NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES

COMMISSION ON PUBLIC SECONDARY SCHOOLS

REPORT OF THE VISITING COMMITTEE

DARIEN HIGH SCHOOL

DARIEN, CONNECTICUT

March 3 – 6, 2002

Catherine A. Costa, CHAIR

Eugene M. Horrigan, ASSISTANT CHAIR

STATEMENT OF LIMITATIONS

THE DISTRIBUTION, USE, AND SCOPE OF THE

VISITING COMMITTEE REPORT

The Commission on Public Secondary Schools of the New England Association of Schools and Colleges considers this visiting committee report of Darien High School to be a privileged document submitted by the Commission on Public Secondary Schools of the New England Association of Schools and Colleges to the principal of the school and by the co-principals to the state department of education. Distribution of the report within the community is the responsibility of the school principal. The final visiting committee report must be released in its entirety within sixty days (60) of its completion to the superintendent, school board, public library or town office, and the appropriate news media.

The prime concern of the visiting committee has been to assess the quality of the educational program at Darien High School in terms of the school’s stated mission and the Commission’s Standards for Accreditation. Neither the total report nor any of its subsections is to be considered an evaluation of any individual staff member but rather a professional appraisal of the school as it appeared to the visiting team.

TABLE OF CONTENTS

Page

Statement On Limitations……………………………………………………………3

Introduction …………………………………………………………………… 4

Overview of Findings…………………………………………………………..7

Quality of Self-Assessment

Discussion of Significant Findings Regarding

Teaching and Learning and the Support of

Teaching and Learning

School and Community Report…………………………………………………12

School’s Statement of Mission and Learning Expectations………………….…15

Header Page: Teaching and Learning Standards……………………………….19

Mission and Expectations……………………………………………….20

Curriculum………………………………………………………………24

Instruction……………………………………………………………….33

Assessment of Student Learning……………………………………….. 40

Header page: Support of Teaching and Learning Standards………………….. 46

Leadership and Organization………………………………………….. 47

School Resources for Learning……………………………………….. .56

Community Resources for Learning…………………………………… 64

Follow-Up Responsibilities…………………………………………………….71

APPENDICES

A. Roster of Team Members

B. Commission Policy on Substantive Change

INTRODUCTION

The New England Association of Schools and Colleges (NEASC) is the oldest of the six regional accrediting agencies in the United States. Since its inception in 1885, the Association has awarded membership and accreditation to those educational institutions in the six-state New England region who seek voluntary affiliation.

The governing body of the Association is its Board of Trustees which supervises the work of five Commissions: the Commission on Institutions of Higher Education (CIHE), the Commission on Independent Schools (CIS), the Commission on Public Secondary Schools (CPSS), the Commission on Technical and Career Institutions (CTCI), and the Commission on Public Elementary Schools (CPES).

As the responsible agency for matters of the evaluation and accreditation of public secondary school member institutions, CPSS requires visiting committees to assess the degree to which the evaluated schools meet the qualitative Standards for Accreditation of the Commission. Those Standards are:

Teaching and Learning Standards

Mission and Expectations for Student Learning

Curriculum

Instruction

Assessment of Student Learning

Support Standards

Leadership and Organization

School Resources for Learning

Community Resources for Learning

The accreditation program for public schools involves a threefold process: the self-assessment conducted by the local professional staff, the on-site evaluation conducted by the Commission’s visiting committee, and the follow-up program carried out by the school to implement the findings of its own self-assessment and the valid recommendations of the visiting committee and those identified by the Commission in the Follow-Up process. Continued accreditation requires that the school be reevaluated at least once every ten years and that it show continued progress addressing identified needs.

Preparation for the Evaluation Visit – The School Self-Study

A steering committee of the professional staff was appointed to supervise the myriad details inherent in the school’s self-assessment. At Darien High School, a committee of sixteen members with the principal serving in ex officio capacity supervised all aspects of the self-assessment. The steering committee assigned all teachers and administrators in the school to appropriate subcommittees to determine the quality of all programs, activities, and facilities available for young people. In addition to faculty members, the self-study committees included central office administrators, parents, students, and board of education members.

The self-assessment of Darien High School extended over a period of twelve school months from August 2000 to December 2001.

The visiting committee was pleased to note that parents, students, and board of education members participated in the self-study deliberations.

Public schools evaluated by the Commission on Public Secondary Schools must complete appropriate materials to assess their adherence to the Standards for Accreditation and the quality of their educational offerings in light of the school’s mission, learning expectations, and unique student population. In addition to using the Self-Assessment Guides developed by a representative group of New England educators and approved by the Commission, Darien High School also used questionnaires developed by the Office for Research and Education at the University of Maine to reflect the concepts contained in the Standards for Accreditation. These materials provided discussion items for a comprehensive assessment of the school by the professional staff during the self-assessment.

It is important that the reader understand that every subcommittee appointed by the steering committee was required to present its report to the entire professional staff for approval. No single report developed in the self-assessment became part of the official self-assessment documents until it had been approved by the entire professional staff.

The Process Used by the Visiting Committee

A visiting committee of fourteen evaluators was assigned by the Commission on Public Secondary Schools to evaluate Darien High School in light of the Commission’s Standards for Accreditation. The Committee members spent four days in Darien, reviewed the self-assessment documents which had been prepared for their examination, and met with administrators, teachers, other school and system personnel, students, and parents to determine the degree to which the school meets the Commission’s Standards for Accreditation. Since the evaluators represented public schools and central office administrators, diverse points of view were brought to bear on the evaluation of Darien High School.

The visiting team built its professional judgment on evidence collected from the following sources:

· review of the school’s self-assessment materials

· a review of student work

· a total of 56 hours of classroom observation

· numerous informal observations in classrooms and around the school

· tours of the facility

· shadowing of 14 students for a half day

· individual meetings with 28 teachers about their work, instructional approaches, and the assessment of student learning

· group meetings with students, parents, school and central office administrators, teachers, and members of the board of education

Each conclusion on the report was agreed to by team consensus. Sources of evidence for each conclusion drawn by the visiting committee appear in parenthesis in the Standards sections of the report. The seven Standards for Accreditation reports include commendations and recommendations that in the committee’s judgment will be helpful to the school as it works to improve teaching and learning and to better meet Commission Standards.

This report of the findings of the visiting committee will be forwarded to the Commission on Public Secondary Schools which will make a decision on the accreditation of Darien High School.

OVERVIEW OF FINDINGS

Although the conclusions of the visiting committee on the school’s adherence to the Commission’s Standards for Accreditation appear in various sections of this report, the committee wishes to highlight some findings in the paragraphs that follow. These findings are not intended to be a summary of the report.

Characteristics of the Self-Study

The self-study completed by the faculty and staff of Darien High School is thorough, honest, and well written. The narratives for each standard show that the faculty thought deeply about what each standard represents, gathered and evaluated supportive data, and based their conclusions on tangible evidence. Supportive documentation was organized, labeled, and boxed to provide access to information as needed. As important, the administration, faculty, and staff answered all our questions clearly and frankly. The consistent level of professionalism displayed by everyone throughout our interactions was impressive as was the mutual respect and appreciation among colleagues that marks the culture of the school.

General Comments

Darien High School is in the midst of major change. The existing high school will be transformed into an entirely new organization to be housed in a new facility specifically designed to support forward thinking and innovative educational programs. Two major projects that will shape and guide this transformation are coming together at this time. First is the in-depth study to determine the educational needs for the 21st century and to write a report – “Looking to the Future” – that is the basis of planning and decision-making as the new facility is constructed. The second is the data collection and reflection that resulted in the self-study reports prepared for the accreditation visit. Both studies were grounded in the philosophy and concepts found in “Breaking Ranks.” The two reports share common goals. In fact, the recommendations of the accreditation report are compatible with the school envisioned in “Looking to the Future.” As the school acts on these recommendations, it will take the first steps to create the programs and initiate practices to be fully in place when the new facility opens in the fall of 2005.

A third endeavor was begun this year with the reorganization of the central office and the commitment of the school district to the continuous improvement of teaching and learning. The newly appointed assistant superintendents for elementary and secondary education have begun a process to rethink and reformat curriculum documents to include instruction and assessment as well as content and materials. It is through this process of curriculum evaluation and refinement that all policies, programs, and practices of Darien High School will align with the mission and expectations for student learning developed by the school and adopted by the board of education in July of 2001.

It is important that the faculty, administration, students, parents, board of education, and community understand the relationship of these three projects so they may react to decisions and activities with the final goals in mind. It is imperative for those who are responsible for setting priorities, directing decisions, planning activities, and allocating resources to work with a clear sense of purpose. In other words, leadership with excellent communication skills is a critical component for the successful implementations of the plans and recommendations of all three endeavors.

The appointment of an experienced and accomplished superintendent who will take office in the summer and the expertise of the assistant superintendents for education assure district-wide leadership. The high school is fortunate to have had an interim principal who has worked closely with the assistant principals and has been supported by the faculty and staff while guiding the school through the final stages of the self-study and preparations for the accreditation visit. An interim administrator by nature supports projects underway and facilitates the routine management of the school. This has been done well.

Now the school needs an educational leader who articulates a clear vision for the future of Darien High School and is able to inspire the faculty and staff to work to make that vision a reality. The next principal of Darien High School will have a sophisticated master plan and the recommendations of this report to guide her or him through the on-going refinement and creation of educational programs and practices and through preparations for the move to a new facility. The next principal will assume the position at the beginning of the ten-year accreditation cycle and will have the support and direction of a central office administration committed to continuous improvement of teaching and learning.

As important, the next principal will have the good fortune to work with a competent, dedicated, highly professional faculty and staff; with self-motivated, high achieving students; with involved and appreciative parents; and in a community that supports and values education. This is a unique opportunity for professional accomplishment for someone who welcomes the challenges it presents.

The school faces two significant needs at this time. Most immediate is the condition of the present facility. The students in the first graduating class to spend all four years in the new high school are now in fifth grade. The six classes ahead of them will experience all or some of their high school years in the old building. Organization and adequate resources to assure custodial and maintenance services are necessary to protect the safety, health, and comfort of students and staff over the next four years.

Second, the successful implementation of the curriculum project initiated this year calls for curriculum leadership and organization that does not exist within the school at this time. Department coordinators are experts in their subjects and are respected by their departments, but they have neither the time nor the authority to carry out this significant and demanding task. Equally important, purposeful organization and educational leadership are needed to implement the proposed teacher evaluation and professional development plan. Veteran teachers will be expected to learn and put into practice different and innovative instructional strategies and non-traditional assessment techniques. They deserve constructive feedback, coaching, and on-going support as they put forth the exceptional effort that is usual for this faculty. Moreover, a structure that provides strong support for novice teachers will help to attract and retain new teachers.

Financial resources of the community are adequate to meet these needs.

Teaching and Learning at Darien High School

The mission and expectations for student learning adopted by the board of education in July 2001 reflects the values and beliefs of the community. It evolved from the previous philosophy document and is consistent with the vision for the new school that is set forth in the “Looking to the Future” report. Poster size copies of the mission and expectations are posted throughout the building, and it is included in school publications printed after its adoption. Most important, teachers conducted in-class discussion with students so they are familiar with its purpose and relationship to their class work.

Because of the newness of the document, curriculum guides do not list the specific expectations for student learning that are the expressed responsibility of subject area courses. At this time, curriculum guides are written in a variety of formats, and individual teachers within the classroom define the true curriculum of the school. However, the curriculum project underway will focus thinking around learning expectations, instruction, and assessment. The majority of students and parents is satisfied with the courses offered and the degree of rigor and challenge within curriculum content. More elective courses are needed to keep pace with increased enrollment, however, and there is a number of students whose needs are not met within a traditional college preparatory curriculum.

Teachers employ a variety of instructional strategies that actively engages students in learning including project-based learning, problem-solving activities, discussion groups, presentations, and group work. Teachers monitor student progress in and out of the classroom and make themselves available for further assistance before and during the school day. Teachers are in the beginning stage of understanding expectations- based education and have not yet aligned instruction with specific learning expectations. Appropriate professional development as well as school-based direction are needed to assist them in this endeavor. A review of student work and classroom visits reveals that a large portion of instruction focuses on covering curriculum content and on acquiring factual information. Teachers are highly aware of students’ need to succeed and are therefore careful to identify precisely what will be tested. Consequently, many tests and quizzes are based on the recall of curriculum content. Teachers use a variety of traditional assignments in addition to tests and quizzes such as reports, projects, presentations, and exhibitions. Future professional development will focus on the development and use of performance assessment and the design of subject specific and school-wide rubrics. At this time, assessment is primarily for the purpose of measuring student achievement. There is limited use of assessment data to evaluate and revise curriculum and instruction. Although much information is available, the school has not identified criteria and collected data to assess its social, civic, and ethical expectations for students.

Support of Teaching and Learning at Darien High School

The assistant principals and the entire staff have supported the interim principal in his work to finalize preparations for the accreditation visit and to manage the school this year. The faculty and staff look forward to a permanent principal who has the autonomy and authority to lead the school into the future. The faculty views the revived faculty council as an effective vehicle to improve communication, for their opinions to be heard, and for them to have a meaningful role in decision-making within the school. The school is very effective in its communication with parents about programs and activities and about their sons’ and daughters’ progress. Parents appreciate this, but they also want greater input into decisions that affect curriculum, instructions, and school management.

The traditional departmental organization of the school and eight period schedule limit interdisciplinary activities although the plans for the new school solves this problem. Constraints of space and increased enrollment do not allow for much flexibility in scheduling until the new building is ready for occupancy. There is overall support from parents, students, and teachers for the three levels of courses offered in English, social studies/history, math and science. Students who meet the rigid standards of honors and advanced placement classes enroll in 400 level courses. Students who require further academic skill development enroll in 200 level courses. The majority of students are enrolled in regular college preparatory 300 level courses.

School resources for learning fully support the educational programs of the school and ensure that students are able to take advantage of the opportunities available. Special education is delivered through an inclusion model with additional support for those who need it. An alternate leaning program serves those few students who are not able to learn within the regular program. The guidance department directs its efforts to meeting the expectation of parents that students will meet all college preparatory requirements and be admitted to the college or university of their choice.

The library/media center plays a vital and dynamic role in the educational program of the school. A fully developed, coordinated K-12 curriculum assures that students come to the high school with solid research and information technology knowledge and skills. Library/media specialists work closely with teachers to plan for student assignments, to select materials, to provide direct instruction, and to review assessment outcomes. Moreover, 96% of teachers believes that library/information resources support the curriculum!

Community support for Darien High School is outstanding. Parents and community members volunteer an estimated 5,000 hours a year to services within the school and to school activities. They are also generous with gifts and funding for programs and co-curricular activities. The Darien Technology Foundation funded a complete computer lab in the building and provides funds for other technology needs not included in the regular school budget. Two private foundations support professional development through grants to the school and to individual teachers.

The community provides adequate and dependable financial support for the high school by approving annual budgets without controversy or drastic reductions. The recently approved 73 million-dollar bond issue for the construction of a new facility is the most recent and obvious indication of community support. The citizens of Darien value education and acknowledge the role that strong schools play in making their town an attractive location in which to do business and to reside. The community is willing to invest in the future to continue Darien’s proud and long tradition of excellence.

Darien High School

School and Community Profile

Darien High School is located 36 miles from New York City, in southwestern Fairfield County, Connecticut. The town’s population is approximately 19,000, with a 0.36% expected annual growth rate from 1998 to 2003. Per capita income is $75,165 and the poverty rate is at 1.4%. The racial and ethnic makeup of the town is listed as follows: 17,038 White (94 %), 579 Asian Pacific, 73 Black, 444 Hispanic, 8 Native American, and 10 Other. Residents between the ages of 25 and 64 represent 53.5% of the population, and the school age population comprises 18.3%.

Darien is a residential community with little industry. Housing ranges from cottages and condominiums to colonials, saltboxes, and multi-million dollar estates. The average cost of a home is $643,188. The Allen-O’Neill housing development is composed of single dwelling residences and one apartment building for low- to moderate-income families. There are 128 subsidized housing units.

The business profile indicates that 42% of the business sector is service-based and 25% is trade-oriented. Finance, insurance, and real estate comprise 13%. The town has two post offices, one police station, one public library, and two weekly newspapers. The town’s recreational facilities consist of six parks, two beaches, tennis and paddle courts, youth athletic fields, an indoor ice rink, nature center, YWCA, and YMCA. There are also ten private clubs. Other local organizations that contribute to the town’s cultural and educational programs are the Darien Arts Council, the Darien Historical Society, the Darien Community Association, the Andrew Shaw Scout Cabin, and the Darien Senior Center.

Residents have a high level of educational attainment with 94.5% of the residents age 25 or older having graduated from high school. Eighty percent has attended college, and 60% has received a minimum of a bachelor’s degree as compared to the state average of 27.4 %. The unemployment rate is at 2.1%

The public school enrollment is 3,799 with minority students composing 5.1% of this population. The percentage of students at the poverty level eligible for free/reduced lunch is 1.6%, and Title I expenditures are $21,799. Special education students comprise 10.8% of the population. The board of education’s operations budget is $38,417,978 or approximately 63% of the overall town budget. The total per pupil expenditure is $13,950. The percentage of eligible students that attends public schools represents 85.1% of the total student population. The only local private school is Pear Tree Point School, an elementary school serving children grades Pre K-6, which has a total of 139 families.

Five-year enrollment projections for the district at the high end indicate an increase of 35.6% and at the low end an increase of 24.5%. The renovation projects at the elementary and middle schools were designed to accommodate these projections. The high school community now looks forward to a new 73 million-dollar building.

The town employs 351.4 teachers and 174.1 clerical and technical staff members. Teachers with a minimum of a master’s degree represent 86% of the faculty. Until the 2001-2002 school year, the central office administration consisted of a superintendent and two assistant superintendents. One of the assistants was responsible primarily for curriculum and the other for personnel. In the 2001-2002 school year, the central office administration was reconfigured. Two new assistant superintendents now function as K-5 and 6-12 assistant superintendents for curriculum. Personnel responsibilities are now handled by an executive secretary.

The public school district consists of five elementary schools, one middle school, and one high school. The configuration of four of the elementary schools is grades K through 5. The fifth elementary school has a pre-kindergarten program that provides a quality preschool experience for children with developmental challenges. The total elementary population is 2,081. Each elementary school has one principal. The middle school is composed of grades 6 through 8 and has a student population of 787. The middle school has one principal and two assistant principals.

The high school is composed of grades 9 through 12 and has a population of 880 students, 92.5 % of whom are college bound. The drop-out rate is less than 1%, and the student attendance rate is 97.1%. The high school administration consists of one principal and two assistant principals. The school staff is made up of 97 teachers and 47 non-certified support staff. The average number of years of experience among the professional staff is 14.8, and the average number of days absent due to illness or personal time is 8.1.

The high academic standing of the school is a source of pride for the community. Students are evaluated on several levels, including the Scholastic Assessment Test (SAT), advanced placement exams (AP), and Connecticut Academic Performance Test (CAPT). The average score on the SAT for the class of 2001 was 1155 (567 verbal/588 math). There is a requirement of 21.5 total credits required for graduation. The percentage of juniors and seniors enrolled in courses for college credit for the 2000-2001 year represented 12.89% of the population. There is a National Honor Society, foreign language honor societies, and music honor societies. Traditionally, a group of students achieve the status of Commended Scholars, National Merit Semi-Finalists, and Finalists in the National Merit Scholarship Program. At an annual awards assembly, students are recognized for their outstanding accomplishments in the following academic and non-academic areas: art, music, English, foreign language, math, science, social studies, technology education, and athletics.

CLASS OF 2001 PROFILE
4-Year Colleges	87.6%
Junior Colleges	4.9%
Vocational School	1.2%
Post-graduate Schools	0%
Other	7.5%
Sub Total to Higher Ed	92.5%

Nearby educational opportunities available to students and the community include Norwalk Community Technical College in Norwalk, UCONN in Stamford, Sacred Heart and Fairfield Universities in Fairfield, and the University of Bridgeport in Bridgeport. The town of Darien provides adult and continuing education programs as well as summer school offerings. The Center for Japanese Study Abroad, housed at Brien McMahon High School in Norwalk, is also open to area high school students who wish to study Japanese culture. The program is funded by a grant from the Connecticut Department of Education.

The Darien High School community connects in many distinct ways with the town. Student volunteers staff Post 53, the local ambulance corps, and Post 911, an auxiliary police organization. There are student bloodmobiles that operate in conjunction with the local chapter of the American Red Cross. The school’s JOBS office provides students with local employment opportunities. The high school facility is also used for a variety of community activities.

Families are clearly attracted to the town and school district because of its academic reputation. Many families who are transferred to the area are here for a short-term stay. However, there are other families who represent third and fourth generations of Darienites. Darien High School reflects this sense of community and is a place of great pride for all its residents.

MISSION

The mission of Darien High School is to nurture the mind, body and spirit of each member of the school community and to encourage the development of all students as reflective thinkers who strive for excellence in their lives. In a rigorous intellectual environment, students will develop the skills, values and integrity that will prepare them to become citizens with a commitment to lifelong learning and to lives of vision and consequence in the 21st century.

ACADEMIC

GOALS:

1. To help students communicate effectively.

2. To help students read for a variety of purposes across the curriculum.

3. To teach students how to evaluate, apply and synthesize information from a variety of sources.

4. To prepare students for independent study, interdisciplinary study and scholarly research.

5. To develop student skills in computation, inquiry, and reasoning.

6. To develop student creativity.

7. To appreciate the aesthetic component of each discipline.

Expectations:

The DHS Student:

1. Reads actively and critically for a variety of purposes.

2. Writes effectively.

3. Speaks effectively.

4. Listens actively and critically.

5. Views multi-media materials actively and critically.

6. Reasons effectively and solves problems.

7. Participates in a variety of art forms.

8. Has the opportunity to understand and communicate in at least one language in addition to English.

9. Analyzes problems from a global perspective by applying techniques from different social science disciplines.

10. Uses a variety of mathematical methods and appropriate technology to solve problems and function confidently in a mathematically sophisticated world.

11. Reads and responds to a variety of literature.

12. Understands the concepts of good health, physical fitness and nutrition.

13. Understands and applies scientific and technological concepts.

14. Demonstrates the skills and knowledge necessary to meet the demands of a changing employment market.

15. Understands past and present cultures through the study of scholarly, literary, scientific, mathematical, and artistic achievements.

16. Engages in intellectual and cultural activities with people from other communities and cultures.

17. Explores and questions the aesthetic component of each discipline.

18. Increases his/her understanding of aesthetic value and quality.

19. Understands individual learning styles and applies them to his/her learning experiences.

20. Accesses and evaluates information efficiently and critically.

21. Applies knowledge in real-world contexts.

SOCIAL

GOALS:

1. To help students develop a feeling of self-worth.

2. To offer opportunities which allow students to develop positive interpersonal skills.

3. To help students learn to cope with their emotions so they can remain active and engaged students.

4. To help students learn more effectively through understanding the dynamics that shape their emotional response to the subject matter

5. To help students develop sound habits and attitudes towards their psychological and physical well-being.

Expectations:

The DHS student:

1. Develops positive interpersonal skills

2. Demonstrates self-advocacy.

3. Demonstrates emotional maturity by seeking support and responding constructively without violence, intimidation and aggression.

4. Demonstrates self-confidence by setting challenging and appropriate goals and working towards them.

5. Participates effectively and efficiently in groups to pursue and generate information.

CIVIC

GOALS:

1. To ensure that students respect differences within the school community.

2. To encourage students to interact with other communities and cultures.

3. To help students prepare for active citizenship and to develop social responsibility within the world community.

Expectations:

The DHS student:

1. Develops a healthy sense of self-worth and the worth of others.

2. Demonstrates mutual respect for all members of the school and town community.

3. Interacts with and values people of other towns, countries and cultures.

4. Understands the human impact on the environment.

5. Has the opportunity to volunteer for community service.

6. Participates in the democratic process.

ETHICAL

GOALS:

1. To encourage students to act morally and demonstrate ethical behavior in the school and community

2. To encourage students to develop a set of values and principles which recognizes the humanity and worth of all people

Expectations:

The DHS student:

1. Acts responsibly and respectfully toward him/herself and others.

2. Follows the established rules, guidelines and laws of the school community.

3. Explores, discusses and questions the moral issues that arise within the context of his/her day.

4. Demonstrates sensitivity to, and respect for, the perspectives, opinions, needs and customs of others.

COMMISSION ON

PUBLIC SECONDARY SCHOOLS

TEACHING AND LEARNING

STANDARDS

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MISSION AND EXPECTATIONS

FOR STUDENT LEARNING

_________________________________________________

CURRICULUM

_________________________________________________

INSTRUCTION

_________________________________________________

ASSESSMENT OF STUDENT

LEARNING

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1 TEACHING AND LEARNING STANDARD

Mission and Expectations for Student Learning

The school’s mission statement describes the essence of what the school as a community of learners is seeking to achieve. The expectations for student learning are based on and drawn from the school’s mission statement. These expectations are fundamental goals by which the school continually assesses the effectiveness of the teaching and learning process. Every component of the school community must focus on enabling all students to achieve the school’s expectations for student learning.

1. The school’s mission statement shall represent the school community’s fundamental values and beliefs about student learning and the purpose of the school and be consistent with the district’s mission statement.

2. The school shall have established expectations for student learning that:

· reflect the school’s mission statement

· identify high expectations for all students in academic, civic, and social areas;

· specifically state what all students should know and be able to do by the time they graduate from the school taking into account the skills, competencies, concepts, and understandings identified by district, state, and national standards and by professional organizations.

3. The mission statement and expectations for student learning shall be developed by

the school community and approved and supported by the faculty, the school board,

and any other school-wide governing organization.

4. The school shall utilize a variety of data to regularly review the mission statement and

expectations for student learning to assure that they reflect student needs, community

expectations, the district mission, and state standards.

5. There shall be a separate document developed by the faculty that defines the school’s

academic expectations for student learning in specific, measurable ways, describes

specific levels of performance, and indicates which level is the indicator of successful

accomplishment.

6. The mission statement and expectations for student learning shall guide the procedure, policies, and decisions of the school and shall be evident in the culture of the school.

Conclusions

Darien High School’s mission statement articulates the school community’s fundamental beliefs about student learning and the purpose of the school. The philosophical foundation reflects that of the board of education, which is based on developing well-rounded students who possess a range of academic, social, civic, and ethical skills. The mission statement is familiar to students, staff, and most parents. It is posted in all classrooms and public areas in the school; it is published in the student handbook and on the school’s web site. In addition, teachers have discussed the mission statement and expectations for learning with students during class time. However, neither teachers and students do not reference specific expectations as a basis for teaching and learning at this time. With time and further discussion, the faculty and students will acquire greater understanding of how the mission and expectations for student learning defines the essence of teaching and learning. (panel, teachers, student shadowing)

Based upon Darien High School’s mission statement, 36 academic, social, civic, and ethical expectations focus upon nurturing the mind, body, and spirit of each member of the school community. Darien High School has also included 17 academic, social, civic and ethical goals for students as a means of providing a meaningful and natural transition from the philosophy and goals that had served as a guide for the faculty since 1991. The high expectations in the 2001 document include skills, concepts, and understandings identified by Connecticut State Frameworks and National Standards. (self-study, standard sub-committee, panel)

The mission and expectations committee, while composed largely of faculty members, included representation of students, administrators, board of education members, and parents. The committee first met for a full day retreat in the fall of 2000 and then met on a regular basis during the 2000-2001 school year. As the mission was developed, the committee reflected on past philosophy and goals adopted in 1991 and reviewed standardized test data and departmental exams to identify trends and areas for consideration. The committee also drew from the “Looking to the Future” study completed in January 2000. This report was developed to guide the creation of a new school including educational programs as well as the design of a new building. After the review and revision of several drafts of the mission and expectations document, the final version was submitted to the board of education and approved in July of 2001. (self- study, standard subcommittee, central office administration)

Because the mission statement and expectations for student learning has only been in place for a few months, Darien High School has not developed a systematic process and identified data for the ongoing review and revision. Regular review is necessary to assure that the mission and expectations continue to reflect student needs and the beliefs and values of the community. (self-study, subcommittee, observations)

Furthermore, the school has not yet developed separate documents that define the school’s academic expectations for student learning in specific, measurable ways, that describe specific levels of performance, and that delineate which level is the indicator of successful accomplishment. However, the school district has begun a major curriculum project called “Continuous Improvement”. This initiative includes an extensive process of curriculum review and revision into a standard format that will ultimately serve as this separate document. (self-study, department coordinators, central office and building administrators)

At this time, the relationship between the district-wide planning framework for the “Continuous Improvement” project and the role of the high school mission and expectations for student learning is not clear. For the mission statement and expectations for student learning to function as the guide for decisions regarding procedures, policies, and decisions of the school, it should also be the foundation for ongoing school-based planning. The faculty is still heavily invested in the 1991 philosophy and goals that focus on teacher beliefs and behaviors. They have not made the transition to a process that centers on student achievement measured against clearly defined expectations. A deliberate process to bring together the content of the “Looking to the Future” report, the commitment and enthusiasm of the mission and expectations sub-committee, and the thorough, careful, and appropriate planning for the “Continuous Improvement” project is the first step to achieve for faculty understanding of the process. (self-study, mission standards sub-committee, teachers, department coordinators, administrators)

Commendations

1. The extent to which the mission and expectations for student learning represents the community’s values and beliefs about student learning

2. The broad representation of faculty, board of education members, parents, and students in the development of the mission and expectations document

3. The thoughtful and thorough process used to review assessment data, state and national frameworks, and the “Looking to the Future” report to develop the mission and define expectations

4. The efforts to solicit and incorporate feedback during the development of the mission and expectations

5. The comprehensive nature of the mission statement and expectations for student learning that address academic, social, civic, and ethical knowledge and skills

6. The efforts to publicize the mission and expectations since its adoption in July 2001 by publishing it in the student handbook, posting it on the school web site and in classrooms, and teacher leading discussion in class

7. The curriculum initiative underway that will result in working documents that define academic expectations in specific, measurable ways with designated levels of achievement

Recommendations

1. Develop and implement a process for regular review of the mission and expectations for student learning to assure that they are current with student needs and community beliefs and values about student learning

2. Identify and collect assessment data to use as the basis of ongoing review and revision of the mission and expectations for student learning

3. Identify formal policies and informal programs and practices within the school and community that align with the social, civic, and ethical expectations for students

4. Identify and collect assessment data that demonstrate student progress in meeting the social, civic, and ethical expectations for students

5. Define the common goals and desired outcomes of the “Looking to the Future” report, the mission and expectations for student learning document, and the district-wide “Continuous Improvement” initiative

6. Direct immediate efforts to making sure that teachers and administrators understand the relationships among implementing “Looking to the Future,” expectations-based education, and the “Continuous Improvement” project

7. Develop a separate document that defines the school’s academic expectations for student learning in specific, measurable ways, that describes specific levels of performance, and that designates which level is the indicator of successful accomplishment

8. Institute the practice of using the mission and expectations for student learning as the guide for all procedures, policies, and decisions of the school

2 TEACHING AND LEARNING STANDARD

Curriculum

The curriculum, which includes coursework, co-curricular activities, and other educational experiences as described in the program of studies, is the school’s formal plan to fulfill its mission statement and expectations for student learning. The curriculum links what the school believes and expects students to learn to its instructional practices. The strength of that link is dependent upon staff commitment to and involvement in a dynamic process of review, evaluation, and revision of the curriculum based on the school’s expectations for student learning.

1. From the document that defines the school’s academic expectations, each curriculum area shall identify those expectations for student learning for which it is responsible and shall have clearly articulated learning expectations in support of such expectations.

2. Written curriculum documents shall be aligned with the school’s expectations for student learning and shall guide content, instruction, and assessment.

3. The curriculum plan shall ensure that all students have sufficient opportunity to practice and achieve each of the school’s academic expectations for student learning.

4. The content of the curriculum shall ensure that all students have sufficient opportunity to practice and achieve each of the school’s academic expectations for student learning

5. The content of the curriculum shall be appropriately integrated and shall emphasize depth of understanding over breath of coverage.

6. The school shall provide opportunities to extend student learning beyond the normal course offerings and the school campus.

7. There shall be effective curricular coordination and articulation between and among

all academic areas within the school as well as with sending schools in the district to

insure the expectations for student learning are being addressed

8. Instructional materials, technology, equipment and supplies, and staffing shall be

Sufficient to allow for the implementation of the curriculum

9. There shall be ongoing review and evaluation of the curriculum that takes into account the assessments of student performance in achieving the school’s academic expectations for student learning.

10. The school shall commit sufficient time, financial resources, and personnel to the

review and evaluation of the curriculum

11. The professional staff shall be actively involved in the development and revision of

the curriculum.

12. Professional development activities shall support the development and implementation of the curriculum.

Conclusions

The mission statement, goals, and expectations for student learning were recently developed and adopted. Consequently, the existing curriculum guides do not list those expectations for student learning that are the responsibility of specific subject areas. Furthermore, teachers are not necessarily aware of the important relationship between the school’s mission statement, goals, and expectations for student learning and the curriculum guides. However, work has begun to link curriculum to expectations and to establish learning standards. The learning resources and information technology department has made notable progress in the development of its K-12 guide. The art and music departments have existing K-12 guides that are standards-based with clear connections to student assessment and student work. Mathematics and English are the next two areas of intense focus. (curriculum guides, teachers, department coordinators, central office administrators)

Curriculum guides are in a variety of formats and contain varying degrees of detail. Some are merely an outline of content to be covered. Others include more information such as course objective, required textbooks, and support materials. However, with the exception of art, music, and learning resource and technology information departments, none are complete or recent enough to define content and guide instruction and assessment. Fortunately, teachers are knowledgeable in the subjects they teach and engage in on-going conversations about their subject matter so that the curriculum as delivered in the classroom is consistent with course descriptions and meet student and parent expectations. (self-study, teachers, parents, student shadowing)

The reorganization of the central office, which took place in the summer of 2001, provides for two assistant superintendents for curriculum - one for elementary grades K-5 and one for secondary grades 6-12. This represents a major commitment by the school district to improving all aspects of curriculum review, development, implementation, and evaluation. The faculty of Darien High School is at the beginning stage of understanding how written curriculum goes beyond defining content to be taught to include clear expectations for student learning, instructional strategies, student activities, levels of achievement, and assessment techniques to measure learning. The assistant superintendents created a template that will eventually result in all curriculum guides being written in a consistent format. Teachers have begun working with this template but do not yet see it as an integral aspect of an on-going plan to improve curriculum and instruction. They talk of redoing written curriculum guides to fit the template as opposed to rethinking curriculum content and instruction to create a dynamic plan to assure that students acquire the knowledge and skills set forth in the mission and expectations for student learning.

The new curriculum template will force innovative thinking around standards, student expectations, and assessments. Resources in the form of professional development, leadership, time, and patience are needed to bring this about. As new curriculum is developed and present curriculum is rethought and rewritten, it will be published on the district website. Therefore, written curriculum will be easily accessible to new and veteran faculty members, students, parents, and the community. In this online format, curriculum guides can be easily revised and kept up-to-date. (teachers, curriculum coordinators, central office and school administrators)

Graduation requirements and the program of study offered ensure that all students take courses that provide them with sufficient opportunities to practice and achieve many of the expectations for student learning. However, the fact that the elective program has been curtailed in some areas such as business and vocational education and the constraints imposed by a rigid schedule limit opportunity for some students. As a formal curriculum plan for Darien High School evolves, it will be designed to ensure that all students have sufficient opportunity to practice and achieve the school’s learning expectations. Certainly, plans for the educational programs and the concept of shared spaces in the new school will facilitate new thinking regarding course design, interdisciplinary teaching, and creative scheduling to enhance curricular experiences for all students. At this time, moreover, the faculty believes that the curriculum in all subject areas supports student learning, especially in reading and writing. They cite as evidence high standards and frequent opportunities for students to demonstrate what they know and are able to do. However, until curriculum has been aligned with the school’s mission and expectations for student learning, it is not possible to determine the extent to which all students have equal and sufficient opportunities to achieve these learning expectations. (self-study, teachers, curriculum documents, student shadowing)

Teachers, students, and parents report that students are provided with challenging learning experiences, and there is general satisfaction with the level of rigor within the content of the curriculum. Faculty, students, and parents emphasize that the 400 level courses are very challenging. Graduates of the high school report to teachers and parents that they are well prepared for college level work. However, some students and parents report that the curriculum as presented in the 300 level does not provide challenging learning experiences in all courses and departments. Furthermore, teachers state that more and varied content and courses need to be provided in the 200 level of instruction. Course offerings in elective areas have not kept up with increases in student population or have been reduced in some departments. There is some documentation of specific data about students who are denied admission to courses or requested by students but not offered. Teachers believe that it is difficult to propose and develop new courses in a timely fashion because of the lengthy course adoption procedure. The majority of students who enroll in a program of study designed to prepare them for admission to competitive colleges and universities and their parents endorse the academic program of the school and have faith that it well prepares students to continue their education after graduation. There is, however, a number of students whose immediate learning needs and future plans are not met through a traditional college preparatory educational program. Although the school acknowledges the unmet needs of these students, no systemic attempt to identify, develop, and implement course offerings to meet their needs is underway. (self-study, teachers, department coordinators, student, parents)

The school does not always demonstrate a clear understanding of the difference between the concepts of high standards for student performance as evidenced in daily preparation for class, difficulty of assignments, and the amount of information they are expected to recall as compared to the concepts to intellectual rigor as evidenced by learning activities that require students to analyze, evaluate, synthesize, and apply knowledge and skills in authentic situations. The school cites many examples of hands-on projects and exhibits found in art, music, technology education, and co-curricular activities. Nevertheless, recall of curriculum content dominates in many courses. (self-study, student shadowing, student work)

There are a few courses and teacher-to-teacher initiatives that present students with the opportunity to investigate ideas in an interdisciplinary setting. In particular, American History and American Literature form a natural partnership and such a course has existed in Darien for many years. Also, the course Applications of Physics and Chemistry that is a combination of science and technology was first offered in the 2001/2002 school year. Although some interdisciplinary planning takes place on an informal basis between and among teachers in different subject areas, the school recognizes that the departmental structure of the school does not facilitate ongoing and regular curriculum integration. Fortunately, “Looking to the Future” (page 17) describes possible curriculum implications for the new school creating curriculum which can naturally support interdisciplinary learning, creating interdisciplinary approaches to teaching and learning, and developing interdisciplinary teams. With the necessary support, time, and opportunity teachers will be able to begin planning, implementing, and evaluating interdisciplinary approaches as planning for the new school continues. (self-study, teachers, department coordinators, “Looking to the Future”)

Students have no formal opportunities to extend their learning beyond the course offerings of the school. The school does not offer a school-to-career program or any systematic way for interested students to participate in internships, mentoring, or apprenticeship programs with local businesses and industries or in other community based learning. One English teacher voiced interest in combining writing and community service thereby giving students the opportunity to perfect their writing for an authentic need in the community, but no efforts are underway to implement this or other activities. Although many students contribute a significant amount of their time and effort volunteering within the community, unfortunately, no mechanism is in place to acknowledge and integrate student learning that takes place off-campus into the formal curriculum. Yet through these volunteer activities, students learn and practice the social, civic, and ethical skills called for in the school’s mission and expectations for learning. A demanding academic program including a number of advanced placement courses available to qualified students along with extensive co-curricular opportunities keep many students fully committed on campus. One notable exception is a course in authentic research in science that was recently implemented by the science department. Also, as a result of some individual teachers’ interests and funded by a grant that teachers wrote, an exchange program between Darien and a community in China is in place this year. However, opportunities for other students to further their learning in areas of immediate interest and practical application are not presently available. (self-study, program of studies, teachers, administrators, observations)

Subject area departments meet regularly. Agendas include curriculum-related issues as well as the management items such as developing budgets and ordering materials. Time is also allocated during designated professional development days for teachers to work on departmental activities. For example, on March 11, 2002, the English department reviewed the coming changes in graduation requirements and began work to reformat the grade nine and ten curricula into the district-wide template; the science department revised and updated final exams to reflect changes in its curriculum; and foreign language teachers considered textbook changes. In the past few years, almost all released time was devoted to the “Looking to the Future” study and to the self-assessment in preparation for the accreditation visit. Both the “Looking to the Future” report and the recommendations of this report will serve as a guide to plan future curriculum work. (self-study, principal, department coordinators)

The recent reorganization of the central office to provide for direct curriculum supervision will bring clarity of purpose, consistency of approach, and continuity of efforts district-wide. However, a building-based structure for on-going curriculum coordination is needed. The system of subject area coordinators is not adequate in its present form. Department coordinators expressed deep frustration at not having the time and authority to carry out their department responsibilities to the extent they see as needed. They are employed for the same school year as classroom teachers and teach four courses during this time, yet they are responsible for all aspects of curriculum and for managing their departments. In addition, they must provide the de facto supervision of teachers new to teaching and new to the district. They also have major responsibilities for interviewing and selecting new staff members. In the case of science alone, five new teachers have been hired since September. Coordinators report being on the front line of responsibility for parent concerns regarding curriculum and instruction in their departments. While fully committed to the planning that went into the educational programs and design of that new high school, they also feel a tremendous responsibility for meeting the needs of their teachers and students over the next four years. They know that this will be an exciting and challenging time as curriculum is revised and improved, new instructional strategies are learned and implemented, and innovative assessment techniques are designed and applied.

Staffing changes will continue. As of now, 30% of the teachers are nontenured. Teachers new to the school expressed needs for help in content specific lesson planning, content specific standards implementation, content specific pedagogical training, and curriculum innovation and implementation. New teachers voiced a strong desire for more help from their department coordinators.

Consequently, department coordinators know that the demands on their time for their subject area expertise will increase. They do not wish to be relieved of responsibilities but to be given adequate time and support to carry out their duties. (self-study, teachers, department coordinators)

Curricular coordination and articulation between and among all academic areas within the school as well as with the middle school is not adequate at this time. Only art, music, and learning resources and technology coordinators have responsibility for both middle and high school programs. In fact, library resources and programs fully support the curriculum. The new template for curriculum guides is designed to provide K-12 curriculum articulation. This template requires three to seven general questions related to K-12 subject disciplines or shared by subject disciplines. Essential questions will be established district-wide by curriculum leaders working together as well as independently in their subject areas. When completed, curriculum will insure the sought-after articulation and coordination that is missing at this time. What remains to be put in place is a systematic structure with adequate leadership, time, and expertise to ensure that the expectations for student learning are addressed. (teachers, department coordinators central office and administrators, self-study, standard sub-committee)

Teachers are satisfied with their curriculum materials and supplies except for the outstanding problem caused by the lack of availability of duplicating machines. Changes will be made as the curriculum moves into alignment with the expectations for learning, but teachers are concerned that some of the major tools required will not be available. (self-study, students, teachers, department coordinators, administrators, observations)

There is no formal ongoing review and evaluation of the curriculum that takes into account the assessments of student performance. Teachers strongly maintain that they spend many hours in the task of perfecting the curriculum they teach but say little about how they determine that the curriculum needs revision in the first place. With the exception of adjustments made in response to the Connecticut Academic Performance Test (CAPT), there is no clear connection between student assessments and the curriculum. The school will begin to consider assessment strategies as part of the staff development agenda on March 11, 2002. Professional development for the faculty is needed to make the link between designing effective assessment strategies and using assessment data to determine if and how curriculum aligns with the school mission and expectations for student learning. (teachers, department coordinators student shadowing, self-study, observations)

The school has not committed sufficient time, financial resources, and personnel to the review and evaluation of curriculum. Many teachers give hours of their time to the revision and evaluation of curriculum, often on their own time and at their own expense. Released time and/or compensation for summer work for specific curricular tasks are available but not in a planned and coordinated manner. Some private funds are available; however, teachers apply for the number of hours they estimate will be adequate for them do the task, and then those hours are cut to match the funds available. Furthermore, no formal curriculum review cycle was in place until this year. Consequently, teacher participation in curriculum review and evaluation has been incidental or dedicated to individual course development. The curriculum council that meets to accept proposals for new course adoption seems to be a viable, albeit sometimes slow, process for implementing new courses. This council is comprised of volunteers from each department who examine and debate the efficacy of all new courses. Formal processes to ensure that all teachers are involved in curriculum and development are provided in the plan originating in the central office. (self-study, teachers, department coordinators, central office and school administrators, minutes of curriculum council, curriculum guides, course catalog)

The time and activities that the school considers as professional development are actually used for the completion of curriculum work and lack the professional growth component that results in teachers becoming more knowledgeable and accomplished in curriculum-related topics. Moreover, teachers stated a strong desire to be able to attend conferences and workshops to stay current in their subject matter. Teachers also cite a number of presentations and programs offered within the district during the past few years without consistent, coordinated, purposeful follow-through. To date, professional development opportunities and activities have not been based on identified curriculum needs. (self-study, teachers, administrators, observations)

Commendations

1. The progress of art, music, and learning resources and technology departments to developing expectations-based curriculum guides

2. The knowledge and expertise of teachers in the subject matter

3. The district-wide commitment to curriculum improvement as evidenced by the reorganization of the central office

4. The recently introduced template that will make curriculum format consistent

5. The inclusion of essential questions, instruction strategies, and assessment techniques as well as content and materials in the curriculum format

6. The intent to publish curriculum on the district web site to make it accessible to the entire school and community

7. The overall satisfaction of many students and parents with the curriculum content and its level of rigor

8. The potential for interdisciplinary curriculum resulting from the “Looking to the Future” report

9. The opportunity for students to learn social, civic, and ethical skills thorough voluntary work within the community and through co-curricular activities

10. The professional dedication and ongoing efforts of department coordinators

11. The degree of coordination and articulation between the middle and high school as a result of art, music, and library resources and technology department coordinators having grade 6-12 responsibilities

12. The extent to which library resources, programs, and personnel fully support curriculum

13. The general satisfaction of teachers for curriculum materials available

14. The significant time and expertise that many teachers devote to curriculum work at their own initiative

15. The availability of private funds and grant monies to support curriculum work

Recommendations

1. Design and implement a plan to educate the faculty about the direct relationship between the July 2001 mission and expectations for student learning and the curriculum work initiated by the central office

2. Provide time, building-based leadership, and organization for teachers to rethink and rewrite curriculum guides

3. Include professional growth in the curriculum initiative so all teachers will understand the extent to which the curriculum directs teaching beyond content to include instructional strategies, student activities, and assessment techniques

4. Identify the academic expectations that are the responsibility of each curriculum area and include specific learning expectations in all curriculum documents

5. Ensure that curriculum aligns with the school’s academic expectations for student learning

6. Coordinate interdisciplinary curriculum work among subject area departments to

implement the interdisciplinary approaches to curriculum set forth in “Looking to the Future”

7. Identify the criteria used to ensure that all students have equal opportunity to practice and achieve each of the school’s academic expectations for student learning

8. Review and revise the curriculum for 300 and 200 level courses to ensure content is appropriately rigorous and consistent for all students

9. Conduct a needs assessment to identify the need for additional courses, in what subject area they are needed, and for which students they should be designed and

add appropriate courses to the program of studies

10. Modify the time line for the adoption of new courses by the curriculum council to

ensure timely implementation

11. Design and implement formal programs for students to extend their learning beyond the school campus

12. Design and implement a building-based structure that provides the necessary time and qualified personnel for on-going curriculum coordination, evaluation, and articulation between departments and schools

13. Allocate sufficient resources to assure the effective and timely implementation of the curriculum project initiated this year that will move the school forward in meeting its mission and expectations for student learning

14. Include a review and analysis of all levels of student work in the on-going review and evaluation of curriculum

3 TEACHING AND LEARNING STANDARD

Instruction

The quality of instruction in a school is the single most important factor affecting the quality of student learning and is the link between curriculum, learning expectations, and student performance. Instructional practice must be grounded in the school’s mission and expectations for student learning, supported by research in best practices, and refined and improved based on identified student needs. Consequently, teachers are expected to be reflective about their instructional practices and participate in professional dialogue with their colleagues about instruction and student learning.

1. Instructional strategies and practices shall be consistent with the school’s stated mission and expectations for student learning.

2. Instructional strategies shall include practices that personalize instruction, make connections across disciplines, engage students as active self-directed learners, involve all students in higher order thinking to promote depth of understanding, and provide opportunities to demonstrate the application of knowledge or learning.

3. Teachers shall provide formal and informal opportunities for students to assess their own learning.

4. Teachers shall use feedback from a variety of sources such as other teachers, students, supervisors, and parents as a means of improving instruction.

5. Teachers shall be knowledgeable about current research on effective instructional approaches and reflective about their own practice.

6. Discussion of instructional strategies, practices, and student work shall be a significant part of the professional culture of the school.

7. Adequate time and financial resources shall be committed to ensuring the continuous improvement of instruction.

8. Technology shall be utilized to support instruction and to improve student learning.

9. The school’s professional development programs shall provide opportunities for teachers to develop and improve their instructional practices and be guided by identified instructional needs.

10. Teacher supervision and evaluation process shall be used to improve instruction for the purpose of improving student learning.

Conclusions

Darien High School maintained the essence of the former statement of philosophy by emphasizing inquiry and the development of students as reflective thinkers in developing the mission and expectations for student learning. By seeking “to blend traditional and innovative instructional strategies,” teachers have developed a broad repertoire of practices. Teachers engage students in individual and group problem-solving, technology-based explorations, peer review of written work, discussion groups, student presentations, and performance assessment as well as teacher-led discussions, presentations, and lectures. These approaches are consistent with the expectations for student learning and foster “the skills, values and integrity that will prepare them to become citizens with a commitment to lifelong learning.” (self-study, teachers, classroom observations)

Although the mission and expectations have been posted in every classroom and in public areas and many teachers have discussed the document with their students, teachers have not had the opportunity to think deeply about how these expectations impact their instructional practices. To date, no process is in place with time allocated, professional support provided, and leadership responsibilities defined that will help teachers understand expectations-based education and assist them in aligning instruction with the knowledge and skills set forth in the mission and expectations for student learning. Until this happens, teachers will not purposely design or select instructional strategies to match specific expectations. Nor will they be able to assess the results of instruction in light of the desired learning. Once teachers reach a workable level of understanding, the mission and expectations will serve as their guide to plan and implement instruction so that students acquire the knowledge and skill they need to meet academic expectations by the time they graduate from Darien High School. (teachers, department coordinators, self-study)

Much of the classroom instruction observed and described by teachers does engage students in creative, innovative, and varied instructional strategies. For example, students in the technology training lab collaborate with a peer to write a story from a list of directives to be acted out in a future class; biology students investigate the digestive mechanism of a paramecium in a laboratory setting to be later compared with animals that have extra-cellular digestion; and geometry students use origami to review how to calculate the sum of interior angles. The selection of instructional strategies by many teachers demonstrates that the wide range of abilities and talents in the classroom is acknowledged and valued. Students are excited about what they are learning and interact with their teachers actively with questions that demand exploration. Teachers believe that they involve students in higher order thinking and as self-directed learners through the type of assignments given and opportunities to pursue their own interests. In almost every discipline, students must use developing skills and knowledge to address intellectually challenging issues within the curriculum content of the course. Nevertheless, a review of student work and classroom visits indicates that a significant percent of student learning focuses on the acquisition of curriculum content. The majority of the questions asked by teachers required a recall of factual information. Teachers are very conscientious about identifying what will be tested and students are motivated to learn that material in order to earn good grades. Although many teachers try to show how learning extends across disciplines, this is not a purposeful practice within the school. Only one formal program brings together teachers of different disciplines – linked courses in American history and literature offered to 11^th grade students by the English and history/social studies departments. (teachers, observations, self-study, students)

Teachers personalize instruction in and out of the classroom. Teachers circulate throughout the classroom to monitor students’ progress, adjust, and/or clarify assignments and to actively engage in interesting academic discussions with their students. Moreover, teachers make a concerted effort to be available to students before and during the school day to provide additional instruction and extra help as needed. Having teachers available early in the morning is especially important to the large majority of students with co-curricular commitments. (student shadowing, teachers, students)

The school is proud of the student work which is evident in the many presentations and exhibits from the art, music, and theater departments and student produced publications. These are cited as examples of students applying knowledge and skills in an authentic setting. While many students also apply their skills within the community, the school does not include or acknowledge these efforts in its educational program in any formal manner. (student work, classroom observations, teachers, self- study, students)

Students have the opportunity to assess their own learning and that of their peers in some English classes where students critique fellow students’ written work and maintain portfolios. The art department has a long history of portfolio assessment and peer review and has developed rubrics for teacher and student assessment. Other departments will develop a variety of techniques for student self-assessment as part of the curriculum initiative introduced this year. (teachers, department coordinators, standard sub-committee, self-study)

There is no formal process in place for students and parents to provide feedback for improving instruction. Students do complete course evaluations at the end of a course; however, there is little evidence that this produces change in instruction. This is reflective in the student survey in which only 32.6% of students agreed that teachers use feedback to improve how they deliver instruction. Except in the planning and placement team (PPT) meetings for special education students, there is no structured process for parents to provide feedback to the school about improving instruction. In fact, only 22.3% of the parents who responded to the survey agrees that teachers seek their feedback about student learning. Teachers do respond on a regular basis to parent concerns about individual student achievement in class. Yet how the number of calls regarding a particular teacher or course impacts decisions about instruction is not known. In contrast to the percent of students and parents, 93.5% of teachers report that they did use feedback from other sources to improve how they teach. This discrepancy indicates that whatever improvement does take place is not evident to students and parents and is not part of a deliberate, planned process. (survey results, self-study, department coordinators, teachers)

Most teachers take an individual initiative to stay current in content and pedagogy and to share knowledge with their colleagues. Teachers acquire new knowledge by enrolling in university courses, reading professional journals, and attending workshops. In spite of limited time in the daily schedule, there is a significant amount of discussion and mutual support among faculty members within their own discipline. This high degree of collegiality within departments contributes to the informal sharing of teacher materials, lesson plans, projects, and assessments. (teachers, department coordinators, standard sub-committee, self-study)

Though the professional culture of the school reflects deep concern for student learning with frequent and ongoing conversations about grades, standardized test results, and college admission rates, routine, planned discussion of representative student work for the purpose of improving instruction does not take place. Informal conversations on instructional strategies, practices, and student work also take place among teachers, usually within their departments. Moreover, there is limited evidence that teachers routinely gather to discuss representative student work. Some discussion centers on student writing portfolios and common mid-term and final exams. However, the lack of formalized discussion makes it difficult for teachers to evaluate and improve instruction and practice as it relates to the school’s mission and expectations for student achievement. As work progresses to implement the recommendations in the “Looking to the Future” report and to include instructional strategies in curriculum development, increased attention will be devoted to analyzing student work. (self-study, departmental coordinators, teachers)

There are insufficient time, leadership, and financial resources allocated for the purpose of ensuring the continuous improvement of instruction. Department meeting time affords teachers an opportunity to consider instructional practices, but it is often “business-oriented” and does not lend itself to substantive discussions or in-service training. Other than department coordinators, personnel with express responsibility and adequate time and subject area expertise are not available. Three building level administrators have neither the time nor opportunity for ongoing, sustained supervision of instruction. Department coordinators teach four classes along with holding significant departmental coordination responsibilities. Thus, they do not have the time to mentor new teachers nor monitor and guide the instructional strategies of veteran teachers. The BEST mentor program does not meet the needs of novice teachers because of the limited opportunity for consultation and amount of direct supervision in the classroom for an increased number of new teachers. (teachers, department coordinators, standard sub-committee, self-study)

Technology and technology training is utilized by teachers to support and improve instruction in the classroom. The Darien Technology Foundation has contributed tremendous support. Student work, classroom observations, and facility tour demonstrate a strong utilization of technology to demonstrate student learning. Students are actively engaged as self-directed learners utilizing the library/media center for inquiry-based research. The networking has allowed for a core set of programs utilized in designing teacher instruction. Student work demonstrates student proficiency in using technology to produce written assignments and to complete projects. Moreover, the new technology-training lab is used to train teachers in the use of computers as an instructional tool. There is specific evidence of technology utilization demonstrated in the foreign language department where both the technology training lab and language lab are used in instruction.

In spite of the extent to which students use technology, faculty members expressed consistent concern about the amount and condition of the technology available within the school at this time. They do not believe that sufficient resources have been allocated or that adequate support is provided to maintain the level of technology appropriate to meet the instructional needs of teachers and the learning needs of students. One duplicating machine is available for use by all the teachers in the building. As a result, instructional materials such as study guides, information sheets, assignments, and assessments specifically appropriate for particular classes or particular units cannot be created without undue stress on the part of the staff. This is a major issue for teachers. In addition, computers in the library are particularly aged, “sent there to die” in words of students. Ironically, the library is where much research takes place – and on the slowest computers in the school. Furthermore, there is no complete understanding of what technology is available within the school. Teachers also report the need for additional professional development so they are able to use technology to enhance instruction. (students, teachers, support staff, facility tour, self study, student work)

Five professional development days are scheduled into the academic year. In past years, the focus has been on such topics as diversity, learning styles, multiple intelligences, researching and preparing the “Looking to the Future” report, and, most recently, the self-study in preparation for the accreditation visit. The faculty has identified the need to meet regularly to discuss current practices and innovative teaching approaches, to develop standards and rubrics for performance objectives, and to broaden their teaching repertoire to include special education interventions. There is broad-based advocacy within the faculty for ongoing intensive professional development that supports these efforts. Nevertheless, a thorough assessment has not been done to identify the most immediate needs. Moreover, teachers report that there are few opportunities for system-supported professional development outside of school because of funding limitations. (department coordinators, teachers, self-study, standard sub-committee)

The supervision and evaluation processes presently in place are not adequate to improve instruction and student learning because neither time nor personnel are allocated to the process. Administrators are the sole evaluators of staff, so, as a result of the increase of their administrator duties and the increase in the number of non-tenured teachers, they cannot evaluate tenured teachers to the extent or degree necessary for ongoing improvement of instruction. Fortunately, the culture of the school and community would not tolerate substandard professional performance within the classroom, and teachers are self-motivated to work diligently to plan and deliver effective instruction. On the other hand, teachers expect and deserve constructive feedback from qualified evaluators. Veteran teachers regret the loss of this feedback and attribute it to the restructuring of the department chair position into that of departmental coordinator without evaluation responsibilities. Departmental coordinators are encouraged to promote conversations about goal setting and self-improvement but have no means of following the implementation of these goals into improved student learning. Consequently, improved instruction has been left for the most part to the discretion of teachers. The board of education will act on a proposed teacher evaluation and professional development plan that addresses the present deficiencies in the process. (teachers, department coordinators, self-study, central office and building administrators)

Commendations

1. The repertoire of instructional strategies employed by many teachers that engage students in a variety of learning activities

2. The high level of student and teacher interaction within classrooms

3. The personal attention and additional instruction provided by teachers who meet with students before and during the school day

4. The efforts of many teachers to involve students in higher order thinking

5. The extensive opportunities for students to exhibit the excellent work produced in art,

music, and theater courses

6. The potential for the information gathered through student surveys at the end of a

course to influence and improve instruction

7. The immediate response of teachers to parent concerns about student achievement

8. The individual initiative of many teachers to stay current modern pedagogy and in

their subject area

9. The commitment of department coordinators to mentor and guide teachers new to the

school

10. The skill and competence demonstrated by students in the use of technology

11. The teachers’use of the technology training lab to further knowledge and skill in using computers in instruction

12. The faculty advocacy for professional development to enhance its knowledge and skill in designing and implementing instructional strategies

13. The culture of the school and community that insists on excellence in the classroom from both faculty and students

14. The adoption of a detailed teacher evaluation and professional growth plan by the board of education

Recommendations

1. Ensure that instruction aligns with the school’s expectations for student learning

through professional growth activities that furthers teacher understanding of

expectations-based education

2 Provide professional development and support to ensure that all teachers deliver instruction that personalizes learning, makes connections across disciplines, engages students as active self-directed learners, and involves all students in higher order thinking to promote depth of understanding

3. Expand technology training programs and opportunities to assure all that teachers are able to use technology as an integral of instruction

4. Increase opportunities for all students to assess their own learning

5. Establish a formal process for students and parents to give feedback to teachers and to the school about instruction

6. Review and evaluate feedback from students and parents to identify areas for improvement and instructional practices that need explanation

7. Institute a school-wide practice of reviewing student work to assess the effectiveness of instruction in meeting the school’s expectations for student learning

8. Devote time during regular department meetings to the discussion of student work and assessment data as it relates to instruction

9. Analyze the systems in place to identify resources needed for effective supervision and evaluation of instruction in all subject area departments and for all teachers

10. Provide adequate resources in the form of time and qualified personnel to implement the teacher evaluation and professional development plan recently adopted

11. Add additional equipment so that all teachers have reliable access to copy services

4 TEACHING AND LEARNING STANDARD

Assessment of Student Learning

Assessment is an integral part of the teaching and learning process. Its purpose is to inform students regarding their learning progress and teachers regarding ways to adjust their instruction to better respond to the learning needs of students. Further, it communicates the growth and competence of students to parents, school officials, and the public. The results of student learning must be continually discussed and used to develop short-term and long-term strategies for improving curriculum and instruction.

1. Teachers shall base their classroom assessment procedures on clearly stated expectations for student learning.

2. Specific learning criteria based on specific expectations for student learning shall be the basis for grading and reporting.

3. Teachers shall use a variety and range of classroom assessment strategies to determine student knowledge, skills, and competencies and to assess student growth over time.

4. Teachers shall use the results of classroom assessment of student learning to evaluate and revise the curriculum.

5. Teachers shall use the results of classroom assessment of student learning to improve their instructional practices.

6. Teachers shall meet to discuss and share student work and the results of classroom assessment for the purpose of revising the curriculum and instructional strategies.

7. Teachers shall communicate to students and their families how student work and progress are being assessed.

8. The school’s professional development programs shall provide opportunities for teachers to develop a broad range of assessment strategies.

9. The administration and faculty shall use agreed upon levels of performance, indicators of successful accomplishment, and other data to assess the progress of students in achieving the school’s stated academic expectations for student learning and regularly report the findings to the public.

10. The administration and faculty shall use assessment data to determine student success in meeting the school’s stated civic and social expectations and regularly report the findings to the public.

Conclusions

Class management plans designed by individual teachers and distributed at the beginning of each course define grading policies for that particular course. Some teachers distribute weekly assignment sheets showing content and assessment expectations, but daily agendas showing content and expectations are not routinely posted or communicated to students at the beginning of a class. While there is clear evidence that teachers distribute well-defined expectations for individual assignments such as papers, projects, and debates, these expectations are not uniformly aligned with the newly adopted mission statement and expectations for student learning. Advanced placement (AP) courses have well defined and clearly documented course expectations. (classroom observations, students, teachers, self-study)

Each student receives a student handbook that contains the mission statement and expectations for student learning and describes the school-wide grading policy. However, the school has not yet established a direct link between assessment and learning expectations. Teachers routinely use performance task lists, project descriptions, and rubrics to provide the specific expectations and scoring criteria to evaluate student work. While many teachers occasionally use rubrics to evaluate student work, the use of department-wide rubrics is limited, and school-wide rubrics are nonexistent. As work proceeds to align curriculum and instruction with the mission and expectations for student learning, specific learning criteria will be identified and used as the basis of grading and reporting (self-study, student work, central office and building administrators)

Teachers use a wide variety of traditional assessment strategies including tests, quizzes, projects, homework assignments, reports, class participation, and presentations. Some teachers also use portfolio assessment, technology presentations, performance assessments, and exhibitions to assess student achievement. A hovercraft project by the technology education department, paintings, sculpture, debate, power point presentations, and writing portfolios are but a few of the many and varied assessment strategies employed. (student work, student shadowing, self-study, observations)

There is a strong feeling among staff members at Darien High that teachers do use the results of classroom assessment of student learning to evaluate and revise the curriculum. Some examples given include the alternative learning program (ALP) modifying expectations based on assessments, foreign language adopting a new text based on AP results and the English department revising the sophomore curriculum based on the state CAPT scores. Also, the library staff reports that it is actively involved with all subject area teachers on research project expectations and assessments and provides a teacher reflection sheet as an opportunity for teachers to examine the project and assessment with the goal of making changes in subsequent projects. But no formal process is in place for teachers or subject area departments to use assessment results to evaluate and revise curriculum. (teachers, self-study, standard sub-committee)

A few teachers cited individual examples of changes in instructional practice in response to prior assessment. For example, a ninth grade biology teacher unhappy with a particular project’s result changed the method of instruction the subsequent year to improve student outcomes. Teachers may produce or revise study guides, provide additional instruction, and repeat assessment as a result of their dissatisfaction with student achievement. Identifying precisely what content and skills will be tested ahead of time is a standard practice within the school. Therefore, students are able to focus their study and are more likely to be successful in recalling the information asked for on the tests. However, evaluating the effectiveness of specific instruction by examining the results of classroom assessment is not a general or formalized practice. (teachers, self-study, student shadowing, standard sub-committee)

Although teachers at Darien High School meet regularly in formal department meetings, curricular revision based on assessment is more likely to occur informally as individual teachers adjust the content taught within their courses. Discussion is likely to take place at mid-year and final exam time but not for the expressed purpose of reviewing curriculum and instruction. While some departments have received professional development time for the purpose of examining instructional strategies in light of classroom assessment, most have not. The English department used professional development time to revise the writing program using portfolio assessment with rubrics. Also, special education teachers are in frequent contact with regular education teachers to assist them in modifying curriculum for special education students. The lack of common time, limited professional development opportunities, and lack of clear leadership has inhibited this process. While significant attention is given to state and national standardized tests, there is limited opportunity or support for teachers to meet to discuss the implications of classroom assessment on curriculum. Standardized test data is readily available for discussion. When curriculum and instruction align with the school’s expectations for student learning, it will be possible for the school to identify and gather assessment data for the purpose of revising curriculum and instruction. (teachers, department coordinators, self-study)

Darien High School teachers and administrators make a special commitment and effort to communicate to students and their families about how student work is assessed and grades calculated. Teachers utilize e-mail, voice mail, telephone conversations, and parent conferences to inform parents of student progress. The annual open house is another opportunity to communicate course expectations and to provide information on assessment. Improvements to the infrastructure, such as more telephones and increased computer availability, would support this process. Students receive interim progress reports that reflect assessment results at the five-week point and report cards at the end of each quarter. The progress of special education students is communicated periodically in reports and in annual planning and placement team (PPT) meetings. In the classroom, some teachers use models to inform students of the expected quality of work. While many students receive criteria for grading in individual courses, there is limited evidence, with the exception of open house, that parents are given information on the standards being used to assess student work. While work samples provide evidence of clear and specific assessment criteria for individual assignments, not all of them indicate a way to improve future performance. The Darien High School web site also includes information about standardized testing for students and parents. Parents and board of education members place significant value on standardized test results, especially in comparison with the town’s educational reference group (ERG) and on information about the percent of students who are admitted to selective and highly selective colleges. They stated emphatically that average statistics would not meet their expectations. (student work, self-study, standard sub-committee, parents, board of education)

Teachers recognize the value of professional development as a tool in the development of effective assessment strategies. However, there has been only limited district-initiated professional development in this area. Less than half of the teachers report that professional development programs helped them develop assessment strategies. The few times that professional development was devoted to assessment, changes in assessment strategies and in student outcomes resulted according to teachers. Moreover, teachers have consistently stated their desire for additional opportunities to attend conferences and workshops. Some teachers do attend conferences and workshops that focus on assessment through their own initiatives and believe that they apply their learning in the development of assessment techniques. With the advent of graduation requirements based on specified skills and a process to measure whether students have successfully met the expected level of achievement, the school will need to provide adequate and appropriate professional development opportunities. The administration initiated discussion about assessment during the March 11, 2002 professional development day. Follow through in the way of a carefully planned process and necessary time and leadership are needed for all teachers to acquire a repertoire of assessment techniques. (teachers, administrators, observations)

Darien High School regularly reports to parents and the general public results of standardized testing such as CAPT, SAT, SAT II, and AP scores. The quarterly honor roll, honor society induction ceremony, and all additional awards and recognition earned by Darien High School students are reported to the public. The school presents current data in relation to past years’ performances to evaluate results. Assessment data is published in the local media, reported to the board of education, posted on the school web site, and included in school publications. Over seventy-one percent of parents report that the results of school-wide assessments are clearly communicated to parents. At this time, there is no deliberate or obvious correlation between assessment data and the mission and expectations for student learning adopted in July 2001.(survey, self-study, parents, teachers, administrators)

Students are actively involved in many co-curricular activities within the school and civic agencies within the larger community such as the teen center, fire department, and medical emergency programs. These and other social and community services are recognized in a spring awards assembly, the principal’s newsletter, and the local newspaper. The school, students, and parents are well aware of the role co-curricular participation and involvement in service activities plays in the college application process. The guidance department collects information from students by distributing a junior rating sheet. Faculty members refer to these sheets to further their knowledge of a student when writing college recommendations. However, the school does not purposely identify specific data that indicates the extent to which the school meets the social and civic expectations in the mission and expectation for student learning. This is the first step in designing and implementing a structured process to collect data, draw conclusions from an analysis of the data, and report the result to the public. (self-study, guidance counselors, observations)

Commendations

1. The practice of teachers in distributing management plans to students at the beginning of a course and providing information with assignments to define grading policies

2. The use of a variety of assessment techniques

3. The library teacher reflection sheet to assess research projects and guide changes in services as well as in the project assignment

4. The school’s student progress communication resulting in a high level of satisfaction and appreciation from parents

5. The dissemination of assessment results through local media, school publications, and direct reporting

6. Some teachers’ initiative to attend workshops and conferences on assessment and to apply their learning

7. The strong collegial relationship among staff members that produces for informal discussions about assessment and sharing of assessment strategies

Recommendations

1. Establish department-wide and school-wide indicators of successful accomplishment and levels of performance for all of the expectations of student learning in the mission statement

2. Define clearly the expectations for student learning to be measured by all classroom

assessments and communicate these expectations to students and parents

3. Develop, implement, and support a process for the routine collection of assessment data to be used to make decisions about curriculum review and revision

4. Develop, implement, and support the practice of individual teachers and subject area departments using assessment data to determine the effectiveness of instruction

5. Identify the specific skills and knowledge relating to assessment that are needed within the school and provide professional development opportunities designed to meet these needs

6. Develop and implement a long-term plan to support and monitor all aspects of assessment practices within the school

7. Identify and collect school-based assessment data that show student success in meeting the expectations for learning and report this data to the public

8. Identify and collect data that assesses the extent to which students meet the school’s social and civic expectations for students and report this data to the public

SUPPORT STANDARDS

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LEADERSHIP AND ORGANIZATION

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SCHOOL RESOURCES FOR LEARNING

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COMMUNITY RESOURCES FOR

LEARNING

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5 SUPPORT STANDARD

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Leadership and Organization

The manner in which a school provides leadership, organizes itself, makes decisions, and treats its members profoundly affects teaching and learning. Faculty and administration must be clear and reflective about and responsible for the decisions and practices they have implemented in organizing and structuring their programs and in creating a culture that supports learning for all students.

1. The principal shall provide leadership in the school community by building and

maintaining a vision, direction, and focus for student learning.

2. Teachers shall provide leadership essential to the success of school improvement.

3. The school board and superintendent shall ensure that the principal has sufficient autonomy and authority to guide the school in its mission and in meeting the school’s stated expectations for student learning.

4. The organization and structure of the educational program shall promote the school’s mission and expectations for student learning.

5. Student grouping patterns shall reflect the diversity of the student body, foster heterogeneity, and be consistent with the school’s mission and expectations for student learning as well as current educational research.

6. The schedule shall support the school’s mission and expectations for student learning and should be designed to provide the most effective implementation of curriculum and instruction.

7. School leaders shall accord meaningful roles in the decision-making process to students, parents, and members of the staff to promote an atmosphere of participation, responsibility, and ownership.

8. Each teacher shall have a student load that enables him/her to provide sufficient attention to the needs of individual students.

9. The school shall provide opportunities for teachers to collaborate within and across departments.

10. All school staff shall be involved in promoting the well-being and learning of students.

11. Student success shall be regularly acknowledged, celebrated, and displayed.

12. The climate of the school shall be positive, respectful, and supportive, resulting in a sense of pride and ownership.

13. The professional culture of the school shall be characterized by thoughtful, reflective, and constructive discourse about student learning and well-being both in formal and informal settings.

Conclusions

The administrative team of Darien High School – two assistant principals and an interim principal – work to create and sustain an environment where the faculty, staff, and students are focused on teaching and learning. The interim principal was appointed July 1, 2001. Since then, the interim principal has wisely worked closely with the two assistant principals who are familiar with school programs and practices and with the culture of the community. Consequently, he is able to verbalize his commitment to continuing the work underway to prepare for the school of the future. Although he was not involved in the development and adoption of the new school mission and expectations for student learning, he fully supports expectations-based education and understands their role in guiding the school. The administrative team directed efforts to have poster size documents printed and posted in classrooms and throughout the building. More important, they encouraged teacher led discussion about the expectations with students during class time. The faculty reports that the interim principal is highly visible and involved in school activities. All three administrators routinely attend athletic events, dances, student performances, and other school functions. Their on-going conversations with students and accessibility to parents further their image as advocates for students and for the good of the school. (administrators, teachers, students, parents, observations)

Teachers provide leadership essential to the success of school improvement in a variety of ways. The active involvement of the faculty in study groups leading to the publication of the “Looking to the Future” report and the teachers who served on the committee that developed the report are obvious examples. Teachers have routinely served on and chaired committees and task forces over the years. They also provide leadership in developing and revising curriculum through department committees and individually for their own purposes. Teacher representatives help select and schedule professional development activities for the school. In addition, teachers advise and sponsor the many co-curricular programs that contribute to the success of the school in developing social, civic, and ethical skills for students.

The administration revived the faculty council this year. Teachers see it as a means to have their voices heard and to influence decisions that impact the school. This council can address the climate and moral issues that have surfaced the past few years during intense planning and most recently with the change in administration. Most important, Darien High School teachers are dedicated, hard working, talented, well-educated professional educators who are eager to move forward with the implementation of the plans for the future school and the recommendations of this report. Furthermore, they know that the school is in the midst of change and hope for leadership that will recognize the abilities and commitment of the faculty and guide their efforts. (self-study, teachers, department coordinators, administration)

The faculty does not believe the principal has had sufficient autonomy and authority to guide the school in the past. In fact, a recommendation from the 1992 accreditation report stated, “Empower the principal with the autonomy and authority necessary to be the responsible leader of the high school.” Teachers and department coordinators cited decisions they think were made by the central office or the board of education that should have been the responsibility of the principal. Examples include lack of funding for additional copy services, removing the responsibility for teacher evaluation from department coordinators, turning down a proposal for a student “open-end” schedule, and not supporting the formation of a gay/straight alliance in the past. Many teachers and students are under the impression that parents wield excessive influence within the school through direct communication with the central office and members of the board of education. In contrast, board of education members strongly believe that they are a policy-making body and that they do not make management decisions. To quote one member, “The administration requests and we bequeath.” The extent to which faculty members have had input in the development of proposals and have been informed during the consideration stage is not clear. Conflicting perceptions may be caused by inadequate communication between those who propose and present requests and those who make final decisions. In any case, the school and community look forward to a new principal who will be charged with the responsibility of guiding the school in fulfilling the school’s mission and expectations for student learning. This is an opportunity for the board of education, the administration, and the faculty to establish a positive mutually supportive working relationship.

The school and the community witnessed the potential for effective leadership to bring about change in community support for and subsequent funding for a 73 million-dollar facility. Furthermore, with the recent appointment of a permanent superintendent and the reorganization of the central office, the next principal of Darien High School will join an administrative team focused on teaching and learning. She or he will have “Looking to the Future” and the accreditation report as orientation to the culture of the school and insight into the aspirations for the future. Most important, the new principal will work with a skilled, dedicated faculty and staff, with motivated, achieving students, and with supportive, caring parents. They will move forward together from a foundation and tradition of excellence. (administration, board of education, parents, students, teachers)

The school is organized in traditional subject area departments. A teacher from the department serves as coordinator with one released period to take care of management issues and to supervise curriculum and instruction. Although department coordinators meet regularly with the administration, there is no evidence that it is for the purpose of integrating curriculum or fostering interdisciplinary learning. The assistant superintendent for secondary curriculum is too new in his position to have established a structure or developed working relationships to implement future plans. At this time, curriculum leadership and organization within the school is not adequate to take the next crucial steps in defining areas of department and school-wide responsibilities to provide curriculum and deliver instruction in support of the mission and expectations for student learning. Regardless of the professional ability of department coordinators and their dedication to their department and to the school, they have neither the time nor the authority to function effectively as the curriculum and instructional leaders within the building. (department coordinators, teachers, observations)

The school follows the inclusion model for special education students. In addition, an alternative learning program is in place for those few students who demonstrate a need for smaller, more personalized classes. The program for gifted students continues into ninth grade for students who had been identified earlier in their school experience. Also, an independent study option in place of an elective course is open to all students in grades 10 –12 who comply with the requirements. However, the overall culture and characteristics of the school are those of a traditional, college preparatory program which is consistent with the expectations and aspirations of the majority of students and parents. (self-study, program of studies, guidance counselors)

Students are ability grouped in three levels for English, history/social studies, and mathematics courses and in two levels in foreign language courses. The majority of students are enrolled in 300 level courses. Students who are able and motivated to work to meet the high standards set for the 400 level courses are admitted according to department prerequisites and teacher recommendations. The smallest number of students is in 200 or skill level courses to further develop basic skills. For example, 21% of the students enrolled in English 10 are in the 400 level, 66% in 300 level, and 12.5 % in 200 level. For the most part, teachers, students, and parents are satisfied with the grouping practices of the school. However, some students and parents believe the requirements for admission to 400 level classes are too rigid. The school is in the process of reviewing and evaluating the criteria used for placement or how enrollment in 400 courses predicts the future enrollment in advanced placement (AP) courses. Moreover, it has recently engaged in a study to determine if additional AP opportunities should be made available. A relationship between the two issues is not evident. In addition, some students and parents believe that the standards in 300 level courses are inconsistent and/or too low. Most courses in art, music, drama, business and technology education, and physical education are unleveled. Core subject area departments also offer several elective courses open to all interested students. In addition, courses that relate to co-curricular activities such as drama, publications, and music are heterogeneous. (self-study, teachers, students, parents, administrators)

The school follows an eight period schedule with seven 48-minute classes meeting daily. Space limitations because of increased student enrollment do not allow for much scheduling flexibility at this time. It will take careful planning and creative thinking to schedule students, teachers, and classrooms during the next four years. Nevertheless, the administration has initiated a study with the goal of examining scheduling possibilities and designing a model compatible with the school of the future and with the NEASC standards. The study will begin with the appointment of a representative committee in the spring of 2002 and conclude with a model in place when the new facility opens in the fall, of 2005. At the time of the accreditation visit, this plan had not been presented to the faculty for discussion and input. Teachers and department coordinators talked about the problems with the present schedule in terms of not having enough time to meet with students and not liking the short break for students mid-morning. However, no one expressed an interest in or desire for a non-traditional schedule. The manner in which this possible change in schedule configuration is presented to the staff, the extent that they have input into the design, and the adequacy of preparation for instruction will greatly impact faculty support. (administrative memo, department coordinators, teachers, observations)

The administrators and faculty are very effective in communicating to parents about the school and their son’s or daughter’s progress. Parent involvement in the school is extensive and commendable. The school web site, principal’s newsletter, coffee hours, parent organization, and informal conversations are successful means of communication. However, efforts to solicit input from parents and students and to accord them a meaningful role in decisions that affect them are not comparable to those exerted in keeping them informed. Parent response to the survey shows that 34% believes that administrators and teachers listen to opinions about ways to improve the school. In addition, only 15% of the students who responded thinks that they have opportunities to tell school officials what they want to learn and how the school should be managed. School administrators have taken steps to give students more chances to state their opinions through “open mike” assemblies formal and informal conversations, and their increased presence in the corridors and cafeteria this year. Ongoing two-way communication between the school and parents and students will be crucial over the next few years as change in leadership takes place and as the school responds to this report and prepares for the new school. A higher percentage of teachers - 57% - believes they have meaningful roles in the decision-making process within the school. Regular faculty and department meetings allow for teacher input into decisions under consideration. The revived faculty council should provide a means for active participation in the entire process. If it is reinstated with all constituents represented and with regular but flexible meeting times, the community council will also provide a viable means for teachers, students, and parents to be active participants in making decisions that impact the school. ( self-study, administrators, teachers, parents, students, survey results)

Teacher and student ratios at Darien High School are below their educational reference group (ERG) and state averages. Class size in 400 and 200 level courses enables teachers to know and work with students on a personalized and individual basis. Class size in 300 level courses tends to be larger with some close to 25 and a few above. The uneven distribution of students into 300 level courses may occur as a result of course conflicts or schedule changes after school begins. The library media center staff of 2.5 certified specialists is outstanding. (self-study, course enrollment, teachers)

Teachers, administrators, and support staff demonstrate genuine interest in their students’ well-being. Conversations before and after class revolve around athletic events, special projects, academic achievement, and topics of shared interest. Support services such as counselors, social workers, school psychologists, nurses, and the student assistance team work consistently to help students cope with the myriad of stressful issues and tragic events that are realities of adolescent life. Special programs, focus groups, and school assemblies address the feelings of fear and loss associated with modern life and the anxiety due to current world affairs. Although the school is respectful of a family’s right to privacy, teachers and support staff are alert to emerging problems, make referrals, and communicate with parents as needed. The entire school staff including service personnel such as the custodians and cafeteria workers treat students with respect and interact in a friendly and kind manner. All are thoroughly invested in the success of students and proud of the accomplishments of the school. Their dedication is admired and appreciated by student, parents, and members of the community. (self-study, teachers, students, parents, observations)

Darien High School regularly acknowledges, celebrates, and displays student accomplishments. Even with the plans for a new facility to open in 2005, the school undertook a beautification project to improve the atmosphere of the building for the hundreds of students who will complete high school in the existing building. This also provided another opportunity for student artwork to be displayed and enjoyed by all. Murals created by seniors adorn the walls and are their legacy to the school. Trophies, plaques, and other artifacts documenting the school’s tradition of accomplishment and excellence form an impressive display throughout the building. The impressive achievements of students are announced in principal’s newsletters, with individual press releases, posted on the web site, and published in school and local newspapers. Student visual and performing artistic talents, academic strengths, and athletic prowess are showcased in their participation in local, regional, and national competitions. Awards assemblies, senior ceremonies, and the numerous scholarships and awards are testimony to the school and community’s pride in the extraordinary achievements of Darien High School students. (tour, panel presentation, teachers, administration, observations)

The overall climate of the school is positive, respectful, and supportive despite the adverse conditions created by a substandard physical plant and the uneasiness that comes naturally with the prospect of change. The faculty and staff are fully committed to the education programs planned for the new facility. However, they recognize that demands on their time and for their expertise will continue as different and innovative programs and practices are put into place. The curriculum initiative coming from the reorganized central office will also call for a new way of thinking about and implementing curriculum. While no one expressed unwillingness to work to bring these changes about, teachers and department coordinators are concerned that adequate time and leadership is provided to make their efforts successful. Collaboration within and across departments has occurred through the extensive committee work to create the concepts for the school of the future and to complete the self-study for the accreditation process. Representative groups such as the faculty, curriculum, and community councils are vehicles for further collaboration as they are re-energized and focused on implementing the mission and expectations for student learning adopted in July 2001. The new approach to curriculum and the proposed teacher evaluation and professional development plan also call for greater departmental and interdisciplinary collaboration. As the school district re-tools itself to align with state and national standards, regular and ongoing collaboration should become the norm within the school. Teachers value these opportunities and will welcome formal, purposeful discussion centered on refining curriculum and analyzing instructional strategies. (self-study, teachers, department coordinators, observations)

Interactions among teachers and students are for the most part positive and respectful. The interim principal and two assistant principals are highly visible throughout the building making it possible for teachers and students to talk with them as they wish. Moreover, teachers have assumed responsibility for supervising the public areas of the building during the school day along with the administrators. Their presence contributes to the overall orderly environment in the building and general respectful interaction between students. Student pride in their school is evident in their enthusiasm about the accomplishments of their peers and their eager participation in and attendance at sporting, arts, academic, and social events. Nevertheless, some students express concern about the lack of respect among students; even friends are hurtful in their comments to each other, according to students. They state that these interactions are subtle and difficult to address openly. Much of this may be attributed to the need for adolescents to build their own self-esteem by putting down others; some may reflect the competitive nature of the school and community that expects its students to excel in all endeavors. The school has not identified and collected data that show the extent to which students meet the school’s social and ethical expectations. The new high school is designed with “a strong and definite sense of place that will promote an absolute sense of pride in one’s school.” As the entire school works toward this future goal, conversations about respect and other measures that monitor and nurture positive relationships should occur. (self-study, survey, students, teachers, administrators)

The professional culture of the school is characterized by thoughtful, reflective, and constructive discourse about student learning and well-being. The dedication of administrators, teachers, and staff is inherent in their conversations and their concerns about their professional performance. They have struggled under the extensive demands placed upon them but rise to the expectations set forth by students and parents and are ever mindful of what is in the students’ best interest. “Looking to the Future” establishes their vision for the new school and reflects insightful and ambitious thinking. With the provisions for assistant superintendents for curriculum, the appointment of a new superintendent, and the prospect of a permanent principal within the next year, continuity of professional discourse essential for the realization of the school’s mission and expectations for student learning should be assured. (self-study, central office and building administrators, teachers, observations)

Commendations

1. The collaborative and mutually supportive working relationship between the assistant principals and interim principal

2. The high visibility of and easy access to the building administrators

3. The leadership role assumed by teachers in the many tasks and committees over the last few years

4. The time and expertise of many teachers who advise or sponsor co-curricular activities

5. The potential of the revived faculty council to give teachers a meaningful role in decisions affecting the school

6. The school’s tradition of excellence and vision for the future that should attract outstanding candidates for the position of principal

7. The support systems in place and the recent reports to orient the new principal to the culture of the school and to guide her/him into the future

8. The success of the school in communicating to parents and the community about the programs, events, and student accomplishments

9. The increased opportunities made available to students to have their opinions heard

10. The mutually respectful interaction among students, teachers, and staff

11. The beautification project that improved the atmosphere of the building and grounds

12. The dedication and professionalism demonstrated by administrators, faculty, and staff which shapes the culture of the school and contributes to the positive experience of students

Recommendations

1. Utilize the revived faculty council to give teachers a voice in the decision-making

process of the school

2. Empower and encourage the autonomy and authority of the principal to lead the school in meeting the mission and expectations for student learning

3. Establish effective communication between the administration and faculty that is clear, honest, and frequent during all aspects of decision-making

4. Commit the necessary resources to assure leadership and organization for effective coordination and supervision of curriculum and instruction

5. Examine the school’s rationale for ability grouping to ensure it is current with educational research and consistent with the school’s mission and expectations for student learning

6. Evaluate the criteria for placement in 400 level courses to assure that all qualified and interested students have equal access

7. Establish consistent standards for 300 level courses

8. Identify criteria that measure achievement in 300 level courses and monitor results to assure ongoing consistency

9. Include teachers in all aspects of planning for and implementing a revised schedule

10. Prepare teachers for innovations and revisions in instructional strategies necessitated by a newly configured schedule

11. Establish a specific process and means for parents to have a meaningful role in decision-making within the school

12. Involve student organizations in creating an atmosphere that values and supports respectful interaction

13. Monitor student interactions and respond to inappropriate behaviors as they occur

6 SUPPORT STANDARD

School Resources for Learning

The school’s support services include guidance and health services, special education, personal, career, and social counseling, and access to outside referrals along with library/information services. Student learning is dependent upon adequate and appropriate support programs and services. The school is responsible for providing an effective range of integrated resources to enhance and improve student learning and to support the school’s mission and expectations.

1. The school shall allocate resources, programs, and services so that all students have an equal opportunity to achieve the school’s stated academic expectations for student learning and to participate in the educational program.

2. The school shall allocate resources, programs, and services so that all students have an equal opportunity to achieve stated civic and social expectations.

3. Each student shall have an adult member of the school community who serves to personalize that student’s educational experience.

4. The school’s student support services shall be consistent with the school’s mission and expectations for student learning.

5. Student support and library/information services personnel shall be knowledgeable about the curriculum and involved in its implementation, evaluation, and revision.

6. All school resources for learning shall be regularly evaluated and revised to support improved student learning.

7. Student support personnel shall enhance student learning by interacting and working cooperatively with the professional and other staff and utilizing community resources to address the academic, social, emotional, and physical needs of students.

8. There shall be a system for effective and ongoing communication with students, parents/guardians, and school personnel designed to keep them informed about the types of available student support services and about identified student needs.

9. The school shall provide and maintain library/information services program and materials that are fully integrated into the school’s curriculum and instructional program and are consistent with the school’s mission and expectations for student learning.

10. The library/information services program shall foster independent inquiry by enabling students and faculty to utilize various school and community information resources and technologies.

11. A wide range of materials, technology, and other library/information resources shall be available to students and faculty in a variety of formats and utilized to improve teaching and learning and be reflective of the school’s population.

12. Library/information services shall include, but not be limited to, sufficient certified professional personnel.

13. Students, faculty, and support staff shall have regular and frequent access to library/information services facilities and programs as an integral part of their educational experience before, during, and after the school day.

14. Policies shall be in place for the selection and removal of information resources and the use of technologies and the Internet.

15. Student records shall be maintained in a confidential and secure manner consistent with federal and state law.

Conclusions

Through the efforts of guidance, health, library/information, special education and support services departments, Darien High School provides services that have the potential to ensure all students an equal opportunity to achieve the school’s expectations for student learning and to participate in the educational program. Academic courses are offered at three levels with the goal of providing appropriate course work to meet all students’ learning needs. Students may balance their course levels allowing them to take higher level classes in areas of particular strength and interest. Reading, study skills, and English as a second language (ESL) programs support students who are referred because of specific needs. The guidance staff works effectively with the students, parents and teachers to construct an appropriate course of study and to address concerns such as meeting graduation requirements, checking pre-requisites, matching student ability and/or interest, and fulfilling college admission requirements. While implementing course work that parallels the regular program of studies, the alternate learning program (ALP) allows for flexible use of time and resources and thereby provides a few students an opportunity to achieve the success they were unable to find in the traditional school setting. The student assistance team (SAT) and student study teams (SST) meet regularly to address the needs and special situations of individual students brought to their attention. (self-study, support services staff, observations)

Special education students have access to the curriculum through an inclusion model with mandated accommodations and modifications to assist the students in learning. Special education teachers co-teach with regular education teachers, and/or special education para-professionals assist special education students in a mainstream class. Students may also access the resources of the learning center if recommended by their individual education plan (IEP). Special education and support services work closely together and with regular education teachers to integrate special education students into the regular program. Students who are unable to achieve academically in a regular classroom may meet their academic requirements and receive additional support services through a program named CORE (Creating Opportunities for Restructured Education). In spite of the lack of time scheduled for the expressed purpose of consultation and planning, teachers and support staff extend themselves to provide substantial individualized support for students with special needs. (self-study, standard sub-committee, teachers, observations)

Although the school has not yet made a purposeful connection between social and civic expectations and the resources and services provided, students do have opportunities to acquire these skills. All students take a health course that meets for one quarter every year. The SAT and SST teams and CORE develop individual plans to assist students with social and/or emotional issues that infer with their education and life. Counselors and social workers work with individual or groups of students who exhibit distress around an issue or incident such as Columbine, the September 11 attack, or an incident on campus or involving their peers. Darien High School also schedules assemblies and programs to address concerns that are more global in nature. The alternative learning program has a community service component. In addition, students coordinate blood drive and daffodil sales for cancer funds, and this year they did some fund raising for a relief fund after September 11. However, there are no formal school- sponsored or organized civic programs. With the exception of a special education course in career exploration, the school does not have any school to career program in place. (students, standard sub-committee, teachers, self-study)

Each of the four guidance counselors works with approximately 220 students. Although this is below recommended guidelines, the ratio of counselor to students is higher than that of the School educational reference group (ERG). The department coordinator who has grade 6 –12 responsibilities does not have students assigned to him. He administers all standardized tests. However, there is no evidence that the coordinator or counselors are involved in curriculum review and development.

The services of the guidance department focus primarily on assuring that students meet all requirements to fulfill their college admission goals, a practice that meets the expectations of the majority of parents and students and of the community. The high percentage of Darien students who are accepted by the college or university of choice – often a prestigious, highly competitive institution – is evidence of success. Nevertheless, there is a smaller percentage of students who function outside the pattern of a traditional college preparatory school. The administration, teachers, and counselors acknowledge that this group has different needs and some effort is made to identify the specific nature of these needs and to begin planning for additional programs and services to meet them. However, additional, on-going, and thorough study is needed to assure a true understanding of what is needed for these students to have equal opportunities to meet all the school’s expectations for student achievement. (administrators, teachers, observations)

The guidance department helps students develop effective strategies for critical evaluation and decision-making regarding their educational plans and personal goals for their high school years and beyond. Through implementation of a traditional set of guidance activities, counselors work with students to develop a four-year plan encompassing course registration, placement, monitoring of academic progress, and career and college planning. A student stays with the same guidance counselor for all four years and may meet with this counselor as the student wishes. Yet, neither students, parents, nor teachers mentioned guidance counselors in any role outside he usual academic counseling situations. The guidance suite is conveniently located, and counselors are accessible; however, few students were observed meeting with counselors. Neither the program of studies nor the student handbook describes in any detail guidance services provided to parents and students or the names of counselors with their alphabetical assignments. Separate brochures describe the guidance services designated for each of the four years. Most work with students is done individually with some large group meetings being part of the plan. Limited small group and classroom guidance activities occur. The traditional guidance activities offered are highly valued by students, staff, and parents. However, the school does not have a comprehensive, developmental guidance curriculum based on state or national standards, delivered as part of the regular school program. (standard sub-committee, self-study, observations)

Furthermore, the school does not have a program or provisions to assure that every student has an adult member of the school community who personalizes the students’ educational experience. Funding for a formal student advisory program is under consideration at this time and may be introduced next year. Students do develop close relationships with some teachers, advisors, coaches, and other staff members as they work together. In addition, an assistant principal coordinates a big brother/big sister program to help ninth graders and new students adjust to the high school. The culture of the school is such that any student who seeks support for whatever reason would find an understanding, helpful adult within the faculty and staff. Nevertheless, there are students who are unlikely to reach out and who need an adult who knows them personally and who monitors their progress over time. (self-study, counselors, observations)

Counselors play a role in identifying the need interventions and crisis counseling for students and make referrals as needed. They work closely and cooperatively with other support staff and outside agencies. The school psychologists and social worker provide activities that address the social/emotional needs of students. They provide counseling and consultation activities with identified students and families in need of emotional and social support, as well as yearly presentations in the ninth grade health classes. Counselors, teachers, administrators, specialists and the school nurse collaborate on the highly valued student assistance team (SAT) and student study team (SST). The planning and placement team (PPT) process is used to identify students who qualify for special education services. It is evident that good communication and teamwork are a true strength of the Darien High School student services support team.

The student support services staff is knowledgeable about curriculum as a result of working closely with students and teachers. Guidance counselors work with students on course selection and placement issues. Special education specialists co-teach some classes with regular education staff members and work with students to accomplish IEP goals related to subjects throughout the curriculum. The library/media staff works directly with departments and individual teachers to support curriculum goals. Library staff members teach research skills, review and assess student work on developing citations for research papers, provide books and consultation for appropriate book selection, and much more. They have developed both student and faculty assessments to identify students’ and faculty competence and satisfaction with lesson units. All faculty members interviewed expressed great satisfaction with the collaboration and support provided by the individuals and programs in the student support services areas. Nevertheless, additional academic support services are needed for students who do not qualify for special education services through the PPT process.

The process for regular evaluation and revision of student support services is informal and incidental. Because of the competence and professionalism of the staff and overall concern for student well-being, support staff members spend time discussing what is working for students, what needs are not being addressed, and what kinds of changes may be helpful. They meet regularly, often weekly, with the coordinator to discuss programs, strategies, and interventions. In the past, the library/information coordinator has initiated discussions at the central office level based on how the Darien High School program is meeting national standards. The special education staff is accountable through assessing students’ success in meeting their IEP goals. They also must conform to state and national regulations. However, a more formal and deliberate process is needed. As with academic programs, student support programs would benefit from assessing needs, reviewing stated goals and expectations, analyzing data, and determining how students, parents, and staff members believe the services provided are matching the stated needs. A plan and process for formal evaluation of student support services will provide data as to how services can be improved. (self-study, support services staff, observations)

Evidence indicates that all of the student support services are effective in enhancing student learning. The library/ information center plays such a vital role in the educational program of the school that it is the central hub of the facility in the design of the new school. Parents, students, and teachers speak highly of the services provided by the guidance department and report that counselors always respond to their requests for assistance. Students state that they feel comfortable making appointments and seeking out the support of the guidance and counseling staff. Special education interventions help students to accomplish academic and social goals in the least restrictive environment. Students of all academic levels and backgrounds benefit from the monitoring and support provided. Collaboration among all parties appears to be excellent and the type of interdepartmental competition that sometimes occurs in schools is not evident in Darien High School.

Community resources are utilized in many ways. The guidance and counseling staff make appropriate referrals to community counseling agencies. A grant-funded resource person called the connections counselor spends dedicated time in the high school. The library/information program is closely aligned with the Darien Public Library. A few special education students are supervised on work sites and receive school credits.

The guidance department is instrumental in delivering an effective and ongoing system of communication designed to keep students, parents/guardians, and school personnel informed about the types of available student support services and about identified student needs. A wide variety of orientation and transition activities is provided as 8^th graders move to the high school. Counselors meet in small groups to acquaint students with the opportunities and services available in the school. Freshman parent workshops orient parents to the support resources available within the school. The principal’s newsletter provides a vehicle for informing parents of upcoming programs and issues. Parents initiate telephone and e-mail contact with counselors, special education teachers, and the other student service providers on a regular and frequent basis. The school meets the high expectations that parents have to be well informed about school programs and support services as well as being kept up-to-date on their sons’ and daughters’ progress. (self-study, parents, support services staff)

That the Darien High School Library Media Center is an integral part of the school’s educational program is unquestioned. Programs and resources are fully integrated into the school’s curriculum and instructional program. Information literacy skills are well developed in a K-12 program based on national and state library standards, the Connecticut Framework for Learning, resources and information technology standards, information power standards (American Association of School Librarians and Association for Educational Communications and Technology). Student research is a requirement of the curriculum in nearly all subject areas. Teachers meet with library personnel to plan and schedule their research projects. Then, a librarian works with the teacher to align tasks to information literacy skills, to select materials, to monitor progress, and to assist with student research. The degree of assistance and selection of the library/information materials is based on the needs and abilities of the students being assisted. Library/information personnel also give teachers feedback as to how well their students accomplished the assignment with recommendations for consideration on future projects. No matter when a teacher joins the instructional staff of Darien High School, library personnel orient these teachers to the services available and offer advice and recommendations for selecting materials that complement and or enhance their curriculum and instruction.

Students come to Darien High School with a strong background in research and information handling skills as a result of the fully developed K-12 library and information technology curriculum in place in the Darien School District. In addition, the coordinator of the information and library services provides professional development programs for both individuals and groups of the teachers on a regular basis.

The library media center has sufficient staff to maintain and make available a wide range of materials, technology, and other library information resources and services to students and faculty in a variety of formats. Three paraprofessionals and one secretary support the two full-time and one half-time certified library specialists. Both students and faculty members continually use library/information resources. Students have access to the center before and after school as well as throughout the school day. The library hours are 7 A.M. to 3 P.M. on a regular school day and from 7 A.M. to noon on a half-day schedule. During the school day, students in grades 10-12 may go to the center during unscheduled periods. There are also policies in place to deal with information integrity as well as the selection and removal of information resources. (self-study, standard sub-committee, teachers, students)

Student records at Darien High School are kept and maintained in a confidential and secure manner consistent with state and federal laws. Storage space for student records is currently inadequate; additional space will be needed before the completion of the new facility. Problems with the first year of a new student data management software system are making it difficult for the school to record, retrieve, and print student information such as attendance and report card grades and to produce student transcripts. (self-study, administrators, observations)

Commendations

1. The extent to which the inclusion model provides special education students with equal access to the curriculum

2. The positive working relationship among special education teachers, regular education teachers, and student support services staff

3. The additional academic support available to special education students through a learning center and the CORE program

4. The opportunities provided by a variety of programs and services to help student meet the school’s social and civic expectations

5. The appreciation of students and parents for the attention guidance counselors give to preparing students for the college application process

6. The communication systems and programs in place to inform parents of guidance services available and specific needs of students

7. The cooperative, mutually supportive relationships that exist among subject area departments and student support services

8. The high level of collaboration between library/information specialists and subject area departments in curriculum work

9. The direct instruction in research and inquiry skills provided students by library/information specialists

10. The vital and dynamic role played by the library/media center in teaching and learning within the school

11. The orientation to the library/information center and the services offered to new faculty and staff members

12. The fully developed, coordinated K-12 library and information technology curriculum in place in the Darien School District

13. The library/information center staffing of two and a half certified specialists and support personnel that assures immediate attention to the teaching and learning needs of teachers and students

14. The accessibility of the library/information center to students before, during, and after school hours

Recommendations

1. Arrange for regularly scheduled time for support services staff, special education teachers, and the regular education teachers to plan and confer

2. Include guidance counselors and the department coordinator in all curriculum work

3. Expand student support services to include career counseling

4. Assure equitable guidance counseling services for those students who do not plan to attend a four year college or university

5. Conduct an assessment of the needs for student support services that are not met through the programs in place

6. Develop and implement programs and services that meet identified needs

7. Publish the activities of and services available through the guidance department in appropriate school publications

8. Publish a list of guidance counselors names and their student assignments in the student handbook

9. Institute a plan such as the proposed student advisory program to assure that each student has an adult member of the school community who serves to personalize that student’s educational program

10. Make provisions for academic assistance to regular education students in need

11. Establish a system for regular, formal evaluation of student support services

12. Resolve the problems with the newly implemented school management software so

the school is able to record, secure, and retrieve student data and print school reports

in a timely manner
7 SUPPORT STANDARD

Community Resources for Learning

Active community and parent participation, facilities which support school programs and services, and dependable and adequate funding are necessary for the school to achieve its mission and expectations for student learning.

1. The school shall engage students and their families as partners in the students’ education as well as encouraging their participation in school programs and parent support groups.

2. The school shall foster productive business/community/higher education partnerships that support student learning.

3. The school site, plant, and equipment shall support and enhance all aspects of the educational program and the support services for student learning.

4. The school site, plant, and equipment shall be maintained to ensure an environment that is healthy and safe for all occupants.

5. There shall be a planned and adequately funded program of building and site management that ensures the maintenance and repair of facilities and equipment as well as the thorough and ongoing cleaning of the facility.

6. There shall be ongoing planning to address future program, staffing, facility, and technology needs as well as capital improvements,

7. The physical plant and facilities shall meet all applicable federal and state laws and be in compliance with local fire, health, and safety regulations.

8. The community and the district’s governing body shall ensure an adequate and dependable source of revenue to provide and maintain appropriate school programs, personnel, services, facilities, equipment, technological support, materials, and supplies for learning.

9. Faculty and building administrators shall have active involvement in the budgetary process, including its development and implementation.

10. Equipment shall be adequate, properly maintained, catalogued, and replaced when appropriate.

11. School board decisions, policies, and procedures and district plans shall support the implementation of the school’s mission and expectations for student learning.

Conclusions

Darien High School actively engages students and families as partners in the students’ education. Teachers, staff, and administrators alike recognize the collaborative role that parents play in the educational process. Parents demonstrate a high level of commitment to all aspects of the school. Officers of the parent association work with the school administrative assistant to coordinate an extensive parent volunteer program within the school. Volunteers perform such tasks as keeping the job postings up-to-date, maintaining the message center, and serving as receptionists to greet and sign in all visitors to the school. Parents and community members volunteer an estimated 5,000 hours each year. Many parents serve as liaisons between classes and administrators, as chaperones for field trips and dances, and as assistants in the library. The music parents and the athletic booster club support these activities. Generous contributions in the form of gifts and money also demonstrate parent support for school programs and co-curricular activities. Most recently, the parents association replaced the furniture in the faculty room complete with all accessories and decorations. As important, parents value education and instill the desire to learn in their sons and daughters. While parents have high expectations for the school’s performance, they also expect and support effort from their teen-agers. (self-study, administrators, teachers, observations)

Although Darien High School does not have formal partnerships with businesses and civic organizations within the community, a strong informal relationship exists primarily as a result of student volunteerism. For example, student volunteers run programs at the Depot - a drug and alcohol free teen center - and serve the town as trained emergency medical technicians at Post 53. A few belong to the volunteer fire department and are allowed to leave school to respond to an emergency situation. Students also contribute their services with the police department, little league, Special Olympics, and senior center. The YWCA Parent Awareness Network works in collaboration with the Darien High School Parent Association and the school to provide “Parents Supporting Parents” seminars on important teen issues. Monthly meetings of local officials and school administrators allow for an exchange of information and ongoing discussion regarding local teen-age concerns and opportunities. (self-study, administrators, standard sub-committee)

Representatives from over 150 colleges, universities, and art and technical schools visit the high school campus individually during school hours, and the school sponsors a college fair with a neighboring town annually. However, there is no provision in place for interested students to take advantage of the wide range of enrichment opportunities offered at area institutions of higher education. In addition, there is no purposeful partnership with area businesses that allows for job shadowing, internships or apprentice opportunities for students. (self-study, administrators, teachers, students)

Tireless efforts made by the entire school community to develop and present a plan for the design and purpose of the school of the future resulted in a successful referendum approving a 73 million-dollar bond issue for the construction of a new high school. Construction on property adjacent to the present building begins this fall. When the new facility opens in the fall of 2005, the present structure will be demolished. The educational specifications provide for sophisticated use of space as set forth in the thorough report - “Looking to the Future” - prepared by a representative committee in consultation with outside experts. The new school will be a state-of-the-art facility specifically designed to fully support all aspects of the proposed educational and support programs. It includes space for learning connections centers where students, teachers, materials, and technology are brought together to promote interdisciplinary, individualized, and collaborative learning. The building and outdoor facilities will be easily accessed by the public and will create a campus that has a sense of space within the community. The school and community are committed to the vision for the new school and determined that decisions necessary during construction will not detract from the educational intent of its design. When complete, the facility will support and enhance all aspects of the school’s mission and expectations for student learning. (self-study, students, teachers)

In the meantime, the limited space and deteriorating condition of the present facility creates serious problems for the next four years. With its current and projected enrollment, there is obvious overcrowding. The cafeteria, hallways, and athletic fields lack adequate space to accommodate students. The alternative learning program, music, art, and theater classes take place in substandard locations. Conference and meeting space is limited. The original design of the building constructed in the 1960s is not conducive to the educational programs and practices of the present. This is most evident in the struggle to provide adequate technology in classrooms and useable space and equipment in science labs. There is a need for adequate storage for instructional materials and supplies. Heating, ventilation, and air circulation systems are poor. All of these adverse conditions will be left behind when the new facility opens in 2005. Until then, however, several hundred students will spend all or some of their high school years in the old building. Fortunately, the faculty and staff have a tradition of doing the best they can with what they have and will continue to provide a quality education. Nevertheless, conditions that affect the health, safely, and comfort of students, faculty, and staff exist and must be corrected to the best possible extent. Environmental problems such as mold in the gym, lockers, and English office occurred in February and were cleaned, but mold is likely to appear again in these and other areas. There are exposed pipes and water leaks in classrooms. Ceiling tiles sag and paint is peeling. The sprawling, multiple buildings of the facility contributes to difficulties cleaning and maintaining an aged structure. Although the custodial staff members of the school do their job to the best of their ability and the faculty is extremely pleased with their efforts, they work under adverse conditions. Furthermore, there is significant concern that, when construction is in progress for the new high school, the existing facility will be neglected and allowed to deteriorate further.

A process to plan for and provide adequate personnel and timely attention to maintenance and custodial needs does not exist. Building needs have been victim to budget cuts in the past. Resources in the form of sufficient funding, organization, and personnel are now necessary to protect the safety and well-being of all who will work and learn within the old facility for the next four years. (building tour, teachers, administrators, custodial staff, self-study, observations)

The present physical plant meets most of the applicable federal and state laws; however, at this time, the building is not in full compliance with the Connecticut Fire Safety Code and applicable standards, adopted pursuant to General Statutes, Sections 29-292 and 29-293. Parts of Darien High School are not handicapped accessible so that a handicapped ramp had to be built especially for guest speaker Christopher Reeves so that he could access the stage in the auditorium. In addition, wheelchair bound students must exit the building to access the nurse, the guidance department, and the main office. An annual inspection by deputy fire marshal on June 18, 2001 produced a list of items in need of repair or replacement in order for the school to be in full compliance with regulations. As of March 5, 2002 all but two areas of concern have been corrected. Two electrical wiring situations remain in need of repair; therefore, the deputy fire marshal has not yet determined that Darien High School is in full compliance. (documents, self-study, staff)

Planning to address long-range program, staffing, facility, and technology needs is evident in the “School of the Future” report. Although a pilot for a learning connections center is proposed for next year, sufficient planning for the needs of the next four years has not yet taken place. The curriculum project initiated this year as well as the recommendations of this report will necessitate the allocation of resources for successful implementation. Preparations for the transition of educational programs from their present form into that envisioned for the new school require purposeful planning and on-going review and refinement through final implementation. At the present time, sufficient thought as to who will lead these efforts and as to the nature and structure of school-based organization has not begun. (building and central office administrators, self-study, observations)

The community and board of education has provided consistent revenue to support and maintain school programs, personnel, support services, equipment materials, and supplies for student learning. The board of education engages in a yearlong budget process. From a proposed budget presented to the board of education by the superintendent for discussion, a final budget is approved. It is then sent on to the representative town meeting (RTM) for further review by the community before the RTM votes. The adoption of budgets over the past few years reflects an ongoing commitment to quality education of all students. For the most part, funding has supported existing personnel and fixed costs as well as allowing for additional staffing and student services due to increased enrollment. In addition to financial support in the form of the education budget, citizens of Darien fund technology within the school to a commendable degree. The Darien Technology Foundation funded the construction of a computer technology lab in the high school that is used for high school courses and classes and as a site for professional development programs for the district. The foundation also funds some technology needs not covered by the regular school budget. In addition, two private foundations – the Reiss Fund and the Barbara Harrington Fund – support professional development programs through grants. (self-study, teachers, administrators)

With the notable exception of an ongoing need for adequate copy services, the faculty and staff express their satisfaction with the level of funding provided in the way of curriculum and instructional materials. Having only one copier available for the entire faculty and staff use complicates teacher preparation for instruction and assessment. Given the resources of the community, there is no logical reason why sufficient and dependable copy services are not available at all times. (self-study, teachers, staff, administrators, observations)

Teachers are involved in the development and implementation of the budget through their participation within subject area departments. Department coordinators working with teachers assess the needs of their department and submit a budget proposal to the building administrator. The building administrator, in collaboration with the central office administration, develops a preliminary budget proposal that encompasses needs of the school. Material and supplies requested in the 2002-2003 budget indicate that student assessment data gathered from standardized testing impacts some budget decisions. Adequate funding exists for purchase and/or replacement in textbook purchases. The proposed budget also takes into consideration projections for staffing based on school and course enrollment and for necessary instructional materials and supplies. (proposed budget, central office staff, building administrators)

Limited maintenance, cataloging, and replacement of equipment takes place without formal, systematic planning. One audiovisual support staff member works with the library. The technology support staff is on call, but not on site. The library staff conducts inventories of audiovisual equipment. Multiple departments are responsible for cataloging technology resources. Formalized schedules for maintenance and replacement of equipment must be made and implemented to ensure that school resources are available for effective use by students and teachers. (teachers, staff, observations)

The school district’s policy manuals are out of date. However, the district is in a good position for a systematic review and revision of its policies in light of the changes taking place in central office leadership, the completion of the work leading to the school construction referendum, and reorganization of assistant superintendents for the continuous improvement of teaching and learning. When district policies are reviewed and rewritten they will be current with laws and consistent with practices within the school system. (central office administration, policy manual, observations)

Commendations

1. The extensive parent volunteer program that is organized and coordinated to provide an array of valuable services within the school

2. The remarkable number of hours that parents devote to voluntary work for the school

3. The generous funding and gifts contributed by parents

4. The spirit of volunteerism demonstrated by students through their services to community agencies and organizations

5. The many opportunities provided for students to meet with college representatives

6. The success of the referendum to fund construction of a new high school through the efforts of the entire school community and the leadership of the superintendent

7. The thoughtful and thorough process to develop the “Looking to the Future” defining the vision for and design of the future Darien High School

8. The vision and design of the new school which will support and enhance all aspects of the school’s mission and expectations for student learning

9. The plans for the new school that will create a sense of place in the community and be easily accessible to the public

10. The admirable efforts of the custodial and maintenance staff to care for an aged building

11. The generosity of the Darien Technology Foundation to fund a state-of-the-art computer lab in the building and to support other technology needs not covered by the regular budget

12. The support for professional development provided by the Reiss Fund and the Barbara Harrington Fund

13. The provision for teachers to be involved in budget development and implementation through subject area departments

Recommendations

1. Define the process whereby interested and qualified students may enroll in courses at institutions of higher learning in the area

2. Publicize opportunities available and the process for students to enroll in courses off campus and include this information in the program of studies

3. Conduct a needs assessment to determine how and in what manner school to career opportunities would augment and enhance learning for students

4. Design and implement school to career programs according to the needs identified

5. Pursue formal partnerships with community business, industry, and social agencies that allow for job shadowing, internships, and apprentice opportunities for students

6. Prioritize the design components of the new school that are essential to fulfilling the vision set forth in “Looking to the Future”

7. Institute a plan for routine custodial care and maintenance of the building over the next four years

8. Commit resources in the form of sufficient funding, organization, leadership, and staff to protect the safety, health, and comfort of all who work and learn in the present building

9. Correct all conditions that deny the facility full compliance with safety and health regulations

10. Allocate sufficient and dependable funds to assure that copy services for the faculty and staff will be available at all times

11. Develop and implement schedules for routine repair and replacement of equipment that supports the educational program of the school

12. Update district policies to reflect current laws and practices within the school

FOLLOW-UP RESPONSIBILITIES

This comprehensive evaluation report reflects the findings of the school’s self-assessment and those of the visiting committee. It provides a blueprint for the faculty, administration, and other officials to use to improve the quality of programs and services for the students in Darien High School. The faculty, school board, and superintendent should also be apprised by the building administration yearly of progress made addressing visiting committee recommendations.

Since it is in the best interest of the students that the citizens of the district become aware of the strengths and limitations of the school and suggested recommendations for improvement, the Commission requires that the evaluation report be made public in accordance with the Commission’s Policy on Distribution, Use, and Scope of the Visiting Committee Report.

A school’s continued accreditation is based on satisfactory progress implementing valid recommendations of the visiting committee and others identified by the Commission as it monitors the school’s progress and changes which occur at the school throughout the decennial cycle. To monitor the school’s progress in the Follow-Up Program, the Commission requires that the principal of Darien High School submit routine Two- and Five-Year Progress Reports documenting the current status of all evaluation report recommendations, with particular detail provided for any recommendation which may have been rejected or those items on which no action has been taken. In addition, responses must be detailed on all recommendations highlighted by the Commission in its notification letters to the school. School officials are expected to have completed or be in the final stages of completion of all valid visiting committee recommendations by the time the Five-Year Progress Report is submitted. The Commission may request additional Special Progress Reports if one or more of the Standards are not being met in a satisfactory manner or if additional information is needed on matters relating to evaluation report recommendations or substantive changes in the school.

To ensure that it has current information about the school, the Commission has an established Policy on Substantive Change requiring that principals of member schools report to the Commission within sixty days (60) of occurrence any substantive change which negatively impacts the school’s adherence to the Commission’s Standards for Accreditation. The report of substantive change must describe the change itself and detail any impact which the change has had on the school’s ability to meet CPSS Standards. The Commission’s Substantive Change Policy is included in the Appendix. All other substantive changes should be included in the Two- and Five-Year Progress Reports and/or the Annual Report. Each member school is required to submit an Annual Report form to ensure that the Commission office has current statistical data on the school.

The Commission urges school officials to establish a formal follow-up program at once to review and implement all findings of the self-assessment and valid recommendations identified in the visiting committee report. An outline of the Follow-Up Program is available in the Commission’s Accreditation Handbook which was given to the school at the onset of the self-assessment. Additional direction regarding suggested procedures and reporting requirements is provided at Follow-Up Seminars offered by Commission staff following the on-site visit.

The school must be highly commended for the thorough planning that went into preparations for the accreditation visit. Great appreciation also is extended to the many people who met with the committee on Sunday afternoon and who attended the reception. Special recognition goes to the twenty-six teachers who volunteered to participate in the invaluable interviews on Sunday afternoon that gave the committee insight into curriculum, instruction, and assessment and prepared for student shadowing the next day.

Thanks go to the many parents and the members of the board of education for meeting with us and answering questions from their perspective. We were gratified by the dignitaries who attended the reception and by their words of appreciation for our work and welcome to the community. The community obviously values education, expects excellence for its young people, and has faith in the accreditation process.

All members of the visiting committee appreciate the consideration for our well-being during our four days in Darien No detail was missed in the school’s careful planning. Transportation to and from the school, guides outside our schoolroom, meetings that began on time with full attendance, all contributed to our accomplishing our work with little stress and no inconvenience. The school and community’s enthusiasm for the construction of its new school is well represented by the memento toolboxes and tape measures.

Appendix A

Roster of Team Members

Catherine A. Costa, Chair Karen List

Windsor High School (retired) West Hartford Public Schools

Windsor, CT West Hartford, CT

Eugene M Horrigan, Assistant Chair Jacqueline Neighbors

Shepaug Valley High School Simsbury High School

Washington, CT Simsbury, CT

Diane Boettcher Timothy Reed

Watertown High School Weston High School

Watertown, MA Weston, MA

Christine Brown Katherine Riddle

Glastonbury Public Schools Joel Barlow High School

Glastonbury, CT Redding, CT

John D. Crowley Lois D. Roberts

Joel Barlow High School Andover High School

Redding, CT Andover, MA

Margarita David Mary Ann Sheehy

Greenwich High School Weston High School

Greenwich, CT Weston, CT

Rose Mary Frederick Gary Simon

Ridgefield High School Lexington High School

Ridgefield, CT Lexington, MA

Appendix B

NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES

Commission on Public Secondary Schools

SUBSTANTIVE CHANGE POLICY

Principals of member schools must report to the Commission within sixty (60) days of occurrence any substantive change in the school which has a negative impact on the school’s ability to meet any of the Commission’s Standards for Accreditation. The report of a substantive change must describe the change itself as well as detail the impact of the change on the quality of education in the school. Examples of substantive change areas include the following:

- available programs, including fine arts, practical arts, and student

activities

- available facilities, including upkeep and maintenance

- level of funding

- school day and/or school year

- administrative structure, including the number of administrators and supervisors

- number of teachers and/or guidance counselors

- number of support staff

- student services

- educational media services and personnel

- student enrollment

- grades served by the school

- the student population that causes program or staffing modification(s); e.g., the number of special needs students or vocational students or students with limited English proficiency