cycle should have an accompanying budget that is projected five years out. It should be updated annually and integrated into the overall district budget.

4. Provide guidance to leaders of curriculum development so they know the current state of the art for its content area. Use highly competent consultants for this guidance as one way to develop internal expertise.

5. Include elementary, middle and high school faculty within Bilingual, General and Special Education to serve on the curriculum development committees.

6. Select a common format for the development of the curriculum guides. Heidi Hayes a model and process worthy of study for

curriculum development and invest in curricular mapping software which all faculty will have be able to access easily.

7. Establish an implementation plan that includes a time period for input, an end date for final revisions, and a method to monitor its implementation.

8. Develop a vertically and horizontally articulated and comprehensive RTI plan.


Findings: Review of High School Course Curricula Part B High school students enroll in courses which include the core areas of English, mathematics, science and social science. Additionally, students have access to non-‐core courses. Examples of non-‐core areas are modern language, music and business courses and the high school students have a number of courses that go beyond the core areas. The high school consultant requested that all high school course curricula be gathered for review. The curricula were accompanied by course exams which all students enrolled in the

now referred to as College Readiness Practice tests), and 4.5 week exams. Curricula were reviewed for alignment to the Common Core State Standards and a listing of the technology teachers and students used in the course. Guided by the consultant, the high school administrators organized all the curricula and assessment materials. As such, high school administrators now have the information for all courses from all departments. They also developed a preliminary data base of all the materials. This data base can be used to track departmental and course progress toward curriculum development, assessments, textbooks, instructional technology and more. (Appendix A: Curriculum). Selected curriculum maps in the Bilingual, English, Foreign Languages, Mathematics, Science, Social Studies, Business, and Special Education Departments were reviewed. Initial findings were shared with the high school building administrators and current division chairs so they would better understand how to use the information from the review. Findings: Review of High School Curricula Part B

Curriculum maps across the high school courses varied in the type of information included. Some maps appeared to be a listing of chapters and topics and others listed topics or content with some attention to skills. At times, assessments were listed with general descriptions s maps were not fully developed.

Bi-‐lingual language arts curricula are marked as partially aligned to the Common Core. The assessments included with the curricula were most typically multiple-‐choice exams;

few required students produce some type of work or demonstrate some level of skill. Because many course curricula were not fully developed, it was difficult to ascertain standards/content and/or skills being assessed. Additionally, the majority of the test items asked students to recall information without having to demonstrate competency of skills.

The number and types of assessments varied among departments and courses and no specific assessment plan for the curricula exists.


Recommendations: Review of High School Curricula Part B

1. Select a common format for all high school course curriculum maps which specifically include the content, essential questions, skills, resources (texts/software applications) and assessments. Additionally, include a pacing guide for the course. Faculty may include other information based on departmental need.

2. Select a format that can be accessed digitally. Several vendors have updated their curriculum mapping software to reflect the sophistication of information included in maps currently being developed.

3. Align the course curriculum maps with, the Common Core Standards State Standards, and the ACT College and Career Readiness Standards, and/or the professional standards as they apply to the subject area whether general or special or bilingual education. Be certain to address informational text and text complexity for all subjects.

4. Create course syllabi that outline what students should know and be able to do. These should align with the course curricula and be presented to students at the beginning of each semester.

5. Create study guides for students to help them prepare for major assessments. These should address the standards to which the courses are aligned.

6. Develop an assessment plan which aligns to the curricula. 7. Provide staff development for the purpose of developing assessments which all students

enrolled in a course must take. The professional development should focus on: a. Aligning assessments with the curricula; b. Ensuring the assessments are valid and reliable; and, c. Creating assessments that go beyond multiple-‐choice and require students to

demonstrate mastery through multiple forms of assessments. 8. Ensure that academies for the 13-‐14 school year, listed in the high school registration

guide, provide course curricula that have rigor and relevance for college and career readiness and that their curricula are state of the art.

9. Develop courses that provide experiences that help students in areas of interest and possible careers. Link them to the Career Preferences students identify in their Work to Work Maps provided in the EXPLORE and PLAN tests.

10. Use the data from the EXPLORE and PLAN World to Work maps to establish clubs which meet students expressed career interests. For example, many District 131 students indicate an interest in careers dealing technology. As such, examine the extent to which their school curricular and co-‐curricular experiences relate to the areas in which they are interested.

11. Ensure the special education and bilingual courses share curricular standards so that students who take the PSAE test have the benefit of learning the general education curriculum.

12. Study workforce trends and connect with professions, businesses and industry to provide students with curricular opportunities related to the job and economic forecasts.


Goal Area Three: Instruction Target: Instruction is to be aligned with the written curriculum and the assessments which determine the degree to which student learning has occurred. Highly effective instruction and well defined interventions are necessary to ensure that all students acquire the knowledge and skills necessary to become college and career ready.

who have multiple models in their repertoires may use several different ones in a day or even within a class period. Teachers who master additional models find themselves able to modulate

The Skillful Teacher. Acton, MA: Research for Better Teaching, Inc., 2008. High school administrators monitor instruction through the use of classroom walk-‐throughs and the teacher evaluation system. Administrators conduct walk-‐throughs on a monthly basis and teachers are observed and evaluated according to a predetermined schedule. Additionally, teachers submit weekly lesson plans to their supervisors. The consultant for the high school conducted walk-‐throughs aligned with the focus of the school which is engagement. In preparation for the walk-‐throughs, the administration described the process they typically used. Working with the consultant, the process was further defined. The walk-‐through instrument became more specific and the administrative team of building principals and division chairs participated in practice walk-‐throughs. They debriefed their observations together to ensure consistency as they prepared for the walk-‐throughs. Approximately 50 teachers, selected randomly, were scheduled for classroom walk-‐throughs for two consecutive days. The teachers represented all departments. The team divided into two pairs two and one group of three to conduct the walk-‐throughs. They spent approximately 7 minutes in each classroom and conducted three walk-‐throughs within a given period. At the conclusion of the walk-‐through, they discussed and agreed upon the teaching and student behaviors; if they could not, they were instructed not to use the data from that walk-‐through. Each visit resulted in a level of engagement score within a range from 0 to 6. Findings

Teachers carried out lessons in which they were engaged with students about 65% of the time. Teachers carried out lessons in which students engaged in conversations and actively engaged learning 20% of the time. In less than 20% of the time, teachers were not engaged with students. ( Appendix B: Instruction)

Classroom walk-‐throughs are among strategies that can be used to monitor the level of student engagement in classrooms. The high school analysis shows that teacher use of


lecture, question and answer, and worksheets were the most frequently observed in the walk-‐throughs. The use of these strategies for engagement is associated with the likelihood of student learning. The analysis also shows a few instances in which teachers demonstrated behaviors on the lower end of the engagement range; these behaviors would not contribute to student learning.

Most instruction was whole group instruction with Smart Boards often used as an overhead. During walk-‐throughs in which question and answer was observed, teachers either called on individual students or called out the question to the class as a whole. This would result in a student or students responding. Students were most typically non-‐disruptive.

Recitation and lecture were most often observed in the walk-‐throughs. Inquiries to the middle and high school administrators about technology show the use

of computer labs, ELMOS, IPEVOS, Smart Boards, polling devices, special equipment to ents have the

opportunity to make up for lost credits through credit recovery programs. Freshmen students are housed in the freshmen center with teachers having professional

learning communities that meet on a regular basis. Other grade levels and subjects meet but the time allocation varies.


Recommendations: Instruction

1. Because the focus of the walk-‐throughs was engagement, there is no data to comment on the extent to which the learning was aligned with outcomes; that would require a different methodology. Is it likely that many lessons did align with outcomes? Yes. However, the exercise of monthly walk-‐throughs to note engagement does not specifically speak to the alignment of instructional objectives. I commend the high school administration for conducting walk-‐throughs on a monthly basis and recommend school leaders develop a process which links classroom visits to the degree to which the lessons align with student learning outcomes as identified on lesson plans and curricular maps.

2. According to The Skillful Teacherstudents respond, and the teacher makes value judgments on the responses. Its

is a valid learning experience. A good lecture, aligned to learning goals, is a valid learning experience. To further enhance student learning, I recommend faculty study two books. The Skillful Teacher describes various models of teaching. I also recommend the study of the positive effects of direct instruction (not to be confused with didactic instruction). This topic is addressed in a synthesis of research related to achievement in the book Visible Learning.

3. Research models of instructional walk-‐throughs which go beyond the level of student engagement. McREL and Marzano have models that the administration and faculty may consider for study.

4. Faculty should develop lesson plans that ensure that allocated time for learning is maximized and students are engaged successfully and on task. Time on task matters and teachers create conditions to increase the likelihood of student learning.

5. Some departments now have division chairs and some have departmental managers, and the leadership they are able to demonstrate is different due to that change. As the school year comes to an end, study the curricular and instructional impact of the new departmental organization at the high school.

6. The number of individuals available to complete that very important responsibility has decreased from the 11-‐12 school year to 12-‐13 school year. Review the impact that the new departmental organization has had on the completion of the teacher observations and evaluations. (Appendix B: Instruction)

7. Establish a robust plan to integrate technology into instruction and learning in meaningful ways. Provide staff with instructional technology specialists to support extensive staff development. Research personal learning device technology as well. Middle and high school principals indicate that iPads, laptops, graphing calculators and wireless environments would be welcome additions to facilitate the integration of technology into instruction.

8. Destiny is used in the media centers but not to the degree of its features. This should be remedied.

9. Determine additional ways in which teachers can meet in order to discuss teaching and learning across grade levels and subject areas with strong articulation between the middle and high schools.


Goal Area Four: Assessment Target Goal: Gather and utilize student achievement data in order to assess student learning for the purpose of increasing the likelihood of improving student learning. Assessment informs decisions related to instruction, program goals, curricula and school improvement goals.

now on the cusp of a different sort of special moment. In this instance, it stems from a unique historical occasion during which teacher adoption of the formative assessment process should

Popham, J. Week. March 5, 2013 Teachers and administrators at all levels of the organization recognize the value of utilizing assessments to inform decisions and they express the desire to have assistance so that assessments are reliable, valid and varied. District 131 uses a number of assessments that are either required by the Illinois State Board of Education or district office. Grade levels and subject areas also utilize assessments that have been developed for subject areas at grade levels and for special programs. High school assessments were gathered for review. These included EXPLORE, PLAN and ACT reports as well the assessments developed at the departmental and course level. High school administrators and division chairs gathered all the assessments in order to gain a deeper understanding of the current status of the assessments. Middle school principals also worked to gather the assessments for math and language arts. As a result of the review and discussion of the topic, the following findings and recommendations emerge: Findings

Teachers develop assessments without specific standards and coaching to guide their work. Middle school grade levels and subject areas develop their assessments independent of the other schools and the high school departments develop assessments independent of each other.

The high school requires departments to have 4.5 week assessments, Big Ten assessments (which will be called College Readiness Practice tests), and final exams. The exams are most typically multiple-‐choice exams and there is no method to determine the extent to which the exams assess specific learning standards.

Some high school departments have some of the previously mentioned assessments but not all of them. This leads one to question the extent to which these assessments are a requirement. A review of the assessments was completed and the information was placed into a data base as a snap-‐shot for what currently exists; it should be used as an informational record upon which a subsequent assessment plan can be based.


The vast majority of the high school assessments appear to be summative although there is some discussion about making the College Readiness Practice tests formative. It is unclear where that decisions stands.

There are course final exams. There is no definitive requirement for them to assess learning for the entire semester. As such, they may or may not be cumulative.

The high school administers the ACT achievement assessment system which includes the EXPLORE, PLAN and ACT tests. These assessments provide information about student performance on college and career readiness standards in English, Mathematics, Reading and Science. They also provide additional information about

s of study and perceived needs for support. These reports are studied minimally at the high school and they are not studied at the middles schools. The high school administers these tests as follows:

o EXPLORE Fall of 9th grade o PLAN Spring of 10th grade o ACT Spring of 11th grade

There is an assessment coordinator who creates reports for the schools. The

responsibilities of this position do not include providing guidance to administrators and staff in the area of assessment development.

Some of the students in strictly cross categorical special education classes or ESL English courses or alternative placements, such as Dreams, do not take the departmental course 4.5 week assessments, the College Readiness Practice tests or the final exams. Yet, these same students take the PSAE.

Advanced Placement (AP) exam results show a low percentage of students receiving passing grades with the exception of the AP Spanish courses.


Recommendations: Assessment

1. Develop an assessment plan that is integrated within the curriculum cycle. Determine the types of exams that will be common to all courses. Be consistent in expectations and implementation of the plan.

2. Provide significant and ongoing staff development for faculty responsible for developing common assessments-‐both formative and summative. Using Formative Assessments in the RtI Framework provides examples for consideration.

3. Develop assessments that are valid, reliable and varied. Link the items and/or products directly to the standards that students are expected to meet.

4. Create common assessments in English and math which are the same for all grade levels 6-‐12 and from school to school. All students required to take the State ISAT and PSAE tests should take the common assessments and the College Readiness Practice tests. For example, a student taking a math class through the special education department, and who sits for the PSAE, should also take the 4.5 week assessments, the College Readiness Practice tests and the final exams of the course aligned to the general education course. That is currently not the case for all students.

5. High school faculty should access the ACT EXPLORE and PLAN test booklets and ACT test examples that are available on-‐line to develop the College Readiness Practice tests. In so doing, faculty will have the benefit of using well-‐developed ACT items to develop the College Readiness Practice tests. If faculty prefer to develop their own items, they can refer to the College Readiness score bands which describe what students should know and be able to do; items should align to the skills within the score bands.

6. High school administration and faculty will benefit in their understanding of the College Readiness standards, their connection to the curriculum, and the assessment results if provided protected time to study them.

7. Middle and high school teachers should examine EXPLORE College Readiness standards and test results in the core areas; the data analysis should not be limited to high school faculty.

8. Administer the EXPLORE test in either the spring of 7th grade or as early in the fall of the 8th grade as possible. The middle school faculty should study the test results in terms of the College Readiness Standards as early as 6th grade.

9. All high school courses of study should develop assessments that support the Common Core State Standards and College Readiness standards and reflect state of the art assessments regardless of the course.

10. Explore developing an Advanced Placement alignment to the curriculum as early as 6th grade. The College Board has some strategies for consideration.

11. Continue to hold focus groups with students to learn about their learning needs in order to determine how best to meet them-‐particularly for math and reading.


Goal Area Five: Data Analysis and Program Data Target area: Develop a meaningful and systemic plan of strategies that further student progress and achievement on a deliberate basis. Measures of results are critical, but it is important to keep in mind that different customers and stakeholders want and need different kinds of results from the same organization. We must, therefore, be prepared to measure different things as well as to measure the same things in

Inventing Better Schools. San Francisco, CA: Jossey Bass, Inc., 1997. This section refers specifically to East Aurora High School Program Data in Appendix D. The appendix contains data related to the following:

EXPLORE,PLAN,ACT,PSAE, WorkKeys trend data Graduation rate Students expressed need for more assistance from EXPLORE and PLAN assessments Rigorous course opportunities for students such as dual enrollment and AP Career preparation course opportunities for students which includes COOP programs Creative elective course opportunities Academic and behavioral support programs such as credit recovery and alternative

placement Academic interventions Community partnerships

Having found that data analysis is limited, the following example illustrates one way data can be studied to develop a systemic strategies related to improvement in a subject area; math was chosen for the example. It is meant to stimulate dialog about the use of data in a meaningful and manageable manner. Refer to Appendix D to see the actual data identified on the pages listed. Page 1. The District 131 2012 math mean scores on the EXPLORE (14.6), PLAN (16) and ACT (17.7) are below the benchmark for college and career readiness. The benchmarks for those tests are 18, 19 and 22. As such, eighth grade students entered the high school, took the EXPLORE and received a mean score of 14. This is below the recommended benchmark of 18. And students in grades 10 and 11 also scored below the benchmark of 19 and 22. Math benchmark scores of 18 for the 9th grade administered EXPLORE, 19 for 10th grade administered PLAN and 22 for the ACT are important. Why? Because ACT considers these benchmark scores necessary for students to have a high probability or earning a C or better on a typical freshman level math credit bearing college course.


Page 5. This table illustrates the needs which students self-‐ identified when they took the EXPLORE and compares the percent from May of 2010 until November of 2012. As freshmen, thirty six percent (36%) of the students indicated a need for help in mathematics when they took the exam. That is over one third of the students. Page 6. This is a table of the needs which students self-‐identified when they took the PLAN and it compares the percent from May of 2010 until November of 2012. About forty percent (40%) expressed a need for help in mathematics as sophomores in 2012. As such, the need for assistance in math was expressed by a high percentage of both freshmen and sophomores. Page 15. The table for credit recovery illustrates first semester failure rates. Twenty two percent (22%) of the students failed a first semester math class.

Side note: Middle school students have two periods of math daily. One is the math class and the other is the math lab. Yet, as they leave the middle school, almost a third of the 9th graders indicate they need assistance with math as per the EXPLORE data. And, as they take the EXPLORE test as freshmen, their mean score is well below the recommended ACT benchmark. As such, an examination of the double block for mathematics, its curriculum, assessments and instructional processes should become a priority.


Recommendations: Data Analysis for the sample scenario.

1. Hold focus groups with randomly selected students in grades 6, 7, 8, 9 and 10 to better understand the reasons they are asking for assistance with improving mathematics. (East High School held its first focus group in March of 2013 with approximately 15 students in attendance).

2. Tailor instruction, math labs and support programs to align with student needs, the ACT college readiness standards in mathematics and the math Common Core Standards.

3. Track credit recovery so that the need to retake credit bearing math courses declines. 4. Track and student math scores on the EXPLORE, PLAN and the College Readiness

Practice tests in math (formerly Big Ten exams). Conduct item analyses of the tests in order to adjust instruction and interventions.

5. Ensure that the math tutoring lab at the high school is taught by highly effective math tutors and that the content is tightly aligned to the course curricula.

6. Ensure that students seeking tutoring are not denied entrance as currently occurs. 7. Ensure that the middle school math courses and labs are tightly coupled to the college

and ACT College and Career readiness standards and the Common Core in mathematics. 8. Provide rigorous professional development for all general, bilingual and special

education teachers responsible for teaching and/or tutoring students in mathematics. 9. Look for trends in the needs data which students identify on the EXPLORE and PLAN

and develop strategies to support students who request assistance in math. 10. Utilize a student data management system which allows easy access to analyze data

and develop reports for students in general education and, in particular, special education.

The above is one example of an approach to study the data, uncover how the various data are related, and determine how to approach the issue systemically. No doubt, faculty may find other connections and strategies. However, teams which study multiple forms of data to better identify the actual problems will likely develop the most effective solutions.

capacity to analyze data.


Findings for Student Data Management and Information Systems Findings

Infinite Campus is the student information system and assessment is a large part of the system. It does not contain all the data for local and state tests for all grades although the PSAE/EPAS and Gates (Lexile) data have been added at the high school. Incomplete data makes it difficult to be able to analyze student achievement and/or behavioral data. Tableau is a report feature within Live Site on Infinite Campus. It has been purchased but the reporting formats have not been designed and input. As such, the power of the product has not been actualized. Groups such as PBIS and SIP committees could benefit from having usable data for analysis.

There are multiple locations for data. For example, special education data is located in KIDS and ELL faculty use its own locally developed spreadsheets.

The current student data management system at the high school, Data Link, is limited because it does not suit diverse assessment needs-‐-‐especially as faculty develop new assessments aligned to the Common Core. It is not web based and faculty cannot design its own Scantrons based on customized assessments.

Recommendations

1. Data should be more comprehensively organized so that faculty can easily access it for analysis.

2. Determine how to migrate the separate student information data bases into one student information system.

3. Select a student data management system that is accessible to K-‐12, web based and user friendly.


References

Hattie, J., Visible Learning; A Synthesis of over 800 Meta-‐Analyses Relating to Achievement. Abingdon, OX: Routledge, 2009.

Burke, K. and Depka, E., Using Formative Assessment in the RTI Framework. Bloomington, IN: Solution Tree, 2011.

Schlechty, P., Inventing Better Schools. San Francisco, CA: Jossey-‐Bass Inc., 1997.

Conzemius, A. J., The Handbook for Smart School Teams. Bloomington, IN: National Education Service, 2002.

Holt,M., Jacobs,H., Johnson, A., Johnson,J., Kallick,B., Lachowicz,J., Lucas,M., S., Thompson,C., Truesdale,V., and Wilson,J., Getting Results with

Curriculum Mapping,.Alexandria, VA: ASCD, 2004.

Rosborg,J., McGee,M., and Burgett,J., What Every Superintendent and Principal Needs to Know. Santa Maria, CA: Education Communication Unlimited, 2003.

Reeves,D., Leading Change in Your School. Alexandria, VA: ASCD, 2009.

Wise,J. and Sundstrom,D., Power of Teaching, Saint Augustine, FL: Atlantic Research Partners, 2008

DuFour,R., DuFour, R., Eaker,R., and Many,T., Learning by Doing, Bloomington,IN: Solution Tree, 2006.

Bryk, A., Sebring,P., Allensworth,E., Luppescu,S., Easton,J., Organizing Schools for Improvement-‐Lessons from Chicago, Chicago, IL: University of Chicago Press, 2010.

Kuceris, Time on Task, Arlington, VA: AASA, 1986.

APPE NDI X A : C URRI C U L U M

Curriculum Resources & Instructional T echnology

E AST A UR O R A H I G H SC H O O L

2012 2013

C reated as part of the East Aurora School Distr ict 131 Cur riculum Audit conducted by Dr . Marion Hoyda

Prepared by H eather K incaid

Assistant Principal Cur riculum & Instruction

Collaboration and Contributions by the following Department L eaders

Margaret Brolley Science, Industrial T echnology, and Family & Consumer Science

Andrea Cobbett - English

K elly Hills Social Studies

K athy Kozurek Physical Education & H ealth

Susan Mc Carron F ine A rts

Miranda Moses Mathematics & Business

Guillermo Pedroni Foreign Language

Sandy Smith Drivers Education

Theresa Ulrich English Language L earners

H eather W ebb Special Education

Course is not being offered in the 2012 - 2013 school year

Course is not offered for the 1st time until 2013 - 2014

C URRI C U L U M R EPO R T - K E Y

Department Course TypeG rade L evel

Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing

DateE lectronic Resource

T echnology Used by Students

Common Syllabus

Business Keyboarding Standard 9 Fall 2010 No No NBEACentury 21 Keyboarding & Informational Processing

2000 NoComputer &

Keyboard Software

No

Business Computer Applications I Standard 9

Business Computer Applications II Standard 9

Business Accounting I Standard 10 Fall 2008 No No NBEA Century 21 Accounting 2008 No Computer YesBusiness Accounting II Standard 11

Business Small Business Ownership Standard 11

Business Consumer Education Standard 12 Fall 2008 No No NBEA Intro to Business 2000 No Computer NoBusiness Marketing Education Standard 12 Fall 2008 No No NBEA Marketing Resources 2009 No Computer YesBusiness 21st Century Skills Standard 12

Drivers Ed Driver Education Standard 10 Fall 2010 No NoIllinois

Learning Standards

Driver Right: You are the Driver 2000 No

Doron Simulator System,

Computer

Yes

English Freshmen English Honors Honors 9 Fall 2012 In

Progress 70:30 In Progress CCSS Elements of Literature 2007 No Microsoft No

English Magnet Freshmen English

Magnet Honors 9 Fall 2012 In

Progress 70:30 In Progress CCSS Elements of Literature 2007 No Microsoft Yes

English Freshmen English Standard 9 Fall 2012 In Progress 70:30 In Progress CCSS Elements of Literature 2007 No Microsoft No

English Sophomore English Standard 10 Fall 2012 In Progress 70:30 In Progress CCSS Elements of Literature 2007 No Microsoft No

English Magnet Sophomore English

Magnet Honors 10 Fall 2012 In

Progress 70:30 In Progress CCSS Elements of Literature 2007 No Microsoft Yes

English Junior English Standard 11 Fall 2012 In Progress 70:30 In Progress CCSS Elements of Literature 2007 No Microsoft No

English Junior English Honors Honors 11 Fall 2012 In Progress 70:30 In Progress CCSS Elements of Literature 2007 No Microsoft No

Not offered during 2012 - 2013





East Aurora High School Curriculum and Technology -‐ prepared by Heather Kincaid 1


Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

English AP Language & Composition AP 11 College

Board No No College Board Novels Varies No Microsoft No

English Magnet AP Language & Composition

Magnet Honors 11 College

Board No No College Board Novels Varies No Microsoft Yes

English Creative Speaking Dual Credit 12 WCC No No WCC

Communication: A Social, Career, and Cultural Focus

2011 No Microsoft Yes

English Humanities Standard 12 Fall 2010 In Progress 50:50 In Progress CCSS N/A N/A No

Microsoft & Research Database

Yes

English Humanities Honors Honors 12 Fall 2010 In Progress 50:50 In Progress CCSS N/A N/A No


Yes

English Survivor Literature Standard 12 Winter 2012 In Progress 70:30 In Progress CCSS Novels Varies No


Yes

English Survey of Communication Standard 12 Fall 2008 No No

Illinois Learning Standards

None N/A N/AMicrosoft &

Research Database

No

English Individualized Reading Standard 12 Fall 2011 No No


Novels Varies No Microsoft No

English Modern Composition Standard 12 Fall 2011 No NoIllinois

Learning Standards

None N/A No Microsoft No

English Writer's Workshop Standard 12 Fall 2011 No NoIllinois

Learning Standards

Various novels & texts Varies Yes Microsoft Yes

ESL ESL I Reading Standard 9 - 12 Spring 2012 In Progress Yes CCSS The Edge Fundamentals 2009 No None No

ESL ESL II Reading Standard 9 - 12 Spring 2012 In Progress Yes CCSS The Edge Level A 2007 No None No



Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

ESL ESL III Reading Standard 9 - 12 Spring 2012 In Progress Yes CCSS The Edge Level B 2007 No None No

ESL ESL I Writing Standard 9 - 12 Spring 2012 In Progress Yes CCSS The Edge Fundamentals 2009 No None No

ESL ESL II Writing Standard 9 - 12 Spring 2012 In Progress Yes CCSS The Edge Level A 2007 No None No

ESL ESL III Writing Standard 9 - 12 Spring 2012 In Progress Yes CCSS The Edge Level B 2007 No None No

ESL ESL IV Writing Standard 9 - 12 Spring 2012 In Progress Yes CCSS The Edge Level C 2007 No None No

FACS Fashion & Fabrics I Standard 9 2009 No No Not aligned to standards

Clothes & Your Appearance 2002 No None Yes

FACS Foods I Standard 9 2009 No No Not aligned to standards Food for Today 2010 No None Yes

FACS Foods II Standard 9 2009 No No Not aligned to standards Food for Today 2010 No None Yes

FACS Fashion & Fabrics II Standard 10 2009 No No Not aligned to standards

Clothes & Your Appearance 2002 No None Yes

FACS Foods III Standard 10 2009 No No Not aligned to standards Food for Today 2010 No None Yes

FACS Early Childhood Occupations I Standard 11 2009 No No Not aligned

to standardsWorking with Young Children 2002 No None Yes

FACS Fashion & Fabrics III Standard 11 2009 No No Not aligned to standards Fashion 2002 No None Yes

FACS Introduction to Health Occupations Standard 11 2009 No No Not aligned

to standardsDiversified Health Occupation 2009 No None Yes

FACS Food Service I Standard 11 2009 No No NoPro Start Becoming a Foodservice Professional Year 1

2004 No None Yes

FACS Early Childhood Occupations II Standard 12 2009 No No Not aligned

to standardsWorking with Young Children 2002 No None Yes



Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

FACS Family & Child Development Standard 12 2009 No No Not aligned

to standards Families Today1997

w/2009 Supplement

No None Yes

FACS Food Service II Standard 12

FACS Fashion Mechandising Standard 12

FACS Health Occupation Clinical Standard 12 2009 No No No Diversified Health

Occupation 2009 No None Yes

FACS Introduction to Teaching Standard 12

FACS Food Science Standard 11, 12 2009 No No Not aligned to standards

Food Science: The Biochemistry of Food & Nutrition

2006 No None Yes

FACS Adult Living Standard 11, 12 2009 No No Not aligned to standards None - on line course No None Yes

FACS Parenting Standard 11, 12

Fine Arts Art & Design Standard 9 Fall 2008 No NoIllinois

Learning Standards

None N/A N/A None Yes

Fine Arts Beginning Drama Standard 9 Fall 2005 No No State None N/A N/A None Yes

Fine Arts Beginning Band Standard 9 Fall 2011 No No State, 25, 26 & 27

Tradition of Excellence Book 1 and 2 N/A No

Recording Devices,

ComputersYes

Fine Arts Concert Band Standard 9 Fall 2005 No No State 25, 26 & 27 None N/A N/A

Recording Devices,

ComputersYes

Fine Arts Beginning Mixed Choir Standard 9 Fall 2010 No No State 25, 26

& 27 Variety Varies N/ARecording Devices,

ComputersYes

Fine Arts 2 Dimensional Art I Standard 10 Fall 2008 No NoIllinois

Learning Standards








Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

Fine Arts 2 Dimensional Art II Standard 10 Fall 2008 No NoIllinois

Learning Standards

None N/A N/ADigital

Camera, Computer

Yes

Fine Arts 3 Dimensional Design Honors 10 Fall 2011 No NoIllinois

Learning Standards


Fine Arts Intermediate Drama Standard 10 Fall 2005 No No State None N/A N/A Computer YesFine Arts Honors Performance Honors 10 Fall 2005 No No State None N/A N/A Computer Yes

Fine Arts Technical Theatre Standard 10 Fall 2012 No No State None N/A N/ASound Cue Software,

LightboardYes

Fine Arts Symphonic Band Standard 10 Fall 2005 No No State 25, 26 & 27 None N/A N/A

Recording Devices,

ComputersYes

Fine Arts Mixed Chorus Standard 10 Fall 2010 No No State 25, 26 & 27 Variety Varies N/A

Recording Devices,

ComputersYes

Fine Arts Wind Ensemble Honors 11 Fall 2006 No No State 25, 26 & 27 None N/A N/A

Recording Devices,

ComputersYes

Fine Arts Advanced Mixed Choir Honors 11 Fall 2010 No No State 25, 26


ComputersYes

Fine Arts AP Studio Art AP 12 College Board No No College

Board None N/A N/ADigital

Camera, Computer

Yes

Fine Arts Jazz Ensemble Honors 12 Fall 2005 No No State 25, 26 & 27 None N/A N/A

Recording Devices,

ComputersYes

Fine Arts Vocal Ensemble Honors Honors 12 Fall 2010 No No State 25, 26


ComputersYes



Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

Foreign Language Spanish Speaker I Standard 9 Fall 2012 No Yes


Tu Mundo 2002 No Computer & Smartboard Yes

Foreign Language Spanish I Standard 9 Fall 2012 No Yes


En espanol I 2004 No Computer & Smartboard Yes

Foreign Language French I Standard 9 Fall 2012 No Yes


Bon Voyage Level I 2008 No Computer & Smartboard Yes

Foreign Language German I Standard 9 Fall 2012 No Yes


Komm mit! Level I 2008 No Computer & Smartboard Yes

Foreign Language Spanish Speaker II Standard 10 Fall 2012 No Yes


Nuestro Mundo La Ciberedicion 2002 No Computer &

Smartboard Yes

Foreign Language Spanish II Standard 10 Fall 2012 No Yes


En espanol II 2004 No Computer & Smartboard Yes

Foreign Language French II Standard 10 Fall 2012 No Yes


Bon Voyage Level II 2008 No Computer & Smartboard Yes

Foreign Language German II Standard 10 Fall 2012 No Yes


Komm mit! Level II 2008 No Computer & Smartboard Yes

Foreign Language

Spanish Speaker III Honors Honors 11 Fall 2012 No Yes


Galeria de Arte y vida 1997 No Computer & Smartboard Yes

Foreign Language Spanish III Honors Honors 11 Fall 2012 No Yes


En espanol III 2004 No Computer & Smartboard Yes



Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

Foreign Language French III Honors Honors 11 Fall 2012 No Yes


Bon Voyage Level III 2008 No Computer & Smartboard Yes

Foreign Language German III Honors Honors 11 Fall 2012 No Yes


Komm mit! Level III 2008 No Computer & Smartboard Yes

Foreign Language AP Spanish Language AP 12 College

Board No Yes College Board

Abriendo Puertas Lenguaje 2007 No Computer &

Smartboard Yes

Foreign Language AP Spanish Literature AP 12 College


Abriendo Puertas Lenguaje Texts I and II 2007 No Computer &

Smartboard Yes

Foreign Language AP French Language AP 12 College

BoardForeign

Language AP German Language AP 12 College Board No Yes College

Board Kaleidoskop 2010 No Computer & Smartboard Yes

Industrial Tech Freshmen Rotation - Communcation Standard 9 Fall 2010 No No Not aligned

to standards None N/A No None No

Industrial Tech Freshmen Rotation - Transportation Standard 9 Fall 2010 No No Not aligned


Industrial Tech Freshmen Rotation - Manufacturing Standard 9 Fall 2010 No No Not aligned


Industrial Tech Freshmen Rotation - Electricity Standard 9 Fall 2010 No No Not aligned


Industrial Tech Orientation to Auto Mechanics Standard 10 Spring 2010 No No Not aligned

to standardsModern Automotive Technology 1994 No None No

Industrial Tech Webpage Design Standard 10 Spring 2011 No No Not aligned to standards None N/A No None No

Industrial TechIntroduction to Home Repair, Construction & Trades

Standard 10 Fall 2007 No No Not aligned to standards None N/A No None No

Industrial Tech Introduction to Electronics Standard 10 Fall 2010 No No Not aligned


Will be offered for the first time in 2013 - 2014



Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

Industrial Tech Intro to Wood Technology Standard 10 Spring 2010 No No Not aligned

to standards Modern Carpentry 2000 No None No

Industrial Tech Auto Mechanics I Standard 11 Fall 2007 No No Not aligned to standards

Modern Automotive Technology 1994 No None No

Industrial Tech Technical Drafting I Standard 11 Spring 2011 No No Not aligned to standards None N/A No None No

Industrial Tech Computer Aided Drafting Standard 11

Industrial Tech Architectural Drafting Standard 11

Industrial Tech Advanced Electronics & Comuter Repair Standard 11

Industrial Tech Construction & Building Trades I Standard 11 Fall 2012 No No No N/A N/A No None No

Industrial Tech Auto Mechanics II Standard 12 Fall 2007 No No Not aligned to standards

Modern Automotive Technology 1994 No None No

Industrial Tech Technical Drafting II Standard 12 Spring 2011 No No Not aligned to standards None N/A No None No

Industrial Tech Construction & Building Trades II Standard 12

Industrial Tech Welding Dual Credit 11, 12 WCC No No WCC None N/A No None Yes

Industrial Tech Television Production Standard 11, 12

Mathematics Algebra I Standard 9 Fall 2012 Yes No CCSS Prentice Hall Algebra I 2004 No Graphing Calculator Yes

Mathematics Algebra I Honors Honors 9 Fall 2012 Yes No CCSS Prentice Hall Algebra I 2004 No Graphing Calculator Yes

Mathematics Geometry Honors Honors 9 Fall 2012 No NoIllinois

Learning Standards

Geometry for Enjoyment & Challenge 1991 No None No

Mathematics Magnet Geometry Magnet Honors 9 Fall 2012 No No


Geometry for Enjoyment & Challenge 1991 No None Yes








Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

Mathematics Geometry Standard 10 Fall 2012 No NoIllinois

Learning Standards

Glencoe Geometry 2005 No None No

Mathematics Algebra II Honors Honors 10 Fall 2012 No NoIllinois

Learning Standards

Prentice Hall Algebra II 2007 No Graphing Calculator Yes

Mathematics Magnet Algebra II Magnet Honors 10 Fall 2012 No No


Prentice Hall Algebra II 2007 No Graphing Calculator Yes

Mathematics Algebra II Standard 11 Fall 2012 No NoIllinois

Learning Standards

Prentice Hall Algebra II 2007 No Graphing Calculator No

Mathematics Pre Calculus Honors Honors 11 Fall 2011 No NoIllinois

Learning Standards

Advanced Mathematical Concepts: Pre Calculus with Applications

1997 No Graphing Calculator No

Mathematics Magnet Pre Calculus Magnet Honors 11 Fall 2012 No No



1997 No Graphing Calculator Yes

Mathematics Pre Calculus Standard 12 Fall 2011 No NoIllinois

Learning Standards


1997 No Graphing Calculator No

Mathematics Business Math Standard 12 Fall 2012 No No Not aligned to standards Business Math 2005 No Graphing

Calculator Yes

Mathematics Tech Math Standard 12 Fall 2011 No No Not aligned to standards

Mathematics for the Trades 2008 No Graphing

Calculator Yes

Mathematics College Algebra Dual Credit 12 WCC No No WCC College Algebra: Graphs

& Models 2008 No Graphing Calculator Yes

Mathematics Plane Trigonometry Dual Credit 12 WCC No No WCC Trigonometry 2007 No Graphing

Calculator Yes

Mathematics AP Calculus AP 12 College Board No No College

Board Calculus 1999 No Graphing Calculator No



Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

Mathematics AP Computer Science AP 12 College Board No No College

BoardJava Concepts for AP Computer Science 2008 No Dr. Java

Program Yes

Mathematics AP Statistics AP 12

Physical Ed Freshmen PE Standard 9 Spring 2011 No NoIllinois

Learning Standards

None N/A N/A None No

Physical Ed Health Education Standard 9 Spring 2011 No NoIllinois

Learning Standards

Glencoe Health 2011 Yes None Yes

Physical Ed Sophomore PE Standard 10 Spring 2011 No NoIllinois

Learning Standards


Physical Ed PE Leaders I Honors Honors 11 Fall 2012 No NoIllinois

Learning Standards


Physical Ed PE Leaders II Honors Honors 12 Fall 2012 No NoIllinois

Learning Standards


Physical Ed PE with Accommodations Standard 9 - 12 In Progress No No



Physical Ed Athletic Conditioning Standard 11, 12 Fall 2012 No NoIllinois

Learning Standards


Physical Ed Junior/Senior PE: Block C Standard 11, 12 Spring 2011 No No



Physical Ed Junior/Senior PE: Block H Standard 11, 12 Spring 2011 No No



Will be offered for the first time in 2013 - 2014



Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

Physical Ed Junior/Senior PE: Block A Standard 11, 12 Spring 2011 No No



Physical Ed Junior/Senior PE: Block D Standard 11, 12 Spring 2011 No No



Physical Ed Junior/Senior PE: Block I Standard 11, 12 Spring 2011 No No



Physical Ed Junior/Senior PE: Block B Standard 11, 12 Spring 2011 No No



Physical Ed Junior/Senior PE: Block G Standard 11, 12 Spring 2011 No No



Physical Ed Junior/Senior PE: Block J Standard 11, 12 Spring 2011 No No



Science Biology Standard 9 Fall 2012 No NoIllinois

Learning Standards

Biology 2012 Yes None No

Science Biology Honors Honors 9 Fall 2012 No NoIllinois

Learning Standards


Science Magnet Biology Magnet Honors 9 Fall 2012 No No



Science Chemistry Standard 10 Spring 2012 No NoIllinois

Learning Standards

Chemistry Connections to our changing World 1996 No None No



Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

Science Chemistry Honors Honors 10 Spring 2012 No NoIllinois

Learning Standards


Science Magnet Chemistry Magnet Honors 10 Spring 2012 No No



Science Earth Science Standard 10 Fall 2010 No NoIllinois

Learning Standards

Modern Earth Science 2002 No None No

Science Magnet Physics Magnet Honors 11 Spring 2012 No No


Physics 2002 No None No

Science Physics Standard 11 Spring 2012 No NoIllinois

Learning Standards


Science Physics Honors Honors 11 Spring 2012 No NoIllinois

Learning Standards


Science AP Physics AP 12 College Board No No College

Board Physics 1998 No None No

Science AP Biology AP 12 College Board No No College

Board Biology 1999 No None No

Science AP Chemistry AP 12

Science Human Structure & Function Honors 11, 12 Spring 2012 No No Not aligned

to standardsEssentials of Human Anatomy 2009 No None No

Science Astronomy Standard 11, 12 Spring 2012 No No Not aligned to standards

Astronomy: A Beginner's Guide to the Universe 2010 No None No

Science Forensics Standard 11, 12 Spring 2012 No No Not aligned to standards

Forensic Science: An Introduction 2011 No None No

Science Microbiology Honors 11, 12 Spring 2012 No No Not aligned to standards

Microbiology: Principles & Explorations 2002 No None No




Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

Social Studies World Cultures Standard 9 Fall 2008 No NoIllinois

Learning Standards

Global Mosaic 2004 No None No

Social Studies World History Standard 9 Spring 2010 No NoIllinois

Learning Standards

World History: Patterns of Interaction 1999 No None No

Social Studies Ancient & Medieval History Honors Honors 9 Fall 2011 No No


World History: People and Nations 2000 No Microsoft Yes

Social Studies Magnet Ancient & Medieval History

Magnet Honors 9 Fall 2011 No No


World History: People and Nations 2000 No Microsoft Yes

Social Studies American History Standard 10 Fall 2012 No NoIllinois

Learning Standards

United States History 2007 Yes None No

Social Studies Modern European Honors Honors 10 Fall 2009 No No


World History: People and Nations 2000 No Microsoft No

Social Studies AP European History AP 10 College Board No Yes College

Board The Western Heritage 2007 No Microsoft Yes

Social Studies Current Issues Standard 11 Fall 2012 Yes Yes CCSS None N/A N/A Microsoft, & E-mail Yes

Social Studies AP United States History AP 11 College

Board No Yes College Board Out of Many 2011 No None Yes

Social Studies American History Honors Honors 11 Fall 2012 Yes No CCSS People and a Nation 2005 No None Yes

Social Studies Sociology Standard 12 Spring 2012 No NoIllinois

Learning Standards

Sociology & You 2008 No Microsoft No

Social Studies American Government Standard 12 Fall 2011 No No


American Government 2008 Yes None No



Date Last Revised

C CSS A ligned

Informational T ext

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Common Syllabus

Social Studies AP Government & Politics AP 12 College


Government by the People 2011 No None Yes

Social Studies Psychology Standard 12 Fall 2012 No NoIllinois

Learning Standards

Psychology 2000 No None No

Social Studies Criminal Law Standard 12 Fall 2011 No NoIllinois

Learning Standards

Street Law 1994 No None Yes

SPED Read 180 DREAMMS 9 Fall 2010 Yes Yes CCSS rBook, RDI 1, 2, 3 2012 No

Computers, Read 180 Software,

CD Players and

Audiobooks

Yes

SPED Differentiated Algebra DREAMMS 9 Fall 2010 Yes No CCSS TransMath 2010 No None Yes

SPED Practical Elements of Mathematics - Level 1 SPED 9 Fall 2010 Yes No CCSS Transmath - Developing

Number Sense 2010 Yes None Yes

SPED Biology SPED 9 Fall 2012 No NoIllinois

Learning Standards

Biology 2010 No None No

SPED Social Studies Instructional SPED 9 Fall 2010 No No


World History 1999 No Computers Yes

SPED Biology SPED 9 Fall 2012 No NoIllinois

Learning Standards

Essentials of Biology 1998 No None No

SPED Fundamental Earth Science SPED 9 Fall 2012 No No


Not currently using text N/A N/A None Yes



Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

SPED Instructional Biology SPED 9 Fall 2012 No NoIllinois

Learning Standards


SPED Practical Elements of Mathematics - Level 2 SPED 10 Fall 2010 Yes No CCSS Transmath 2010 Yes None Yes

SPED Fundamental Life Science SPED 10 Fall 2012 No No



SPED Geometry SPED 10

Teacher dependent,

no fixed curriculum

No NoIllinois

Learning Standards

Geometry 2005 No None No

SPED American History DREAMMS 11 Fall 2010 No No


American History 2007 No None Yes

SPED Geometry Fundamentals SPED 11 Fall 2010 No No


None N/A N/A Calculator Yes

SPED Junior English SPED 11 Fall 2011 No NoIllinois

Learning Standards

Elements of Literature 2009 Yes Microsoft No

SPED American History Fundamentals SPED 11

Teacher dependent,

no fixed curriculum

No No Not aligned to standards None N/A No None Yes

SPED Consumer Education Fundamentals SPED 11 2001 No No Not aligned

to standards Economics 2001 No None No

SPED Practical Consumer Math SPED 12 2003 No No NCTM Consumer Mathematics 2003 No None No



Date Last Revised

C CSS A ligned

Informational T ext

Standards A ligned

T extbookPublishing



Common Syllabus

SPED Language! IV (Book D)

DREAMMS 9, 10 Fall 2010 Yes Yes CCSS Language! 2007

Vocab Journey,

ComputersNone Yes

SPED Language! IV (Book E)

DREAMMS 9, 10 Fall 2010 Yes Yes CCSS Language! 2007

Vocab Journey,

ComputersNone Yes

SPED Language! IV (Book A) SPED 9, 10 Fall 2010 Yes Yes CCSS Language! 2007

Vocab Journey,

ComputersNone Yes

SPED Language! IV (Book B) SPED 9, 10 Fall 2010 Yes Yes CCSS Language! 2007

Vocab Journey,

ComputersNone Yes

SPED Language! IV (Book C) SPED 9, 10 Fall 2010 Yes Yes CCSS Language! 2007

Vocab Journey,

ComputersNone Yes

SPED Differentiated Health DREAMMS 9, 10 Fall 2007 No Yes


Life Skills Health 2007 No None Yes

SPED Differentiated Biology DREAMMS 9, 10 Fall 2012 No Yes E2020 E2020 - on line course N/A Yes Computer Yes

SPED Transitional Skills DREAMMS 9, 10 2006 No No

Social / Emotional standards

Various supplementals Varies No None Yes


APPE NDI X B: INST RU C T I O N

East Aurora H igh School

C lassroom Walk-Through Data

C reated as part of East Aurora H igh School Distr ict 131 Cur riculum Audit

Conducted by Dr . Marion Hoyda

Prepared by Sheila Conrad

Classroom Walk-Through Scoring Rubric

Student-Engaged Instruction

Active mental engagement such as authentic project work, cooperative

learning, hands-on learning, demonstrations, active research.

Higher order thinking evident.

Student Active Engaged Learning

(6)

Active conversation among students

with most or all engaged. Teacher initiated but not directed.

Higher order thinking evident.

Student Learning Conversations

(5)

Teacher-Directed Instruction

Teacher-led learning experiences such as lecture, question

and answer, teacher giving directions, video instruction with teacher interaction. Discussion may occur, but instruction and

ideas come primarily from teacher.

Teacher-Led Instruction

(4)

Students working on

worksheets, book work, tests, video with teacher viewing the video

with the students, etc. Teacher assistance or support evident.

Student Work with Teacher Engaged

(3)

Disengagement

Students working on worksheets, book work, tests, viewing of video, etc. Teacher

assistance or support not evident.

Student Work with Teacher Not

Engaged (2)

Neither teacher nor students engaged in learning or teaching, such as watching video or doing

activities not directly related to the curriculum.

Complete Disengagement

(1)

Instructional Practices Inventory

Bryan Painter & Jerry Valentine, Middle Level Leadership Center, 1996, Revised 2002

Classroom Walk-Through Scoring T emplate Time In/Out

Type of Class Complete Disengage

Student Work with Teacher Not Engaged

Student Work with Teacher

Engaged Teacher-Led Instruction



Anecdotal Notes Technology Dept. Course

/

Non-curricular

A Worksheet E Worksheet I Lecture M Student Conversations O Project Work

B Bookwork F Bookwork J Q & A

N Higher Order

Thinking Skills (HOTS)

Evident

P Cooperative Learning

C Video G Video K Directions Q Hands-On Learning

D

No Teacher Assist H Teacher

Assist. L Video w/ teacher

interaction

R Demonstrations

S HOTS Evident

Time In/Out








/

Non-curricular



N Higher Order


Evident



D



interaction

R Demonstrations

S HOTS Evident

Time In/Out








/

Non-curricular



N Higher Order


Evident



D



interaction

R Demonstrations

S HOTS Evident

SC H O O L O BSE R V E R __________________________________

# Students:

# Students:

# Students:

Classroom Walk-‐Through Observation Data

98 Classroom Walk-‐Throughs in a Two-‐Day Period February 13, 2013 and February 14, 2013 Level of Student Engagement Complete Disengagement 11% Student Work with Teacher Not Engaged 8% Student Work with Teacher Engaged 35% Teacher-‐Led Instruction 29% Student Learning Conversations 12% Student Active Engaged Learning 5%

Classroom Walk-‐Through Observation Data

98 Classroom Walk-‐Throughs in a Two-‐Day Period February 13, 2013 and February 14, 2013 Instructional Strategies Observed Disengagement/Non-‐Curricular Activity 5% Worksheet with Teacher Not Engaged 4% Bookwork with Teacher No Engaged 1% Video with Teacher Not Engaged 3% Other Student Work with Teacher Not Engaged 3% Worksheet with Teacher Engaged 14% Bookwork with Teacher Engaged 3% Video with Teacher Engaged 0% Other Work with Teacher Engaged 8% Teacher-‐Led Instruction -‐ Lecture 19% Teacher Led Question and Answer 23% Teacher Giving Directions for Activity 6% Video with Teacher Interaction 3% Student Learning Conversations 0% Project Work 2% Cooperative Learning 3% Hands-‐On Learning Activity 5%

Jessie Barraza 3 Special Education 2 Special Education 171 Social Studies 1 Social Studies5 Physical Education 5 Physical Education1 Industrial Technology 1 Industrial Technology1 Business 3 Business6 Bilingual -‐ ESL 6 Bilingual -‐ ESL1 Behavior Interventionist 1 Behavior Interventionist18 (2 for Non-‐Tenure and 1 for Tenure teachers) 19 x 4 = 76 (1 Informal per quarter) 17

Peg Brolley 2 Family and Consumer Sciences 6 Family and Consumer Sciences 22 Industrial Technology 5 Industrial Technology28 Science 19 Science32 (2 for Non-‐Tenure and 1 for Tenure teachers) 30 x 4 = 120 (1 Informal per quarter) 2

Joy Chase 10 Foreign Language 8 Foreign Language 2Dean 1 Social Studies 1 Social Studies

11 (2 for Non-‐Tenure and 1 for Tenure teachers) 9 x 4 = 36 (1 Informal per quarter) 2

Andrea Cobbett 29 English 24 English 2English Division 1 ACT Prep. 1 ACT Prep.Chair 1 Librarian 1 Librarian


Sheila Conrad 2 ESL 1 ESL 29Principal 2 Business 1 Business

1 Family and Consumer Sciences 1 Family and Consumer Sciences2 Math 1 Math8 Social Studies 4 Social Studies33 Special Education 19 Special Education48 (2 for Non-‐Tenure and 1 for Tenure teachers) 27 x 4 = 108 (1 Informal per quarter) 29

Heather Kincaid 12 Counseling 7 Counseling 92 Math 1 Math2 Social Studies 1 Social Studies4 Social Workers 4 Social Worker5 Special Education 3 Special Education25 (2 for Non-‐Tenure and 1 for Tenure teachers) 16 x 4 = 64 (1 Informal per quarter) 9

Miranda Moses 19 Math 23 Math 21 Business 4 Business20 (2 for Non-‐Tenure and 1 for Tenure teachers) 27 x 4 = 108 (1 Informal per quarter) 2

Jessica Orstead 9 NJROTC 9 NJROTC 16Dean 1 Driver Education 3 Driver Education

2 PRIDE 1 PRIDE6 Family and Consumer Sciences13 Social Studies4 Special Education


Sarah Thomas 3 Physical Education 14 Physical Education 1Dean 4 Fine Arts 6 Fine Arts


Informal Observations Consist of a 10 -‐ 20 minute Classroom Observation, and a subsequent meeting with

the teacher

Number of Informal Observations to be Completed

Classified Evaluations require an evaluation conference

Number of Classified Evaluations to be Completed

Formal Observations Consist of a Pre-‐Conference, 20 -‐ 50 minute Classroom Observation, and a Post-‐Conference

Number of Formal Observations to be Completed

Math and Business Division Chair

Evaluation Assignments

Assistant Principal for Freshmen

Science and Technology Division Chair

Assistant Principal for Curriculum & Instruction

APPE NDI X C : ASSESSM E N T

H igh School Course Assessments

E AST A UR O R A H I G H SC H O O L

2012 2013

C reated as part of the East Aurora School Distr ict 131 Cur riculum Audit conducted by Dr . Marion Hoyda

Prepared by H eather K incaid

Assistant Principal Cur riculum & Instruction

Collaboration and Contributions by the following Department L eaders

Margaret Brolley Science, Industrial T echnology, and Family & Consumer Science

Andrea Cobbett - English

K elly Hills Social Studies

K athy Kozurek Physical Education & H ealth

Susan Mc Carron F ine A rts

Miranda Moses Mathematics & Business

Guillermo Pedroni Foreign Language

Sandy Smith Drivers Education

Theresa Ulrich English Language L earners

H eather W ebb Special Education

Assessment currently being developed and implemented - In Progress

Assessment implementation 2013 - 2014

No Common Assessments within the Course

Course is not being offered in the 2012 - 2013 school year

Course is strictly offered and taught at Waubonsee Community College

Course is completely Project based

Course is completely taught on E2020

Course is not offered for the 1st time until 2013 - 2014

ASSESSM E N T R EPO R T - K E Y

Department CourseType of

AssessmentType of

QuestionsSpiraled Content

Number Completed

Type of AssessmentType of


Number Completed

Type of Questions

CumulativeCommon

Study Guide

Business Keyboarding Math Multiple Choice Yes 3 Summative Computer

Applications Yes 3 Computer Applications Yes Yes

Business Computer Applications I Math Multiple

Choice Yes 3 Summative Multiple Choice Yes 3 Computer

Applications Yes Yes

Business Computer Applications II

Business Accounting I Math Multiple Choice Yes 3 Summative Multiple

Choice No 3 Multiple Choice Yes Yes

Business Accounting II

Business Small Business Ownership

Business Consumer Education Math Multiple Choice Yes 3 Summative Multiple

Choice No 3 Multiple Choice Yes No

Business Marketing Education Math Multiple Choice Yes 3 Summative Multiple


Business 21st Century Skills

Drivers Ed Driver Education Formative - Math based

Multiple Choice Yes 3 Summative Multiple

Choice Yes 2 Multiple Choice Yes Yes

English Freshmen English Honors Formative Multiple

Choice Yes 1

English Magnet Freshmen English Formative Multiple

Choice Yes 1

English Freshmen English Formative Multiple Choice Yes 1

English Sophomore English Honors Formative Multiple

Choice Yes 1

English Sophomore English Formative Multiple Choice Yes 1

English Magnet Sophomore English Formative Multiple

Choice Yes 1

College & Career Readiness Assessments Unit Assessments F inal Exams

In Progress of Development No common assessments










Prepared by Heather Kincaid -‐ Assistant Principal -‐ Curriculum Instruction 1


AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


English Junior English Formative Multiple Choice Yes 1

English Junior English Honors Formative Multiple Choice Yes 1

English AP Language & Composition Formative Multiple

Choice Yes 1 Multiple Choice Yes No

English Magnet AP Language & Composition Formative Multiple

Choice Yes 1 Multiple Choice Yes No

English Creative Speaking Summative Oral Presentation Yes N/A Oral

Presentation Yes Yes

English Humanities Summative Writing Assignment Yes N/A Oral

Presentation Yes No

English Humanities Honors Summative Writing Assignment Yes N/A Oral

Presentation Yes No

English Survivor Literature Summative Essay No 6 Essay Yes Yes

English Survey of Communication Summative Presentation Yes 8

English Individualized Reading

English Modern CompositionEnglish Writer's Workshop Summative Essay Yes 4 Essay Yes Yes

ESL ESL I Reading Summative Multiple Choice Yes 8 Multiple

Choice Yes No

ESL ESL II Reading Summative Multiple Choice Yes 8 Multiple

Choice Yes No

ESL ESL III Reading Summative Multiple Choice Yes 8 Multiple

Choice Yes No

ESL ESL I WritingESL ESL II WritingESL ESL III Writing


In Progress of Development

No Common AssessmentsNo Common Assessments




No Common Assessments

No common assessments





No common assessmentsIn Progress of Development


In Progress of DevelopmentIn Progress of Development



AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


ESL ESL IV Writing Summative Multiple Choice Yes 4 Multiple

Choice Yes No

FACS Fashion & Fabrics I Summative Multiple Choice No 6 Multiple

Choice Yes Yes

FACS Foods I Summative Multiple Choice No 3 Multiple

Choice Yes Yes

FACS Foods II Summative Multiple Choice No 3 Multiple

Choice Yes Yes

FACS Fashion & Fabrics II Summative Multiple Choice No 6 Multiple

Choice Yes Yes

FACS Foods III Summative Multiple Choice No 3 Multiple

Choice Yes Yes

FACS Early Childhood Occupations I Summative Multiple


FACS Fashion & Fabrics III Summative Multiple Choice No 6 Multiple

Choice Yes Yes

FACS Introduction to Health Occupations Summative Multiple


FACS Food Service I Summative NA Yes 0 Multiple Choice Yes Yes

FACS Early Childhood Occupations II Summative NA Yes 0 Multiple

Choice Yes Yes

FACS Family & Child Development Summative Multiple


FACS Food Service II

FACS Fashion Mechandising

FACS Health Occupation Clinical

FACS Introduction to Teaching




Course taught at WCC



AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


FACS Food Science Summative Multiple Choice No 6 Multiple

Choice Yes Yes

FACS Adult Living Summative Multiple Choice No 3 Multiple

Choice Yes Yes

FACS Parenting

Fine Arts Art & Design Formative Performance Rubric Yes 6

Multiple choice/Open

responseYes Yes

Fine Arts Beginning Drama Formative

Multiple Choice/Perfo

rmance Rubric

Yes 4Multiple Choice /

EssayYes Yes

Fine Arts Beginning Band Summative Performance Rubric Yes 6

Multiple Choice &

PerformanceYes Yes

Fine Arts Concert Band Summative Performance Rubric Yes 7

Multiple Choice &

PerformanceYes Yes

Fine Arts Beginning Mixed Choir Summative Performance

Rubric Yes 4Multiple Choice &

PerformanceYes Yes

Fine Arts 2 Dimensional Art I Formative Performance Rubric Yes 11


responseYes Yes

Fine Arts 2 Dimensional Art II Formative Performance Rubric Yes 10

Multiple choice/open

responseYes Yes




AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


Fine Arts 3 Dimensional Design Formative Performance Rubric Yes 9

Multiple choice/open

responseYes Yes

Fine Arts Intermediate Drama Formative Performance Rubric Yes 4

Essay/ Performance

RubricYes No

Fine Arts Honors Performance Formative Performance Rubric Yes 1

Essay/ Performance

RubricYes No

Fine Arts Technical Theatre Formative

Multiple Choice/Perfo

rmance Rubric

Yes 3

Multiple Choice/Perf

ormance Rubric

Yes No

Fine Arts Symphonic Band Summative Performance Rubric Yes 7

Mulitple Choice &

PerformanceYes Yes

Fine Arts Mixed Chorus Summative Performance Rubric Yes 4

Multiple Choice &

PerformanceYes Yes

Fine Arts Wind Ensemble Summative Performance Rubric Yes 7

Multiple Choice &

PerformanceYes Yes

Fine Arts Advanced Mixed Choir Summative Performance


PerformanceYes Yes



AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


Fine Arts AP Studio Art Formative Critique Rubric Yes Yes


responseYes Yes

Fine Arts Jazz Ensemble Summative Performance Rubric Yes 7

Multiple Choice &

PerformanceYes Yes

Fine Arts Vocal Ensemble Honors Summative Performance


PerformanceYes Yes

Foreign Language Spanish Speaker I Summative Multiple


Foreign Language Spanish I Summative Multiple


Foreign Language French I Summative Multiple


Foreign Language German I Summative Multiple


Foreign Language Spanish Speaker II Summative Multiple


Foreign Language Spanish II Summative Multiple


Foreign Language French II Summative Multiple


Foreign Language German II Summative Multiple


Foreign Language

Spanish Speaker III Honors Summative Multiple


Foreign Language Spanish III Honors Summative Multiple




AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


Foreign Language French III Honors Summative Multiple


Foreign Language German III Honors Summative Multiple


Foreign Language AP Spanish Language Summative Multiple


Foreign Language AP Spanish Literature Summative Multiple


Foreign Language AP French Language

Foreign Language AP German Language Summative Multiple


Industrial Tech Freshmen Rotation - Communcation

Formative - Math based



Industrial Tech Freshmen Rotation - Transportation




Industrial Tech Freshmen Rotation - Manufacturing




Industrial Tech Freshmen Rotation - Electricity




Industrial Tech Orientation to Auto Mechanics




Industrial Tech Webpage Design Formative - Math based



Industrial TechIntroduction to Home Repair, Construction & Trades


Multiple Choice Yes 3 Multiple

Choice Yes No

Industrial Tech Introduction to Electronics



Choice Yes No

Industrial Tech Intro to Wood Technology




Not offered until 2013 - 2014





AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


Industrial Tech Auto Mechanics I Formative - Math based


Choice Yes No

Industrial Tech Technical Drafting I Formative - Math based



Industrial Tech Computer Aided Drafting

Industrial Tech Architectural Drafting

Industrial Tech Advanced Electronics & Comuter Repair

Industrial Tech Construction & Building Trades I


Multiple Choice Yes 3

Industrial Tech Auto Mechanics II Formative - Math based


Choice Yes No

Industrial Tech Technical Drafting II

Industrial Tech Construction & Building Trades II

Industrial Tech WeldingIndustrial Tech Television Production

Mathematics Algebra I Formative Multiple Choice Yes 8 Summative

Multiple Choice, Short

Answer, Extended Response

No 8 Multiple Choice Yes Yes

Mathematics Algebra I Honors Formative Multiple Choice Yes 8 Summative




No common assessments No common assessments








Not offered during 2012 - 2013Course is project based



AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


Mathematics Geometry Honors Formative Multiple Choice Yes 8 Summative




Mathematics Magnet Geometry Formative Multiple Choice Yes 8 Summative




Mathematics Geometry Formative Multiple Choice Yes 8 Summative Multiple


Mathematics Algebra II Honors Formative Multiple Choice Yes 8 Summative Multiple


Mathematics Magnet Algebra II Formative Multiple Choice Yes 8 Summative Multiple


Mathematics Algebra II Formative Multiple Choice Yes 8 Summative Multiple


Mathematics Pre Calculus Honors Formative Multiple Choice Yes 8 Summative Multiple


Mathematics Magnet Pre Calculus Formative Multiple Choice Yes 8 Summative Multiple


Mathematics Pre Calculus Formative Multiple Choice Yes 8 Summative Multiple


Mathematics Business Math Summative Multiple Choice No 6 Multiple

Choice Yes Yes

Mathematics Tech Math Summative Multiple Choice No 7 Multiple

Choice Yes Yes



AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


Mathematics College Algebra Summative Multiple Choice No 3 Multiple

Choice Yes Yes

Mathematics Plane Trigonometry Summative Multiple Choice No 1 Multiple

Choice Yes Yes

Mathematics AP Calculus Summative Multiple Choice No 6 Multiple

Choice Yes Yes

Mathematics AP Computer Science Summative

80% Multiple choice,

20% Open-ended

Yes 6Multiple choice,

Open-endedYes No

Mathematics AP Statistics

Physical Ed Freshmen PE Summative Multiple Choice No 4 Multiple

Choice Yes Yes

Physical Ed Health Education Summative Multiple Choice No 4 Multiple

Choice Yes Yes

Physical Ed Sophomore PE Summative Multiple Choice No 4 Multiple

Choice Yes Yes

Physical Ed PE Leaders I Honors Summative Short Answer No 4 Short Answer Yes Yes

Physical Ed PE Leaders II Honors Summative Essay No 4 Multiple Choice Yes Yes

Physical Ed PE with Accommodations

Physical Ed Athletic Conditioning Summative Multiple Choice No 4 Multiple

Choice Yes Yes

Physical Ed Junior/Senior PE: Block C Summative Multiple


No Common Assessments




AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


Physical Ed Junior/Senior PE: Block H Summative Multiple


Physical Ed Junior/Senior PE: Block A Summative Multiple


Physical Ed Junior/Senior PE: Block D Summative Multiple


Physical Ed Junior/Senior PE: Block I Summative Multiple


Physical Ed Junior/Senior PE: Block B Summative Multiple


Physical Ed Junior/Senior PE: Block G Summative Multiple


Physical Ed Junior/Senior PE: Block J Summative Multiple


Science Biology Formative Multiple Choice Yes 2 Summative NA Yes 0 Multiple

Choice Yes Yes

Science Biology Honors Formative Multiple Choice Yes 2 Summative NA Yes 0 Multiple

Choice Yes Yes

Science Magnet Biology Formative Multiple Choice Yes 2 Summative NA Yes 0 Multiple

Choice Yes Yes

Science Chemistry Formative Multiple Choice Yes 2 Summative NA Yes 0

Science Chemistry Honors Formative Multiple Choice Yes 2 Summative NA Yes 0

Science Magnet Chemistry Formative Multiple Choice Yes 2 Summative NA Yes 0

Science Earth Science Formative Multiple Choice Yes 2 Summative NA Yes 0 Multiple

Choice Yes No

Science Magnet Physics Formative Multiple Choice Yes 2 Summative NA Yes 0 Multiple

Choice Yes No






AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


Science Physics Formative Multiple Choice Yes 2 Summative NA Yes 0 Multiple

Choice Yes No

Science Physics Honors Formative Multiple Choice Yes 2 Summative NA Yes 0 Multiple

Choice Yes No

Science AP Physics Summative NA Yes 0 Multiple Choice Yes No

Science AP Biology Summative NA Yes 0 Multiple Choice Yes No

Science AP Chemistry

Science Human Structure & Function Formative Multiple

Choice Yes 2 Summative Multiple Choice Yes 6 Multiple

Choice Yes No

Science Astronomy

Science Forensics Formative Multiple Choice Yes 2 Summative NA Yes 0 Multiple

Choice Yes No

Science Microbiology Formative Multiple Choice Yes 2 Summative NA Yes 0 Multiple

Choice Yes No

Social Studies World Cultures Summative Multiple Choice No 5 Multiple

Choice Yes Yes

Social Studies World History Summative Multiple Choice No 5 Multiple

Choice Yes Yes

Social Studies Ancient & Medieval History Honors Summative Multiple


Social Studies Magnet Ancient & Medieval History Summative Multiple


Social Studies American History Summative

Multiple Choice/ Written

Response


Social Studies Modern European Honors Summative

Multiple Choice / Matching






AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


Social Studies AP European History Summative


Response


Social Studies Current Issues

Social Studies AP United States History Summative


Response

No 8

Multiple Choice & Written

Response

No Yes

Social Studies American History Honors Summative Multiple


Social Studies Sociology

Social Studies American Government Summative Multiple


Social Studies AP Government & Politics Summative


Response

No 4Multiple Choice &

EssayYes Yes

Social Studies Psychology Summative


Response


Social Studies Criminal Law Summative


Response

No 1 Project Yes Yes

SPED Read 180 Summative Multiple Choice No 9 Multiple

Choice Yes No

SPED Differentiated Algebra Summative Short Response No 3 Multiple

Choice Yes No

Course is project based

Course is project based



AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


SPED Practical Elements of Mathematics - Level 1 Summative Short

Response No 11 short response Yes Yes

SPED Biology Summative

Short answer, multiple

choice, charts and graphs

No 1 Short Response Yes No

SPED Social Studies Instructional Summative

Short Response and

Multiple Choice

No 8 Multiple Choice Yes No

SPED Biology Summative Multiple Choice No 4 Multiple

Choice Yes Yes

SPED Fundamental Earth Science

SPED Practical Elements of Mathematics - Level 2 Summative Short

Response No 9 short response Yes Yes

SPED Fundamental Life Science Summative Multiple


SPED Geometry

SPED American History Summative Multiple Choice No 8 Multiple

Choice Yes Yes

SPED Geometry Fundamentals Summative Multiple


SPED Junior English Formative Multiple Choice Yes 1

SPED American History Fundamentals Summative Multiple







AssessmentType of


Number Completed



Number Completed

Type of Questions

CumulativeCommon

Study Guide


SPED Consumer Education Fundamentals

SPED Practical Consumer Math

SPED Language! IV (Book D) Summative Short

Response No every 10th lesson

Multiple Choice Yes Yes

SPED Language! IV (Book E) Summative Short



SPED Language! IV (Book A) Summative Short



SPED Language! IV (Book B) Summative Short



SPED Language! IV (Book C) Summative Short



SPED Differentiated Health SummativeMultiple

Choice, Short Response


SPED Differentiated Biology

SPED Transitional Skills

Course utilizes E2020





Wk Date

1 08/27-08/31

2 09/03-09/07

3 09/10-09/14

4 09/17-09/21

5 09/24-09/28

6 10/01-10/05

7 10/08-10/12

8 10/15-10/19

9 10/22-10/26

10 10/29-11/02

11 11/05-11/09

12 11/12-11/16

13 11/26-11/30

14 12/03-12/07

15 12/10-12/14

16 12/17-12/21

17 01/07-01/11

18 01/14-01/18

19 01/21-01/25

20 01/28-02/01

21 02/04-02/08

22 02/11-02/15

23 02/18-02/22

24 02/25-03/01

25 03/04-03/08

26 03/11-03/15

27 03/18-03/22

28 04/01-04/05

29 04/08-04/12

30 04/15-04/19

31 04/22-04/26

32 04/29-05/03

33 05/06-05/10

34 05/13-05/1735 05/20-052436 05/27-05/31

SPRING BREAK

ISAT/ IAA Grades 3-‐8

ACCESS all LEP students K-‐12

Fourth Quarter

PSAE (11th.), EXPLORE, PLAN

DEA Test C -‐ grades 2-‐8 / F&P K-‐5 RTI: SRI, SPI

POST TEST

Second

Quarter

RTI: SRI, SPI

Mid Year Benchmark

DEA CC Test B grades 2-‐8

Third

Quarter RTI: SRI, SPI

DEA IL Test B grades 9-‐11, NAGLIERI -‐ a l l 2nd graders for Gi fted Identi fication

PARENT CONFERENCES / THANKSGIVING BREAK

WINTER BREAK

First Q

uarter

New students to the district F&P / WAPT screener/

NAGLIERI

RTI: SRI, SPI

PRE-‐ TEST

DEA Common Core

Test A grades 2-‐8 IL Test A grades 9-‐11

State Assessements

D131 East AuroraAssessments Calendar 2012-‐2013

Benchmarks Progress Monitoring

Tier 2 & 3TBE Benchmark

4.5 W eek Assessments/

Unit Assessments

College Readiness

Assessments/Big 10

Final Exams

SPE C I A L PR O G R A M

C O URSE D EPTGen Ed

Assessment Given (Y/N)

Modifications (Y/N)

Gen Ed Assessment Given (Y/N)

Modifications (Y/N)

Gen Ed Assessment Given (Y/N)

Modifications (Y/N)

If modifications are done, please

describe the modifications

completed.

Special Education

Co-taught Algebra Mathematics Y Y Y Y Y Y Less distractors

Special Education

Co-taught Geometry Mathematics Y Y Y Y Y Y

Multiple Choice answers, shortened

Special Education

Co-taught Algebra 2 Mathematics Y Y Y Y Y Y Less distractors

Special Education

Practical Algebra Mathematics N N N N Y Y

Special Education

Practical Geometry Mathematics N N N N N N

Special Education

Practical Consumer Math

Mathematics N N N N N N

Special Education

Co-taught Biology Science Y Y Y Y Y Y

Mult Choice answers, shortened

Special Education

Co-taught Earth Science Science Y Y Y Y Y Y

Special Education

Instructional Biology Science Some Y N N N N

Mult Choice answers, shortened

Special Education

Instructional Earth Science Science Fundamental

only N N N N

Special Education

Instructional Life Science Science Fundamental

only N N N N

Special Education

Co-taught Freshmen English

English Y Y Y N Y N Less distractors

Special Education

Co-taught Sophomore English

English Y Y Y Y Y Y

Eliminate one incorrect

multiple choice answer, reduce essay questions

Special Education

Co-taught Junior English English Y Y Y N Y Y

Eliminate one incorrect

multiple choice answer, reduce essay questions

Special Education Language! English N N N N N N

ELL Algebra Mathematics Y N Y N Y NOccasional

verbal support in Spanish

ELL Geometry Mathematics Y N Y N Y NOccasional


ELL Algebra 2 Mathematics Y N Y N Y NOccasional


ELL Biology Science Y N Y N Y NOccasional


ELL Earth Science Science

ELL Chemistry Science Y N Y N Y NOccasional


Not currently offered, will be offering in the 2013 - 2014 school year

ELL ESL I English N N N N N NELL ESL II English N N N N N NELL ESL III English N N N N N NELL ESL IV English N N N N N N

ELL Read 180 English Y N N/A N/A N NOccasional


ELL Health Physical Education Y N N/A N/A Y N

Occasional verbal support

in Spanish

ELL US History Social Studies Y N N/A N/A Y N


in Spanish

ELL World Cultures Social Studies Y N N/A N/A Y N


in Spanish

ELL Government Social Studies Y N N/A N/A Y N


in Spanish

ELL Consumer Education Business Y N N/A N/A Y N


in Spanish

DREAMSS All Programs are E2020 or Language! No Assessments are Reg Ed.

PRIDE All Programs are E2020. No Assessments are Reg Ed.

APPE NDI X D: PR O G R A M D A T A

East Aurora H igh School

Achievement and Program Data

C reated as part of East Aurora H igh School

Distr ict 131 Cur riculum Audit

Conducted by Dr . Marion Hoyda

Prepared by Sheila Conrad

District 131 East Aurora High School

Table of Contents

Student Assessment Data EXPLORE Assessment Data 1

PLAN 1 ACT 1 College Readiness Benchmark Scores 1

WorkKeys 2 PSAE Trend Data 2 PSAE Trend Data by NCLB Subgroup 3 Graduation Rate Data 4 Students Expressed Need for Assistance on Explore and Plan Expressed Need on EXPLORE 5 Expressed Need on PLAN 6

Expressed Career Preferences on EXPLORE 7 8 Expressed Career Preferences on PLAN 9 10 Rigorous and Challenging Course Opportunities for Students Dual Credit Data 11 Advanced Placement Data 12 Advanced Placement Exam Data by Course 13 Career Preparation Course Opportunities for Students Cooperative Work-‐Study Programs 14 Career Certificates 15 Career Preparation Course Enrollment 16 Creative Elective Course Opportunities for Students 17 Academic and Behavioral Support Programs Summer or After School Programs 18 Credit Recovery Data 19 Data Indicating Need for Credit Recovery in Reading & Math 19 Alternative Programs in Lieu of Suspension or Expulsion 20

Academic Interventions and Assistance Programs 21 22 Community Service Graduation Requirements 23 Community Partnerships 24 25 Student Organization Membership 26

1

Student Assessment Results 2010-‐2011

Given in April

2011

2011-‐2012

Given in April 2012

2012-‐ 2013

Given in November 2012

Explore 9th Grade Mean Scores English 13.1 13.3 13.3 Math 14.2 14.4 14.6 Reading 13.5 13.7 13.6 Science 15.4 15.6 15.9 Composite 14.2 14.4 14.5 PLAN 10th Grade Mean Scores English 14.3 14.6 14.5 Math 16.1 16.5 16.0 Reading 14.7 16.1 15.2 Science 16.1 16.8 16.8 Composite 15.4 16.2 15.8 ACT 11th Grade Mean Scores

English 14.8 15.3 Math 17.7 17.7 Reading 16.4 15.9 Science 16.9 16.7 Composite 16.6 16.5 PSAE 11th Grade (The PSAE is a combination of the ACT and Work Keys tests) % of Students that Met or Exceeded

PSAE Reading 20% 24% PSAE Math 26% 28% PSAE Science 20% 22%

College Readiness Benchmarks % of Students Meeting College Readiness Benchmarks on ACT taken as part of the PSAE.

Reading CRB = 21 16% 18% Math CRB = 22 15% 17% Science CRB = 24 4% 7% English CRB = 18 27% 29%

Green denotes an increase in scores from 2010

Student Assessment Data EXPLORE/PLAN/ACT/PSAE

2

Work Keys: % at levels 5 7 on the Work Keys test taken as part of the PSAE. 2010-‐2011 2011-‐2012 Reading 28% 35% Math 33% 42%

PSAE Trend Data

2007 2008 2009 2010 2011 2012 Number of Students Tested 464 449 390 433 567 569

PSAE Reading % Meeting or Exceeding 24% 26% 29% 27% 20% 24%

PSAE Math % Meeting or Exceeding 30% 29% 25% 30% 26% 28%

PSAE Science % Meeting or Exceeding 22% 19% 19% 22% 20% 22%


Student Assessment Data

Workkeys

3

PSAE Trend Data by NCLB Subgroup

2010 2011 2012 Black PSAE Reading

% Meeting or Exceeding 21 13 15

PSAE Math % Meeting or Exceeding 19 17 13

PSAE Science % Meeting or Exceeding 8 14 10

Hispanic PSAE Reading % Meeting or Exceeding 27 17 22



White PSAE Reading % Meeting or Exceeding 39 62 50



Asian No Subgroup American Indian No Subgroup Multi-‐Racial No Subgroup LEP (Limited English Proficient)

PSAE Reading % Meeting or Exceeding 0 0 4



IEP (Students with Disabilities)

PSAE Reading % Meeting or Exceeding 10 2 10



Low Income PSAE Reading % Meeting or Exceeding 25 19 21




Student Assessment Data

4

Graduation Rate Data

Graduation Rate 2009-‐2010 2010-‐2011 2011-‐2012 Overall 72.1% 68.7% 63.3%

By Sub-‐group White 79.6% 80.0% 63.6% Black 74.6% 70% 63.6% Hispanic 71.1% 67.7% 63.6% Asian 66.7% 100% 75.0% American Indian 100% 100% Two or More Races Native Hawaiian/Pacific Islander 100% 50% 25.00% Limited English Proficient 34.5% 61.9% 57.6% Students with Disabilities 28.4% 56.7% 50.0% Economically Disadvantages 41.5% 69.1% 68.6%

0%10%20%30%40%50%60%70%80%90%

100%

2009-‐2010

2010-‐2011

2011-‐2012

5

EXPLORE (9th Grade)

Expressed Need for Help

May 2010

May 2011

May 2012

November 2012

Exploring Options After High School 43% 47% 44% 44% Improving Writing Skills 27% 28% 22% 20% Improving Reading Speed or Comprehension 27% 24% 23% 21% Improving Study Skills 37% 38% 34% 29% Improving Mathematical Skills 44% 47% 39% 36% Improving Computer Skills 15% 17% 15% 12% Improving Public Speaking Skills 34% 3% 28% 28%

on EXPLORE and PLAN

6

PLAN (10th Grade) Expressed Need for Help

May 2010

May 2011

May 2012

November 2012

Exploring Options After High School 55% 57% 56% 55% Improving Writing Skills 41% 42% 32% 33% Improving Reading Speed or Comprehension 32% 36% 31% 36% Improving Study Skills 48% 49% 39% 43% Improving Mathematical Skills 50% 47% 37% 41% Improving Computer Skills 25% 23% 20% 21% Improving Public Speaking Skills 41% 43% 38% 28%

on EXPLORE and PLAN

7

Explore (9th Grade)

Career Preference Category Explore 2013 Administration and Sales 12% Business Operations 3% Technical 17% Science and Technology 21% Arts 17% Social Service 16% No response or Invalid response 13%

Career Preferences on EXPLORE

8

Career Preference Category Breakdown Explore 2013 Administration and Sales 12%

Employment-‐Related Services 2% Marketing and Sales 1% Management 3% Regulation and Protection 6%

Business Operations 3% Communication and Records 1% Financial Transactions 1% Distribution and Dispatching Less than 1%

Technical 17% Transport Operation and Related Less than 1% Agriculture, Forestry and Related Less than 1% Computer and Information Specialties 3% Construction and Maintenance 2% Crafts and Related 2% Manufacturing and Processing 1% Mechanical and Electrical Specialties 7%

Science and Technology 21% Engineering and Technologies 8% Natural Science and Technologies 2% Medical Technologies 3% Medical Diagnosis and Treatment 7% Social Science 1%

Arts 17% Applied Arts (Visual) 6% Creative and Performing Arts 10% Applied Arts (Written and Spoken) Less than 1%

Social Service 16% Health Care 5% Education 3% Community Services 5% Personal Services 2%

No response or Invalid response 13%

Career Preference Sub-‐Categories on EXPLORE

9

PLAN (10th Grade)

Career Preference Category PLAN 2013 Administration and Sales 12% Business Operations 5% Technical 18% Science and Technology 27% Arts 16% Social Service 20% No response or Invalid response 3%

Career Preferences PLAN Assessments

10

Career Preference Category Breakdown PLAN 2013 Administration and Sales 12%

Employment-‐Related Services 2% Marketing and Sales 2% Management 3% Regulation and Protection 5%

Business Operations 5% Communication and Records Less than 1% Financial Transactions 2% Distribution and Dispatching Less than 1%

Technical 18% Transport Operation and Related Less than 1% Agriculture, Forestry and Related Less than 1% Computer and Information Specialties 4% Construction and Maintenance 3% Crafts and Related 2% Manufacturing and Processing Less than 1% Mechanical and Electrical Specialties 7%

Science and Technology 27% Engineering and Technologies 9% Natural Science and Technologies 2% Medical Technologies 3% Medical Diagnosis and Treatment 10% Social Science 2%

Arts 16% Applied Arts (Visual) 7% Creative and Performing Arts 8% Applied Arts (Written and Spoken) 1%

Social Service 20% Health Care 7% Education 3% Community Services 5% Personal Services 4%

No response or Invalid response 3%

Career Preference Sub-‐Categories on PLAN

11

Dual Credit Data

Dual Credit Courses 2009-‐2010 2010-‐2011 2011-‐2012 Course Registrations *Data not available 334 282 Percentage Earning College Credit *Data not available 77% 74%

*Data not available due to a change in student information systems; 2009 2010 course registration data not accessible.

Dual Credit Information by Course 2010-‐2011 2011-‐2012

Students Enrolled 20 9 Students Earning Credit (Grade C or Higher) 95% 100%

Cinema Studies Students Enrolled 24 16 Students Earning Credit (Grade C or Higher) 33% 63%

Consumer Education Students Enrolled 72 77 Students Earning Credit (Grade C or Higher) 84% 76%

Creative Speaking Students Enrolled 77 69 Students Earning Credit (Grade C or Higher) 73% 74%

Dunham American Literature Students Enrolled 7 Program Discontinued Students Earning Credit (Grade C or Higher) 100%

Dunham English Students Enrolled 15 Program Discontinued Students Earning Credit (Grade C or Higher) 93%

Dunham History Students Enrolled 8 Program Discontinued Students Earning Credit (Grade C or Higher) 100%

Welding I Students Enrolled 40 40 Students Earning Credit (Grade C or Higher) 83% 80%

Welding II Students Enrolled 40 40 Students Earning Credit (Grade C or Higher) 85% 80%

Welding III Students Enrolled 31 31 Students Earning Credit (Grade C or Higher) 55% 48%

Rigorous and Challenging Course Opportunities for Students

12

Advanced Placement (AP © ) Data

Advanced Placement Courses 2009-‐2010 2010-‐2011 2011-‐2012 Course Registrations * Data not available 676 632 AP Students 118 184 189 Exams Taken 188 254 262 Percentage Scoring 3 5 35% 30% 36% Percentage of Total AP Students with Scores 3 - 5

55.1% 41.8% 50.3%

AP Scholars (students who receive scores of 3 or higher on three or more AP Exams)

6

AP Scholars with Distinction (students who receive an average score of at least 3.5 on all AP Exams taken, and scores of 3 or higher on five or more of these exams)

2


13

Advanced Placement Exam Data by Course

AP Exam Information by Course 2009-‐2010 2010-‐2011 2011-‐2012 Biology

Exams Taken 23 28 38 Percentage Scoring 3 - 5 4% 0% 10%

Calculus AB Exams Taken 9 19 15 Percentage Scoring 3 - 5 0% 26% 33%

Chemistry (Offered, but course did not run) Exams Taken 0 0 0 Percentage Scoring 3 - 5 - - -

Computer Science A Exams Taken 0 14 8 Percentage Scoring 3 - 5 - 14% 0%

English Language and Composition (Offered, but course did not run) Exams Taken 0 0 0 Percentage Scoring 3 - 5 - - -

English Literature and Composition Exams Taken 22 24 15 Percentage Scoring 3 - 5 9% 20% 13%

European History Exams Taken 35 58 54 Percentage Scoring 3 - 5 17% 17% 27%

German Language and Culture Exams Taken 7 20 11 Percentage Scoring 3 - 5 0% 5% 9%

Physics B Exams Taken 15 12 10 Percentage Scoring 3 - 5 0% 8% 0%

Spanish Language Exams Taken 49 52 53 Percentage Scoring 3 - 5 84% 83% 92%

Spanish Literature Exams Taken 22 22 17 Percentage Scoring 3 - 5 81% 77% 88%

Studio Art Exams Taken 6 5 3 Percentage Scoring 3 - 5 83% 100% 100%

United States History Exams Taken 0 0 38 Percentage Scoring 3 - 5 - - 29%


14

Cooperative Education Work-‐Study Programs

2010-‐2011 2011-‐2012 2012-‐2013

Business Co-‐Op: Marketing 26 23 32

Number Students Working 23 23 27

Number Students Paid 21 23 (Due in March 2013)

Family and Consumer Sciences Co-‐Op (Home Economics Related) 30 33 0

Number Students Working 30 33 n/a

Number Students Paid 26 23 n/a

Industrial Technology Co-‐Op * 39 0

Number Students Working * No data n/a

Number Students Paid * No data n/a

Special Education Co-‐Op * 44 48

Number Students Working * 44 42

Number Students Paid * 44 42

*Data not available due to a change in student information systems.

Career Preparation Course Opportunities for Students

15

Career Certificates

2010-‐2011 2011-‐2012 2012-‐2013

(Students Enrolled) 19 9 17

Certificate from the National Institute of Occupational Safety and Health (NIOSH)

50

Pro-‐Start Certification in Restaurant Management

Will be available

2013-‐ 2014

Work Keys Career Readiness

34 Certificates 30 Certificates

To be determined

May 2013

Gold: 1 Gold: 1

Silver: 19 Silver: 15

Bronze: 14 Bronze: 14


16

Career Preparation Course Enrollment

Career and Technical Preparation Courses 2011-‐2012 2012-‐2013

Accounting 0 54

Building Trades 20 11

Computer Applications I and II 122 137

Drafting 34 43

Early Childhood Occupations 127 143

Electronics 37 89

Entrepreneurship 0 0

Fashion Merchandising 0 0

Food Service 26 24

Food Science 0 143

Home Repair 76 156

Hospitality 0 0

Introduction to Business 34 52

Introduction to Health Occupations 104 237

Health Occupation Clinical 16 17

Introduction to Teaching 0 0

Marketing 40 47

Small Business Management 0 0

21st Century Skills 0 0

Web Page Design 43 43

Welding 71 76

Auto Mechanics 192 242


17

Creative Elective Course Enrollment

Fine Arts Courses 2011-‐2012 2012-‐2013

Visual Arts (Drawing, painting, sculpting and ceramics)

673 747

Drama -‐ Performance 260 246

Technical Theatre 26 54

Instrumental Music 343 347

Beginning Band 24 0

Concert Band 83 87

Symphonic Band 80 119

Wind Ensemble 108 95

Jazz Ensemble 48 46

Vocal Music 377 206

Beginning Chorus 102 83

Mixed Chorus 177 52

Advanced Chorus 49 20

Vocal Ensemble 49 51

Creative Elective Course Opportunities for Students

18

Summer or After School Programs

Summer Enrichment Programs

2011-‐2012 2012-‐2013

Catskills Reading, Math and Study Skills Program for students entering ninth grade or 9th grade students who need additional reading and math instruction.

98 105

Number of Students Earning Credit

53 67

Summer Read 180 Program not offered 75


42

Summer AutoSkills (Math) Program not offered 78


38

Supplemental Educational Services After school tutoring provided by outside agencies; paid by Title funds under NCLB

118

Academic and Behavioral Support Programs

19

Credit Recovery Data

Credit Recovery Opportunities 2011-‐2012

2012-‐2013

First Semester

E2020 Day Program Enrollment 147 209

Number and Percent of Students Earning Credit

Data Not Available Due to Change in Student Information System

112

(54%)

E2020 Night School Enrollment 181 97


41

(42%)

Summer School Enrollment 871


780

(89%)

Data Indicating Need for Credit Recovery in School Improvement Areas of Reading and Math

Department F irst Semester 2012 2013 Course Failures

English

Grades 9-12

Number of Course Failures: 458

Department Failure Rate: 15.53%

Math

Grades 9-12

Number of Course Failures: 672

Department Failure Rate: 22.97%


20

Alternative Programs in Lieu of Suspension or Expulsion

Alternative Education Programs for Students in Lieu of Suspension or Expulsion

2011-‐2012 2012-‐2013

Quad County Urban League

(Alternative Placement)

27 42

Regional Safe Schools Program

(Alternative Placement)

68 56

Community Service in Lieu of Suspension Assigned

491 1128

Breaking Free Substance Abuse Education and Prevention Program

55 No longer offered


21

Academic Interventions and Assistance Programs

T ier 1 Available to A ll Students

Participation Based on Student Self-Refer ral

A C T T est Preparation Students may take a quarter or semester-long ACT test preparation class in lieu of a study hall during their junior year. Some students take a college visit as part of the course.

A C T T est Preparation Saturday Program Any student may participate in ACT Test preparation program on Saturday mornings during the months of March and April. Program consists of 8 consecutive sessions.

Mathematics Tutoring Lab - Students may visit the math lab for homework assistance and tutoring during study halls, lunch periods, or after school.

Bilingual Tutoring Lab- Students in the ESL program may visit the ESL/Bilingual tutoring lab during study hall and lunch periods.

Supplemental Educational Services (Required under No Child Left Behind) This program provides after school tutoring and assistance in reading to students. Students/parents may choose from approved providers and receive up to 130 hours of instruction. Students must be free or reduced lunch to qualify. Programs may be on or off-campus.

After-School Tutoring Students who are eligible for free or reduced lunch may receive free after school tutoring in all subject areas. This program is funded by Communities in Schools.

Upward Bound: Waubonsee Community College This program provides support to participants in preparation for college. Services students who are from low-income families or families in which neither parent

toring and academic assistance are provided for students during study halls or after school. This program is funded through Waubonsee Community College.

Upward Bound: Northern I llinois University This program provides support to participants in preparation for college. Services students who are from low-income families or families in which neither parent holds a

toring and academic assistance are provided for students during after school. This program is funded through Northern Illinois University.

22

Academic Interventions and Assistance Programs

T ier I I Available to Students During the School Day Based on Staff-Refer ral

English Tutoring Lab- Students may be assigned to the English tutoring lab for additional assistance in reading. Referral to lab is based on Explore and Plan scores.

Math Tutoring Lab I I Students in Algebra I may be assigned to a second period of instruction for targeted assistance. Referral to lab is based on Explore, Plan scores or student grades during first quarter.

C redit Recovery Students in need of covering credits can be assigned to the credit recovery class during study halls for on-line courses.

Science Study Hall The science study hall is available to students in Physics courses one period per day. Students may be assigned for assistance and tutoring.

Academy of Math This is an on-line course for students whose test scores indicate they are not at expected grade levels in mathematics. This course is taken in addition to Algebra I. Students are referred to this program based on Discovery Education Assessment results taken in 8th grade, and ISAT results taken in 7th or 8th grade.

L iteracy and Comprehension This is an on-line reading comprehension class for students whose Explore and Plan scores indicate they are reading below expected levels. Students are assigned to course in addition to their regular English course.

Read 180 Read 180 provides balanced literacy instruction for students whose test scores indicate they are not reading at expected levels. Students take this course in addition to their regular English course. Students are referred to program based on Discovery Education Assessment Results taken in 8th grade, or EXPLORE/PLAN results and Lexile level assessments for students who have entered high school.

T ier I I I Students Must Be Refer red for Participation in Program

C L A W Place This is a Special Education Resource during which students are given instruction in understandassistance during class to complete assignments from core academic classes.

23

Community Service Graduation Requirements

At East Aurora High School, we strive to teach more than math and reading; we are preparing students for their future roles as members of our community. We believe that all learning does not take place inside a classroom, and that community service and volunteer activities can provide students with valuable learning experiences that will help prepare them for their futures. Volunteer and community service activities outside of the classroom require students to apply knowledge and skills learned in academic classes to real-‐world situations as well as teach

-‐responsibility for task completion, and working together with others.

All students in the East Aurora High School Class of 2013 and beyond are required to complete 40 hours of community service prior to being issued a high school diploma. Students may begin to earn community service hours as soon as they are promoted to ninth grade.

24

Community Partnerships

Colleges and Universities

Aurora University Pays faculty advisor stipend and provides support for Future Educators of America Club.

I llinois College Advising Corps. (University of I llinois) - Provides a full-time college advisor to assist juniors and seniors in college planning, completing college applications, financial aid and scholarship applications. Provides one parent workshop per month to assist parents in learning about the college application and financial aid process.

North Central College Provides teacher workshops and coordinates a mini-college fair at parent teacher conferences. Has provided parent workshops in past years. Provides junior-senior scholars academic tutoring and mentoring program

Northern I llinois University Provides parent workshops for Spanish Speaking parents. Currently working on a grant to fund parent workshop series and teacher training in culturally responsive teaching

Upward Bound: Northern I llinois University - Provides support to participants in their preparation for college entrance. Program is after-school.

Upward Bound: Waubonsee Community College - Provides support and tutoring to participants in their preparation for college entrance. Two full-time staff are on-site during days when school is in session.

Waubonsee Community College Provides parent workshops and dual-credit opportunities for students.

Not-For-Profit Community O rganizations

Aurora Public L ibrary Provides authors to speak at assemblies and support for school library.

Aurora Rotary Provides assistance to students to study abroad for a year.

Bridging the Gap Coordinates dual credit opportunities for students in specific programs. Pays stipend for faculty advisor and provides support for Snowball, an anti-drug and alcohol club for students.

Communities in Schools Provides counseling and social work to students during study halls or lunch periods at no cost. Provides funding for after school tutoring and enrichment program.

Family Focus Provides after school tutoring and enrichment program for students. Provides parent and community programs and workshops.

25

Not-For-Profit Community O rganizations (continued)

Joseph Corporation Provides projects/venues for building trades students to gain construction and remodeling experience during class time.

K iwanis Provides faculty advisor stipend and support for Key Club, a student service organization.

Northern I llinois Food Bank Provides snacks for students in after school programs at no cost to district.

Quad County Urban L eague Provides after school program geared at assisting students in preparing for college (college choice, financial aid, etc.).

Visiting Nurses Association (V N A) Provides on-site Health Care Clinic, with nurse practitioner, social worker, and nutritionist. Services available to students and their families.

Government

United States Navy Provides partial funding and support for NJROTC program.

Parent Organizations

Booster C lubs Band, NJROTC Program, and Sports Boosters. Provide financial support to respective programs. Drama Booster club is forming during 2012 2013 school year.

Parent T eacher Association Provides financial support to teachers and programs at EAHS.

Community Partnerships

26

Student Organization Membership 2011-‐2012 2012 2013 ACE (Conservation Club) 5 Art Club 10 18 Anime Club 11 20 Art National Honor Society 11 Auroran (Newspaper) 10 12 Aztec Dance Club 4 Bi-‐lingual Honor Society First Induction May 2013

BPA (Business Professionals of America) 3 5 Chess Club 26 15 Cooking/Cuisine Club 24 Drama (Plays) 103 143 FCCLA (Family, Career and Community Leaders of America) 16 16 French Honor Society 16 13 Freshman Class Council 10 26 FEA (Future Educators of America) 9 12 German Honor Society 28 30 Gay -‐ Straight Alliance 15 16 HERO (Health -‐ Education Related Occupations) 16 Hispanic Honor Society 22 19 Junior Class Council 10 17 Key Club 5 Literary Magazine 3 2 Math National Honor Society 16 Mathletes 32 28 Marketing Education/DECA 25 47 Music Club 25 17 National Honor Society 30 36 NJROTC Academic Team 19 23 NJROTC Color Guard 27 33 NJROTC Drill Team 44 39 NJROTC Drum and Bugle 23 35 NJROTC Orienteering 71 100 NJROTC Physical Fitness Team 24 35 NJROTC Rifle Team 18 20 Peace Jam (Community Change and Involvement) 13 Photography Club 10 28 Scholastic Bowl 12 17 Science Club 51 17 Science Fiction Club 5 Science National Honor Society 26 29 Senior Class Council 15 23 Skills USA -‐ (careers in trades, technical and skilled service occupations, including health occupations) 6 11 Snowball (Anti-‐Drug and Alcohol) 34 40 Sophomore Class Council 23 15 Speculum (Yearbook) 15 26 Student Athlete Society 25 Student Council 20 27 Swim Club 50 Thespian 23 25 Total Club Membership 881 1193

APPE NDI X E : R E C O M M E ND A T I O N L IST & A C T I O N PL A NNIN G T E MPL A T E

2012 2013

Recommendations: Curriculum Part A

1. Develop a curriculum cycle for all subject areas taught in the district. In the cycle, identify the phases of the curriculum, the major responsibilities to be accomplished in each phase, and the persons responsible for ensuring the responsibilities are completed. The cycle should include processes that span the initial development, its implementation, the professional development needed in each phase for administrators and faculty, and the technology support within each of those categories. The curriculum cycle must accommodate a K-‐12 review.

2. Include assessment, instruction, data and instructional technology in the curriculum cycle.

3. Each phase of the curriculum cycle should have an accompanying budget that is developed for five years. It should be updated annually and integrated into the overall district budget.

4. Provide guidance to leaders of curriculum development so they know the current state of the art for its content area. Use highly competent consultants for this guidance as one way to develop internal expertise.

5. Include elementary, middle and high school faculty within Bilingual, General and Special Education to serve on the curriculum development committees.

6. Select a common format for the development of the curriculum guides. Heidi Hayes ping is a model and process worthy of study for

curriculum development and invest in curricular mapping software which all faculty will have be able to access easily.

7. Establish an implementation plan that includes a time period for input, an end date for final revisions, and a method to monitor its implementation.

8. Develop a vertically and horizontally articulated and comprehensive RTI plan.

Recommendations: Review of High School Curricula Part B

1. Select a common format for all high school course curriculum maps which specifically include the content, essential questions, skills, resources (texts/software applications) and assessments. Additionally, include a pacing guide for the course. Faculty may include other information based on departmental need.

2. Select a format that can be accessed digitally. Several vendors have updated their curriculum mapping software to reflect the sophistication of information included in maps currently being developed.

3. Align the course curriculum maps with, the Common Core Standards State Standards, and the ACT College and Career Readiness Standards, and/or the professional standards as they apply to the subject area whether general or special or bilingual education. Be certain to address informational text and text complexity for all subjects.

4. Create course syllabi that outline what students should know and be able to do. These should align with the course curricula and be presented to students at the beginning of each semester.

5. Create study guides for students to help them prepare for major assessments. These should address the standards to which the courses are aligned.

6. Develop an assessment plan which aligns to the curricula. 7. Provide staff development for the purpose of developing assessments which all students

enrolled in a course must take. The professional development should focus on: a. Aligning assessments with the curricula; b. Ensuring the assessments are valid and reliable; and, c. Creating assessments that go beyond multiple-‐choice and require students to

demonstrate mastery through multiple forms of assessments. 8. Ensure that academies for the 13-‐14 school year, listed in the high school registration

guide, provide course curricula that have rigor and relevance for college and career readiness and that their curricula are state of the art.

9. Develop courses that provide experiences that help students in areas of interest and possible careers. Link them to the Career Preferences students identify in their Work to Work Maps provided in the EXPLORE and PLAN tests.

10. Use the data from the EXPLORE and PLAN World to Work maps to establish clubs which meet students expressed career interests. For example, many District 131 students indicate an interest in careers dealing technology. As such, examine the extent to which their school curricular and co-‐curricular experiences relate to the areas in which they are interested.

11. Ensure the special education and bilingual courses share curricular standards so that students who take the PSAE test have the benefit of learning the general education curriculum.

12. Study workforce trends and connect with professions, businesses and industry to provide students with curricular opportunities related to the job and economic forecasts.

Recommendations: Instruction 1. Because the focus of the walk-‐throughs was engagement, there is no data to comment

on the extent to which the learning was aligned with outcomes; that would require a different methodology. Is it likely that many lessons did align with outcomes? Yes. However, the exercise of monthly walk-‐throughs to note engagement does not specifically speak to the alignment of instructional objectives. I commend the high school administration for conducting walk-‐throughs on a monthly basis and recommend school leaders develop a process which links classroom visits to the degree to which the lessons align with student learning outcomes as identified on lesson plans and curricular maps.

2. According to The Skillful Teacherstudents respond, and the teacher makes value judgments on the responses. Its goal is

learning experience. A good lecture, aligned to learning goals, is a valid learning experience. To further enhance student learning, I recommend faculty study two books. The Skillful Teacher describes various models of teaching. I also recommend the study of the positive effects of direct instruction (not to be confused with didactic instruction). This topic is addressed in a synthesis of research related to achievement in the book Visible Learning.

3. Research models of instructional walk-‐throughs which go beyond the level of student engagement. McREL and Marzano have models that the administration and faculty may consider for study.

4. Faculty should develop lesson plans that ensure that allocated time for learning is maximized and students are engaged successfully and on task. Time on task matters and teachers create conditions to increase the likelihood of student learning.

5. Some departments now have division chairs and some have departmental managers, and the leadership they are able to demonstrate is different due to that change. As the school year comes to an end, study the curricular and instructional impact of the new departmental organization at the high school.

6. The number of individuals available to complete that very important responsibility has decreased from the 11-‐12 school year to 12-‐13 school year. Review the impact that the new departmental organization has had on the completion of the teacher observations and evaluations. (Appendix B: Instruction)

7. Establish a robust plan to integrate technology into instruction and learning in meaningful ways. Provide staff with instructional technology specialists to support extensive staff development. Research personal learning device technology as well. Middle and high school principals indicate that iPads, laptops, graphing calculators and wireless environments would be welcome additions to facilitate the integration of technology into instruction.

8. Destiny is used in the media centers. Plan is use the full degree of its features. 9. Determine additional ways in which teachers can meet in order to discuss teaching and

learning across grade levels and subject areas with strong articulation between the middle and high schools.

Recommendations: Assessment

1. Develop an assessment plan that is integrated within the curriculum cycle. Determine types of exams common to all courses, the expectations and implementation plan.

2. Provide significant and ongoing staff development for faculty responsible for developing common assessments-‐both formative and summative. Using Formative Assessments in the RtI Framework provides examples for consideration.

3. Develop assessments that are valid, reliable and varied. Link the items and/or products directly to the standards that students are expected to meet.

4. Create common assessments in English and math which are the same for all grade levels 6-‐12 and from school to school. All students required to take the State ISAT and PSAE tests should take the common assessments and the College Readiness Practice tests. For example, a student taking a math class through the special education department, and who sits for the PSAE, should also take the 4.5 week assessments, the College Readiness Practice tests and the final exams of the course aligned to the general education course. That is currently not the case for all students.

5. High school faculty should access the ACT EXPLORE and PLAN test booklets and ACT test examples that are available on-‐line to develop the College Readiness Practice tests. In so doing, faculty will have the benefit of using well-‐developed ACT items to develop the College Readiness Practice tests. If faculty prefer to develop their own items, they can refer to the College Readiness score bands for skills within the score bands.

6. Provide high school administration and faculty protected time to study the College Readiness standards, their connection to the curriculum, and the assessment results.

7. Middle and high school teachers should examine EXPLORE College Readiness standards and test results in the core areas; it should not be limited to high school faculty.

8. Administer the EXPLORE test in either the spring of 7th grade or as early in the fall of the 8th grade as possible. The middle school faculty should study the test results in terms of the College Readiness Standards as early as 6th grade.

9. All high school courses of study should develop assessments that support the Common Core State Standards and College Readiness standards and reflect state of the art assessments regardless of the course.

10. Explore developing an Advanced Placement alignment to the curriculum as early as 6th grade. The College Board has some strategies for consideration.

11. Continue to hold focus groups with students to learn about their learning needs in order to determine how best to meet them-‐particularly for math and reading.

Recommendations: Data Analysis for the sample scenario

1. Hold focus groups with randomly selected students in grades 6, 7, 8, 9 and 10 to better understand the reasons they are asking for assistance with improving mathematics. (East High School held its first focus group in March of 2013 with approximately 15 students in attendance).

2. Tailor instruction, math labs and support programs to align with student needs, the ACT college readiness standards in mathematics and the math Common Core Standards.

3. Track credit recovery so that the need to retake credit bearing math courses declines.

4. Track and student math scores on the EXPLORE, PLAN and the College Readiness Practice tests in math (formerly Big Ten exams). Conduct item analyses of the tests in order to adjust instruction and interventions.

5. Ensure that the math tutoring lab at the high school is taught by highly effective math tutors and that the content is tightly aligned to the course curricula.

6. Ensure that students seeking tutoring are not denied entrance as currently occurs.

7. Ensure that the middle school math courses and labs are tightly coupled to the college and ACT College and Career readiness standards and the Common Core in mathematics.

8. Provide rigorous professional development for all general, bilingual and special education teachers responsible for teaching and/or tutoring students in mathematics.

9. Look for trends in the needs data which students identify on the EXPLORE and PLAN and develop strategies to support students who request assistance in math.

10. Utilize a student data management system which allows easy access to analyze data and develop reports for students in general education and, in particular, special education.

Recommendations for Student Data Management and Information Systems

1. Data should be more comprehensively organized so that faculty can easily access it for analysis.

2. Determine how to migrate the separate student information data bases into one student information system.

3. Select a student data management system that is accessible to K-‐12, web based and user friendly.

R E C O M M E ND A T I O N A C T I O N PL A NNIN G T E MPL A T E

GOAL AREA: _______________________________

PRIORITY (please circle): HIGH MEDIUM LOW

RECOMMENDATION # _____: ______________________________________________________

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Specify link to Rising Star Indicator

Key Code: ______________

Objective: _______________________________________________________________________

Assigned to: _____________________________________________

Target Date for Completion: _________________________________

A C T I O N PL A N

Deliverables (Benchmarks) Dates Due

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East Aurora High School Audit

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Transcript of East Aurora High School Audit