Wellstone International High School

Angie Pohl
Executive Summary
Project Statement
The purpose of this project was to collect non-biased evidence regarding policies, practices, and programming at
Wellstone International High School in order to examine how they align with the schools vision and mission.
Vision: WIHS provides innovative English and content instruction for students ages 14 to 21. A Wellstone
education empowers students to fully participate in society and prepares them for post-secondary education.
Mission: WIHS provides educational opportunities to High School English Language Learners by supporting
high academic achievement in an accredited high school setting and by working in partnership with local
colleges.
Methods
Data were collected through shadowing 3 students, the principal, and the behavior dean; interviewing various
staff members including counselors, teachers, and Associate Educators; participating in PDPLC, ILT, staff, and
future planning meetings; and examining documents related to school improvement, programming, events,
family outreach, student services, and community engagement. Data attached here include shadowing and
teacher-student talk observations.
Results
Results provided are examples of policies, practices, and programming that are in alignment with or are in
conflict with the mission and vision. Parenthetical statements represent text from the mission and vision.
In Alignment
Course offerings such as economics, government, physics, and advanced reading and writing that provide
students with rigorous learning opportunities (supporting high academic achievement)
Newly added courses to promote engagement and future planning: Jobs for Americas Graduates, Spanish
for Spanish Speakers (empowers students to fully participate in society)
Math blended learning model offering individualized instruction (innovative instruction)
Professional development supporting the use of student ACCESS data to inform instructional practices,
particularly around speaking and differentiation (innovative English and content instruction)
Discussion about designing innovative learning opportunities to fit students needs in the coming school
year in a new space (innovative English and content instruction)
Partnership with MCTC (partnership with local colleges)
In Conflict
High teacher talk compared to student talk; predominantly teacher direct instruction observed (innovative
instruction; supporting high academic achievement)
Unbalanced opportunities to participate in class for certain ethnic groups (empowers students to fully
participate in society; supporting high academic achievement)
Lack of courses aligned with college and career readiness such as CTE and AP courses; unstructured advisory
times with no guiding purpose (prepares them for post-secondary education)
Recommendations
The goal of this project was to provide instructional leaders within Wellstone with non-biased evidence
regarding how policies, practices, and programming align or conflict with the mission and vision of the school.
While some preliminary conclusions were drawn from the data, more meaningful conclusions will be those that
school leaders and staff draw from the data themselves. Therefore, it is recommended that as a next step the
ILT examine the attached data and utilize the discussion guide to self-assess the alignment of Wellstones
policies, practices, programming with the mission and vision of the school. The self-assessment should then be
used to guide planning for the future to ensure alignment to the mission and vision and learning for all students.

Teacher-to-Student Talk Observation

Class/Level

Teacher Talk
(min.)

Student
Talk (min.)

Level 0-1 ESL

8.0

5.0

Teacher:
Student
Talk Ratio
62% : 38%

Level 2-3 ESL

17.5

0.25

99% : 1%

Notes

Level 3-5 ESL

10.5

2.4

81% : 19%

Level 3-5 ESL

9.5

2.6

79% : 21%

Level 0-1
Content

14.5

0.3

98% : 2%

Level 0-1
Content

0.0

20.0

0% : 100%

Level 2-3
Content

13.2

4.2

76% : 24%

Level 2-3
Content
Level 2-3
Content

17.8

0.8

96% : 4%

5.9

0.1

98% : 2%

Level 3-5
Content

12.0

38.0

24% : 76%

Teacher direct instruction

Students read their work aloud in English
Sentence frames to support English conversation
Teacher direct instruction
3 questions asked and 3 students responded with
one word responses
Student called on to demonstrate in front of class;
teacher took over demonstration while student
stood in front of class
Teacher direct instruction
Student one-word response
Every student was called upon
Teacher facilitated discussion
Teacher required more than one word answers in
some cases
Teacher required students to listen to and repeat
peer answers
Students responded in complex sentence forms
consistently
Teacher direct instruction
Student one-word response
Teacher asked question, student responded in
Spanish. The response was the correct answer
Told the student to stop talking in Spanish and
had participation points taken away
Student talk was in native language
Students working in small groups on the
worksheet; encouraged to talk to one another for
help rather than the teacher
Students were showing correct answers
Students working independently and supporting
each other orally in native language
Teacher adjusted instruction based on a large # of
students having difficulty with one particular
problem (direct instruction)
Teacher direct instruction
Student one-word responses
Teacher direct instruction
Student independent work
Students spoke to each other in native language
but not about content
Teacher direct instruction
Small group work
Students used native language and English
o Groups of all one native languagestudents spoke native language
o Mixed language groups used English

Student: Somali-American Male, 18 years old, Junior, Intermediate-level English

Period 1: ESL
Period 2: Math
8:09 Entered class alone.
9:04 Entered class alone. Talked with peer next to him in
Somali before class began.
Sat in a small group of 4 males. Talked with peers in Somali
prior to bell.
When the bell rang, Student A put on his headphones, logged
on to the computer, and began his math work.
Students called out answers to the teachers questions.
Student A raised his hand was called on.
Greeted by a teacher circulating.
Time provided to work on workbook pages. Student A
9:17 Moved to math pullout group. Sat at a table next to
talked with peers as he completed the pages.
another Somali male. Did not interact. Continued working
independently.
Class discussed the workbook pages. Students called out
responses or were called on without volunteering. Student 9:20 Raised his hand and received 4 minutes of individual
A did not raise his hand, nor was he called on.
support. Continued working independently.
8:31 Independent work time. Student A talked with peers 9:53 Student A returned to large room, put away
as he worked.
computer, and sat quietly until dismissed after the bell.
Exited class alone at the end of the line.
9:00 Bell rang. Student A exited class alone.
Period 3: Science
Period 4: Elective
9:59 Entered class alone.
10:54 Entered class alone. Sat at group of desks with 5
Somali males. Talked in Somali until the bell.
Sat at table and talked to peers in English about what he
missed when he was absent until the bell rang.
Teacher asked 3 questions. Student A raised his hand (the
only student to do so) and was called on twice.
Teacher gave instructions for the tasks for class. Student A
was the first to get up to begin.
11:00 Teacher directed students to begin working on their
drawings. Student A was the first to get his materials.
Asked the teacher what he missed. Teacher instructed
Student A to sit at the end of a table and begin working on
Student A moved to a group of desks with 2 students, put on
an assessment he missed.
his headphones, and worked on assignment. All students
interacted in Somali or Spanish while they worked.
10:08 Worked on assessment. Raised hand when teacher
was done helping another student. Teacher answered his
Teacher stopped to comment on his work once.
question.
11:30 Student A moved back to the group of Somali males
10:36 Finished assessment and handed it in. Teacher
and talked for 3 minutes. Put in headphones and continued
instructed him to join a partner and then gave directions to
working on the assignment.
the pair for the assigned task. Worked in Somali.
11:38 Cleaned up materials and packed up backpack.
Bell rang. Exited class talking to peers.
Bell rang. Exited class alone.
Period 5: ESL
Lunch
11:50 Sat in the middle of a three-seat row. Talked to the Waited in line for 10 minutes for lunch.
students on either side of him in English until the bell.
Sat with 4 Somali males. Talked and ate lunch.
Students talked over the teacher. Student A was quiet.
1:09 Helped clean up his table.
Teacher asked a question. Student A called out answer.
Period 6: Elective
Teacher thanked him.
Entered class alone. Greeted by the teacher. Sat by Somali
Class discussion about do now [redacted] prompt. Students
male at the back table. Talked until the bell.
(not Student A) called out responses. Many side
Raised hand to answer 3 questions and was called on each
conversations continued.
time. All students participated. Teacher praised Student As
12:10 Raised hand to respond to a question. Was not
responses and referred back to his response later in class.
called on. Turned to neighbors and talked for 2 minutes.
Student A smiled.
Students wrote in journals for 15 minutes.
Students discussed the schedule for the semester then took
12:27 Turn and talk in English with peers about journals.
notes. Student A listened and followed directions.
Conversation continued until the bell.
Bell rang. Student exited with other students. Teacher said
12:40 Bell rang. Exited class alone.
goodbye to him.
Period 7: Social Studies
2:08 Entered class alone. Picked up iPad from cart and sat with small group of 4 students.
2:10 was greeted by teacher.
2:12 Students worked in small group on project. Student A raised his hand and the teacher answered his questions. Student A
interacted with group in English as they worked on the assignment.
2:25 Student A walked with a peer to reflection in the gym.
2:40 Student returned from reflection, joined his group, and began working on the group project. The teacher sat with the
group and helped them until the bell.
Student A stayed after class to continue working on the project.

Student B: Somali Male, 17 years old, Freshman, Beginning English

Period 1: ESL
Period 2: ESL
8:12 - Arrived late and was sent to get a pass.
9:05 Student B entered at bell. Sat at a table with one
Somali male. Volunteered to help the teacher pass out
8:16 Returned with pass. Teacher thanked him.
books.
Copied Do Now from peers notebook.
9:10 Teacher said words aloud and students wrote them
Students were instructed to write 5 sentences. Teacher
on white boards. Student B was one of the first to write the
explained task to Student B in Somali.
words and wrote them correctly. Teacher praised Student B.
8:30 All students completed the 5 sentences; Student B
9:20 Discussion. Student B responded with one word
had one sentence. Students volunteered to read their
answers to teachers questions.
sentences aloud. Student B kept writing.

9:44 Students and teacher read the sentences together

8:41 Teacher explained homework. Student B turned to
aloud. Student B participated.
peer for explanation in Somali.
Bell rang. Student B pushed in all students chairs. Teacher
8:55 Teacher checked Student Bs work. He had
spoke a Somali goodbye to Student B and praised his work.
completed the 5 sentences.
Exited alone. Walked to next class without interacting with
9:00 Bell rang. Pushed in all chairs and exited alone.
peers.
Period 3: Math
Period 4: Social Studies
Arrived at the bell. Sat in assigned seat. Began working on Arrived at bell. Greeted by teacher.
the computer. Did not interact with anyone.
Sat at front table with 3 Latino students.
10:05 Looked around for a teacher. Sub came by. Raised Do Now. Student B attempted the work. Did not complete.
his hand. Sub told him she would be right back. Sub left,
Do now discussion. Student B copied answer from the
returned, and walked past Student B. Student worked.
board. Did not participate in the discussion.
10:07-10:16 Attempted to get help. Raised his hand
11:26-11:45 The class worked in small groups on a
when a teacher was near, folded arms, tapped his foot,
worksheet. Student B worked on task from the previous
checked phone, put his head down. 2 teachers walked by.
class that he had not completed until the bell. Did not work
10:16 Raised hand. Teacher answered question for 1
on the days assignment nor interact with peers.
min.
11:45 Bell rang and student exited alone.
10:16-10:18 Worked on problem.
Period 5: ESL
10:18-10:23 Attempted to get help. 2 teachers passed.
11:50 Arrived at bell. Sat with one student in the back.
10:24-10:28 Peer tutor helped student.
Student incorrectly stated the day. Student B raised his
10:28-10:32 Worked individually.
hand to correct the student. Teacher responded not now.
10:32-10:39 Attempted to get help. 1 teacher passed.
11:55 Worked with a partner to match words to pictures.
10:39-10:47 Sub helped Student B. Provided answers.
12:05-12:08 Teacher supported Student B and partner.
10:48 Students cleaned up. Student B rubbed forehead. 12:12-12:38 Class discussion about a book. Student B was
called on three times. Provided one word answers. Listened;
10:50 Bell rang. Student exited alone.
participated by repeating after teacher when prompted.
12:40 Bell rang. Student B pushed in all chairs. Exited last.
Lunch
Ate with 5 Somali males. Interacted throughout the period. Helped clean table. Exited ahead of peers and went upstairs.
Period 6: Science
Period 7 - ESL
1:15 Arrived at bell and sat in the front (no seating
2:07 Student B entered class before the bell. Greeted by
chart).
the teacher. Teacher asked if the student wanted to pray.
Student B moved chairs in classroom and set up prayer rug.
Peer explained do now in Somali. Student B worked on
Interacted with peers in Somali. Prayed.
the do now. Joked with peer.
2:10 Bell rang. Students split into small groups. Worked in
Teacher circulated and checked all students work except
a small group of 3 Somali males with a teacher. Student B
Student B. B raised his hand and the teacher checked his
responded to each prompt immediately. Smiled at praise.
work.
2:45 Small groups joined together. Teacher read
Discussion about do now. Student B called on. Laughed.
sentences; students wrote. Student B participated.
(Appeared not to have understood the question).
2:50 Students volunteered to write sentences on the
1:40 Work time on assignment. Peer explained in
ELMO. Student B volunteered. Teacher praised student. He
Somali. Teacher stopped to help Student B for 1 min.
smiled.
2:00 Volunteers shared responses. Student B raised
2:59 Student B walked around the room and pushed in
hand, was called on, shared response, and was praised.
chairs, cleaned up paper.
Smiled.
Bell rang. Exited last.
2:05 Bell rang. Pushed in all chairs. Exited last.

Student B: Latina female, 16 years old, Sophomore, Intermediate English

Period 1: Social Studies
Period 2: Elective
8:10 Student C arrived to class alone before bell. Sat in
Student C went to locker, then class and stood by the door.
assigned seat.
Teacher greeted Student C as she passed. Entered at bell.
Sat at a table with alone. Class had 21 Latino students.
8:15 8:45 Class discussion. Student C alternated
between working on phone and fixing hair. Did not
9:03 9:06 3 students entered late and sat at table with
participate and was not called on.
Student C. They greeted each other.
o 2 students called out for being on their phones
9:07 Walked to get materials. Talked to peer at another
table. Returned to table and worked with peer on
8:45 Student C picked up her iPad and worked on the
assigned task.
assignment.
8:52 Raised hand. Looked around. Looked at peers
9:15 Teacher instructions to the class. Student C worked
iPad. Teacher walked by and said to class, If its not
on her phone in her lap.
working, you skipped a question.
9:18 Teacher prompted Student Cs table to get started.
Student C worked on assignment. Assisted peer when he
8:53 Returned to phone.
requested help.
8:55 Bell rang. Put away iPad. Exited in group. Did not
interact with peers.
9:40 Student put away assignment and took out phone.
Note: 4 Latina girls in class. None talked or were called on.
Was on phone until the bell. Left class talking to a peer.
Advisory
Period 3: ESL
9:50 10:20 - Student C went to her locker and got
10:25 Student C arrived prior to the bell and talked with
snacks. Brought snacks back to advisory. Shared snacks
peers until the bell rang. She moved to her seat in the back
with peers. Moved around the class from table to table
row, sat down, and took out her phone.
and talked with peers the entire period. No formal
Class had 24 students 5 Latina girls, 5 East African girls, 7
activities in class.
Latino boys, 7 East African boys.
Period 4: ESL
10:37 Teacher passed out papers. Student C put phone in
11:16 Student C entered with 3 other students after
her lap.
the bell. Sat at back table with 1 Somali girl. Class had 15
10:38 Teacher moved away. Student C put phone on
students 5 East African girls, 4 Latina girls, 3 East
table.
African boys, 3 Latino boys.
10:41 Put phone away and worked on worksheet.
11:17 11:24 Alternated between looking at her phone 10:44 Raised hand. Teacher helped student next to her.
and the Do Now video that was playing.
Put her hand down. Teacher walked away. Student C put
11:24 11:28 Student C alternated between writing in
head down then took out her phone.
her notebook and looking at her phone
10:55 Student C put away phone and talked to a peer
11:28 11:36 Discussion. On phone.
during work time.
11:36 11:40 Alternated between phone and writing
11:01 Class discussion. Student C took out her phone.
11:40 11:45 Looked at phone while the class listened
11:07 Teacher held hand out to Student C for her phone.
to a recording of an article
She hand it over then doodled the last 3 minutes of class.
11:46 11:52 Worked with peer on a writing
11:10 Bell rang. Student C waited until all students left
assignment
then asked for her phone. The teacher gave it to her and
11:52 11:57 Looked at phone during class discussion
told her she didnt want to see it again.
Note: No Latino students answered questions during teacher 11:57 12:00 looked at phone while classmates talked
led discussion.
12:00 Exited alone at bell.
Note: No Latino students participated in discussion
Period 5: Science
Lunch
Skipped science class. Reported hanging out with friends
Arrived first to lunch with 4 peers.
in the bathroom.
Ate with peers.
Period 6: Math
1:25 Arrived to math eating. Finished chips after bell.
1:30 Sat down at computer. Logged in. Went to survey.
Alternated between computer and cellphone until 1:55.
1:55 Finished survey. Used phone until 2:08. Then
logged out and closed computer. Used phone until the
bell rang.
2:10 Bell rang. Student left when dismissed. Did not
interact with others.

Period 7 Elective
Not observed

Discussion questions:
Directions: Use the data provided as well as your knowledge of practices, policies, staff roles, during school and
after school programming, and student academic data to answer the following discussion questions.
1. Do our mission and vision truly represent our current mission, vision, and purpose for Wellstone? Will
our vision and mission change when Wellstone is in a new setting? Which oppose it?

2. Which practices, policies, and programming support at Wellstone support our vision of provid[ing]
innovative English and content instruction? Which oppose it?

3. Which practices, policies, and programming support at Wellstone support our vision of empower[ing]
students to fully participate in society and prepar[ing] them for post-secondary education. Which oppose
it?

4. Which practices, policies, and programming support at Wellstone support our vision of supporting high
academic achievement? Which oppose it?