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.
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.
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
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.
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.
GOALS:
1. To help students
develop a feeling of self-worth.
2.