Framingham High School...This year, we have added a SLIFE (Students with Limited or Interrupted...

Framingham High School

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115 A Street Framingham, MA 01701

(508) 620-4963

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Framingham Public Schools Framingham High School

School Improvement Plan 2016 - 2017

Page i

PREAMBLE

This School Improvement Plan is being submitted to the Framingham School Committee in accordance with the

requirements of M.G.L., C.71, S.50C of the Education Reform Act of 1993.

This document represents the conclusions gathered from many meetings between school administrators,

department heads, School Council members and faculty. These meetings have culminated in a School

Improvement Plan that presents a framework for analyzing both formative and summative assessments including

but not limited to the MCAS, PSAT, SAT, and AP tests. The results of these tests drive curriculum development and

instruction.

Substantial input for this School Improvement Plan came from regular meetings with the Framingham High School

Leadership Team (the Leadership Team meets once a seven day cycle and is comprised of department heads,

program directors, and administrators), school administrators and the Framingham High School Council. The

School Council is a very active group of 24 faculty members, students and parents. Each department at FHS has a

delegate to the council. In addition, representatives are also present from our library and administrative team as

well as from the FHS student population and parent community. The School Council meets the first Wednesday of

every month in the Framingham High School library from 6:30-8:00 PM.

Framingham High School will continue to implement and adapt this school improvement plan to modify and refine

best practices and maximize learning outcomes.

SIGNATURE PAGE

We, the members of the School Council, have met and discussed the School Improvement Plan and the

Performance Improvement Mapping Plan in Appendix A.

Elyse T. Torbert, Principal __________________________________________________

Graylen Chickering, Grade 12 Student __________________________________________________

Alison Courchesne, Library and Media Services __________________________________________________

Maria Davis, World Language Department Head __________________________________________________



Page ii

Susan DeSimone, School Counselor __________________________________________________

Courtney Edman, Parent __________________________________________________

Peter Erbland, Technology Department Head __________________________________________________

Olivia Green, Grade 12 Student __________________________________________________

Rosemary Jebari, ESL Department Head __________________________________________________

Carol Kagan, Parent __________________________________________________

Lisa Kaye, Parent __________________________________________________

Greg Lagan, Vice Principal __________________________________________________

Virginia Magnani, FCS Teacher __________________________________________________

Michele Merrick, Health and PE Teacher __________________________________________________

Carol Phalen, Parent __________________________________________________

Libby Phipps, Grade 12 Student __________________________________________________

Karen Powell, English Teacher __________________________________________________

Jordan Ramsay, Grade 12 Student __________________________________________________

Kristin Romine, Parent __________________________________________________



Page iii

Marcy Rosch, Parent __________________________________________________

Akin Shah, Grade 11 Student __________________________________________________

Sheryl Stacey, SPED Teacher __________________________________________________

Meaghan Sullivan, Math Teacher __________________________________________________

Varun Tekur, Grade 11 Student __________________________________________________

Sydney Turner, Parent __________________________________________________



Page iv

TABLE OF CONTENTS

1. DESCRIPTION OF SCHOOL ................................................................................................... 7

1.1. Vision ....................................................................................................................... 8

1.2. Mission .................................................................................................................... 8

1.3. School Overview ..................................................................................................... 8

2. DEMOGRAPHIC DATA ....................................................................................................... 10

2.1. Enrollment Data ...................................................................................................... 9

2.2. Selected Populations............................................................................................. 11

2.3. Teacher Data ......................................................................................................... 11

3. MCAS DATA ....................................................................................................................... 13

3.1. Reading / English Language Arts Annual Comparisons ........................................ 13

3.2. Mathematics Annual Comparisons ....................................................................... 15

3.3. Science & Technology/Engineering Annual Comparisons .................................... 16

4. PPI AND CPI DATA ............................................................................................................. 17

5. STUDENT GROWTH ........................................................................................................... 19

5.1. English Language Arts ............................................... Error! Bookmark not defined.

5.2. Mathematics ......................................................................................................... 21

6. LEARNING INDICATORS ............................................... ERROR! BOOKMARK NOT DEFINED.

6.1. Reading / English Language Arts ............................... Error! Bookmark not defined.

6.2. Mathematics ............................................................. Error! Bookmark not defined.

6.3. Science and Technology ............................................ Error! Bookmark not defined.



Page v

7. MONITORING TOOL AND THE FIVE GOALS ....................................................................... 23

APPENDIX A: TEN ELEMENTS OF PERFORMANCE IMPROVEMENT MAPPING ............................. 31

APPENDIX B: ADDITIONAL STUDENT DATA .................................................................................. 37

Appendix B.1. Indicators ................................................................................................ 41

Appendix B.2. Reason for Suspension / Expulsion ......................................................... 41

APPENDIX C: ADDITIONAL SUPPORTING DOCUMENTS ................................................................ 42



Page 6

1. DESCRIPTION OF SCHOOL

Framingham High School is a large comprehensive urban/suburban high school that serves

students in the 9th, 10th, 11th and 12th grades. During the 2015-2016 school year,

Framingham High School had an approximate enrollment of 2,074 students with a

population that closely mirrors state averages with regard to demographics. There are

currently 284 employees on staff including 256 Unit A professionals. The school offers

courses in Bilingual and Sheltered English, English, English as a Second Language, Family and

Consumer Science, Fine and Performing Arts, Health and Physical Education, History and

Social Sciences, Mathematics, Science, SLIFE, Special Education, STEAM, Technology

Education and Engineering, and World Language.

The school also has a large contingent of support personnel including school counselors,

social workers, school psychologists, nurses, Special Education para-professionals, and a

clinical care coordinator. During the 2013-2014 school year, a full-time College and Career

Counselor was added to support post-secondary planning for all students with a focus on

first-generation college goers. This position has since been split into two part-time

positions that include a .5 College and Career Counselor and a .5 College and Career

Readiness Counselor. During the 2014-2015 school year, a full time Clinical Care

Coordinator was added to support students transitioning back to school from an extended

medical absence and to provide wrap-around therapeutic services for students and their

families. This year, we have added a SLIFE (Students with Limited or Interrupted Formal

Education) teacher and have worked with College and Career Readiness consultant, Katie

Gray. Framingham High School offers a number of innovative programs dedicated to

supporting students with needs that require interventions in addition to standard classroom

instruction. These programs include a social/emotional/behavioral special education

support program (Phoenix), a program dedicated to students with Autism Spectrum

disorders (Learning Center), a program dedicated to supporting students who have been

retained (Cornerstones), a program dedicated to supporting students with limited or

interrupted formal education (SLIFE), two mentoring programs (Step Up to Excellence and

MAZIE), a student/family support program (Resiliency for Life), an advisory program, and a

peer-to-peer tutoring program (Academic Development Center). Framingham High School

also has a Career Development Program that allows qualified seniors to explore their goals

through a workplace setting while earning credit with an academic component. These

programs serve specific needs, targeting students with behavioral, attendance, social and

emotional issues.



Page 7

1.1. VISION

All students at Framingham High School will:

Write and speak clearly and effectively.

Read actively and critically.

Listen actively and effectively.

Demonstrate research skills by finding and using information efficiently, critically, and ethically.

Use technology tools and resources effectively.

Understand and apply interdisciplinary problem solving skills.

Promote a school community that values human differences and challenges stereotypes.

Work collaboratively.

Participate in activities that connect the school with the local and global community.

Maintain standards of academic and intellectual integrity, responsibility, and honesty.

Understand and pursue general wellness.

Framingham High School will foster an equitable learning environment in which students and staff work together to ensure our students become life-long learners, thoughtful community members, and employable workers who are academically, socially, and emotionally prepared to set and pursue their own goals.

1.2. MISSION

Framingham High School will provide students with a comprehensive, challenging and diverse learning environment, which will enable our students to become successful members of the global community.

Our Core Values Are: Individual Responsibility and Accountability Collaboration & Civic Involvement Academic Excellence Respect, Honesty & Integrity Exploration and Development of Personal Interests

1.3. SCHOOL OVERVIEW

Framingham High School is currently the twelfth largest grade 9-12 high school in

Massachusetts. The Principal and Associate Principal are responsible for whole-school



Page 8

initiatives, data analysis, professional development, supervision and evaluation,

instructional leadership, testing, crisis -management, budget, district alignment and school

policy. Given its large size, Framingham High School employs a horizontally aligned system

in which each grade has its own Vice Principal and support team that follows students

throughout their four-year educational career. Each Vice Principal serves as the “principal

of the grade” for issues regarding student behavior, academic success and attendance. A

student support team that consists of four school counselors, one social worker, a school

psychologist, and a school nurse monitors students’ social/emotional growth and academic

performance. Special educators and other members of student support programs also

collaborate to provide input on student support decisions and discussions. Each grade Vice

Principal and their support team meets regularly (once per seven-day cycle) to discuss

student issues and creatively brainstorm possible solutions.

Content-area departments organize the teaching faculty at Framingham High School. Each

department is run by a designated department head who coordinates the scheduling and

deployment of teachers, contributes to the supervision and evaluation of teachers, and

oversees curriculum mapping, professional development opportunities and the

development of courses. Each department head also teaches courses within the

department. The number of courses taught is inversely proportional to the size of the

department and dictated by contractual language. Each department also has a Vice

Principal (or the Associate Principal) who serves as an administrative liaison to the

department. This administrative liaison helps address departmental concerns and shares

responsibility for the supervision and evaluation of teachers.



Page 9

2. DEMOGRAPHIC DATA

2.1. ENROLLMENT DATA

ENROLLMENT BY RACE/ETHNICITY

10-YEAR DEMOGRAPHIC TRENDS HISTORY 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-2016

Total Students 2148 2109 2162 2190 2152 2080 1988 2008 1995 2074

African-American 8.1% 9.3% 8.5% 8.5% 7.8% 6.9% 7.3% 7.6% 6.8% 7.1%

Asian 6.1% 5.3% 5.5% 5.9% 6.3% 6.2% 6.5% 6.6% 7.0% 6.6%

Hispanic 13.6% 15.9% 17.0% 17.7% 18.5% 18.4% 17.2% 17.7% 17.9% 20.4%

White 71.6% 68.8% 68.5% 67.3% 66.8% 67.6% 68.2% 67.3% 67.4% 64.0%

ENROLLMENT BY GENDER

2015-16 ENROLLMENT BY GRADE

9 10 11 12 Total

Framingham High School 554 494 531 495 2,074



Page 10


October 1 Enrollment History

9 10 11 12 TOTAL

1994 483 447 390 363 1,698

1995 536 450 426 345 1,757

1996 492 498 421 374 1,785

1997 493 441 440 394 1,768

1998 482 432 372 365 1,651

1999 525 469 444 330 1,768

2000 566 480 430 402 1,878

2001 537 492 428 429 1,886

2002 535 492 516 423 1,966

2003 591 527 479 460 2,057

2004 519 585 504 465 2,073

2005 563 498 565 489 2,115

2006 571 541 485 551 2,148

2007 519 557 549 484 2,109

2008 559 545 536 522 2,162

2009 582 570 523 515 2,190

2010 564 557 548 483 2,152

2011 516 532 540 491 2,079

2012 493 489 513 493 1,988

2013 543 500 480 485 2,008

2014 499 525 497 474 1,995

2015 554 494 531 495 2,074

Student Attendance Two-Year Comparison 2014-2015 2015-2016

Grade 9-12 Dropout Rate 2.0 2.2

Attendance Rate 93.9 93.2

Average # of days absent 10.4 11.6

Retention Rate 2.7 2.9



Page 11

10-YEAR ATTENDANCE TREND HISTORY 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Total Students 2148 2109 2162 2190 2152 2080 1998 2008 1995 2074

Attendance Rate 94.0% 95.0% 94.5% 94.6% 94.3% 93.9% 93.9% 94.1% 93.9% 93.2%

Days Absent 10.4 8.4 9.3 9.2 9.8 10.6 10.6 10.2 10.4 11.6

In-School Susp 7.7% 5.8% 6.7% 5.9% 7.1% 6.3% 4.1% 2.9% 4.9% 3.9%

Out of School Susp 5.3% 5.5% 8.3% 8.4% 8.3% 9.0% 8.0% 7.0% 5.7% 7.0%

Retention Rate 2.0% 3.3% 3.2% 3.4% 3.3% 4.2% 3.7% 4.0% 2.7% 2.9%

Graduation Rate 90.2% 88.5% 85.0% 85.3% 84.6% 86.9% 83.2% 86.7% 89.1% 87.4%

2.2. SELECTED POPULATIONS

SELECTED POPULATIONS (2015-2016)

10-YEAR SELECTED POPULATIONS TREND HISTORY

06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14 14-15 15-16

Total Students 2148 2109 2162 2190 2152 2080 1988 2008 1955 2074

FLNE 29.1% 29.5% 30.7% 31.9% 30.5% 31.0% 30.1% 31.8% 33.6% 37.2%

LEP 5.8% 6.2% 6.6% 6.3% 7.8% 4.9% 4.3% 4.7% 6.8% 8.7%

Low Income 18.2% 20.6% 20.0% 27.1% 28.7% 26.7% 28.3% 28.6% 39.5% 18.3%*

SPED 13.7% 15.6% 16.6% 16.6% 16.9% 18.2% 16.3% 16.8% 17.1% 16.8%

*The Low Income category and criteria changed to Economically Disadvantaged.



Page 12

2.3. TEACHER DATA



Page 13

3. MCAS DATA

Grade and Subject

Proficient or Higher Advanced Proficient Needs Improvement Warning/ Failing

Included CPI SGP

SCHOOL STATE SCHOOL STATE SCHOOL STATE SCHOOL STATE SCHOOL STATE

GRADE 10 - ELA 93 91 53 47 40 45 4 6 3 3 450 96.2 58.0

GRADE 10 - MATH 84 78 67 54 17 24 11 15 5 8 444 92.2 69.0

GRADE 10 -

SCIENCE AND

TECH/ENG

87 73 43 29 44 44 11 21 3 5 409 94.4 N/A

ALL HIGH SCHOOL

GRADES – ELA 93 92 53 47 40 45 4 6 3 2 460 96.2 58.0

ALL HIGH SCHOOL

GRADES – MATH 84 78 67 55 17 24 11 15 5 7 444 92.2 69.0

ALL HIGH SCHOOL

GRADES – SCIENCE

AND TECH/ENG

87 74 43 30 44 44 11 21 3 5 409 94.4 N/A

3.1. READING / ENGLISH LANGUAGE ARTS ANNUAL COMPARISONS



Page 14



Page 15

3.2. MATHEMATICS ANNUAL COMPARISONS



Page 16

3.3. SCIENCE & TECHNOLOGY/ENGINEERING ANNUAL COMPARISONS



Page 17

4. ACCOUNTABILITY: PPI AND CPI DATA



Page 18



Page 19

5. STUDENT GROWTH DATA

5.1. ENGLISH LANGUAGE ARTS

Student Growth Summary – English – Spring 2016



Page 20

5.2 MATHEMATICS

Student Growth Summary - Mathematics – Spring 2016



Page 21



Page 22


School Improvement Plan 2016-2017

Page 23

6. MONITORING TOOL AND THE FIVE GOALS

Goals

Supporting Activities and

Strategies

Implementation

Stage Justification Results / Outcomes

Goals 1: By June of 2017, Framingham High School will reduce student chronic absenteeism (students who are absent more than 10% of the school year) from 17.5% to 15% (a reduction of 14%) and reduce the retention rate from 2.9% to 2.6% (a reduction of approximately 10%) as measured by state data.

Begin development of the Cornerstones program to serve and support students who have been retained due to attendance, behavioral, academic or social/emotional issues.

Implement after-school academic recovery program (Opportunities to Improve) to help struggling students every Tuesday and Thursday.

Expand the use of modular units (including on-line or teacher-created curriculum units) to help students earn partial credit.

Continue to work with Thayer to address students

Stage 1:

Planning

Stage 2:

Started

(date)

Stage 3:In

Progress

Stage 4:

Maintained

The chronic absentee rate for Framingham High School has increased from 17.1% in 2014-2015 to 17.4% in 2015-2016 (a 2.4% increase). The retention rate for Framingham High School has increased from 2.7% in 2014-2015 to 2.9% in 2015-2016.

Retained students have the least consistent educational team. They often are required to change their grade administrator (Vice Principal), counselor, and cohort of teachers. Absenteeism is the driving factor behind low student performance, including retention. Given that our absenteeism and retention rates increased between 2014-2015 and 2015-2016, this needs to be a high priority goal.

Reduction in chronic absentee and retention rates as indicated.



Page 24

Goals


Strategies

Implementation


who are at-risk of dropping out of school.

Continue to work with the Phoenix program to address students who have behavioral, social or emotional issues.

Continue the late bus system so all students have access to after-school help, resources, and extra-curricular activities.

Continue National Honors Society after-school peer tutoring program.

Utilize and implement Framingham Public Library’s Homework Center, which provides free tutoring to students in all subjects. Students can receive tutoring during the school day, after-school, and on weekends at either the Framingham High School Library or the Framingham Public Library.



Page 25

Goals


Strategies

Implementation


Create a program to help students who have missed school due to concussions, hospitalizations, school anxiety, suspensions, or other reasons maximize their credits and academic success. This program will include increased communication with hospitals, families and outside care providers as well as with teachers, support staff and administrators. Create transition plans that provide students with social/emotional support and with opportunities to earn back credit.

Create a system of instructional modules so students with chronic absences can still earn credit (even on a partial basis).



Page 26

Goals


Strategies

Implementation


Goal 2: Framingham High School will create and implement a school-wide social/emotional learning curriculum that will be

delivered through advisory periods. The purpose of advisory is to strengthen the relationship between students and adults by

pairing FHS staff with groups of students that they might not have in their classroom. The SEL curriculum will address the five

core competencies of social/emotional learning as defined by CASEL. These competencies are: self-awareness, self-

management, responsible decision making, relationship skills, and social awareness. As a result, Framingham High School will

move toward its vision of creating a learning environment that fosters equity and excellence in which students and staff work

together to ensure our students become life-long learners, thoughtful community members, and employable workers who are

socially, emotionally, and academically prepared to set and pursue their own goals.

Create and implement a comprehensive four-year advisory curriculum to every FHS student. This curriculum includes 64 lessons across four grades. These 64 lessons will cover such skills as goal setting, career exploration, study skills, financial literacy, self-advocacy, self-regulation, problem-solving and stress management. Students will also use Advisory to create and update Electronic Work Portfolios that capture student growth in writing

Stage 1:

Planning

Stage 2:

Started

(date)

Stage 3:In

Progress

Stage 4:

Maintained

Post-secondary data shows that less than 40% of the FHS Class of 2012 completed either a 2 or 4 year college program by June of 2016.

Currently Framingham High School has no structure or venue in place to deliver a cohesive social/emotional and global problem-solving curriculum for all students.

Through Advisory, all students will have the opportunity to build and solidify a four-year relationship with at least two adults in the building.



Page 27

Goals


Strategies

Implementation


across the curriculum, academics, and self-awareness.

School-wide rubrics will be developed to assess writing across the curriculum.

School-wide rubrics will be developed to provide students with individual feedback on such skills as collaboration, communication, creativity, critical thinking, and making thinking visible.

Every faculty and staff member will participate in Advisory.

Goals 3: By June of 2017, students will articulate their thinking and reasoning using multiple means of expression in at least 50% of classroom activity, as measured by learning walks and formal observations.

Continue professional development of best practices to make student thinking visible for faculty and staff.

Introduce the “Five Habits that Make Thinking Visible,” which was developed by FHS faculty and staff, to students.

Stage 1:

Planning

Stage 2:

Started

(date)

Stage 3:In

Progress

Stage 4:

Data from walk-throughs and observations conducted in 2015-2016 indicated that over 95% of the questions asked by teachers had less than a 1-second wait time attached to them. This data also showed that the overwhelming

Continue professional development of best practices to make student thinking visible for faculty and staff.

Introduce the “Five Habits that Make Thinking Visible,” which was developed by FHS faculty and staff, to students.

Conduct calibrated walk-throughs with all supervisors and evaluators



Page 28

Goals


Strategies

Implementation


Conduct calibrated walk-throughs with all supervisors and evaluators that measure and provide feedback on growth toward the following: 1. The majority of

students make their thinking and reasoning public.

2. Students use various means of expression (e.g., verbal, pictorial, writing, use of technology) to develop, record and represent their ideas and thinking.

3. Strategies allow students to formulate their thoughts in response to questions (e.g., wait time, peer sharing, quick-write). (SEI)

4. Strategic use of techniques (such as think-pair-share, turn-

Maintained majority of class time is teacher-directed, rather than student-centered.

This goal aligns with the district goal of making student thinking visible as well as Framingham High School’s vision.

Students’ abilities to make their thinking visible is a necessary 21st century communication skill that allows students to become actively involved in their own learning process.

Making student thinking visible is a formative assessment for teachers; fosters collaboration, student discourse and self-advocacy; enhances a student’s ability to argue; allows all students to practice their language skills (SEI); improves the level of teacher

that measure and provide feedback on growth toward the following: 1. The majority of students make

their thinking and reasoning public.

2. Students use various means of expression (e.g., verbal, pictorial, writing, use of technology) to develop, record and represent their ideas and thinking.

3. Strategies allow students to formulate their thoughts in response to questions (e.g., wait time, peer sharing, quick-write). (SEI)

4. Strategic use of techniques (such as think-pair-share, turn-and-talk, thinking protocols) supports student engagement, and advances student thinking and reasoning related to key concepts and big ideas. (SEI)

5. All students use academic vocabulary or representations to express their ideas and understanding. (SEI)



Page 29

Goals


Strategies

Implementation


and-talk, thinking protocols) supports student engagement, and advances student thinking and reasoning related to key concepts and big ideas. (SEI)

5. All students use academic vocabulary or representations to express their ideas and understanding. (SEI)

6. Pre-writing, concept mapping, or brainstorming activities support thinking and reasoning. (SEI)

7. Students use evidence and/or data to draw conclusions, synthesize, and evaluate.

8. Students openly process one another’s thinking by actively

questions; improves students’ listening skills; and communicates an expectation of higher quality student responses for EACH and EVERY student.

6. Pre-writing, concept mapping, or brainstorming activities support thinking and reasoning. (SEI)

7. Students use evidence and/or data to draw conclusions, synthesize, and evaluate.

8. Students openly process one another’s thinking by actively listening, rephrasing, or agreeing/disagreeing and providing and rationale. (SEI)



Page 30

Goals


Strategies

Implementation


listening, rephrasing, or agreeing/disagreeing and providing and rationale. (SEI)



Appendix A: Ten Elements of Performance Improvement Mapping Page A- 31

APPENDIX A: TEN ELEMENTS OF PERFORMANCE IMPROVEMENT MAPPING




1. How do you select and assign staff to positions in your school without regard to

seniority? What approaches are you implementing now? What do you need to do to

attain significant achievement gains?

Staff positions are assigned based on areas of certification and expertise. Teachers are

highly-qualified in their field and maintain current academic licensure with the state of

Massachusetts. Teachers are also provided with professional development

opportunities, on both a departmental and school-wide level. Current challenges are in

the areas of Special Education and ELL/Bilingual staffing due to licensure requirements

and growth and change with incoming student populations.

2. How do you control the financial resources needed to implement your school

improvement plan? What approaches are you implementing now? What do you need

to do to attain significant achievement gains?

Financial resources are divided into three categories: salaries, additional salaries, and

expenses. Department heads submit budget requests to the principal in late fall for the

next fiscal year. Requests are prioritized and reviewed through the school site council.

Recent requests have centered upon student social/emotional needs (Clinical Care

Coordinator) and increased supports in our ESL/Bilingual department with the goal of

increasing student engagement and reducing the dropout rate. Additional requests have

been made in the area of technology and wireless infrastructure. These investments are

necessary to make progress in planned “one-to-one” initaitives. Current challenges

include the sizeable transient student population and students with limited or

interrupted formal education (SLIFE). Programs and supports are being explored to

address the needs of students that arrive at the school with limited literacy and content

skills.

3. What are you using to align instruction in the state frameworks in core curricula

subjects? What approaches are you implementing now? What do you need to do to


Departments spend significant time during departmental collaboration and (in previous

years) professional development time developing curricula and aligning instruction to

state frameworks. All department heads and administrators have also taken Research

for Better Teaching’s Analyzing Teaching for Student Results course. Additional time

during the school year and/or professional development funding targeted toward

curriculum work during the summer would enhance this effort.




4. What interim assessments are you using in ELA and Math for students not yet

proficient? What approaches are you implementing now? What do you need to do to


FHS is not currently using any additional assessments in ELA and Math. Our current

efforts focus on the data we currently collect via common assessments (unit tests,

midyear exams, and final exams) and making this data acessible for classroom teachers

as part of the instructional process. We currently use Mastery Manager to analyze data

and curriculum strands from common standards-based exams. We have also used iXL

and a blended-learning model to supplement student learning in the classroom.

5. How does our staff track and analyze assessments to inform curriciulum, instruction,

and individual interventions? What approaches are you implementing now? What do

you need to do to attain significant achievement gains?

Teachers within departments closely analyze student performance data on both

formative and summative assessments. This data is then used to modify curriculum and

instruction. Data from common assessments are analyzed through Mastery Manager.

As a school, we have also begun to work on building systems of multi-tiered student

supports. We have created a formalized student referral process that is data driven.

We have also implemented a new Supervision and Evaluation system that is learning-

focused and data-driven. Evaluators have calibrated the feedback that they are

providing teachers and conversations grounded in student data are used to modify

classroom instruction and pedagogy. Better access to historical student assessment

data and teacher training on accessing this information will assist in this effort.




6. How much time on a daily / weekly basis is your staff allocating for the delivery of

instruction? How do we provide individual support in ELA and Math for students not

yet proficient? What approaches are you implementing now

Faculty instructional time is dictated by the current schedule. Student/teacher ratios

are adjusted to allow more focused attention to struggling learners. Supplemental

individualized instruction for students at risk of not meeting proficiency is provided in

advance of MCAS testing. In the past, this targeted technique has been extremely

effective at moving students to proficiency.

7. Do you provide daily after-school tutoring homework help for students who need

supplemental instruction? Is still development the focus of this help? What

approaches are you implementing now? What do you need to do to attain significant

achievement gains?

Individual teachers provide after school help to students on a regular basis after school.

In addition, National Honors Society members provide peer tutoring in the library every

Wednesday and Thursday. Students who are struggling may also be placed in the

Academic Development Center to receive one-on-one peer-to-peer tutoring during the

school day. We have reinstated late buses every Tuesday and Thursday for students to

be able to access after-school help, instructional spaces, and extra-curricular activites

8. How many subject area coaches do you have in your school for ELA/Reading and

Math? Who provides consistent classroom observation and feedback on the

quality/effectiveness of curriculum delivery, and their instructional practice and data

use? What approaches are you implementing now? What do you need to do to attain

significant achievement gains?

FHS does not have any subject area coaches. Department heads for each content area

provide observation and feedback on the quality and effectiveness of curriculum

delivery for teachers. These observations are supplemented by vice principals as

departmental liaisons. We are also in the process of adding a 1.0 SEI coach that will help

teachers differentiate the learning for ELL and FLEP students.

9. How do you evaluate faculty, content knowledge, and overall performance? How is it

tied tostudent learning and commitment to your building improvement strategies?

What approaches are you implementing now?

As mentioned above, quality supervision and evaluation is provided by department heads, vice-principals and the building principal. All evaluators are either currently taking or have already completed Research for Better Teaching’s Analyzing Teaching for




Student Results course. This course has given evaluators and teachers a common language to analyze best teaching practices, both formally and informally. This course has also helped evaluators to understand the essential attributes of a mastery objective (i.e. making objectives that are appropriately challenging, measurable, and aligned to standards) which in turn has allowed them to have valuable conversations with teachers about holding ALL students to high standards of teaching and learning. Being able to speak with teachers about their intended objectives and whether or not these are worthy objectives, and providing teachers with data that allows them to compare their lived objective with their intended/worthy objective has allowed evaluators to more productively guide teacher reflection and next steps.

Having a common language to analyze learning has also allowed evaluators to improve the organization and clarity of written (and verbal) feedback. The structure of literal notes provides the baseline to ensure that feedback is data-driven and objective rather than subjective opinions. Balanced analysis (CEIQ) has spurred them to identify and communicate the impact and implication that intentional or implied teaching practices has on student learning.

Moving forward, teachers need to be trained and educated about common best teaching practices. The Supervision and Evaluation rubric will help to spread a vision and shift our school culture to learning-focused supervision and evaluation.

10. What is your weekly and annual work schedule for teachers for professional

development that discusses individual student progress, curriculum issues,

instructional, and school-wide improvement? How many hours per week do you

dedicate to leadership-directed, collaborative work during teachers’ common planning

time? What approaches are you implementing now? What do you need to do to


Monthly collaboration time is provided during the school day. These meetings are

directed by department heads and provide approximately one hour per month of

interactive time. Each department focuses on either collaborative discussion of student

work, the development of consistent student assessments, or analysis of student

achievement data during collaboration time.

Departments also use creative scheduling to provide for coordinated discussions among

teachers that teach the same classes. While this is not always possible, in many

instances teachers use their prep time to coordinate and share lessons, discuss pacing,

and analyze student work. In addition, after-school department meetings occur




approximately once per month in individual departments, but these are not

contractually obligated times.



Appendix C: Additional Supporting Documents Page C- 37

APPENDIX B: ADDITIONAL STUDENT DATA

APPENDIX B.1. INDICATORS




APPENDIX B.2. STUDENT DISCIPLINE DATA REPORT

Data is for 2013-2014 School Year.

Student Group Students Students % In- % Out-of- % %




Disciplined School

Suspension

School

Suspension

Permanent

Expulsion

Removed

to

Alternate

Setting

All Students 2,087 198 4.1 8.0 0.0 0.0

Lim. English Prof. 123 19 6.5 13.8 0.0 0.0

Low income 800 136 8.1 14.1 0.0 0.0

Students w/disabilities 372 92 12.1 21.0 0.0 0.0

High needs 1,005 157 7.3 13.2 0.0 0.0

Female 1,063 53 2.0 4.0 0.0 0.0

Male 1,024 145 6.3 12.0 0.0 0.0

Amer. Ind. or Alaska Nat. 5

Asian 133 4

Afr. Amer./Black 159 19 7.5 10.1 0.0 0.0

Hispanic/Latino 385 80 9.4 17.9 0.0 0.0

Multi-race, Non-

Hisp./Lat.

14 0

Nat. Haw. or Pacif. Isl. 0

White 1,391 94 2.6 5.5 0.0 0.0

APPENDIX B.3. REASON FOR SUSPENSION / EXPULSION

*Data is from the 2013-2014 school year

APPENDIX C: ADDITIONAL SUPPORTING DOCUMENTS




New Registrants for 2014-2015

Date of

Registration

2015-

2016

2014-

2015

2013-

2014

2012-

2013

2011-

2012

2010-

2011

2009-

2010

Pre August 1 105 81 91 11 43 21

Aug 1 - Aug 15 17 11 9 7 9 18

Aug 16 - Aug 31 47 45 31 46 45 63 27

Sept. 1 - Sept. 15 35 23 27 20 31 7 38

Sept. 16 - Sept. 30 14 18 13 16 13 5

Oct. 1 - Oct. 15 6 11 9 6 7

Oct. 16 - Oct. 31 12 9 7 8 4

Nov. 1 - Nov. 15 8 12 4 6 4 6

Nov. 16 - Nov. 30 13 3 4 7 1 7

Dec. 1 - Dec. 15 6 4 9 6 11 7

Dec. 16 - Dec. 31 6 1 3 6 2 3

Jan. 1 - Jan 15 13 7 9 11 11 9

Jan. 16 - Jan. 31 5 14 6 10 10 9

Feb. 1 - Feb. 15 3 4 10 6 4

Feb. 16 - Feb. 29 3 4 3 1 2

Mar. 1 - Mar. 15 10 8 7 10 10

Mar. 16 - Mar. 31 7 5 8 4




Apr. 1 - Apr. 15 5 3 2 3

Apr. 16 - Apr. 30 4 2 1 3

May 1- May 15 2 1 6 5

May 16 - May 31 4 1 6

June 1 - June 15 1

7

June 15 - June 30 0

Total New

Students

218 286 240 183 221 201 209

AP Class Offerings:




AP Data and History

Total FHS

Enrollment

# AP Tests Taken

# AP Test

Takers

% AP Test Takers

% Scores of

1,2

% Scores of 3,4,5

2006-07 2148 707 357 16.62% 17.4 82.6

2007-08 2109 717 342 16.22% 15.6 84.4

2008-09 2162 773 355 16.42% 12.4 87.6

2009-10 2190 670 333 15.21% 15.5 84.5

2010-11 2152 683 343 15.94% 9.7 90.3

2011-12 2080 774 375 18.03% 9.7 90.3

2012-13 1988 752 358 18.01% 6.9 93.1

2013-14 2008 747 365 19.6% 8.8 91.2

2014-15 1995 880 431 21.6% 10.0 90.0




ELL Student Data based on the ACCESS test:

In 2013-2014, FHS ELLs

outperform the state in making progress on English Language

proficiency in content areas as measured by the ACCESS for

ELLs standardized test which is aligned to the WIDA ELD

standards. 84% of FHS ELLs made progress while the state %

is at 63%.




The data below reflects ELL students’ growth in language acquisition

(SGP) for 2014-2015. Framingham High School had excellent growth.

The one student in purple is the only student that demonstrated low

growth.

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