CENTRAL FALLS HIGH SCHOOL

Third Year

Report

Central Falls High School Third Year Transformation Report

The Education Alliance at Brown University, Research & Evaluation Division 4 Richmond Square, Fourth Floor Providence, Rhode Island 02906 Phone: 401.274.9548 Fax: 401.421.7650 E-mail: information@alliance.brown.edu Web: www.alliance.brown.edu

Annenberg Institute for School Reform at Brown University, Research & Policy Box 1985 Providence, RI 02912 Phone: 401.863.7990

Fax: 401.863.1290
E-mail:AISR_Info@brown.edu. Web: www.annenberginstitute.org

Central Falls High School: Third Year Transformation Report

Authors The Education Alliance: Amy Burns and Hardeek Shah Annenberg Institute: Elsa Dur About the Education Alliance Since 1975, the Education Alliance, a department at Brown University, has helped the education community improve Americas schools. The Alliance provides applied research, technical assistance, and informational resources to connect research and practice, build knowledge and skills, and meet critical needs in the field. The Education Alliance engages a wide range of qualitative and quantitative strategies to provide educators with information they can use to improve programs, inform school reform activities, and facilitate change. Our approach considers multiple perspectives and local contexts to ensure that educators can apply our recommendations to their specific concerns. We have conducted assessments of school change models, online professional development offerings, school support organizations, and ESL and bilingual programs. We also evaluate how assessment strategies inform professional development and classroom practice in terms of national standards.

About the Annenberg Institute for School Reform The Annenberg Institute for School Reform is a national policy-research and reform-support organization, affiliated with Brown University, which focuses on improving conditions and outcomes for all students in urban public schools, especially those serving disadvantaged children. The Institutes vision is the transformation of traditional school systems into smart education systems that develop and integrate high-quality learning opportunities in all areas of students lives at school, at home, and in the community. The Institute conducts research; works with a variety of partners committed to educational improvement to build capacity in school districts and communities; and shares its work through print and Web publications. Rather than providing a specific reform design or model to be implemented, the Institutes approach is to offer an array of tools and strategies to help districts and communities strengthen their local capacity to provide and sustain high-quality education for all students.

Table of Contents

Introduction ...................................................................................................................................................................................................1 The Central Falls High School Transformation Study ...........................................................................................................................2 Section I. Participants and Methods ..........................................................................................................................................................6 Section II. The First Strategic Goal: Increase the Graduation Rate ................................................................................................. 12 Section III. The Second Strategic Goal: Improve Student Proficiency in Mathematics ............................................................... 29 Section IV. The Third Strategic Goal: Improve the Culture and Climate of the School .............................................................. 42 Section V. Transformation Summary ..................................................................................................................................................... 57 Section VI. Recommendations ................................................................................................................................................................ 64 Appendix A ................................................................................................................................................................................................. 67 Staff Transformation Study Survey Appendix B.................................................................................................................................................................................................. 71 Staff Transformation Study Survey Data, Disaggregated by Teacher, Other Staff, and Overall Across Three Time Points Appendix C ................................................................................................................................................................................................. 77 List of Expanded Learning Opportunities Appendix D ................................................................................................................................................................................................. 79 Strategies that Increased Graduation Rates (Open-Ended Responses from the Transformation Study Survey) Appendix E ................................................................................................................................................................................................. 82 Strategies that Improved Mathematics Proficiency (Open-Ended Responses from the Transformation Study Survey)

Appendix F ............................................................................................................................................................................ 85
Strategies that Improved Climate and Culture (Open-Ended Responses from the Transformation Study Survey)

Appendix G ................................................................................................................................................................................................. 88 Areas in Need of Further Improvement (Open-Ended Responses from the Transformation Study Survey) Appendix H ................................................................................................................................................................................................. 93 Strategies/ Next Steps for Continued Improvement (Open-Ended Responses from the Transformation Study Survey)

List of Figures
Fig. 1. Fig. 2. Fig. 3. Fig. 4. Fig. 5. Fig. 6. Fig. 7. Fig. 8. Number of Interviews and Focus Group Participants: Year 3 Number and Response Rates of Survey Participants across Three Time Points Student and Staff Characteristics at Central Falls High School and RI State, 2012-2013 CFHS and RI State Graduation and Dropout Rates across Three Years Guide to Success Program Student Data, 2012-2013 Square Mile Program Student Data, 2012-2013 P.M. School Student Data, 2012-2013 Wordle Diagram of Multiple Pathways Program Themes

Fig. 9. Exemplar Student Quotes on Advisory: Year 3 Fig. 10. Student SurveyWorks! Data on Personal Relationships and Community Support Fig. 11. 4-Year, 5-Year, and 6-Year CFHS Graduation Rates 2009-2012 Fig. 12. Grade 11 Student Proficiency on the Mathematics NECAP Fig. 13. 2012-2013 Mathematics Grades Earned by Quarter Fig. 14. Grade 11 Student Proficiency on the Reading NECAP Fig. 15. Mean SAT Scores: Math, Critical Reading & Writing Fig. 16. Staff Transformation Survey Findings: Curricular Planning Fig. 17. Staff Transformation Survey Findings: Instructional Practices Fig. 18. Common Planning/ PD Opportunities: Year 3 Fig. 19. Staff Transformation Survey Findings: Professional Development Fig. 20. Frequency of CFHS Staff Absences, by Category 2011-2013

Fig. 21. Student Attendance and Chronic Absenteeism Rates Fig. 22. CFHS Teacher Effectiveness Ratings: 2012-2013 Fig. 23. Staff Survey Findings: Reform Climate and Culture Fig. 24. Student Discipline Data: Three-Year Comparison of Monthly Referrals Fig. 25. Student SurveyWorks! Data on Discipline and Equity Fig. 26. Student SurveyWorks! Data on Student-Teacher Relationships Fig. 27. Student SurveyWorks! Data on Student Engagement Fig. 28. Monthly Parent Volunteer Hours at CFHS: 2012-2013 Fig. 29. Exemplar Quotes: Strategies that Increased Graduation Rates during the Transformation Fig. 30. Exemplar Quotes: Strategies that Improved Mathematics Proficiency during the Transformation Fig. 31. Exemplar Quotes: Strategies that Improved School Climate and Culture during the Transformation Fig. 32. Exemplar Quotes: Areas that Are in Further Need of Improvement Fig. 33. Exemplar Quotes: Strategies/ Next Steps for School Improvement

Central Falls High School: Third Year Transformation Report

Introduction In January 2010, the Rhode Island Department of Education (RIDE) identified Central Falls High School (CFHS) as one of the states persistently lowest-achieving schools. Though the Central Falls School District had been in state-administered corrective action since 2002, student achievement at CFHS had remained among the lowest in the state. According to RIDEs Protocol for Interventions: Persistently Lowest-Achieving Schools, local education agencies with one or more persistently low-achieving school are required to choose from one of the four turnaround models that are designed to radically alter conditions in the school and provide students with enhanced educational opportunities.1 After consideration of the options, the Central Falls School District (CFSD) and the Central Falls Teachers Union (CFTU) chose to adopt the Transformation Model to improve CFHS.2 Specifically, this model called for: Replacement of the school leader Rigorous, transparent, and equitable evaluation systems for teachers A commitment to consistent use of data to drive decision-making, revisions to reform strategies, and approaches to instruction Operational flexibility for administrators, allowing for extended learning time, unfettered use of school/district resources, and creative use of instructional time available within the school day with the ability to revise that use based on results, etc. Appointment of a turnaround officer or turnaround office to oversee the reform efforts of the Local Education Agency (LEA) During the summer of 2010, leadership in Central Falls developed an action plan which incorporated the elements described above, and began immediate implementation of the

Please see RIDEs Protocol for Interventions: Persistently Lowest-Achieving Schools for complete definitions of the four models. http://sos.ri.gov/documents/archives/regdocs/released/pdf/DESE/6266.pdf 2 Further description regarding the selection of the Transformation model can be found in the First Year Transformation Report (September, 2011).
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Transformation model. This study by Brown University details the Transformation process, highlighting the successes, challenges, areas for improvement, and future directions.

The Central Falls High School Transformation Study For three years, the Education Alliance (EA) and the Annenberg Institute for School Reform (AISR) at Brown University have collaborated to evaluate the Transformation process at CFHS. The overarching focus of the study was the progress CFHS has made toward the three strategic goals named in the action plan: Increase the graduation rate and decrease the dropout rate. Improve student proficiency in mathematics and maintain improvement in English language arts (ELA) proficiency. Improve the culture and climate of the school. The final report details the third Transformation year at CFHS and also highlights three-year trends across data sources. An overview of the various participants and methods utilized in the evaluation will be provided in Section I of the report. Sections II IV will describe the progress CFHS has made toward each of the three strategic goals during the Transformation. Finally, Sections V and VI summarize the findings and offer recommendations for continued improvement. The Year 3 Report provides a follow-up to the findings reported in the Year 1 Report (September 2011) and the Year 2 Report (August 2012). Together, these three reports provide a comprehensive overview of the collective lessons learned in the Transformation of Central Falls High School. Executive Summary of Findings Strategic Goal 1: Improve Graduation Rates Throughout the Transformation, CFHS has implemented and refined alternative educational programming that provides students with unique support services aimed at increasing the graduation rate and reducing the dropout rate. Due to innovation and the combined efforts of the CFHS community, graduation rates have improved substantially during the Transformation years. All of the Multiple Pathways programs (e.g., Guide to Success, Square Mile, P.M. School, Saturday School, 2

Online Learning Academy) enrolled students who graduated or recovered credits as a result of their involvement with these programs. Additionally, the Expanded Learning Opportunities (ELO) initiative has enabled students to earn credits while exploring their individual interests. Over 250 students successfully participated in the ELO initiative during the last two years of the Transformation. In addition to Multiple Pathways, many other supports and opportunities were created and streamlined during Transformation years. Illustratively, CFHS has forged over 100 partnerships with community organizations to leverage resources, materials, and opportunities for students. In Year 3, the Academic Enhancement Center was repurposed to provide more direct instruction to students in need of extra academic support. Qualitative data across stakeholder groups has shown that opportunities for student engagement and leadership have increased during the past three years. CFHS leadership has begun plans for the implementation of key holistic services including substance abuse support, a student assistance counseling program, mental health services, and a school-based clinic which would serve the entire Central Falls district. Structural changes made to strengthen the advisory program during the Transformation have shown mixed results according to teacher, staff, and student data, indicating that further improvements are needed to meet program objectives. It should be noted, however, that the majority of CFHS students who participated in focus groups and surveys across three years reported positive relationships with teachers and staff. Strategic Goal 2: Improve Mathematics Proficiency For the first two years of the Transformation, progress toward the goal of improving mathematics proficiency was slow due in part to transitional challenges in staffing and a delay in the development of new mathematics curriculum. By Year 3, however, improvements in the mathematics content area were evidenced. There was a focus on rewriting and implementing a consistent math curriculum, as well as the development and administration of common assessments in mathematics courses. Student proficiency on the New England Common Assessment Program (NECAP) mathematics examinations showed a longitudinal increase, nearly doubling from 7% proficient in October 2011 to 13% in October 2012. Additionally, a multi-layered plan for intervention was employed for students needing extra help in mathematics. Although progress in mathematics during the third year of the Transformation was encouraging, teachers and leadership report that further attention and resources are needed to continue improvement efforts. 3

With a broadened focus on teaching and learning, staff across CFHS reported increasingly positive perceptions of curricular planning and instructional practices by Year 3 of the Transformation. Survey findings show longitudinal gains in the number of teachers and staff who agree that curricula are planned between and among grade levels. Additionally, increases were shown in the frequencies with which staff reported using data to improve teaching and using formative assessment strategies to measure student progress. CFHS administrators credit strong teacher leadership, particularly in Year 3, as a driving force in the improvement of instruction and engagement. According to staff data, the need for more common planning time remains a persistent challenge to teaching and learning. Additionally, staff have reported mixed perceptions of professional development throughout the three years of the Transformation. CFHS leadership, however, is using this teacher feedback to drive new trainings. For example, during the first two years of the Transformation teachers recommended utilizing in-house expertise for professional development. Based upon this information, CFHS leadership implemented three days of teacherled professional development focused on literacy, reasoning, and differentiation during the summer of 2013. Strategic Goal 3: Improve School Culture and Climate Data from multiple indicators and across stakeholders provide strong evidence that the culture and climate at Central Falls High School have improved from Year 1 to Year 3 of the Transformation. Examples of the positive changes include substantial decreases in teacher absenteeism over time and yearly increases in staff perceptions of collaboration and communication. On the CFHS Transformation survey, the majority of staff reported that by Year 3 staff and leadership openly discuss efforts to improve the school and that CFHS has made changes to better meet the needs of its diverse student body. Students also reported an increasingly positive school climate; Surveyworks! data show longitudinal gains in perceptions of student engagement and relationships with teachers. Specifically, students believe that teachers treat them with respect and that teachers inspire them to do their best work. Indeed, by Year 3 of the Transformation CFHS students rated both areas higher than the average of high school students across the state.

Family engagement also showed marked improvement throughout the Transformation. CFHS provided numerous opportunities for parents to engage with the school community around the strategic goals. These opportunities included bimonthly Board of Trustees meetings, monthly Superintendent meetings, parent-teacher-student organization (PTSO) meetings, and various committee meetings. In addition, the Central Falls district, in collaboration with different community partners, provided leadership and advocacy training for parents. Parent participants in focus groups and interviews reported improved interactions between the high school and families. While the number of student behavior referrals decreased from Year 1 to Year 3 of the Transformation, further improvements to the behavior management system are still needed. Survey and interview findings indicate that CFHS staff are unsatisfied with the current discipline system and that student behavior is still seen as a challenge to effective instruction. Additionally, chronic student absenteeism and tardiness remain obstacles.

SECTION I. CFHS TRANSFORMATION STUDY: PARTICIPANTS AND METHODS

Given the complexity of the Transformation process, the study employed a multifaceted evaluation approach. The design incorporated both qualitative and quantitative methods including stakeholder interviews, focus groups, a longitudinal staff survey, and an analysis of key student, teacher, and school-level indicators. The design and methods were held constant throughout the three years of the study with small adaptations made to samples and protocols to capture the nuances and growth of the programs, climate, and context of the CFHS community. A detailed description of the participants and methods is provided below. Stakeholder Interviews and Focus Groups Collecting and synthesizing the perceptions, concerns, and suggestions of the various stakeholders in the CFHS community has been a cornerstone of studying the Transformation process. Illustratively, over 275 students, leadership team members, parents, and other members of the CFHS community have participated in interviews and/or focus groups during the three years of the study. Figure 1 summarizes the number of interviews and focus groups conducted in Year 3, disaggregated by participant group.3
Figure 1. Number of Interview and Focus Group Participants: Year 3 Interviews Teachers and staff School/ district leadership* CFHS bench members Focus Groups Students (6 Groups) Teachers (3 Groups) Parents (1 Group) 47 27 14 Number of Interviews/ Participants 14 9 2

Note. *Six leadership team members were interviewed in fall 2012. In spring 2013, a sub-sample of three leaders participated in a follow-up interview, resulting in 9 interviews in all.

The specific numbers of interviews and focus groups conducted in the first two years are available in the Year 1 and Year 2 Transformation Reports.

Each year the evaluation team developed interview and focus group protocols for all stakeholders to collect qualitative data on the Transformation efforts at CFHS. To allow for the triangulation of responses from multiple perspectives, the protocols were aligned among participant groups. Where possible, the protocols also asked participants to reflect upon changes that may have occurred across years of the Transformation. Year 3 Interviews During the first two years of the Transformation study, the evaluation team conducted 42 interviews with teachers and other key staff.4 To examine changes in perceptions over time, 11 of the 14 teachers and staff members interviewed in Year 3 had been interviewed previously during the first and/or second years of the Transformation study. In addition, three new teachers were invited to be interviewed in Year 3, yielding a representative sample of veteran and new teachers. Data collected during these one-on-one interviews with teachers and staff were synthesized with teacher focus group data and interviews with the leadership team, as well as quantitative data from the staff survey. Beyond teachers and staff, the evaluation team also interviewed all members of the leadership team in the fall of 2012, including the Superintendent, Deputy Superintendent for Transformation, Principal, Assistant Principal, Assistant Director of Special Education, and the Executive Director for Family Assistance and Student Supports. To capture an end-of-year administrative perspective, evaluators conducted follow-up interviews with a sub-sample of this leadership team (n = 3 participants). Finally, interviews were conducted with two members of the Bench.5 These interviews took place in the fall of 2012 and spring of 2013. Year 3 Focus Groups To collect firsthand qualitative data from as many participants as budgetary resources would allow, the evaluation team held focus groups in addition to the one-on-one interviews. These focus groups were comprised of CFHS students, parents, and teachers. Student Focus Groups. In Year 3, six student focus groups (n = 47 participants) were held, including a group of elected student government members; a group of students who participated in

Other key staff interviewed may include guidance counselors, the school librarian, behavior specialists, and staff involved in Expanded Learning Opportunities (ELOs) at the high school. 5 The Bench is an external group of certified evaluators tasked to observe and evaluate CFHS teachers.
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Multiple Pathways programs; a group of students who have received English as a second language (ESL) services; a group of students who have received special education services; a group of Young Voices6 participants; and a group comprised primarily of graduating seniors. Assisted by the deputy superintendent and supporting staff, the evaluation team was able to use time during advisory period as a venue for these group discussions on students views of climate, instruction, teacher-student relationships, absenteeism, behavior management, and suggestions for improving CFHS. Parent Focus Group. The evaluation team strived to include CFHS parents perspective of the Transformation process as part of comprehensive reporting. To accomplish this objective, a focus group was facilitated with fourteen parent participants; a bilingual facilitator invited parents to participate in Spanish or English. The discussion focused on their perceptions of communication with the high school, interactions with teachers, climate and culture, and levels of community involvement. To complement the data provided by parents, staff and leadership team protocols also include specific questions regarding the ways that CFHS has engaged parents throughout the Transformation. Teacher Focus Groups. Three teacher focus groups (n = 27 participants) were also conducted in this final year of the study. Two of these three groups provided data which explicitly addressed overarching Transformation goals. First, the CFHS Math Team comprised one focus group and offered insight on the progress toward the goal of improving mathematics proficiency. Multiple Pathways teachers comprised a second focus group and discussed the impact these alternative programs have had on graduation rates, as well as ideas for sustainability of these programs. The final focus group was comprised of special educators who shared their viewpoints on the services and supports available for CFHS students. Staff Transformation Survey In collaboration with CFHS leadership, evaluators developed a survey to collect data on staff beliefs and attitudes regarding the Transformation process. Specifically, the survey asked staff to rate the extent to which they agreed or disagreed with twenty-one items in the areas of: reform climate and culture, teaching practices, professional development, and curricular planning. Additionally, in Year 3 the survey contained three open-response questions that asked staff to describe their
6

Young Voices is a Rhode Island-based non-profit organization that seeks to transform urban youth into powerful advocates, who partner with our States major leaders to create systemic reform and policy change that improve the lives of thousands of youth across the state. http://www.youngvoicesri.org/about-us/

perceptions of the following areas: Transformation progress; further improvements needed at CFHS; and next steps to continue improvement efforts.7 Participants were assured that responses were confidential and individual identities would not be disclosed in evaluation reporting. The survey was designed to be administered at multiple time points so that staff perceptions could be assessed over the duration of Transformation efforts. The survey was administered at the end of the first, second, and third years of Transformation (i.e., June 2011, 2012, and 2013).8 It should be noted that there were minor changes to the content of the survey across time points.9 The electronic survey was administered to CFHS staff members through Qualtrics, a tool that Brown University has licensed for online data collection. Fifty-seven staff members responded to the survey in June 2013, representing a 70% response rate; an improvement from the 51% response rate in the first year, and similar to the 71% response rate in the second year. Within the Year 3 sample, 45 respondents were classroom teachers and 12 represented other staff at the high school which could include positions in leadership, guidance, school psychology, social work, and the school library. The survey sample did not include non-certified support staff. Figure 2 displays the number and response rate of the survey sample over time. In the next several sections of this report, survey data will be presented for the overall sample across the three time points. Evaluators have also disaggregated survey data by teacher, other staff, and overall; these findings are presented in Appendix B.
Figure 2. Number and Response Rates of Survey Participants across Three Time Points YEAR 1 YEAR 2 YEAR 3 Number of Respondents Teachers Other Staff Overall Sample 36 7 43 Response Rate 49% 70% 51% Number of Respondents 48 8 56 Response Rate 69% 89% 71% Number of Respondents 45 12 57 Response Rate 69% 71% 70%

Note. The base number of staff members employed at CFHS fluctuated across time points, which affects the response rates.

Please see Appendix A for the complete Staff Transformation Study Survey. An abbreviated version of the survey was also administered in October 2011; this mid-year format was eliminated from the evaluation design to reduce survey fatigue and increase likelihood of participation at the end of the year. 9 Four questions related to curricular planning were cut after the first administration to lower repetition within the instrument. In addition, open-response questions were revised slightly over time.
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Student, Teacher, and School Indicators Evaluators have examined student, teacher, and school indicators from multiple sources to provide data-based evidence for Transformation progress to date. In reporting, many of these data points will be presented longitudinally to highlight trends corresponding to the three years of the Transformation. These indicators include:

New England Common Assessment Program (NECAP) scores, disaggregated by student subgroups for CFHS and RI state

Graduation and dropout data for CFHS and RI state Attendance data for CFHS students and RI state Attendance rates and trends for CFHS teachers Mathematics indicators (classroom grades, number of students enrolled in advanced classes and participating in enrichment opportunities)

SAT data Teacher evaluation data SurveyWorks! student data10 for CFHS and RI State Expanded Learning Opportunities data Advisory data Professional development data Multiple Pathways program data Behavior management data

SurveyWorks! is Rhode Island's Education Survey Suite. The Rhode Island Department of Elementary and Secondary Education (RIDE) conducts these annual surveys of students, parents, teachers/staff, and administrators as part of an coordinated effort to improve schools. See http://surveyworks.ride.ri.gov/ for more information.
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Structure and Demographics of CFHS High School Central Falls High School is a diverse educational community that served 824 students and employed 106 staff members during the 2012 - 2013 school year.11 Of these 106 staff members, 74 were teachers, 28 were non-certified support staff12, and four were administrators. The structure of the high school includes a lower house (grades 9 and 10); an upper house (grades 11 and 12); English as a Second Language (ESL) team; and, the Unified Scholars special education team. In addition, students are affiliated with one of three academies: the Science Academy (grades 10, 11, and 12); the Arts Academy (grades 10, 11, and 12), or the Ninth Grade Academy. Figure 3 displays an overview of student and staff characteristics in the third Transformation year at CFHS and statewide.
Figure 3. Student and Staff Characteristics at Central Falls High School and RI State, 2012-2013 CFHS RI State Students Student eligibility for subsidized lunch Hispanic students African American students White students Multiracial students Students receiving English language services Students receiving special education services Staff Highly qualified teachers13 Teacher-Student ratio 96% 1:9 97% 1:11 70% 74% 15% 10% 1% 23% 28% 46% 22% 8% 63% 3% 6% 15%

Note. Data source: Student data in the table were obtained from the Rhode Island Department of Education (http://infoworks.ride.ri.gov/school/central-falls-high-school). RI state average also includes 3% Asian students and 1% Native American students.

Data source: Central Falls High School Records. This number includes non-certified support staff (i.e., clerical staff, teacher assistants, restoration specialists, and home-school liaisons). 13 A highly qualified teacher must meet the following federal law requirements: Be fully certified and/or licensed by the state; Hold at least a bachelor degree from a four-year institution; Demonstrate competence in each core academic subject area taught. In Figure 3, staff information on highly qualified teachers and student-teacher ratios represents the data from the latest available year, 2010-2011.
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SECTION II. THE FIRST STRATEGIC GOAL: INCREASE THE GRADUATION RATE
The first strategic goal in the Transformation plan was to increase the graduation rate and decrease the dropout rate at CFHS. Throughout the Transformation process, the high school has continued to implement and refine several strategies that address this goal, including: Developing Multiple Pathways programs Offering Expanded Learning Opportunities Cultivating community partnerships Strengthening the advisory program Streamlining student supports These strategies are intended to provide added academic and socio-emotional support tailored to the individual needs of each student at CFHS. In this section, an overview of graduation and dropout rate data is provided and then each of the key areasMultiple Pathways programs, Expanded Learning Opportunities, community partnerships, advisory, and student support servicesis discussed in relation to the overarching goal. Three-Year Graduation and Dropout Trends Figure 4 displays the three-year trends of graduation and dropout rates for CFHS overall and disaggregated by student subgroup. The RI state average is also provided in each area. It should be noted that in 2010-2011, the graduation rate at CFHS improved by 19 percentage points, while the RI state average increased by one percentage point. This large gain was sustained in 2011-2012. Similar to the graduation trend, the dropout rate at CFHS decreased by 27 percentage points from the 2009-2010 school year to the 2010-2011 school year, while the RI state average decreased by only one percentage point. In 2011-2012, the CFHS dropout rate was 14%, slightly higher than the RI state average of 12%.

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Figure 4. CFHS and RI State Graduation and Dropout Rates across Three Years
2009-2010
Students enrolled in 9th grade for the first time in 2006-2007 % (N)

2010-2011
Students enrolled in 9th grade for the first time in 2007-2008 % (N)

2011-2012
Students enrolled in 9th grade for the first time in 2008-2009 % (N)

Graduation Rates All CFHS Students

RI State Dropout Rates All CFHS Students

Gender Female Male Race/Ethnicity Black or African American Hispanic or Latino White (non-Hispanic) Status Economically disadvantaged Students with disabilities Students with LEP

52% (135)
51% (64) 52% (71) 45% (18) 52% (99) 56% (18) 54% (123) 38% (25) 49% (43)

71% (172)
79% (100) 62% (72) 68% (26) 72% (128) 64% (16) 72% (166) 59% (37) 70% (57)

70% (156)
73% (83) 66% (73) 76% (19) 70% (118) 58% (15) 69% (145) 62% (36) 74% (71)

76% (9,452) 35% (91)

34% (43) 35% (48) 30% (12) 35% (66) 41% (13) 31% (72) 46% (30) 37% (32)

77% (9,270) 8% (20)

8% (10) 9% (10) 5% (2) 7% (13) 16% (4) 7% (15) 8% (5) 9% (7)

77% (9,308) 14% (31)

14% (16) 14% (15) 12% (3) 13% (22) 23% (6) 13% (28) 10% (6) 12% (11)

RI State

Gender Female Male Race/Ethnicity Black or African American Hispanic or Latino White (non-Hispanic) Status Economically disadvantaged Students with disabilities Students with LEP

14% (1,761)

13% (1,496)

12% (1,439)

Note. Data Source: The RIDE website, http://www.eride.ri.gov/FileExchange/FredPublic.aspx. This information was extracted from the Frequently Requested Education Data (FRED) documents: the 2009-2010 excel file, "c2007rates_public", the 2010-2011 excel file, "c2008rates_public", and the 2011-2012 excel file, "c2009rates_v.1.2_public".

Multiple Pathways Programs When asked about the improvements made in graduation and dropout rates, one teacher in Year 3 commented, Were concentrating on our struggling students earlier on, school-wide. Administrators are acting quickly so students have successful experiences and graduate. So much effort is put into helping students. The Multiple Pathways programming is one such effort of how CFHS is helping students reach the goal of graduation. The Multiple Pathways programs were created and refined as part of the Transformation strategic plan. These alternative educational offerings help students overcome challenges that may 13

prevent them from staying in school. According to interviews with Multiple Pathways teachers and CFHS Leadership, the programs provide opportunities for students to recover credits and fulfill graduation requirements in collaborative, supportive settings which are tailored to the needs and life circumstances of the students enrolled. The CFHS Multiple Pathways programs include: Guide to Success (G2S) Square Mile P.M. School Online Learning Academy In addition to the four pathways listed above, Saturday School and Expanded Learning Opportunities are other options available to CFHS students for credit recovery and academic support. A summary of these alternative education offerings is provided below, along with supporting qualitative and quantitative data for each program. Guide to Success and Square Mile Guide to Success (G2S) provides alternative educational programming for older students who are interested in early college programs, specialized extended learning opportunities, and online credit recovery. Teachers explained that they follow the same curriculum and cover the same Grade Span Expectations (GSEs) as in the traditional school day, but often within a shorter time frame. G2S offers flexible scheduling and an opportunity for over-age students to make up credits and accelerate their learning via participation in school-to-work programs. Figure 5 presents data by grade level of students who successfully earned credits and/ or completed the program during the third year of the Transformation.
Figure 5. Guide to Success Program Student Data, 2012-2013 Number of students Grade level enrolled for the 2012-2013 school year Grade 10 Grade 11 Grade 12 3 3 26
Number of students successfully earning credits 2012-2013 school year

2 3 10

Note. Data source: Central Falls High School Student Records.

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Square Mile is a transitional, alternative learning program that focuses specifically on the needs of special education students. The purpose of this alternative learning program is to promote positive social interaction and academic success through four major goals: Increasing positive behavior Promoting academic achievement Encouraging self-control Developing personal responsibility for emotional and academic performance

One teacher described Square Mile as a small self-contained behavioral school where all students have IEPs. CFHS Leadership explained that students have the opportunity to transition back into the high school once they have exhibited consistent positive behavior. A leveled incentive system is utilized in Square Mile, tailored to the specific needs of individual students. Figure 6 displays data for the number of students enrolled and those who successfully earned credits during 2012-2013.
Figure 6. Square Mile Program Student Data, 2012-2013 Number of students Grade Level enrolled for the 2012-2013 school year Grade 9 Grade 10 Grade 11 Grade 12 5 3 7 2
Number of students successfully earning credits 2012-2013 school year

5 3 7 0

Note. Data source: Central Falls High School Student Records.

The G2S and Square Mile programs have experienced logistical transitions over the course of the Transformation. In Year 1, the programs were located at the Feinstein School. When this facility unexpectedly closed just before the start of Year 2, both programs were re-located to the Young Womens Christian Association (YWCA) for the 2011-2012 school year. In Year 3, the G2S program was held at Progreso Latino14, while Square Mile was held at Central Falls High School. In the teacher focus group, evaluators asked about the location and space of the G2S and Square Mile programs. Teachers shared that holding the G2S program away the high school building enabled students to focus without distraction. One G2S teacher added that the first year at Feinstein was an optimal location, commenting, We started with more students the first year. The number of students
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Progreso Latino, Inc. is a multi-service, non-profit, community based organization located in Central Falls whose mission is to empower the Latino community by providing the knowledge, skills, training, continuum of services and opportunities for self-sufficiency, human development, prosperity, and a flourishing community.

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has gone down in the last two years; there has been less space and fewer teachers. Square Mile teachers shared mixed feelings about the programs relocation to the high school this year. They felt that having physical education and lunch with mainstream students provided a sense of normalcy for many of their students; however, teachers felt that being in the mainstream also poses a challenge, saying, Sometimes our students need more structure with fewer people. P.M. School and the Online Learning Academy P.M. School is a Multiple Pathways program that offers students the ability to earn credits outside of the typical school day. Among others, this option has appealed to students with children and/or daytime jobs. Figure 7 displays the number of students enrolled in P.M. school during the 2012-2013 school year, as well as the number of students who successfully earned credits through this program. It should be noted that the majority of these students earned credits for multiple classes. One PM school teacher made the following comment regarding the successes of the program this year, We regained approximately 77 credits during the first half of the year. In the second half, we saw a dip in attendance. But we are retaining at-risk students, including pregnant students. They are coming through this program--we have graduated three already and one more is on the way.
Figure 7. P.M. School Student Data 2012-2013 Grade level Number of students enrolled for the 2012-2013 school year Grade 9 4 Grade 10 8 Grade 11 5 Grade 12 13
Note. Data source: Central Falls High School Student Records.

Number of students successfully earning credits 2012-2013 school year 4 8 5 5

Similar to G2S, the Online Learning Academy pathway also targets over-age and undercredited students. According to the CFHS website, the program was created to decrease course failure by offering a virtual learning opportunity with academic options for credit recovery and enrichment. The digital curriculum provided teachers with a standards-based instructional program to deliver individualized, student-centered instruction with integrated diagnostic, formative and summative assessments. Students who used this program were able to complete assignments from any computer with Internet access, including school-based labs and computers outside of school, like home and personal electronics.

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Saturday School Described by a leadership team member as, akin to a summer school experience offered on Saturdays, Saturday School is another pathway for providing CFHS students with academic support and credit recovery opportunities. Some students who attended Saturday School were enrolled in one of the other Multiple Pathway programs, while others attended traditional classes at the high school. Teachers described the Saturday School program as a needs-based program that was an option for any student who failed a course or did not have an opportunity to take a course. In addition to earning course credits, students could receive individualized help on their senior projects and portfolios. In the third year of the Transformation, 78 CFHS students earned credits through Saturday School and 51 students worked on their senior projects and/or portfolios. Overall Perceptions of Multiple Pathways Programs During Multiple Pathways student and teacher focus groups several common themes emerged to describe the implementation and impact of these programs. These themes included: credit recovery, increased graduation rates, supportive teachers, positive relationships, rigorous requirements, real-world skills, student interests, opportunities, meeting student needs, trust; clear expectations, flexibility; responsibility; hands-on, focused, and, motivation. Figure 8 uses qualitative data to graphically present Multiple Pathway themes in a WordleTM diagram15, where the more frequently used descriptors appear larger and less frequently used descriptors appear in smaller sized font. In the diagram, the most frequent theme was mentioned seven times in focus groups while the less frequent descriptors were mentioned two times by students and teachers.

15

WordleTM is a tool for creating word clouds from qualitative data sources. The clouds give greater prominence to words that appear more frequently in the source text. http://www.wordle.net/

17

Figure 8. Wordle Diagram of Multiple Pathways Programs Themes

Several students and teachers attributed successful outcomes to the trusting and respectful relationships that have been built within these programs. For example, one student remarked, The teachers know us really well. They push you, they are there to talk to you and motivate you. I wouldnt be graduating without G2S. Individualization of instruction was also cited as a reason why Multiple Pathways programs are successful. One teacher commented, We do our best to meet students where they arewe truly meet their needs. We can document the improvement of individual students. Another teacher shared, Before Multiple Pathways, we didnt have anything for these students. They would have dropped outnow they have many opportunities to recover credits and graduate. This is how we have measure impact. Every student that graduates is a plus. Some teachers outside of the Multiple Pathways programs expressed apprehension about the academic rigor of these alternative learning options. As one teacher commented, What should be examined is the way in which these programs are aligned to the standards and graduation requirements to make sure that the students are still working towards a standards-aligned diploma. When asked specifically about the rigor, however, leadership and Multiple Pathways teachers were clear that the programs are aligned with the required coursework for classes at the high school. Illustratively, one MP teacher shared, 18

English is aligned, but may be done at a lower, more appropriate, level. For example, we read Raisin in the Sun at the same time everyone else did. We focus on skill building. We differentiate. Students are able work at their own pace. One student who has attended both traditional high school classes at CFHS, as well as the G2S program offered the following insight, The only difference between HS and G2S is the amount of time youre in class. Its more condensed at G2S. Believe me, they dont just give the credits; its a lot of hard work. Maybe harder than high school. But were connected to the teachersthey know we have to leave right at 2pm because we have to pick up the kids from daycare or something like that, so its flexible. I think thats it: its more flexible, but the standards are harder at G2S. Evaluators asked teachers and students to offer ideas for improving the Multiple Pathways programs in future years. These suggestions included:

More technologyDevelop a plan to share the high schools computing resources, e.g., the laptop cart (student suggestion)

Clear protocols on student placementEstablish criteria for entrance and registration using available background information to determine which pathway is the best fit (teacher

suggestion)

More communication about high school eventsShare information about events such as dances, banquets, and guest speakers in a more inclusive, timely way (student suggestion)

Location of the programsfor some pathways, the most important component is not being in the high school building, which allows for too many distractions s(teacher suggestion)

Expanded Learning Opportunities The Expanded Learning Opportunities (ELO) initiative, like the other Multiple Pathways Programs, was identified as a key strategy to dramatically increase graduation rates and decrease dropout rates. The program initially functioned as a credit recovery program for students in the Multiple Pathways Programs. As the program expanded during Year 2, it was offered to all high school students, enabling them to recover credits as well as earn new course credits. By participating in ELOs students could engage in academically rigorous and engaging learning via hands-on, experiential learning driven by their own interests.16 During the 2012-2013 school year, 128 students
Source: CFHS ELO Webpage: http://cfhs.cfschools.net/extended-learning-opportunities.html. Blog: www.expandedlearning.tumblr.com.

16

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participated in ELOs, resulting in an overall total of 250 students earning ELO credits during the second and third years of the Transformation. ELOs are structured as either group or individual opportunities that take place during the school day, after-school, and/or during the summer. The students personal interests and academic strengths are considered to be the foundation of each ELO. Teachers and community partners collaborated with one another to ensure that learning opportunities meet academic standards and are connected to real-world applications. The ELO subjects and interests varied greatly and included core subjects such as math, science, history and English and electives like art, engineering, and psychology. School leadership and staff explained that the program provides students with opportunities and experiences that allow them to be able to succeed both in school and beyond graduation. They felt that ELOs help students develop 21st Century Skills such as critical thinking, creativity, innovation, flexibility, ethical and collaborative problem solving, effective use of applied technology, interpersonal, and leadership skills.17 The CFHS ELO Coordinator provided oversight for the ELO process. Her responsibilities included meeting with students, identifying and creating community service opportunities, fostering community relationships, monitoring progress, and scheduling meetings and final presentations. Teachers helped with designing and developing the ELOs, as well as monitoring and assessing their progress. In addition, community mentors were often involved to provide a connection between students ELO work and real-life applications. Teacher mentors and/or community mentors generally met once a week with students. Each ELO needed a teacher mentor to sign-off on the project to ensure that all ELOs align with goals and requirements. Perceptions of the ELO Initiative Teachers, staff, and leadership reported overwhelming support for the ELO initiative and high levels of success in engaging students in creative, individualized, hands-on learning experiences. A math teacher described one of these individualized experiences, I have an intern in one of my classes, a junior. Shes getting one credit to be here every day period 4 to provide extra help to these students as a tutor/ teacher assistant. She also started her own tutoring program after school on Mondays and Wednesdays to help students after school until 4:45 p.m. Im really proud of her. In the case summary below, another CFHS teacher

17

Source: CFHS ELO Webpage.

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describes the development of the School Emergency Response Team (SERT) ELO and the impact it had on students and four staff at the high school. The CFHS School Emergency Response Team: An ELO Case Summary The CFHS School Emergency Response Team (SERT) began after a CFHS teacher was inspired by an article about community emergency response teams, where volunteers in the community respond to disasters like floods and earthquakes and explosions. The teacher approached the ELO coordinator with this idea and asked if this type of team could be started with kids at CFHS. Two other dedicated teachers were recruited to help and together this group developed a curriculum for three SERT classes. Initially, the expectation was that one or two kids might be interested in this ELO...but the very first time, 18 kids showed up after school. These 18 kids attended consistently for the next sessions. At one point, the lead teacher recalls asking them, Why are you showing up here? The students responded, Well, I want to be a nurse, or I want to go into the military, or I want to be a doctor, or I want to be a firefighterand this is the way I can do it. The teachers utilized SERT curricula that trained students in search-and-rescue, first aid, and emergency medical services. The plan was for students to earn credits and also, to contribute to the CFHS community. It was a huge success. Beyond the ELO credits and community service hours, some of the kids independently enrolled in online certification classes that required a commitment of 20 additional hours. An induction ceremony--attended by Governor Chafee, Lt. Governor Roberts, Central Falls Mayor Diossa, and the fire and police chiefs--was held to present badges to the students for their participation. In addition, the Red Cross became involved and offered the use of Camp Fogarty as part of a disaster training week in July. Through this work, the lead teacher applied for and was granted one thousand dollars to buy communication and medical equipment to use in trainings. Teachers truly believe that this ELO has impacted students futures.
Note. Data source: CFHS teacher interview transcripts, spring 2013

Students, as well as staff, reported positive experiences with Expanded Learning Opportunities during the third year of the Transformation. In comparison to more traditional classes, participating students found ELOs to be more student-initiated, individualized, and beneficial. Students also believed that they learned more because ELOs matched their interests and bring in the outside world. One student remarked, I did a history ELO. The best part was choosing what to focus on because you can actually have a good time and learn. I picked Human Trafficking and I really enjoyed it. I learned about people around the world. Plus, I liked going to Brown University once a month. For a list of the Expanded Learning Opportunities offered at CFHS, please see Appendix C.

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Cultivating Community Partnerships As described, community partnerships played a critical role in the development and implementation of the Expanded Learning Opportunities offered to students. Indeed, by the end of Year 3 of the Transformation, the high school had forged over 100 partnerships with community organizations to leverage resources, materials, and opportunities for students. On May 30, 2013 CFHS hosted a Transformation Summit entitled, The Power of Partnerships. The summit featured an overview of the partnerships, structured break-out sessions, and an ELO Expo followed by dinner and a movie for participants. During the summit, guest speakers highlighted the strengths and successes of the following partnerships: Rhode Island Department of Transportation: Seatbelt Awareness Program American Red Cross: The School Emergency Response Team (SERT) Rhode Island College: District Lab Partnership Progreso Latino: Central Falls Youthworks Program JASON Learning: Science, Technology, Engineering, Mathematics (STEM) Programming

Leadership team members reinforced the importance of community partnership during individual interviews. One leader specifically discussed the partnership with Rhode Island College and the potential benefits for the district and the college. What we want to do is have the district become a lab site for the college, where, well be able to gain experience, expertise, additional resources from the college. Well have student teachers in an extended program and we will have professors working with our teachers. Having those additional resources will be helpful. At the same time, RI College is looking to us to figure out best practices, how does an inner-city school thrive, how does an inner-city school do in terms of teacher training, and what does an urban program need to have in order for their teachers to succeed. We are going to have up to 12 different projects that were launching this summer and into next fall. Strengthening the Advisory Program Throughout the Transformation, leadership has reviewed and made structural changes to the advisory program in an effort to build stronger, more productive relationships between school staff and students. For example, in Year 2 the advisory schedule changed from twenty-two minutes, five days per week to one hour, once per week. In Year 3, advisory students were grouped by gender. Despite these changes, the fundamental purpose of the advisory program remained the same across 22

the three years of the Transformation. The program goals were to support academic success for all CFHS students by focusing on three broad areas:

Promoting Personal Development and Responsibility Building Relationships Supporting the Portfolio Process

During the Transformation, two CFHS teacher representatives, one from the upper house and one from the lower house, were appointed to share advisory co-chairing responsibilities. The co-chairs met monthly to develop curriculum that was both age and grade appropriate. They were also available to assist teachers and staff who had questions with any of the advisory activities or materials. Planned activities for ninth and tenth grades emphasized relationship building and problem solving. The planned activities in grades eleven and twelve focused on decision-making, proficiency-based graduation requirements (PBGRs), college preparation, and job applications. Monthly grade level meetings, called community meetings were also held in the auditorium during advisory as a vehicle to convene all students for guest speakers and informational sessions. Staff Perceptions of Advisory In Year 3, teachers had mixed views on the usefulness of advisory and the new gender-based structure. More positive comments were made by teachers who expressed that they took advantage of the flexibility advisory afforded and were creative with how they engaged with students and met their needs. For example, several teachers explained they used advisory time to help eleventh and twelfth grade students with their portfolios. One teacher made the following comment on the structure of advisory this year, I think this year, especially, they have a nice system set up.Once a month, we go to a common meeting and many times thats about something going on that is very timely. Other teachers perceived advisory as a challenge due to a lack of adequate guidance and the inappropriateness of the curriculum. Further, some teachers shared that the absence of course credits provided little incentive for students to attend advisory and said that students would cut advisory and roam the hallways, which exacerbated behavioral problems. Along with curriculum and attendance issues, a few teachers mentioned difficulty having separate and personal advisories since teachers shared classroom space with their colleagues. 23

Teachers also had split opinions on the gender-based structural changes made to advisory. A few teachers favored the clustered approach; one teacher remarked, It was a great way to open up advisory. We had guest speakers who went around the various advisories. For example, there was someone who stopped into the female advisories to talk about dating and healthy dating habits. Other teachers, however, expressed more negative views towards gender grouping. For example, I think it was the wrong idea to give a teacher 15 boys. Basically there is no decorum whatsoever. Its a period of locker room talk. As in the first two years of the Transformation, many teachers in Year 3 expressed interest in keeping the same advisees over time. Student Perceptions of Advisory Figure 9 shows exemplar quotes on advisory taken from student focus groups (n = 47 participants). Similar to teachers, students also had mixed perceptions on the effect of advisory tasks, the purpose of advisory, and the new structure implemented in Year 3.
Figure 9. Exemplar Student Quotes on Advisory: Year 3

Advisory Tasks

Purpose of Advisory

Structure of Advisory

If you need something, the advisory teacher helps you do your other class work and homework. We work on our portfolio binder We get newspapers from the teacher and write about a current event We sit, we chill, and we do homework. We created a Senior Survival Kitthings you need to get through your senior year What is the purpose of the advisory? I dont think its working. Is there a plan that a teacher has to follow? Is there a curriculum that the teachers have to follow? I actually look forward to the days that we can skip advisory and go to grade-level council meetings. Advisory would be better if it was just a study hall or a place to work on our portfolio. I have the best teacher in the school for advisory every Wednesday we always eat food that everyone brings in from their own backgrounds and home countries. I heard that if the teachers have the girls in their advisory, they love it; if they have boys, they dont. My teacher gives us advice on many things. Its just girls. No boys. I hate it. The gender separation. Its ridiculous.

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Several students said that advisory served as a place to work on homework, portfolios, and activities, such as writing reflections, playing trivia games, and researching senior projects. In contrast, other students felt that advisory lacked purpose, was unstructured, and became a time to talk about personal life. Some students looked forward to skipping advisory, while others mentioned that advisory may help if better designed. With respect to the advisory structure, more female students than male students seemed to favor advisory groups separated by gender. Overall, students in focus groups expressed satisfaction with advisory in the presence of positive, respectful relationships with their teachers. The SurveyWorks! 18 instrument captured another data point on student perceptions of their relationships with teachers and other adults in the school building. Figure 10 shows that the majority of CFHS students feel that they can talk to an adult at school about problems at home and/ or problems with classwork. These data have been consistent for the three years of the Transformation at Central Falls High School. The survey data on relationships and community support for CFHS students show a pattern similar to the RI state average for high schools students.
Figure 10. Student SurveyWorks! Data on Personal Relationships and Community Support 2010-2011 CFHS RI State 2011-2012 CFHS RI State 2012-2013 CFHS RI State

Percent of Students Reporting Agree or Strongly Agree I can talk to/ let an adult at my school know if Im having a problem at home. I can talk to an adult at my school if Im having a problem with my classes or school work. There is an adult in the community, other than my parent/ guardian, who I can talk to when I have a problem. 65% 86% 62% 84% 61% 86% 62% 83% 67% 82% 64% 83%

83%

80%

78%

78%

73%

72%

Note. Student Survey (Grade 9-12) Participation Rates for Central Falls High School: 62.4% in 2010-2011; 79.1% in 2011-2012; and, 58.1% in 2012-2013. Participation Rates for RI State: 75.6% in 2010-2011; 77.4% in 2011-2012; and, 77.8% in 2012-2013. Data has been rounded to the nearest percentage point in the table. Data source: http://infoworks.ride.ri.gov/school/central-falls-high-school.

18

As previously described, SurveyWorks! collects annual data from teachers, students, and parents on their perceptions of school experience.

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Streamlining Student Supports The Transformation action plan also targeted graduation rates by proposing to streamline existing academic and socio-emotional supports for students at CFHS. These supports include the Academic Enhancement Center, and the services of mental health care and social workers. In addition, student engagement and leadership structures have increased throughout the Transformation, which has provided a venue for students to voice their concerns and ideas for improvement. Academic Enhancement Center During the first two years of the Transformation, The Academic Enhancement Center (AEC) was a resource setting for students to engage in academic work with the help of tutors, both in-school and after-school. In Year 3, however, the AEC was repurposed to provide more direct instruction to students in need of extra academic support. According to CFHS leadership, We flipped the model. Based on data, we took the students who needed these types of services, built time right into their schedules, and placed them in a class in the AEC during the school day with a teaching fellow. So rather than a drop-in center where it was up to students to access the services, we took a more proactive approach. Next year, the plan is for the AEC to target the 9th grade transition, as well as students preparing for the NECAP examinations. Health Care and Social Services In addition to academics, CFHS has also focused on the mental, physical, and socioemotional well-being of students. As part of this holistic approach, leadership has planned for the implementation of several key services including substance abuse support, a student assistance counseling program, and mental health services for students and families. In addition, CFHS is currently working with Brown University Medical Program and Memorial Hospital to re-start a school-based clinic, which was in place at the high school several years ago. With funding from an i3 grant, leadership hopes to offer these services district-wide, given that many of the high school students have siblings at other schools in the Central Falls community. The partnership with Rhode Island College will also allow for additional social workers to be placed at the high school. Leadership shared that one of these social workers may work directly with Square Mile and another will likely work directly with the Unified Scholars team. These additional

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staff will allow for a lighter, more distributed caseload for the current CFHS social worker, thus enabling more students and families to benefit from these services. In Year 1 of the Transformation, an Executive Director for Family Assistance and Student Supports was hired to improve services by creating a roadmap of various agencies and support systems that exist within the Central Falls community. Throughout the three years of the Transformation, the Director has continued to provide assistance to families and students facing social and economic issues that may prevent them from effectively engaging with the school community.19 CFHS leadership has confirmed that funding for this position has been secured for the 2013-2014 school year, reinforcing the value of this role. Supporting Student Engagement and Leadership Qualitative data collected across stakeholders consistently shows that opportunities for student engagement and leadership have increased during the past three years. In Year 1, for example, students expressed frustration with the lack of communication about Transformation efforts and expressed a desire to be included in decision-making processes. CFHS leadership has shared that they have increased efforts to communicate with students more frequently and transparently and have given students leadership roles with more responsibilities. On this topic, one member of the leadership team shared, Student leadership has grown from a group of 18 student leaders last year to 45 student leaders this year. These are student leaders that have an actual position, theyre running programs, theyre partnering with people, theyre sponsoring activities, and they have become a very large voice in terms of what they want to see at the school, how they want to see things done, and contributing to making that happen. Staff and students reported that new and continued organizational structures gave students a voice in the Transformation efforts. These structures include student government and a class council at each grade level. The student government had an elected president, vice president, secretary and treasurer, in grades 9-12; teacher-mentors provided oversight for these student leadership groups. Another active student leadership group at CFHS was Young Voices--a Rhode Island-based youth organizing nonprofit. Students in focus groups shared that they saw all of these structures as important leadership opportunities. One student described his experience in Young Voices, Young Voices is a leadership program where you get to meet and practice public speaking, and speak up about things that are important to you. We meet every Tuesday and Thursday from 3 pm to 5 pm and talk
19

Family engagement efforts at CFHS are further described in Section IV of this report.

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about the community and how we can change it. Weve gone to the state house to talk about NECAP testing, weve gone to City HallYou speak your opinion and sometimes actions are taken. Your opinions are taken into consideration. Summary of Strategic Goal 1 Throughout the Transformation, CFHS has implemented and refined alternative educational programming that provides students with unique support services aimed at increasing the graduation rate and reducing the dropout rate. All of the Multiple Pathways programs (e.g., Guide to Success, Square Mile, P.M. School, Saturday School, Online Learning Academy) enrolled students who graduated or recovered credits as a result of their involvement with these programs. Additionally, the Expanded Learning Opportunities (ELO) initiative has enabled students to earn credits while exploring their individual interests. Over 250 students successfully participated in the ELO initiative during the last two years of the Transformation. In addition to Multiple Pathways, other supports and opportunities were created and streamlined during Transformation years. In Year 3, the Academic Enhancement Center was repurposed to provide more direct instruction to student in need of extra academic support. Qualitative data across stakeholder groups has shown that opportunities for student engagement and leadership have increased during the past three years. CFHS leadership has begun plans for the implementation of key holistic services including substance abuse support, a student assistance counseling program, mental health services, and school-based clinic which would serve the entire Central Falls district. Finally, school staffs have forged over 100 partnerships with community organizations to leverage resources, materials, and opportunities for students. Structural changes made to strengthen the advisory program during the Transformation showed mixed results according to teacher, staff and student data, indicating that further improvements are needed to meet program objectives. It should be noted, however, that the majority of CFHS students who participated in focus groups and surveys reported positive relationships with teachers and staff. Due to innovation and the combined efforts of the CFHS community, graduation rates have improved substantially during the Transformation years. Figure 11 displays the longitudinal growth in 4-year graduation rates made during 2009-2012.

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Figure 11. 4-Year CFHS Graduation Rates: 2009-2012

2008-2009 Students enrolled in 9th grade for the first time in 2005-2006 2009-2010 Students enrolled in 9th grade for the first time in 2006-2007 2010-2011 Students enrolled in 9th grade for the first time in 2007-2008 2011-2012 Students enrolled in 9th grade for the first time in 2008-2009

CFHS Students

48%

52%

71%

70%

Note. Data Source: The RIDE website, http://www.eride.ri.gov/FileExchange/FredPublic.aspx. This information was extracted from the Frequently Requested Education Data (FRED) documents: the 2008-2009 excel file, c2006rates_public, the 2009-2010 excel file, "c2007rates_public", the 2010-2011 excel file, "c2008rates_public", and the 2011-2012 excel file, "c2009rates_v.1.2_public".

SECTION III. THE SECOND STRATEGIC GOAL: IMPROVE STUDENT PROFICIENCY IN MATHEMATICS
The second strategic goal was to improve student proficiency in mathematics and maintain improvement in English language arts (ELA) proficiency. In Year 3, improvements in the mathematics content area were evidenced due in large part to a focus on rewriting and implementing a consistent math curriculum, as well as the development and administration of common assessments in each course. Additionally, a multi-layered plan for intervention was employed for students needing extra help in mathematics. Beyond mathematics, longitudinal staff survey responses and qualitative data from interviews and focus groups show that by Year 3, improvements were made in the following areas: Perceptions of curricula and instructional practices Professional development opportunities Teacher leadership roles

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Improving Mathematics Proficiency Figure 12 displays NECAP mathematics scores at CFHS over the past three years, disaggregated by student subgroup. The RI State average for eleventh grade students is also presented. In October 2012, 13% of tested students at CFHS met proficiency on this examination, representing substantial increase over the first two years of the Transformation. The percentage of students meeting proficiency at CFHS continues to fall below the Rhode Island state average of 30% proficiency.

Figure 12. Grade 11 Proficiency on the Mathematics NECAP, Overall and by Student Subgroup October 2010 October 2011 October 2012 % Proficient (N) % Proficient (N) % Proficient (N) All CFHS Students 8% (14) 7% (15) 13% (26) Gender Female 5% (4) 2% (2) 13% (12) Male 10% (9) 11% (13) 13% (14) Race/Ethnicity Black or African American 6% (2) 10% (3) Hispanic or Latino 7% (9) 8% (11) 14% (20) White (non-Hispanic) 10% (4) 7% (2) 14% (3) Status Current LEP Students 0% (0) 3% (1) 0% (0) Economically Disadvantaged 7% (8) 8% (13) 13% (19) Students with an IEP 0% (0) 0% (0) 2% (1) RI State 33% (3,496) 30% (3,167) 34% (3,548)
Note. Data Source: The NECAP website, http://reporting.measuredprogress.org/NECAPpublicRI/select.aspx. This information was extracted from each years respective School-Level Report, Grade 11 School Results Report (Testing Year). The data represent students who scored Proficient (i.e., Level 3) and, Proficient with Distinction (i.e., Level 4). A dash indicates blank; i.e., fewer than ten students were tested. The table displays the percent of students exhibiting each characteristic, with the actual number of students in parentheses.

Mathematics Course Data In addition to NECAP proficiency, CFHS provided data on the mathematics course grades assigned by teachers. Figure 13 presents quarterly mathematics grades earned by CFHS students during the 2012-2013 school year. Each quarter, approximately 25-30% of students, across grade levels, failed their math course, while approximately 40% of students received an A or a B in their math class each quarter. The highest percentages of As and Bs were earned in the first quarter.

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Figure 13. 2012-2013 Mathematics Grades Earned by Quarter Grades Quarter Quarter 1 % 20.21% 24.84% 20.98% 9.65% 12.48% 10.30% Quarter 2 % 17.23% 21.80% 20.23% 7.05% 13.45% 15.54% Quarter 3 % 16.18% 24.07% 19.09% 8.58% 13.00% 14.52% Quarter 4 % 18.81% 22.00% 19.83% 8.10% 9.84% 18.82%

A, A+ B, B+ C, C+ D, 65 F*, 50 F, 00

Note. Data Source: Central Falls High School Student Records. Percentages may not sum to 100 due to rounding. In the table, D, 65 represents scores of 65-69; F*, 50 represents scores 50 64; and, F, 00 represents scores 49 and below.

Staff from the mathematics team also shared information regarding the changes in student enrollment patterns in math courses. Increase in the enrollment in mathematics honors classes from 72 students in fall 2012 to 88 students in fall 2013. Increase in the enrollment in mathematics classes beyond Algebra II from 80 students in fall 2012 to 94 students in fall 2013. Decrease in the enrollment in Algebra I classes from approximately 190 students in fall 2012 to 140 students in fall 2013. CFHS math staff share that this decrease stems from fewer students needing to repeat Algebra I or going off track in their annual progress; in 2013 more students are enrolled in classes on grade level. Mathematics Curriculum and Common Assessments Due to factors such as transitions in staffing, challenges with a hired consultant, and shortages in time and resources, the development and implementation of new mathematics curriculum was delayed during the first half of the Transformation at CFHS.20 In Year 3, the mathematics lead teachers schedule was changed to allow for three days per week to be spent teaching (course load of four classes) and two days per week to be spent on curriculum development, common assessment development, resource management, and transition to Common Core Standards.
20

For a detailed description of these issues see The First Year Transformation Report (September 2011) and The Second Year Transformation Report (August 2012).

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In focus groups and interviews, mathematics staff shared information about the status of the curriculum and common assessments. By the end of the third Transformation year, formal written curriculum was in place for Algebra I, Geometry, and Algebra II. The curriculum was distributed electronically to teachers and included common formal assessments and scoring guides. Additionally, an Algebra I Lab variation of the Algebra I curriculum was provided for those students in math intervention programming. Staff further shared that the next step in the process will be to develop similar curriculum documents for Statistics, SAT Prep, Pre-Calculus and Calculus courses, with the Statistics being a top priority. In Year 3, the mathematics team administered a total of 28 common assessments across the core mathematics curriculum, representing an improvement from the 15 common assessments administered in Year 2 of the Transformation. Approximately 580 CFHS students took the assessments during the 2012-2013 school year. According to mathematics staff, students struggled with the common assessments at first, but adjustments were made so that the tests would be more appropriate. One teacher explained, By the end of the year, student performance on the assessments evened out to a more expected bell curve. Mathematics Support and Intervention Beyond the progress of the curriculum and common assessments, the following mathematics support and intervention strategies were incorporated during the third Transformation year and the preceding summer.

Several new programs and opportunities were offered to students who needed additional support, including: a ramp-up enrichment program for students who were behind in math; a Freshman Seminar for incoming freshman which provided a heavy focus on Algebra in hopes of adequately preparing students for Geometry the following year; and, a math lab was created in room 240 as a place for math teachers to take students to work on Study Island, a computerbased math intervention.

In the summer of 2012, 20 incoming juniors participated in the NECAP Prep Summer Program curriculum. Taught by a teacher from the math department, the students met for 20 days--five weeks, Monday-Thursday, for 1.5 hours. The course content was designed around the four areas of NECAP. The students who came every day were offered a job through Progresso Latino and CF Youth Works, so that they would have some type of monetary incentive. The 32

premise was that if the students came for an academic opportunity, they had the opportunity to get a summer job around the community. As one teacher shared, Strides were really made during this summer program. And whatever was not reinforced completely, students also had SAT prep this semester, which really focused on NECAP, so it kind of carried it over.

The way in which NECAP was administered was changed in October 2012; 9th, 10th, and 12th graders were at the school in the morning only during testing days. The 11th graders arrived in time for lunch and to take the exam. One teacher commented on this new schedule, It was so much smoother this way. It was quieter, there were more proctors, and the students didnt know if 30 other kids had just left the building because they were finished. There was more focus from the students. It worked for science NECAP last spring, so Im glad that we extended this system to October NECAP testing.

Staff transition was a challenge on the mathematics team. One teacher provided insight on this challenge, Each year since the transformation began there has been approximately a 50% teacher turnover rate in the department new teachers were always coming in and more importantly they were new teachers with little to no actual teacher experience As described, the changes in the lead teachers schedule in Year 3 allowed for time to work on curricula and common assessments. In addition, the new schedule enabled the lead to provide feedback on content and instruction, especially to newer teachers.

Recommendations for Improvement in Mathematics Math teachers shared several recommendations for improving mathematics instruction at CFHS. Two themes were similar to those heard from teachers and leadership across the high school: improving student attendance and behavior. Other suggestions included: More resources (e.g., Smart Boards; graphing calculators) are needed. More time to plan with team members is needed. Backwards-plan mathematics curriculum and instruction in the Central Falls School District (PK-12), beginning with the objective that all students exit high school ready for college or careers.

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Explore alternative models of mathematics instruction in the elementary grades where a dedicated math specialist teaches all students mathematics as a push-in or specialist teacher.

Integrate math into the STEM academy by aligning content in math-related courses and offering alternative elective Year 4 math classes at different levelsStatistics, Math Models, Advanced Studies, Computer Algorithms.

Encourage the guidance department to make mathematics courses a priority when creating students schedules.

Eliminate Math as a course offering; instead offer differentiated versions of Algebra I, Geometry and Algebra 2, and Pre-Algebra, if necessary. Also, students should repeat mathematics courses that they have not passed.

Implement the STAR 21 progress assessment suite as a means of benchmarking and tracking student performance in mathematics.

Designate additional time to continue the alignment of the new mathematics curriculum to the Common Core Standards.

In summary, a mathematics teacher offered the following insight on the math progress witnessed during the Transformation, This is anecdotalmy first year, I had kids that couldn't multiply, they couldnt add, they couldnt subtract. And they were 10th graders. My second year, I have 10th graders that could add, but they couldn't solve for x and they were in Geometry; they should not have passed Algebra I. This year, my Geometry students are blowing it out of the water, their Algebra skills are fantastic, they can solve for x. And they remember, they do it quickly, they can do math in their head. Math is improving, I'm seeing basic level skills improve, which is helping students with their confidence levels. Broadening the Focus on Teaching and Learning Figure 14 shows the three-year trends of reading scores for grade 11 students at CFHS and in the state of Rhode Island. In 2012, 47% of the tested CFHS students reached proficiency on the
21

STAR is used for screening, progress-monitoring, and diagnostic assessment is a computer-adaptive assessment of general math achievement for grades 112. STAR Math provides nationally norm-referenced math scores and criterionreferenced evaluations of skill levels.

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NECAP examination, while an average of 79% of eleventh graders met proficiency in 2012, statewide. Acknowledging that further attention is needed to increase student proficiency, one leadership team member shared the following thought on broadening the focus of mathematics and English language arts: Were concentrating on teaching and learning. This will be our primary goal next year. We will continue to focus on Math and English language arts proficiency, but within the context of three broader areas: differentiation in teaching practice; literacy across all content areas; and, reasoning across content areas.
Figure 14. Grade 11 Proficiency on the Reading NECAP, Overall and by Student Subgroup October 2010 October 2011 October 2012 % Proficient (N) % Proficient (N) % Proficient (N) All CFHS Students 44% (78) 41% (91) 47% (86) Gender Female 48% (41) 48% (44) 59% (49) Male 39% (35) 37% (47) 37% (37) Race/Ethnicity Black or African American 33% (12) 39% (10) Hispanic or Latino 47% (59) 40% (61) 49% (65) White (non-Hispanic) 40% (17) 64% (18) 50% (10) Status Current LEP Students 11% (3) 6% (2) 3% (1) Economically Disadvantaged 45% (48) 41% (73) 51% (70) Students with an IEP 12% (5) 18% (9) 10% (5) RI State 76% (8,090) 76% (8,071) 79% (8,163)
Note. Data Source: The NECAP website, http://reporting.measuredprogress.org/NECAPpublicRI/select.aspx. The data represent students who scored Proficient (i.e., Level 3) and, Proficient with Distinction (i.e., Level 4). A dash indicates blank; i.e., fewer than ten students were tested.

SAT Scores in Mathematics, Critical Reading, and Writing Figure 15 displays available SAT data for CFHS and RI State for the Transformation years. The mean SAT scores in reading/writing have remained generally stable across time for CFHS, while the mean SAT score for mathematics improved from 374 in 2010-2011 to 410 in 2011-2012. It should be noted that the number of test takers at CFHS has fluctuated over the three-year period.

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Figure 15. Mean SAT Scores: Mathematics, Critical Reading, & Writing 2009-2010 2010-2011 Mean SAT Score Mean SAT Score (N tested) (N tested) Math CFHS 374 (81) 374 (92) Math RI State 488 (5,718) 482 (6,192) Critical Reading CFHS 390 (81) 381 (92) Critical Reading RI State 485 (5,718) 482 (6,192) Writing CFHS 383 (81) 376 (92) Writing RI State 478 (5,718) 474 (6,192)

2011-2012 Mean SAT Score (N tested) 410 (73) 480 (6,299) 389 (73) 477 (6,299) 385 (73) 470 (6,299)

Note. Data Source: The RIDE website, http://www.ride.ri.gov/Applications/fred.aspx. This information was extracted from the Frequently Requested Ed Data (FRED) database.

Perceptions of Curricula and Instructional Practices To collect information on perceptions of curricula and instructional practices, the Transformation survey asked staff to rate the degree to which they agreed or disagreed with several relevant items. Figure 16 shows positive changes in the percent of staff members who agreed or strongly agreed that curricular planning improved from Year 1 to Year 3. For example, 68% of respondents agreed that assessment of student performance has led to changes in school curricula in the third year. Additionally, the percentage of respondents who agreed that curricula are planned between and among grades to promote continuity doubled from 30% in Year 2 to 60% in Year 3.
Figure 16. Staff Transformation Survey Findings: Curricular Planning SPRING Year 1 Assessment of student performance has led to changes in our schools curricula Curricula are planned between and among grades to promote continuity 54% 44% SPRING Year 2 54% 30% SPRING Year 3 68% 60%

Percent of Staff Reporting Agree or Strongly Agree

Note. Spring Year 1 n = 43; Spring Year 2 n = 56; Spring Year 3 n = 57. Sample may include classroom teachers, leadership, guidance counselors, school psychologists, social workers, and librarians.

Figure 17 displays data on staff perceptions of instructional practice across three time points. On virtually every item, longitudinal improvements were evidenced by Year 3 of the Transformation. Participants overwhelmingly agreed that teachers use formative assessment strategies to measure student progress (97%) and that teachers are committed to improving student achievement (98%). Other positive changes were noted around the use of data; for example, 36

agreement that teachers are engaged in systematic analysis of their teaching practices rose from 65% in Year 1 to 72% in Year 3, while the belief that teachers are engaged in systematic analysis of student performance data improved from 56% to 74%. In interviews and focus groups, teachers and leadership also shared that data have increasingly been used to improve instruction in the following two ways: Data connected to creating, tracking, and monitoring IEPs for special education students has greatly improved over the years of Transformation. Student and school data is reviewed for planning purposes during weekly district leadership meetings.
Figure 17. Staff Transformation Survey Findings: Instructional Practices SPRING Year 1 Teachers use data to improve their teaching Teachers are engaged in systematic analysis of student performance data CFHS has well-defined plans for instructional improvement Teachers at CFHS share a vision of effective teaching Teachers at CFHS are engaged in systematic analysis of their teaching practices Useful information to make informed decisions is readily available to teachers (e.g., about student performance, available resources, etc.) Teachers meet regularly to discuss student performance and instructional practices Teachers use formative assessment strategies to measure student progress Teachers are committed to improving student achievement 74% 56% 40% 63% 65% 51% SPRING Year 2 79% 48% 53% 70% 61% 43% SPRING Year 3 86% 74% 61% 74% 72% 51%

Percent of Staff Reporting Agree or Strongly Agree

77% 79% 88%

42% 82% 100%

42% 97% 98%

Note. Spring Year 1 n = 43; Spring Year 2 n = 56; Spring Year 3 n = 57. Sample may include classroom teachers, leadership, guidance counselors, school psychologists, social workers, and librarians.

Common Planning Time Figure 17 shows a substantial decrease from Year 1 (77%) to Year 3 (42%) in staff agreement that they meet regularly to discuss student performance and instructional practices. The primary mechanism for staff to collaborate with others is common planning time (CPT), but for 37

budgetary reasons, common planning time was greatly reduced in Year 2 of the Transformation. Teacher interview and focus group data supported these survey results and revealed that teachers missed the opportunity to collaborate with colleagues this year. One teacher specifically commented, Years ago, we had CPT with teams on an everyday basis and it was incrediblewe saw almost instantaneous results. Today, its haphazard at best. Another staff member expressed a concern that individual teachers who co-teach no longer have CPT together: This is a bad thing because if you are co-teaching with me, I would want to know what exactly is in your lesson. I need to know your lessons two weeks in advance so that I can adapt for the students who have special needs or who may need more support. A mandatory block of time after school on Wednesday afternoons was reserved for either professional development or common planning time. Leadership distributed a schedule which delineated the focus of the Wednesday sessions into Team, Content, and New England Accreditation of Schools and Colleges (NEASC) planning time. It should be noted that some teachers described CPT as working well for their own teams. For example, one teacher commented, Time with the math department is where we accomplish the most. CFHS Leadership shared that they will continue to monitor the structure and usage of common planning time in 2013-2014. Professional Development During the Transformation, professional development was held during the week prior to the first day of school and on Wednesday afternoons during the school year from 3:15 pm to 4:45 pm. As previously described, this block of time alternated between structured professional development and common planning time. A leadership team member reported that the name of these times was intentionally changed from "PD" to "Common Planning/PD", to express that collaborative time together as a content area or team is highly important in improving teaching and learning. Figure 18 lists the Common Planning/PD opportunities offered during the 2012-2013 school year.

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Figure 18. Common Planning/ PD Opportunities: Year 3 Achieve 3000 Study Island Aquity Network Incorporating math learning centers and stations for Differentiation Differentiated Instruction (4 Modules): School Wide Dana Center Science Curriculum Work AP Training (Chemistry, History, Math, Biology, Environmental Science, Art, Spanish) Professional Learning Communities Teaching Content to ELL (ELA, Math, Science) ELA Curriculum Development Guided Discipline JASON Project Curriculum and Instructional Supports Peer Observer Training for the Evaluation System NEASC School Visits and Training Sessions Accountable Talk Effective Questioning New Teacher Forum CFG (Critical Friends Group) Case Management PD for Special Education MIMIO PD for Special Education Technology Articulation Meetings for Special Education Transition Workshops: Summary of Performance, Writing IEP Goals, Developing Baselines Transition Assessments Consultation from the Groden Center PISA Data Review Administrative Training in Evaluation and SLOs

Figure 19 shows that staff have mixed perceptions about the professional development opportunities offered at CFHS. Approximately half of the respondents on the Transformation survey report that PD experiences have been closely connected to the reform vision (47%), and that they have been able to use the knowledge they gained from PD in their work (51%). The percentage 39

of staff who believes that PD is coherently focused has improved over the three years. During interviews, several teachers said that the shift to more content-specific topics and differentiated instruction in Year 3 has been helpful. A mathematics teacher commented on this point, I believe that we have been emphasizing the importance of the math curriculum in everyday life as well as trying to make the math relevant to the students. There has also been some helpful PD available to math teachers to learn some new methods of differentiated instruction.
Figure 19. Staff Transformation Survey Findings: Professional Development SPRING Year 1 All Staff Professional development experiences this year have been closely connected to the reform vision at CFHS Professional development experiences this year have been coherently focused Teachers Only I have been able to use knowledge or information I gained from attending professional development this year in my work Professional development experiences this year have helped me build new skills and identify strategies to better meet the needs of my students 44% 31% 41% 29% 51% 44% 47% 33% 37% 29% 47% 42% SPRING SPRING Year 2 Year 3

Percent of Staff Reporting Agree or Strongly Agree

Note. The first two professional development questions display data from all participating staff members. Spring Year 1 n = 43; Spring Year 2 n = 56; Spring Year 3 n = 57. The final two items ask for perceptions directly related to classroom instruction, so the responses have been presented for teachers only. Spring Year 1 Teacher n = 36; Spring Year 2 Teacher n = 48; Spring Year 3 Teacher n = 45.

Throughout the three years of the Transformation, teachers have reported that professional development should be led by in-house experts and practitioners. Illustratively, one teacher in Year 2 commented, Bring in practitioners, not consultants. We can run professional development ten times better than half of these folks.Bring practitioners, this is how it works in the classroom. CFHS leadership has acted upon this recommendationduring the summer of 2013, three days of teacher-led professional development will be offered around the three the areas of literacy, reasoning, and differentiation. Teacher leaders will provide this optional PD using an interdisciplinary approach; for example, an English teacher and a science teacher will work as a team to provide training on how literacy can be incorporated into chemistry and biology classrooms.

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Teacher Leadership The Deputy Superintendent of Transformation and the high school principal praised a group of 20 teachers who have come forward during the Transformation as team leaders, content leaders, and initiative coordinators.22 These lead teachers applied, interviewed, and were selected for their roles, demonstrating their willingness to become deeply involved with both the day-to-day operations of CFHS and guiding the mission of the school. Teacher leaders have regular meetings with their teams and building administrators which focus on communication, examination of data, and meeting the needs of students and teachers in their area. During interviews, building administrators described the work of teacher leaders as critically important and having huge impact on the CFHS community. Summary of Strategic Goal 2 For the first two years of the Transformation, progress toward the goal of improving mathematics proficiency was slow due in part to transitional challenges in staffing and a delay in the development of new mathematics curriculum. By Year 3, however, improvements in the mathematics content area were evidenced. There was a focus on rewriting and implementing a consistent math curriculum, as well as the development and administration of common assessments in mathematics courses. Student proficiency on the New England Common Assessment Program (NECAP) mathematics examinations showed a longitudinal increase, nearly doubling from 7% proficient in October 2011 to 13% in October 2012. Additionally, a multi-layered plan for intervention was employed for students needing extra help in mathematics. Although progress in mathematics during the third year of the Transformation was encouraging, teachers and leadership report that further attention and resources are needed to continue improvement efforts. With a broadened focus on teaching and learning, staff across CFHS reported increasingly positive perceptions of curricular planning and instructional practices by Year 3 of the Transformation. Survey findings show longitudinal gains in the percentages of teachers and staff who agree that curricula are planned between and among grade levels. Additionally, increases were shown in the frequencies with which staff reported using data to improve teaching and using formative assessment strategies to measure student progress. CFHS administrators credit strong

22

Examples of the responsibilities of initiative coordinators include advisory and oversight of internship programs.

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teacher leadership, particularly in Year 3, as a driving force in the improvement of instruction and engagement. A persistent challenge to teaching and learning, according to staff data, remains the need for more common planning time. Additionally, staff have reported mixed perceptions of professional development throughout the three years of the Transformation. CFHS leadership, however, is using this teacher feedback to drive new trainings. For example, during the first two years of the Transformation teachers recommended utilizing in-house expertise for professional development. Based upon this information, CFHS leadership implemented three days of teacher-led professional development focused on literacy, reasoning, and differentiation during the summer of 2013.

SECTION IV. THE THIRD STRATEGIC GOAL: IMPROVE CLIMATE AND CULTURE
In addition to focusing on increasing graduation rates and academic proficiency, the CFHS Transformation also focused on dramatically improving the organizational and institutional culture and climate of the school for students, teachers, parents, staff and other stakeholders. The following key areas related to climate and culture are explored in this section of the report: Staff and student attendance Teacher evaluation data Communication and collaboration Behavior management Student perceptions of school climate Family and community engagement

Student and Staff Attendance Teacher/Staff Attendance A longitudinal examination of staff attendance was conducted for the Transformation years at CFHS. Figure 20 shows the three-year trends, grouped by the following areas: sick days, personal 42

days, professional days, and days off due to union business. Teacher absences have decreased substantially from Year 1 to Year 3. Sick time, for example, dropped from 1,470 days in 2010-2011 to 676 days in 2012-2013. The number of personal days has also decreased over time, while the number of professional days has increased slightly from Year 1 to Year 3 of the Transformation. By Year 3, teacher attendance was no longer a predominant issue cited as having an adverse impact on the school Transformation, as was the case during the Year 1 interviews and focus groups. The leadership team attributed the improvements in teacher attendance rates to the overall improvement in climate and culture. During interviews, leadership team members also expressed their continued focus on ensuring that the school has an adequate and qualified pool of substitutes to draw from in advance of teacher absences.
Figure 20. Frequency of CFHS Staff Absences, by Category: 2011-2013
1600

1400

1200

Number of Days Absent

1000

600 2011-12

2012-13

400

2010-11

800

2010-11

2011-12

2011-12

2012-13

2010-11

2011-12

0 Sick Days Personal Days

Professional Days

2010-11

Union Business

Note Data Source: Central Falls High School Absence Interactive Report. These data do not include absences due to vacancy positions; approved absences; bereavement/ funerals; comp time; or, court time/ jury duty.

2012-13

200

2012-13

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Student Attendance Interviews with the leadership team and teachers, as well as findings from the spring 2013 Transformation survey, have revealed continued issues with student attendance. Figure 21 shows student attendance and chronic absenteeism rates for Central Falls High School and all Rhode Island high schools. In general, attendance at CFHS falls below the state average across years, with the gap widening during the 2011-2012 school year. Chronic absenteeism at CFHS has increased since the 2009-2010 school year and was substantially higher than the RI state rate over the last three years. Across years of the Transformation, students have reported inconsistencies with regard to how the school dealt with absences. Some students noted that being absent did not affect their grades, while others specifically mention needing to attend school a minimum number of days in order to graduate. CFHS leadership shared that the school has attempted to improve student attendance by reaching out to parents and families when students are absent or repeatedly tardy.
Figure 21. Student Attendance and Chronic Absenteeism Rates Characteristic Year 2009-2010 Attendance rates All CFHS students RI State, high schools only Chronic absenteeism rates* All CFHS students RI State, high schools only 44% 20% 51% 18% 49% 17% 88% 91% 87% 92% 82% 91% 2010-2011 2011-2012

Note. Data Source: The InfoWorks website, http://infoworks.ride.ri.gov/search/data. *RIDE defines chronic absenteeism as

the percentage of students who missed 10% or more school days during the year. This calculation only includes students who were enrolled at least 90 days in a given school or district.

Teacher Evaluation System: Year 3 The system of observing and evaluating teachers has evolved during the Transformation. During the first two years, teacher observations were conducted by members of the Performance Management Bench23 in accordance with requirements from the RIDE Protocol for Persistently Lowest

23

As previously described, the Bench was a group of six experienced educators who were asked to assess teachers and provide suggestions for improvement.

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Schools.24 In Year 3, a new statewide teacher evaluation system was implemented in Rhode Island. Although the Bench continued to be involved in classroom observations, the number of bench members was reduced from six individuals in Year 1 to three individuals in Year 3. As mandated by RIDE, building administrators were responsible for conducting the majority of observations in the new evaluation system, using a scoring matrix provided by the state. One leadership team member shared the following about the transition in Year 3, It was a growing year, a learning year, we went from the system we developed in the first year and we were getting comfortable and seeing some good results and we all understood and the teachers wanted to keep it and we wanted to keep it, but the state was heading in a different direction, and we needed to join that direction. So, this was a learning year for us, and it was a little bit uncomfortable for the teachers and for the evaluators, but now that weve completed the first year, we can see the benefits of how to do it differently next year. Were going to invest in how we can help teachers to grow. That is our focus. As part of the teacher evaluation scoring matrix, evaluators rate teachers on a series of indicators to calculate composite scores in the areas of Professional Practice, Professional Responsibilities, and Student Learning Objectives. In the Rhode Island model25, these composites are then used to determine the final Teacher Effectiveness Rating (i.e., Highly Effective, Effective, Developing, Ineffective). Figure 22 shows the number of teachers who attained each rating during the 2012-2013 school year. The majority of CFHS teachers (n = 49) received the rating of Effective.
Figure 22.CFHS Teacher Effectiveness Ratings: 2012-2013 Rating Highly Effective Effective Developing Ineffective
Note. Data Source: Central Falls High School Records.

Number of Teachers 7 49 2 1

Teacher Supports, Collaboration, and Communication Figure 23 shows changes in the percent of staff members who agreed or strongly agreed that reform climate and culture improved from Year 1 to Year 3. The largest proportions of agreement were observed in the third year in which respondents viewed that Central Falls High School made
Please see The First Year Transformation Report (September 2011) and The Second Year Transformation Report (August 2012) for a comprehensive overview of the Performance Management systems during the first two years of Transformation. 25 For a complete overview and explanation of the Rhode Island Teacher Evaluation Model, see http://legisweb.state.wy.us/InterimCommittee/2012/RIModel.pdf.
24

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changes designed to better meet the needs of its diverse student body (84%), and that staff and leadership openly discuss efforts to improve CFHS (83%). Notably, when compared to the first year, in Year 3 there was a 41 percentage point increase in the proportion of respondents who agreed that staff and leadership openly discuss efforts to improve CFHS.
Figure 23. Staff Survey Findings: Reform Climate and Culture SPRING Year 1 CFHS has a clear vision of reform that is linked to standards for student learning and development Staff and leadership openly discuss efforts to improve CFHS CFHS has made changes designed to better meet the needs of its diverse student body Communication between high school leadership and teachers has improved this school year 56% 42% 58% 40% SPRING Year 2 54% 69% 68% 67% SPRING Year 3 70% 83% 84% 77%

Percent of Staff Reporting Agree or Strongly Agree

Note. Spring Year 1 n = 43; Spring Year 2 n = 56; Spring Year 3 n = 57. Sample may include classroom teachers, leadership, guidance counselors, school psychologists, social workers, and librarians.

One leadership team member described how individual meetings between building administrators and teachers may have contributed to improved communication. Throughout the course of the year, we had periodic one-on-one meetings; we met for 15 minutes, just to ask: How are you doing? What are you thinking? They could bring in lessons or plans or problems. And it was just alone time, undisturbedthey could share whatever they want to sharethe key was following-up after the meeting. Behavior Management Behavior management has been a struggle at CFHS throughout the Transformation process. In Year 3 students, teachers, and leadership reported that behavior issues persist and the management system continues to be a work in progress. The following describes the role of the restorative specialist team, the implementation of the behavior management system, and the perceptions of teachers and staff members on discipline and behavior management. The Restorative Specialist Team In Year 3, restorative specialists talked to disruptive students and helped them find ways to re-engage back into the classroom. One leadership member explained, if [students are] being disruptive 46

or if somethings not going well, [restorative specialists will] pull [these students] out, have the conversation with them and try to re-engage them so that they can be productive and not miss class. Another leader added, Our restorative specialists try to get at the root causes of behavior issues. It does take a lot longer, it is much more work, and it is much harder to impact than simply removing the problem. Weve decided to invest in students to help them figure out a way to be a part of this community. Its a difficult process and it hurts as youre going through it, but I think that investment will pay off in the long run, as opposed to suspending and taking those students out. This year there were five members in the restorative specialist team: three worked in the halls, one served as a restorative coach, and another worked with the Square Mile program. Along with the restorative specialists, leadership expressed interest in deploying a new team of 14 adults next year to improve behavior management. This team will include five restorative staff members, three guidance counselors, and a number of other specialists, including psychologists, social workers, and parent home school liaisons. The Behavior Referral System Across the board, CFHS staff acknowledged that the behavior management system needs improvement. One leadership team member stated, Our referral system was sort of all over the place this past year. Were definitely streamlining that for next year, so teachers know what to write. Our restorative coach knows who to give it to and what to do with this. That person will be making decisions around discipline. The leader went on to explain that previously, while referrals were entered into the data management system (MMS), information was scarcely used for analysis. There was never a look back to see that if the same student was kicked out of class 27 times, for example, the issue needs to be brought to the attention of an administrator. To address the absence of systematic review and administration feedback for referrals, leaders expressed interest in advancing the tiered behavior system in order to help restorative specialists work with students in the next year. Leadership plans to use a guideline to manage student problems. One member offered an example: With the low tier, the restorative coach will aim to reengage the student, and assign them to the alternative suspension program, or administrative referral. Thats what the coach will do. And then theyre also going to run restorative circle after school and were going to include the parent leadership group.

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Figure 24 shows the number of student referrals each month over the three years of the Transformation process. It should be noted that the total number of referrals has decreased from the first to the third year: there were 8,209 referrals in Year 1 compared to 3,815 referrals in Year 3.

Figure 24. CFHS Student Discipline Data: Three-Year Comparison of Monthly Referrals
1400 1200 1000 800 600 400 200 0 2010-2011 2011-2012 2012-2013

Number of Referrals

Sep 412 58 166

Oct 775 218 335

Nov 825 255 616

Dec 824 338 376

Jan 708 214 509

Feb 685 284 271

Mar 1158 576 541

Apr 911 347 380

May 1044 505 409

Jun 867 248 212

Perceptions of Discipline and Behavior Management As in previous years, several teachers in Year 3 reported that a small group of students caused a majority of behavioral problems. One teacher commented, There is this group of 25 or so ninth grade students that are absolutely toxic in their behavior. Other teachers discussed the impact of poor student behavior on learning. A teacher remarked, Teachers are being insulted, treated rudely and disrespectfully in the classroom. Its been horrible this year for us. Its a constant struggle, a constant battle, just to maintain some kind of respect in the classroom. And so if youre going to spend that much time and energy on that, then it takes away from education and academics.

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Many teachers were also frustrated with the lack of consequences for poor student behavior. Teachers attributed this to ineffective policy. For instance, one teacher shared that if a behavior specialist came into a classroom to remove an obstinate student, then the next day this same student would be free to come back and repeat the action; this teacher asserted, The number one problem is that there are no consequences. It stems in part from the superintendents belief that students should not be suspended. I understand that policy. [But] it is simply not an effective policy for this high school. Other teachers reported problems with inconsistent policy changes over the years. Illustratively, one teacher commented, Administration needs to pick and choose what they want for their policies, and keep them; dont change them. Dont say yes to some kids and no to other kids. And everybody has to follow the policies. Thats not happening. Several teachers suggested changing restorative practices and the current In School Suspension (ISS) room to a more punitive school system to resolve behavioral problems. Other teachers, however, sought to resolve issues by engaging students and using incentives and rewards. A teacher explained, I think we are seeing more student engagement. There are more opportunities for students to either learn or to get involved in school. Administrators have initiated student leader groups, which is going to pay large dividends in years to come, because it emphasizes the 9th graders. Theres an attempt to make the school a little bit more fun, for instance, with pep rallies and group meetings. Administration is also very serious about promoting and rewarding kids who are doing positive things with their grades and attendance. So were discussing field trips in the future to reward kids for these things. I think this will also have a tremendous result. Figure 25 displays the three-year trends of student SurveyWorks! data on discipline and equity for CFHS and the state of Rhode Island. These data show that while the majority of students report that they understand what will happen if they break a school rule, less than half of students believe that discipline is fair and that all students are punished equally for breaking the same rule. It should also be noted that items related to discipline and equity were rated at slightly lower levels by CFHS students than for high school students statewide. These findings were stable across both respondent groups for all three years.

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Figure 25. Student SurveyWorks! Data on Discipline and Equity CFHS 2010-2011 RI State 2010-2011 CFHS 2011-2012 RI State 2011-2012 CFHS 2012-2013 RI State 2012-2013

Percent of Students Reporting Agree or Strongly Agree All students are punished equally if they break the same rule. Discipline at my school is fair I understand what will happen if I break a school rule 41% 46% 46% 45% 48% 49%

44% 78%

55% 84%

48% 79%

55% 84%

49% 81%

56% 85%

Note. Student Survey (Grade 9-12) Participation Rates for Central Falls High School: 62.4% in 2010-2011; 79.1% in 2011-2012; and, 58.1% in 2012-2013. Participation Rates for RI State: 75.6% in 2010-2011; 77.4% in 2011-2012; and, 77.8% in 2012-2013. Data has been rounded to the nearest percentage point in the table. Data source: http://infoworks.ride.ri.gov/school/central-falls-high-school.

Student Perceptions of School Climate, Engagement, and Instruction In Figure 26, SurveyWorks! data are displayed to note changes in the percentage of students who agreed or strongly agreed on statements related to student-teacher relationships across three years. In the third year, there was a prominent rise in the proportion of respondents who agreed that teachers seem to care about students personally (from 43% in Year 1 to 66% in Year 3 for CFHS, and from 34% in Year 1 to 65% in Year 3 for RI State). There was also an increase in the percentage of respondents who agreed that students in school treat teachers with respect (from 24% in Year 1 to 36% in Year 3), although the perceived level of respect for teachers remains low. This finding triangulates qualitative data shared by teachers in the Perceptions of Behavior Management and Discipline section of this report.

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Figure 26. Student SurveyWorks! Data on Student-Teacher Relationships CFHS RI State CFHS RI State CFHS 2010-2011 2010-2011 2011-2012 2011-2012 2012-2013

RI State 2012-2013

Percent of Students Reporting Agree or Strongly My teachers seem to care about me personally. My teachers/ teachers in my school treat me/ students with respect. Students in my school treat teachers with respect. 43% 34% 45% 36% 66% 65%

75%

61%

77%

64%

74%

72%

24%

39%

28%

40%

36%

47%

Note. In 2012-2013 the wording of the item, My teachers treat me with respect. changed to Teachers in my school treat students with respect. Student Survey (Grade 9-12) Participation Rates for Central Falls High School: 62.4% in 2010-2011; 79.1% in 2011-2012; and, 58.1% in 2012-2013. Participation Rates for RI State: 75.6% in 2010-2011; 77.4% in 2011-2012; and, 77.8% in 2012-2013. Data has been rounded to the nearest percentage point in the table. Data source: http://infoworks.ride.ri.gov/school/central-falls-high-school.

Many students had positive comments for the ways in which their teachers support their learning. For example one student commented, Its like a giant family. They will do whatever it takes to help you. Agreeing with this notion, another shared, All of my teachers stay after school for extra help. They make time for you. Figure 27 shows SurveyWorks! data on the changes in the percentage of students who agreed or strongly agreed on statements related to student engagement across three years. The largest proportions of agreement were observed in the third year in which respondents perceived that teachers keep students interested in class (63% for CFHS and 57% for RI State), and that teachers inspire students to do their best work (74% for CFHS and 64% for RI State). When compared to the first year, both engagement items increased by more than 20 percentage points for CFHS students.

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Figure 27. Student SurveyWorks! Data on Student Engagement CFHS RI State CFHS RI State 2010-2011 2010-2011 2011-2012 2011-2012

CFHS 2012-2013

RI State 2012-2013

Percent of Students Reporting Most/ All of Them or Agree/Strongly Agree My teachers keep me interested in class. My teachers inspire me to do my best work. 40% 30% 42% 32% 63% 57%

51%

39%

52%

40%

74%

64%

Note. In 2012-2013 the response options of these questions changed from None, Some, Most, All to Strongly Disagree, Disagree, Agree, Strongly Agree. Participation Rates for Central Falls High School: 62.4% in 2010-2011; 79.1% in 20112012; and, 58.1% in 2012-2013. Participation Rates for RI State: 75.6% in 2010-2011; 77.4% in 2011-2012; and, 77.8% in 2012-2013. Data has been rounded to the nearest percentage point in the table. Data source: http://infoworks.ride.ri.gov/school/central-falls-high-school.

Family Engagement at CFHS Family Engagement in the Central Falls High School Turnaround Central to the high schools turnaround efforts has been the hiring of an executive director for family assistance and student supports in early 2011 as part of the school leadership team. The directors efforts are focused on facilitating the engagement of the Central Falls community to support the high schools improvement goals. In Year 3, and throughout the progress of the Transformation, the school community continued its focus on building the infrastructure necessary for continued and sustained engagement of families and the community at large. Several of these efforts are described below. Supporting Families Central Falls has directly co-located services at the school to connect families with service providers. This was done with the goal of helping to reduce the social and economic barriers that may prevent families from effectively engaging with the school community. Available services range from case management assistance for teenage mothers to having a 2-1-1 representative at the school weekly to provide information and assistance.26 In Year 2 of the Transformation the school sought out a partnership with the Rhode Island Department of Labor and Training through the Workforce
26

2-1-1 is a free and confidential information and referral service that helps people connect to social services offered by health and human service providers, government agencies and community-based organizations (Source: http://www.211ri.org).

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Investment Act of 1998 to provide youth academic and job readiness programming and activities for students and their families. The school leadership also has a partnership with Rhode Island College to provide classes to the Central Falls community. RIC representatives have met with a number of families to assess their wants and needs. At the time of this study, families had expressed interest in topics ranging from English Language to computer skills. RIC is expected to offer these classes for the first time in the fall of 2014. By making available an array of services, the school hopes to be able to tap into the strengths and skills families have and engage them more directly and effectively at the school. In addition, students may also be more engaged and focused on school when some of the stressors faced by their families are, at least in part, alleviated. Parent Meetings Parents are given numerous opportunities to engage with school leadership around the school Transformation goals. These include bimonthly Board of Trustees meetings, monthly Superintendent meetings, parent-teacher-student organization (PTSO) meetings, and various committee meetings. Monthly meetings with the superintendent include presentations on school related topics such as Proficiency-based Graduation Requirements (PBGR), discipline policies, and programs. Families are also invited to join the School Improvement Team (SIT) and the New England Association of Schools and Colleges (NEASC) accreditation process committees. At PTSO meetings, families had the opportunity to discuss issues related to their childs education, remain informed about school happenings, and plan events. These meetings occur once a month, with sessions held during both the morning and afternoon to accommodate parents work schedules. In Year 3 the district started weekly parent meetings open to all families as an additional opportunity for families to engage with the school, community service providers, and each other. A typical meeting format includes a social/mingle hour, followed by either a meeting with a community partner (e.g. researchers at the Bradley Hospital discussing HIV/AIDS curriculum), information session with school leadership, or a workshop/activity session (topics generating by participant interests). Families are also given a dedicated space to use at the high school, called the Parent Room. This space is used to meet both formally and informally, and also gives volunteers access to resources like computers, copiers, and phones.

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Training and Advocacy The district, in collaboration with different community partners, has been able to provide leadership and advocacy training opportunities for parents. Collaboration between the district and a community-based organization, Fuerza Laboral, yielded the Parent Leadership Institute. The twice per year, three-day intensive training program developed participants leadership skills and built knowledge about district policies. Themes explored during the training included parent rights, the role of parents in education, identifying leadership structures in schools, and effective communication. Another partnership between the district and RI Parent Information Network (RIPIN) offered Family Leadership Trainings focused on building parents leadership, meeting facilitation, and advocacy skills while increasing general policy knowledge. The goal of these and future trainings is to build a system for parents to help other parents navigate the education system and share knowledge. Building on these training efforts, the district has created Agents of Transformation at the middle and high school levels. These five agents are parents volunteering about 30 hours per week to help support various school transformation goals, including making home visits, daily calls to other families, and helping to implement school-wide attendance and behavior strategies. Families are also encouraged and offered the opportunity to volunteer at the high school. Volunteers assist in a variety of tasks at the high school, ranging from providing classroom and office supports to contacting other parents about their student and to share information about school events. Volunteers have also played an increasingly more active role in tackling school issues. In 2011, parent volunteers successfully advocated for the restoration of the schools water fountains and are part of the efforts to tackle issues of student absenteeism and tardiness. Figure 28 shows the total hours volunteered per month for the 2012-2013 school year. Volunteers receive a small stipend for their time and training covering the dos and donts of volunteering and matters of confidentiality. Further information on volunteering is also detailed and made available in the districts Volunteer Handbook.27

27

Central Falls Volunteer Handbook: http://www.cfschools.net/wp-content/uploads/2011/04/Volunteer-Handbookfinal.pdf

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Figure 28. Monthly Parent Volunteer Hours at CFHS: 2012-2013

1000 900 800 700 600

Number of Hours

500 400 300 200 100 0 AUG. SEPT. OCT. NOV. DEC. JAN. FEB. MAR. APR. MAY JUN.

Perceptions of Family Engagement Efforts Participants in focus groups and interviews continue to report improved interactions between the school and families. Families in particular noted feeling more welcomed, saying they felt the school treated them like family, and that believed they are assets to the school. Families highlighted several key strategies to facilitating stronger school to community relationships. These included dedicated staff to support families like the director for family assistance and student supports and the Home Liaisons28, as well as individuals who can assist families in their home language. Families also noted the value of having the dedicated space and resources of the Parent Room, and the time other school staff dedicate to parents, for example the Principals Coffee
The Home Liaisons are district staff located in schools who serve as the entry point for families seeking assistance in navigating the educational system.
28

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Hour.29 Both teachers and parents also reported increased level of partnership between each other around how students are doing and praised the leadership team for prioritizing family engagement efforts. Parent engagement has improved tremendously over the past few years of the Transformation in large part due to the efforts describe above. One remaining challenge is reaching out to all families and maintaining consistent communication within a highly mobile community. Despite this challenge, there is an acknowledgement amongst school leadership, school staff and the community that families are crucial to the success of the Transformation. As such, the CFHS community continues to establish new opportunities to involve and engage families in supporting school-wide initiatives. Summary of Strategic Goal 3 Data from multiple indicators and across stakeholders provide strong evidence that the culture and climate at Central Falls High School have improved from Year 1 to Year 3 of the Transformation. Examples of the positive changes include substantial decreases in teacher absenteeism over time and yearly increases in staff perceptions of collaboration and communication. On the CFHS Transformation survey, the majority of staff reported that by Year 3 staff and leadership openly discuss efforts to improve the school and that CFHS has made changes to better meet the needs of its diverse student body. Students also perceived an increasingly positive school climate; Surveyworks! data show longitudinal gains in perceptions of student engagement and relationships with teachers. Specifically, students believe that teachers treat them with respect and that teachers inspire them to do their best work. Indeed, by Year 3 of the Transformation CFHS students rated both areas higher than the average of high school students across the state. Family engagement also showed marked improvement throughout the Transformation. CFHS provided numerous opportunities for parents to engage with school leadership and parents around the strategic goals. These opportunities included bimonthly Board of Trustees meetings, monthly Superintendent meetings, parent-teacher-student organization (PTSO) meetings, and various committee meetings. In addition, the Central Falls district, in collaboration with different
Coffee Hour is an opportunity for families and the school principal to discuss ways to make Central Falls High the best school for all the students. Coffee Hours are held the first Friday of every month from 8:30-9:30 a.m. in the Parent Room.
29

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community partners, provided leadership and advocacy training for parents. Parent participants in focus groups and interviews reported improved interactions between the high school and families. The number of student behavior referrals has decreased from Year 1 to Year 3 of the Transformation; however, further improvements are still needed for the behavior management system. Survey and interview findings indicate that CFHS staff are unsatisfied with the current discipline system and that student behavior is still seen as a challenge to effective instruction. Additionally, chronic student absenteeism and tardiness remain obstacles.

SECTION V. TRANSFORMATION SUMMARY

This final report has synthesized quantitative and qualitative data from multiple sources to detail the three-year Transformation process at Central Falls High School. A comprehensive summary of progress on the three strategic goals can be found in both the Introduction and at the conclusion of each report section. To supplement these summaries, the Year 3 Transformation survey also invited teachers and staff members to respond to open-ended questions on their perceptions of progress. On the instrument, participants were also asked to write about the areas that remain in need of improvement at CFHS and suggestions for next steps in the reform process. Because the survey collected data from 70% of staff, including teachers and leadership, these perceptions have been summarized and presented below. The tables display exemplar quotes from participants, disaggregated by theme. The full set of responses to these five open-ended survey questions can be viewed in the report appendix.

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Progress on the Strategic Goals Strategic Goal 1: Increasing Graduation Rates The first open-ended question asked: During the Transformation process, what strategies have been most effective in helping CFHS increase graduation rate? Thirty-four of 57 CFHS staff members responded that Multiple Pathways programs led to improvements in graduation. Specifically, respondents mentioned Expanded Learning Opportunities, Guide to Success, P.M. School, Saturday School, and Summer School as key contributors to graduation improvements. Respondents also described the positive impact of tutoring and student support on graduation rates. Figure 29 provides several exemplar quotes; Appendix D displays a complete list of the responses.

Figure 29. Exemplar Quotes: Strategies that Increased Graduation Rates during the Transformation Theme Exemplar Quotes The creation of alternative learning programs such as Guide to Success, PM School, Square Mile, and the ELO system have helped give students who would have given up hope and dropped out a second chance to regroup and get back on the right track in a setting beneficial for them. Saturday School, PM School, ESL PM School, and portfolio support are some of the many strategies implemented that have greatly improved the graduation rate this year. Multiple Pathways: Saturday School, PM School, Portfolio recovery, G2S program, Expanded Learning Opportunities. Extra tutoring hour for teachers to help students either one hour before or after school. Tutoring, AEC, and in class support. Working with teachers to identify academic and behavior stressor that may be impacting students early on in the year so that students may be provided with the resources and services needed both in and out of school to help decrease dropout rate and increase graduation rate.

Multiple Pathways Programs

Tutoring

Student Support

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Strategic Goal 2: Improving Mathematics Proficiency The transformation survey also queried teachers and staff members on strategies that improve mathematics scores. Fifty-seven staff members responded to the question, During the Transformation, what strategies have been most effective in improving math proficiency? Figure 30 shows exemplar quotes from the three most frequently-written themes: mathematics intervention courses, mathematics curriculum, and NECAP preparation program. Appendix E provides the full responses from teachers and staff members.

Figure 30. Exemplar Quotes: Strategies that Improved Mathematics Proficiency during the Transformation Theme Exemplar Quotes Mathematics Intervention Courses This years development of Seminar course was able to target the students in need at the 9th and 10th grade level. We need to build this intervention in a school wide intervention. We have implemented math intervention courses for students in grades, 9, 10, 11 for specific supports. The acquisition of Common Core aligned text books, Math Team common planning time in order to create and edit curriculum, consistency in curriculum, restructuring of classes to incorporate more frequent common assessments to monitor student achievement. Development of a math curriculum. NECAP Prep summer program, Seminar classes during Fall semester, greater focus on numeracy and literacy within mathematics courses. Math Seminar. NECAP Prep.

Mathematics Curriculum

NECAP Preparation Program

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Strategic Goal 3: Improving School Climate and Culture Figure 31 provides exemplar quotes from teachers and staff members who responded to the third open-ended question, What strategies have been most effective in improving school climate and culture? Participants wrote that open communication and collaboration were key factors for improving school climate and culture. Three teachers and staff members also shared that after-school program and activities, and parent and community engagement are effective strategies. The complete set of responses is available in Appendix F.
Figure 31. Exemplar Quotes: Strategies that Improved School Climate and Culture during the Transformation Theme Exemplar Quotes Increased communication between leadership and teachers via teacher leadership teams, student leadership teams, and shared walkthroughs with leadership/teachers/parents have all contributed to an improvement in the climate and culture of the building. Were working toward defining our PLC. Being open and receptive of constructive criticism without utilizing the information to penalize teachers and/or staff. Having better communication helps to improve the schools climate and culture. Stronger relationships between teachers and evaluators-more of a partnership; higher percentage of new teachers that are willing to embrace the transformation and work collaboratively. Teachers taking the initiative to bring back after school clubs, sports, academic teams, student leadership, etc Also re-establishing a sense of Warrior Pride among the students and staff. After school programs, sports, and ELO. Parent Volunteers, involving family more into the school. Community events, high expectations. Home school liaisons.

Open Communication & Collaboration

After school programs/ activities Parent & Community Engagement

Areas in Need of Further Improvement Along with the reform goals, the Transformation survey asked teachers and staff members about areas in which they believe CFHS needs further improvement. Of the 57 respondents, 27 wrote that the area of student behavior, discipline and absenteeism warrants further effort. Other areas included building a professional learning community, and the need for leadership and staff

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stability. Exemplar quotes are displayed in Figure 32; Appendix G provides a complete set of responses.
Figure 32. Exemplar Quotes: Areas that Are in Need of Further Improvement Theme Exemplar Quotes Student Behavior, Discipline & Absenteeism Behavior and discipline- there are little or no real consequences of disruptive or disrespectful behavior. Discipline. There is no real discipline in this school. We need a system that enforces detention, in school suspension, and possibly a suspension Discipline Management. There is no reason why our system should be as flawed as it is. Students should have to meet with an administrator and not just the restoration team. Processing in ISS with the students is not achieving anything if the same student gets removed from class for the same behavior more than once I believe we have very competent, dedicated teachers. However, we cannot make the progress needed because of excessive tardiness and absenteeism Holding students more accountable for their behavior as well as academics. Management of student behavior. This chronic issue is still not being addressed. Attendance and tardiness is included here. All are major obstacles to improving student achievement. I think the school needs to strengthen as a whole community with the development of a Professional Learning Community where we can all learn together and from each other. This would allow teachers to lean on each other as we continue forward on this journey at CFHS. I think it will be important for teachers to use common instructional language, classroom norms, management systems, behavioral expectations, etc. so that students are held to the same high expectations wherever they are in the building. I would like to see a more consistent school-wide instructional approach aimed at NECAP preparation. Consistent Clear Communication within departments and through a network connecting all stake holders. More faculty and staff have to be engaged in the vision, not just the motivated few. Use common planning time with a strong consistent purpose. Stabilityturnover of staff, particularly with administrators; technology (although plans to improve will be helpful if implemented); create consequences for student behavior, cutting class, lateness to class. We have been asked this numerous times and lack of discipline in the building remains a glaring, unattended problem. No stability in administration or the teaching staff. Reduction in staff next year will make it an almost impossible situation to keep all of the programs that increased graduation rates. Staff turnover is going to continue. The district is receiving less money next year, so there will be drastic cuts in Special Education services, guidance counselors, Inclusion teachers and reading teachers.

Building a Professional Learning Community

Stability of Leadership & Staff

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Next Steps for School Improvement The final open-ended question on the Transformation survey asked teachers and staff members, What strategies/ next steps should be implemented to continue the schools improvement efforts? Figure 33 displays exemplar quotes from the most frequently-noted themes: behavior and discipline, teacher support and instruction, professional development time, and using data for improvement. Appendix H shows the full set of responses from teachers and staff members.
Figure 33. Exemplar Quotes: Strategies/Next Steps for School Improvement Theme Exemplar Quotes Professional Development Time Focus on improving PD; Make PD more effective . Focus PD on strengthening curriculum alignment (interdisciplinary units) Train new & incoming teachers on the transformation, curriculum and portfolio process More access to administration staff especially when they are invited to classroom activities/ lesson and presentations. Teacher support according to content. It would be useful to bring teachers from high performing districts to assist us by sharing teaching techniques and strategies. Continue to provide support in math during school, after school, and during the summer. I think we need to build on our efforts to improve instruction. Similar to the differentiation PD, we need to have more conversations around co-teaching and teaching English Language Learners. Development of a code of conduct with clearly defined consequences for behavior including attendance. Continued commitment to common curriculum and assessment school wide. Development of school wide rubrics to be used across disciplines. Behavior and academic expectations clearly stated with stated consequences that have follow through. Establishment of a special classroom setting for students that constantly disrupt where they can learn how to be students and how to function as part o[f] a class Fix discipline management. Clearer/faster communication between faculty and administration If a teacher sends an email about a concern, even if the issue at hand cannot be handled at that moment, at LEAST send an email back saying they received the email and will be in contact soon about the issue More collaboration based on a more integrated data and curriculum sharing digital network. Using data to tell the whole story, using data collection as a tool for improvement in creating tangible action steps and open discussion. Use information to support struggling teachers and students.

Teacher Support & Instruction

Behavior & Discipline

Using Data for Improvement

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Future Directions for CFHS Longitudinal data show that progress has been made during the Transformation on increasing graduation rate, improving mathematics proficiency, and improving the climate and culture of CFHS. In interviews and focus groups, staff shared their ideas about how this progress might be sustained. Stakeholders shared that the school has been gearing up for the end of the School Improvement Grant funds since the first year. Three strategies were discussed as ways that the school has prepared for sustainability: 1. A focus on building capacity and systems that can be sustained without the funding. This includes the investment that teams of parent, student, and teacher leaders have made in the school. 2. Over 100 partnerships have been made with the community. Through their work with teachers and students, the resources these partners bring to CFHS can make up, in many ways, for the lack of Transformation money. 3. Additional grants (e.g., i3) and carryover funds will allow for the continuation of key staff. The district has also reorganized structures, such as the registration center, to enable resources to be shared more effectively across the district. In conclusion, the evaluation team asked staff members to reflect on what accomplishment(s) made them the most proud of Central Falls High School during the Transformation. Several of these ideas are presented below. We have developed a greater professional learning communityand weve redefined leadership: student leadership, teacher leadership and parent leadership. Across the board we have groups of people who are now coming forward and want to be part of the changes at all levels. I think that says a lot about where we are because I think theyre all now feeling comfortable to take those risks. It is part of building the climate and culture here. I would say the team of people that we have at this school. It has been difficult for people here: a lot of changes, a lot of judgments, a lot of uncertainty, and they have stuck through it and they continue to come here every day and give their best. I am proud that people see CFHS as a resource. I think a lot of our partners see that families, students, teachers and this community can also give back to them and help build their organizations. Our budding relationship with Rhode Island College is a perfect example of thistheyre not coming in here to save poor Central Falls; they see this as a true partnership were going to gain something for sure, but theyre going to gain something as well.

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SECTION VI. RECOMMENDATIONS

Based upon data collected throughout the Transformation, five recommendations are offered for the CFHS community to address remaining challenges and support further improvement. These recommendations reflect the key challenges faced by the school community throughout the three years of the Transformation: 1. Continue to develop, refine, document and communicate behavior management and student attendance protocols and expectations. Survey, focus group, and interview data across school stakeholders indicated that student behavior, the lack of clarity around the behavior management system and disciplinary protocols continues to need refinement. Direct communication among staff, leadership, parents, and students around issues of accountability, expectations, and consequences related to student behavior within classrooms are critical to the climate and culture of CFHS. In addition to behavior and discipline, low student attendance and high levels of student tardiness were a primary concern of teachers and staff on the spring 2013 survey. A clear school-wide policy on unexcused student attendance and punctuality is recommended. 2. Support the continued growth and expansion of student-centered initiatives. The Multiple Pathways (MP) programs and Expanded Learning Opportunities (ELOs), which offer students alternate ways to earn credit and re-engage in school, have consistently been reported as a major strength of the high school Transformation. Students, teachers, staff, and the leadership all have expressed satisfaction, optimism, and commitment when speaking about the progress and future of these programs. At the core of their success is the focus on engaging students based on their own needs and interests. These programs present an opportunity for collaboration among CFHS staff members to strengthen and align curriculum and widen academic offerings. Stakeholders have also reported that for ELOs to expand, more individuals would need to be engaged across the initiative, including coordinators, validation committee members, and mentors. 3. Continue to develop opportunities to build stronger relationships between and amongst the various school community stakeholders. 64

Efforts during the final two years of the Transformation focusing on building relationships, engagement, and shared accountability have directly contributed to reported improvements in school climate and culture. Feedback from the wider school community specifically suggest that the leadership team has made significant progress in building and strengthening relationships between them and teachers, staff, students and families. While leadership can set the foundation for key drivers to improved school culture, the relationships and interactions between and amongst the various school stakeholders are fundamental to the continued success of the transformation. Common Planning Time (CPT) provides leadership and teachers the opportunity to collaborate on areas such as instructional activities, student progress, curricular planning, and behavior management. Across years, CFHS staff members have reported that the limited time available for common planning is most beneficial when spent with team members. To improve CPT quality, leadership should utilize in-house expertise to study the structure/ processes of the teams planning time that yield high productivity and replicate the recommended strategies across teams. Stronger relationships between teachers and students and families and key school staff have also contributed to increased family engagement and improved school climate and culture. The school has primarily focused on engaging families by providing family-specific targeted supports and skills training. By creating formal structures that support the wider school community to engage with families, the school can continue to foster and deepen existing efforts to strengthen the school community. 4. Increase the focus on Strategic Goal 2: Improving Student Proficiency by using data to examine current instructional practices; eliminate, re-design, or replace those which are not effective. Continue to support the improvement of mathematics by implementing recommendations offered by mathematics team teachers: backwards-plan mathematics curriculum and instruction in the Central Falls School District (PK-12); explore alternative models of mathematics instruction in the elementary grades; integrate math into the STEM academy by aligning content in math-related courses and offering alternative elective Year 4 math classes at different levels; encourage the guidance department to make mathematics courses a priority when creating students schedules; offer differentiated versions of Algebra I, Geometry and Algebra 2; implement policies for students to repeat mathematics courses that they have not passed; implement the STAR Math progress assessment suite as a means of benchmarking and tracking student performance in mathematics; 65

and, designate additional time to continue the alignment of the new mathematics curriculum to the Common Core Standards. Also related to instructional practices, synthesized staff data also showed the need to continue to use staff feedback for improving the quality and utility of professional development including identifying and using in-house experts to lead the sessions. 5. Strengthen the advisory program to provide clarity about the function and implementation of the program. Leadership, teachers, staff, parents, and students should revisit the current advisory curriculum aimed at supporting academic, post-graduation and socio-emotional needs of students enrolled at CFHS. Evaluation data collected across three years reveal that both students and staff lack clarity around the purpose for the advisory program. In addition, staff and students have repeatedly suggested keeping the same teacher advisor, or group of advisors, for more than one year. Three specific, data-based recommendations to improve the program include: (1) keeping the advisory schedule to one hour per week; (2) creating a planning team comprised of student, leadership, teacher/staff, and parent representatives, who set the grade-level goals of advisory and make ongoing decisions about the curriculum; and, (3) having leaders take responsibility for informally and formally monitoring the mutually-agreed upon goals of advisory.

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Appendix A: Staff Transformation Study Survey

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Central Falls High School Transformation Study Year 3 Survey

Thank you for your participation on the Year 3 staff survey. This instrument was developed by The Education Alliance and The Annenberg Institute for School Reform at Brown University as part of the Central Falls High School (CFHS) Transformation Study. It is important to note that most of the items are required; meaning that the survey tool will not allow you to proceed to the next page until a response has been selected. Also, please be assured that your responses will be confidential; the data you provide will be combined with those of other educators and will not be identified with you as an individual. Again, thank you for your participation!

Section I. For each of the following statements, please mark the response that best describes your perspective for this school year 2012-2013. Strongly Disagree 1. CFHS has a clear vision of reform that is linked to standards for student learning and development. 2. Staff and leadership openly discuss efforts to improve CFHS. 3. Teachers use data to improve their teaching. 4. CFHS has made changes designed to better meet the needs of its diverse student body. 5. Teachers are engaged in systematic analysis of student performance data. 6. Assessment of student performance has led to changes in curricula. 7. CFHS has well-defined plans for instructional improvement. 8. Teachers at CFHS share a vision of effective teaching.
The Education Alliance at Brown University

Disagree
2

Agree
3

Strongly Agree
4

1 1 1

2 2 2

3 3 3

4 4 4

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9. Teachers at CFHS are engaged in systematic analysis of their teaching practices. 10. Useful information to make informed decisions is readily available to teachers (e.g., about student performance, available resources, etc.). 11. Curricula are planned between and among grade levels to promote continuity. 12. Teachers meet regularly to discuss student performance and instructional practices. 13. Teachers use formative assessment strategies to measure student progress. 14. Teachers are committed to improving student achievement. 15. Professional Development (PD) experiences this year have been closely connected to the reform vision at CFHS. 16. PD experiences this year have been coherently focused. 17. I have been able to use knowledge or information I gained from attending PD this year in my classroom/ in my work. 18. PD experiences this year have helped me build new skills and identify strategies to better meet the needs of CFHS students. 19. Communication between high school leadership and teachers has improved this school year. 20. The structure of advisory has been beneficial to students this year. 21. Planned performance management/ teacher evaluation activities have improved instructional practices this year.

The Education Alliance at Brown University

69

Section II. Open Response Questions 1. During the Transformation process, what strategies have been most effective in helping CFHS reach its three goals of increasing the graduation rate; increasing math proficiency; and, improving school climate and culture? Most effective strategies in helping CFHS increase graduate rate: Most effective strategies in helping CFHS increase math proficiency: Most effective strategies in helping CFHS improve school climate and culture: 2. In what areas do you believe that CFHS needs further improvement? Please describe.

3. What strategies/ next steps should be implemented to continue the school's improvement efforts?

Section III. Staff Roles 1. Please indicate your role at CFHS. Please select one. Teacher Guidance Administrator Other staff

2. For current teachers only: What grade level do you teach? (check all that apply) 9 10 11 12

3. For current teachers only: Including this year, how many years have you been teaching? Please provide a number:

4. For current teachers only: How many years have you been teaching at CFHS? Please provide a number:

The Education Alliance at Brown University

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Appendix B: Staff Transformation Study Survey Data, Disaggregated by Teacher, Other Staff, and Overall across Three Time Points

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CFHS Staff Transformation Survey Findings Three Time Points

Response Rates YEAR 1 Number of Respondents 36 7 43 Response Rate 49% 70% 51% YEAR 2 Number of Respondents 48 8 56 Response Rate 69% 89% 71% YEAR 3 Number of Respondents 45 12 57 Response Rate 69% 71% 70%

Teachers Other Staff Overall Sample

Note. Year 1 Teacher n = 36; Other Staff n = 7; Overall n = 43. Year 2 Teacher n = 48; Other Staff n = 8; Overall n = 56. Year 3 Teacher n = 45; Other Staff n = 12; Overall n = 57. Teacher sample includes classroom teachers. Other staff may include roles such as leadership, guidance, school psychologists, and librarians.

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CFHS Staff Transformation Survey Findings Three Time Points

Curricular Planning Percent Agree or Strongly Agree YEAR 1 Teachers 53% Other Staff 57% Overall 54% Teachers 48% YEAR 2 Other Staff 100% Overall 54% Teachers 67% YEAR 3 Other Staff 75% Overall 68%

Assessment of student performance has led to changes in our schools curriculum [In Year 3, the statement says, Assessment of student performance has led to changes in curricula] Curricula are planned between and among grades to promote continuity [In Year 3, the statement says, Curricula are planned between and among grade levels to promote continuity]

36%

86%

44%

32%

25%

30%

56%

75%

60%

Note. Year 1 Teacher n = 36; Other Staff n = 7; Overall n = 43. Year 2 Teacher n = 48; Other Staff n = 8; Overall n = 56. Year 3 Teacher n = 45; Other Staff n = 12; Overall n = 57. Teacher sample includes classroom teachers. Other staff may include roles such as leadership, guidance, school psychologists, and librarians.

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CFHS Staff Transformation Survey Findings Three Time Points

Teaching Practices Percent Agree or Strongly Agree YEAR 1 Teachers 78% 58% 33% 67% 72% 44% Other Staff 57% 43% 71% 43% 29% 86% Overall 74% 56% 40% 63% 65% 51% Teachers 77% 45% 48% 67% 64% 40% YEAR 2 Other Staff 88% 75% 88% 86% 50% 71% Overall 79% 48% 53% 70% 61% 43% Teachers 84% 73% 58% 73% 69% 44% YEAR 3 Other Staff 92% 75% 75% 75% 83% 75% Overall 86% 74% 61% 74% 72% 51%

Teachers use data to improve their teaching Teachers are engaged in systematic analysis of student performance data CFHS has well-defined plans for instructional improvement Teachers at CFHS share a vision of effective teaching Teachers at CFHS are engaged in systematic analysis of their teaching practices Useful information to make informed decisions is readily available to teachers (e.g., about student performance, available resources, etc.) Teachers meet regularly to discuss student performance and instructional practices Teachers use formative assessment strategies to measure student progress Teachers are committed to improving student achievement

75% 83% 94%

86% 57% 57%

77% 79% 88%

41% 85% 100%

88% 75% 100%

42% 82% 100%

38% 96% 100%

58% 100% 92%

42% 97% 98%

Note. Year 1 Teacher n = 36; Other Staff n = 7; Overall n = 43. Year 2 Teacher n = 48; Other Staff n = 8; Overall n = 56. Year 3 Teacher n = 45; Other Staff n = 12; Overall n = 57. Teacher sample includes classroom teachers. Other staff may include roles such as leadership, guidance, school psychologists, and librarians.

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CFHS Staff Transformation Survey Findings Three Time Points

Professional Development Percent Agree or Strongly Agree YEAR 1 Teachers 42% Other Staff 71% Overall 47% Teachers 33% YEAR 2 Other Staff 63% Overall 37% Teachers 44% YEAR 3 Other Staff 58% Overall 47%

Professional development experiences this year have been closely connected to the reform vision at CFHS Professional development experiences this year have been coherently focused I have been able to use knowledge or information I gained from attending Professional development this year in my work [In Year 3, the statement says, I have been able to use knowledge or information I gained from attending PD this year in my classroom/ in my work] Professional development experiences this year have helped me build new skills and identify strategies to better meet the needs of my students [In Year 3, the statement says, PD experiences this year have helped me build new skills and identify strategies to better meet the needs of CFHS students]

28% 44%

57% --

33% --

24% 41%

63% --

29% --

36% 51%

67% --

42% --

31%

--

--

29%

--

--

44%

--

--

Note. Year 1 Teacher n = 36; Other Staff n = 7; Overall n = 43. Year 2 Teacher n = 48; Other Staff n = 8; Overall n = 56. Year 3 Teacher n = 45; Other Staff n = 12; Overall n = 57. Teacher sample includes classroom teachers. Other staff may include roles such as leadership, guidance, school psychologists, and librarians.

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CFHS Staff Transformation Survey Findings Three Time Points

Reform Climate and Culture Percent Agree or Strongly Agree YEAR 1 Teachers 50% Other Staff 86% Overall 56% Teachers 47% YEAR 2 Other Staff 100% Overall 54% Teachers 64% YEAR 3 Other Staff 92% Overall 70%

CFHS has a clear vision of reform that is linked to standards for student learning and development Staff and leadership openly discuss efforts to improve CFHS CFHS has made changes designed to better meet the needs of its diverse student body Communication between high school leadership and teachers has improved this school year

36% 50% 33%

71% 100% 71%

42% 58% 40%

67% 66% 68%

88% 88% 72%

69% 68% 67%

80% 82% 76%

92% 92% 83%

83% 84% 77%

Note. Year 1 Teacher n = 36; Other Staff n = 7; Overall n = 43. Year 2 Teacher n = 48; Other Staff n = 8; Overall n = 56. Year 3 Teacher n = 45; Other Staff n = 12; Overall n = 57. Teacher sample includes classroom teachers. Other staff may include roles such as leadership, guidance, school psychologists, and librarians.

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Appendix C: List of Expanded Learning Opportunities

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Expanded Learning Opportunities: 2012-2013

American Sign Language Architecture, Construction, and Engineering Central Falls History Commercial Sexual Exploitation Country Explorations Crossfit/Restorative Workouts Drumming School Emergency Response Team Film Kids in the Canyon Non-Violence Nursing Photography Playwriting About Race and Sugar Seatbelt/Car Seat Safety Health for Teen Parents Urban Debate Writers-in-the-Schools RI Young Voices Youth Development

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Appendix D: Strategies that Increased Graduation Rates (Open-Ended Responses from the Transformation Study Survey)

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During the Transformation process, what strategies have been most effective in helping CFHS increase graduate rate? Teachers (n=45 teachers: 36 responses*,; 9 blanks and n/a) 1. Adding alternative opportunities like ELOs, PM school, and G2S. 2. Additional programs such as PM School, Saturday School, and Summer School. 3. Alternative avenues for completing high school. There is concern among the faculty that these alternative options do not represent or meet high performance standards. 4. Alternative crediting programs like G2S, PM School, Saturday school, etc. 5. Alternative programs. 6. Alternative programs (Saturday, PM, G2S). 7. Creating different pathways to success: G2S, Saturday school, PM school, etc. 8. Different programs. 9. Differentiated instruction. 10. Differentiated instruction and portfolio work. 11. ELOs and added creativity. 12. ELOs, Saturday School, Summer School, PM School. 13. G2S, P.M. School, Saturday School. 14. Guide to Success, PM School, Saturday School... 15. Lowering rigor / requirements. 16. Math and ELA intervention classes; differentiation of instruction; available tutoring; dedicated person to assist in completion of Portfolios. 17. Multiple learning opportunities that are afforded to students. 18. Multiple Pathway opportunities for at-risk and special education students. 19. Multiple Pathways. 20. Multiple Pathways. 21. Multiple Pathways. 22. Multiple Pathways, ELOs. 23. Multiple Pathways: Saturday School, PM School, Portfolio recovery, G2S program, Expanded Learning Opportunities. 24. P.M. school. 25. P.M. School, Saturday School, Extra tutoring hour for teachers to help students either one hour before or after school. 26. Parent involvement and Parent engagement center more choices in programming. 27. Passing student along by administration. 28. PM School, Sat. School, ELO, credit recovery. 29. PM School; G2S. 30. Saturday School, PM School, ESL PM School and portfolio support are some of the many strategies implemented that have greatly improved the graduation rate this year. 31. The creation of alternative learning programs such as Guide to Success, PM School, Square Mile, and the ELO system have helped give students who would have given up hope and dropped out a second chance to regroup and get back on the right track in a setting beneficial for them. 32. The development of Multiple Pathways, allowing our students to have access to PM School, Guide 2 Success, and ELOs has benefited our student's needs in graduating. 33. There has been little or no effect at all in improving attendance. 34. Tutoring, AEC, and in class support. 35. We have implemented many alternative programs for students. 36. When the students have more than one path they can take to graduate works very well. Other Staff (n=12 other staff: 8 responses*; 4 blank) 1. Alternative learning placements. 2. Creating alternative programs such as Pm School and Guide to Success to ensure and provide students the opportunity to continue their education and receiving a high school diploma. 3. Credit recovery and multiple pathways still fare well for graduation support and dropout prevention.

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During the Transformation process, what strategies have been most effective in helping CFHS increase graduate rate? We are now offering an after school ELA program for support. Expanded learning opportunities are continue to grow and develop. 4. Lowering standards. 5. Multiple Pathway Programs. 6. Multiple Pathway Programs, Credit Recovery Saturday programs, counselors frequently meeting with students and individual schedules to meet graduation requirements have improved graduation rates. 7. The development and implementation of Multiple Pathways. 8. Working with teachers to identify academic and behavior stressor that may be impacting students early on in the year so that students may be provided with the resources and services needed both in and out of school to help decrease dropout rate and increase graduation rate.
* For the purpose of improved clarity, spelling errors have been corrected without changing the phrase content or meaning. Capitalization, grammar, and punctuation have been preserved. Please note that there was one respondent who left blank the question that asked about the individuals role at CFHS; that is, the role of teacher, guidance, administration, or other staff. This respondent was inferred as a teacher since they responded to the two questions addressed to current teachers only. Other staff could include positions in leadership, guidance, school psychology, social work, and the school library.

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Appendix E: Strategies that Improved Mathematics Proficiency (Open-Ended Responses from the Transformation Study Survey)

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During the Transformation process, what strategies have been most effective in helping math proficiency? Teachers (n=45 teachers: 34 responses*,; 11 blanks and n/a) 1. After school tutoring. 2. Before and after school support, teachers are required to stay after school at least one day per week. This strategy helps students who are not doing well due to absenteeism or learning exceptionalities to learn effectively. Communicating to students the importance of their test scores for their graduation. 3. Co-teaching, Seminar... 4. Common Planning Time. 5. Departmental curriculum development. 6. Designating a content lead and giving that teacher the important extra planning time during the week that they need to support the other members of the math department. 7. Development of a math curriculum. 8. Differentiated instruction. 9. Don't know. 10. I am not a math teacher. So, I don't believe I have enough information to answer this question. However, during the iWalkthrough sessions, there has been a focus on numeracy regardless of the subject being taught. Whenever possible, I always try to include numeracy in my lessons. 11. I don't know. 12. I don't know. 13. Lowering standards. 14. Math intervention and seminar class. 15. Math intervention blocks. 16. Math Seminar, curriculum planning. 17. NECAP Prep summer program, Seminar classes during Fall semester, greater focus on numeracy and literacy within mathematics courses. 18. New Curriculum. 19. Prep classes. 20. Pull out sessions and additional help. 21. Ramp up opportunities. 22. Regular Ed students have access to a class for additional math assistance. 23. Remedial practice. 24. Study Island. 25. Study Island; Seminar. 26. Summer programs were utilized to bring students performing at a level 2 up to a level 3 by providing intensive math instruction. School year initiatives have included tutoring which is sparsely attended. Students are provided AM and PM tutoring options. Increasing rigor and speeding up instruction have also been utilized. This option has created more math class failures for those students who have marginal skills. 27. Summer Ramp-up Programs. 28. Targeted student selection and instruction. 29. Targeting specific students to improve overall proficiency numbers, common curriculum and assessment across the school. 30. Technology. 31. The acquisition of Common Core aligned text books, Math Team common planning time in order to create and edit curriculum, consistency in curriculum, restructuring of classes to incorporate more frequent common assessments to monitor student achievement. 32. The teachers are working very hard and together to help the students learn everything they need to know. 33. This year's development of Seminar course was able to target the student's in need at the 9th and 10th grade level. We need to build this intervention in a school wide intervention. 34. Tutors, Special Educator in math classrooms.

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During the Transformation process, what strategies have been most effective in helping math proficiency? Other Staff (n=12 other staff: 7 responses*; 5 blank) 1. Analyzing data and creating interventions to improve students math knowledge. The creation of 2 classes Engineering and Statistics have helped. 2. Continuing to provide 9th and 10th graders with math intervention elective to strengthen their math skills. 3. Developing SAT Test Prep and Seminar class to try to increase math proficiency for those students who have been identified as not being proficient in the content area of math. There are also plans of creating a Math Intervention Program for NECAP preparation during the summer and removing those students in the fall from their advisory classes into NECAP prep before the test retake. 4. Math interventions. 5. Math Seminar. NECAP Prep. 6. Not aware. 7. We have implemented math intervention courses for students in grades 9, 10, 11 for specific supports.
* For the purpose of improved clarity, spelling errors have been corrected without changing the phrase content or meaning. Capitalization, grammar, and punctuation have been preserved. Please note that there was one respondent who left blank the question that asked about the individuals role at CFHS; that is, the role of teacher, guidance, administration, or other staff. This respondent was inferred as a teacher since they responded to the two questions addressed to current teachers only. Other staff could include positions in leadership, guidance, school psychology, social work, and the school library.

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Appendix F: Strategies that Improved Climate and Culture (Open-Ended Responses from the Transformation Study Survey)

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During the Transformation process, what strategies have been most effective in improving school climate and culture? Teachers (n=45 teachers: 35 responses*,; 10 blanks and n/a) 1. After school programs, sports, and ELO. 2. Activities, clubs, sports and discipline! 3. Administration involving more "middle Management". 4. After school clubs, Student leadership, Teacher Retention. 5. An increased restorative presence in the hallways, and a constantly ongoing discussion of best practices. 6. Being able to remove disruptive students and the processing with them to change their behavior. But, there is some weakness in this system. It does not effectively deal with the most troublesome and repetitive student offenders. 7. Common Planning Time and Professional Development. 8. Communication between administration and staff. 9. Community events, high expectations. 10. Having better communication helps to improve the school's culture and climate. 11. Honest conversations. 12. Individual meetings with administrators (not enough of those meetings). 13. Intimidation, pretending to include teachers in decisions but fail to use the suggestions made by teachers, admin., has its own agenda. 14. More open communication with everyone we are in this together. 15. Multiple pathways off site especially. 16. None. 17. None - School culture and climate is poor. 18. None have been effective; discipline is still the main issue in the high school. Several students have been able to wreak havoc on their classrooms. No suspension policy is ineffective. 19. None. Restoration Program does not work and student disciplinary issues are extremely high which affects the morale of teachers and students. 20. Nothing I've seen. 21. Open communication and dialogue. 22. Open nature of admin-teacher communication. 23. Parent Volunteers, involving family more into the school. 24. Principal engagement with teachers. 25. Removing troubled students to alternative programs. 26. Restorative practices help but they do not always work. 27. School activities that engaged all students. 28. School climate has deteriorated. 29. Stronger relationships between teachers and evaluators-more of a partnership; higher percentage of new teachers that are willing to embrace the transformation and work collaboratively. 30. Student leadership and a coherent discipline policy. 31. Teachers are encouraged to be more involved in decision making for the school and students. 32. Teachers taking the initiative to bring back after school clubs, sports, academic teams, student leadership, etc... Also re-establishing a sense of Warrior Pride among the students and staff. 33. This is an area that the school needs to focus more. I feel that ESL students need more opportunities to effectively communicate and work with each other. To me the segregation among mainstream and ESL programs is an area of concern and needs to be addressed. 34. The school climate and culture was improving last year but I believe it has taken a nose dive this year. Teachers are feeling more stress with evaluations with less and less support. More and more responsibilities are being given to teachers with time for completion is falling. 35. ? Other Staff (n=12 other staff: 8 responses*; 4 blank) 1. Being open and receptive of constructive criticism without utilizing the information to penalize

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During the Transformation process, what strategies have been most effective in improving school climate and culture? teachers and/or staff. 2. Bringing guest speakers, programs and performers into the school to enrich and expose students to different culture. As for the improvement of climate & culture into the school I have not seen an effective strategy. 3. Home school liaisons. 4. Improved communications. 5. Increased communication between leadership and teachers via teacher leadership teams, student leadership teams, and shared walkthroughs with leadership/teachers/parents have all contributed to an improvement in the climate and culture of the building. Were working toward defining our PLC. 6. Josh and Troy as leaders! 7. Soliciting Teacher Input. 8. There has been NO Improvement at all in school climate and culture; in fact it is much worse than it used to be 3 years ago. Restorative practices have been a dismal failure. Attendance and tardiness is a huge issue.
* For the purpose of improved clarity, spelling errors have been corrected without changing the phrase content or meaning. Capitalization, grammar, and punctuation have been preserved. Please note that there was one respondent who left blank the question that ask ed about the individuals role at CFHS; that is, the role of teacher, guidance, administration, or other staff. This respondent was inferred as a teacher since they responded to the two questions addressed to current teachers only. Other staff could include positions in leadership, guidance, school psychology, social work, and the school library.

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Appendix G: Areas in Need of Further Improvement (Open-Ended Responses from the Transformation Study Survey)

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In what areas do you believe that CFHS needs further improvement? Please describe. Teachers (n=45 teachers: 40 responses*,; 5 blanks) 1. Although we have made progress with math proficiency, I believe we need to continue to make strides in order to sustain success and get a higher percentage of students meeting proficiency. I also believe the school climate and culture needs further improvement because some expectations are not consistently upheld for all students and other students in the school see NO CONSEQUENCES for specific behaviors and students. Thus, discipline should be improved to improve culture and climate within the school. 2. Attendance and behavior. You will see in the data of our SLO's At the start of the year tracking about 109 students but now if they have been absent 18 or more days from class data doesn't count so we can only record about 35 of the 109. Not much is done about attendance. Behavior is also a huge part. They need a much better plan. We are held accountable for everything they should be as well. 3. Attendance issues. 4. Behavior and discipline- there are little or no real consequences of disruptive or disrespectful behavior. 5. Behavior Management, student accountability, communication between administration and teachers. 6. CFHS needs to continue to improve instructional practices, graduation rate, and daily and class attendance. Most of all, the school climate and culture needs to improve, specifically from our students. 7. Clarity of vision, transparency and student accountability. 8. Climate and culture. In my opinion, some of the students and staff do not take pride in their school. 9. Climate and culture. We talk about high expectations, but do not follow through in the behavior realm. There has been improvement, but there is still far too much disruption of teaching and class time by students who have no desire to learn. There is still far too much swearing and disrespect of teachers and each other. Our passing standard at 65 is too low. 10. Climate and discipline and teacher evaluations need to be done by ADMINISTRATORS in building! Get rid of PD Wednesdays! Made PD worthwhile. 11. Coherent, school-wide discipline. 12. Communication. 13. Control of student behavior and rigor. 14. Discipline and Behavior Management. 15. Discipline Management. There is no reason why our system should be as flawed as it is. Students should have to meet with an administrator and not just the restoration team. "Processing" in ISS with the student is not achieving anything if the same student gets removed from class for the same behavior more than once. There needs to be clearer consequences for all students for actions THAT ARE FOLLOWED THROUGH UPON and not just used as idle threats. Also, there are significant holes/flaws in the system if a student can get written up for a tier 3 offense of having a weapon and yet not have it get noticed/flagged/processed until 3 school days later... with paperwork returned saying that "processing with student occurred. parent contact made". If this is all that is happening, no wonder why so many students continue to get away with what they do. 16. DISCIPLINE! Consistent policies that are enforced. Enforce suspension. There is a group of 30 students that are pulling the rest down. Get rid of them. They make every effort to sabotage the efforts of the school. Create a program OFF CAMPUS or tell them that they are no longer welcomed here. Attendance - enforce the state laws on attendance. Tell RIDE to get off our backs. Let us gain control of the school before we jump on into their requirements. Alternative programs not every kid is going to college, but CFHS has eliminated Business classes and technology. 17. Discipline. There is no real discipline in this school. We need a system that enforces detention, in school suspension, and possibly a suspension. If two kids get into a fight, they should be sent home for the remainder of the day, not back to class later 10 minutes. The current discipline system is not effective what so ever because if students go to the In school room, they do not have any structure at all. The kid goes in there, writes a reflection about what they did and then sits there and either talks

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In what areas do you believe that CFHS needs further improvement? Please describe. to their peers, listen to music, cell phones are not restricted and kids are automatically sent back to class. NO DISCIPLINE and students know that they can get away with a lot. 18. Discipline, Tardiness, Absenteeism. 19. Disruptive student behavior in the school. Low teacher morale. Poor support from administration and poor leadership from Josh Laplante and Victor Capellan. No protocol for discipline. Poor response time for completing teacher evaluations. Poor training for teacher evaluations system. Low visibility of administration in hallways all year. No active role in discipline. Teachers fear to speak up during meetings for fear of being targeted and penalized. High teacher turnover, and poor climate and culture. 20. Family involvement, clubs and after school activities and events mentoring programs set up to assist students who need extra support. 21. Holding students more accountable for their behavior as well as academics. 22. I believe we have very competent, dedicated teachers. However, we cannot make the progress needed because of excessive tardiness and absenteeism. The school is too lax about many things....cell phones, tardiness to school, tardiness to class, cutting classes, foul language, etc. It seems that teachers get "punished" but students do not. A student can miss 56 days of school and be late 24 times and still graduate. No teacher would be able to keep his/her job with an attendance record like that. But, our students keep getting promoted. 23. I feel having curriculum for all students is very important and having better communication. The communication has improved but I still think it needs more work. 24. I think it will be important for teachers to use common instructional language, classroom norms, management systems, behavioral expectations, etc. so that students are held to the same high expectations wherever they are in the building. I would like to see a more consistent school-wide instructional approach aimed at NECAP preparation. 25. I think the school needs to strengthen as a whole community with the development of a Professional Learning Community where we can all learn together and from each other. This would allow teachers to lean on each other as we continue forward on this journey at CFHS. 26. I think we need to improve common planning time at the content level. We need teacher leaders to maximize common planning time. More than just a check in. I think it would be beneficial if the building was set up so that contents were in close proximity t each other (like the STEM Academy). Other contents, like ELA and History are spread across the building. We also need time to plan across content areas. 27. Leadership is a critical area because there are day to day things that impact our ability to positively impact instruction. Discipline continues to be a problem in this school as it has been for the past 5 years. General student behavior has become negative and disrespectful. Students are allowed to continue inappropriate classroom behavior at the expense of the learning of others in the class. 28. Management of student behavior. This chronic issue is still not being addressed. Attendance and tardiness is included here. All are major obstacles to improving student achievement. 29. More opportunities to effectively communicate and work with each other. To me the segregation among mainstream and ESL programs is an area of concern and needs to be addressed. 30. New superintendent, commissioner and admin. Need consequences and consistency for students. 31. Open communication and proactive planning. The teachers must feel valued and respected. A simple 'good morning' on a regular basis would be a good start. It would be great to see administration walking around the building and into classrooms regularly. 32. Restorative Practices/Behavior Management, accountability for all, teachers, students, administrators. 33. Scheduling student activities such as field trips, assemblies, and internships, so that they do not interfere with student attendance, particularly in math classes. More technology related PD. More data management tools, PD, and assistance to help teachers analyze, collaborate, and make informed decisions based on students' past performance. 34. School Climate and Culture. 35. Stability--turnover of staff, particularly with administrators; technology (although plans to improve

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In what areas do you believe that CFHS needs further improvement? Please describe. will be helpful if implemented; create consequences for student behavior, cutting class, lateness to class. We have been asked this numerous times and lack of discipline in the building remains a glaring, unattended problem. 36. Students must be instructed how to act in school with appropriate reinforcement and consequence before they can even begin to be expected to meet academic standards. 37. Technology. 38. The building is falling apart. 39. There is no shared vision. There is no consistency in programs, protocols or procedures. Dr. Gallo's commitment seems to be with the charter schools and not the high school. Josh and Jodi are working tremendously hard to improve the climate but they can't make the necessary steps because of the superintendent's office. We hear all the time how well we're doing, but you never hear it from the teachers. Transformation should never have been this difficult and this long. It seems nothing has changed in the past 3 years; possibly worse. 40. We need a better behavior/discipline system with the students; we also need to continue to align curriculum and continue to focus on literacy skills. Other Staff (n=12 other staff: 8 responses*; 4 blanks) 1. Access to remedial reading and math programs attendance issues behavioral issues. 2. Consistent Clear Communication within departments and through a network connecting all stake holders. More faculty and staff have to be engaged in the vision, not just the motivated few. Use common planning time with a strong consistent purpose. 3. Everything beginning with ending tenure of Dr. Gallo. We are losing students faster as a result of her "leadership" and this will continue as we have more and more cutbacks. Discipline!!! Enough said. 4. I believe that CFHS can start exposing students to career exploration, college access and relating the importance of NECAP testing in the 9th grade. I find that students make a correlation between academics and their future goals & careers a little o late. Class selection- I feel that students at times do not have a say as to what class or academy they would like to take, especially selecting the academy that interest them. College Access/Technical College- Students need to be exposed to different colleges from a 2 year college, vocational school to a 4 year public & private institution. I believe that many of our students are not being exposed to college campuses this can in turn make a positive impact on that student, thus giving them the dive to do well within their academics. Portfolio Support- I believe that many students, especially our senior population will benefit tremendously from a class that will provide students with support on how to write their summative reflections, organizing their senior binders, to presenting to an audience. Advisory - I believe that advisory is not really utilized properly, well many of the advisory classes are not being used with purpose. 5. Improvement continues to be needed in the communication area. Staff and teachers should be made aware of when student have been suspended and or when meetings are being held so that information may be provided by all parties who are or who have been involved with those particular students and/or families. 6. Leadership is top down and not collaboration at all. Principals come and go EVERY year. No stability in administration or the teaching staff. Reduction in staff next year will make it an almost impossible situation to keep all of the programs that increased graduation rates. Staff turnover is going to continue. The district is receiving less money next year, so there will be drastic cuts in Special Education services, guidance counselors, Inclusion teachers and reading teachers. 7. None. 8. The climate and culture of the building still needs a primary focus while maintaining high expectations for faculty, staff, and students. There is still a "fear" associated with taking risks and limits the success of our programs. Behavior management systems need a major revision and focus. The system needs support through training and consistency.

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* For the purpose of improved clarity, spelling errors have been corrected without changing the phrase content or meaning. Capitalization, grammar, and punctuation have been preserved. Please note that there was one respondent who left blank the question that asked about the individuals role at CFHS; that is, the role of teacher, guidance, administration, or other staff. This respondent was inferred as a teacher since they responded to the two questions addressed to current teachers only. Other staff could include positions in leadership, guidance, school psychology, social work, and the school library.

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Appendix H: Strategies/ Next Steps for Continued Improvement (Open-Ended Responses from the Transformation Study Survey)

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What strategies/ next steps should be implemented to continue the schools improvement efforts? Please describe. Teachers (n=45 teachers: 37 responses*,; 8 blanks) 1. 1-behavioral expectations, 2-academic expectations, 3-goal setting, action planning, accomplishing. 2. 1. Continue to improve school culture and climate. 2. Continue to improve Multiple Pathways 3. 1. Establish and implement a strong, clear code of conduct with consequences. 2. There are no consequences for not coming to school, so how effective can our attendance policy be? 3. Site based management/department chairs to take pressure off of principals. 4. School newsletter, monthly. 5. Our NEASC visit will be in November: use the recommendations from the committee to empower School Improvement team to act on them. 4. 1. Site based management. Time to let teachers have a say in how the school is run. 2. Hold parents and kids accountable for behavior and academic issues. 3. No tolerance for fighting, drug use/selling, or any behavior that takes away from the educational process. 4. Tell the middle school not, repeat NOT pass students to the high school that fail core courses. This is David Alba's was of cleaning house so he looks good. 5. A NEW DISCIPLINE SYSTEM. 6. A pool on the roof? Just a thought...parent involvement...more partnerships with local industry....CCRI classes not just RICvocational planning....get our kids working! 7. Administration needs to support teachers instead of creating a fearful environment where voices and ideas cannot be heard. Administrative policies and procedures for discipline need to be changed. Teachers need to feel like they are being supported by the administration instead of always being blamed for everything. We need a comprehensive overall change in the way discipline is done at CFHS. Poor administrative leadership in the area of student discipline is the biggest priority. 8. Behavior and academic expectations clearly stated with stated consequences that have follow through. Establishment of a special classroom setting for students that constantly disrupt where they can learn how to be students and how to function as part o a class. Students often come to school for the socialization and to be with their friends. They have no interest in learning and just want to disrupt. This seriously undermines the efforts of those students that want to get an education. Consequently, we cover less material and more material in less depth due to the time that is lost. It is not fair to the students that want to learn, and there are many. 9. Better use of PD time. 10. Consequences for poor behavior on behalf of the students. 11. Control of student behavior and increased rigor. 12. Development of a code of conduct with clearly defined consequences for behavior including attendance. Continued commitment to common curriculum and assessment school wide. Development of school wide rubrics to be used across disciplines. 13. Discipline continues to be an issue at CFHS. Discipline must be addressed. 14. Discipline must be addressed at the beginning of the upcoming school year. Meaningful learning cannot happen in this current environment. 15. Ensure funding for existing programs/initiatives. 16. Fix discipline management. Clearer/faster communication between faculty and administration... If a teacher sends an email about a concern, even if the issue at hand cannot be handled at that moment, at LEAST send an email back saying they received the email and will be in contact soon about the issue. Otherwise it feels like being ignored. More efficient ways to deal with calendar changes (such as for NECAP). Once the days of NECAP are known the schedule should also be known and sent out... not the wee of... teachers need to plan accordingly and have difficulty doing so with last minute updates like that. Closer monitoring of the connection to/achievement of Standards in the alternative learning programs such as Guide to Success, PM School, Square Mie, and the ELOs. 17. Focus on improving PD, make PD effective holding students accountable to school-wide standards that are set. 18. Focus on students rather that harass the teachers. 19. Focus PD on strengthening curriculum alignment (interdisciplinary units). Train new & incoming

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What strategies/ next steps should be implemented to continue the schools improvement efforts? Please describe. teachers on the transformation, curriculum and portfolio process. Strengthen behavior system. 20. I think before leaving Transformation we will need support to transition out, we cannot loose everything we have implemented because of funding, we will be back were we started three years ago. 21. I think we need to build on our efforts to improve instruction. Similar to the differentiation PD, we need to have more conversations around co-teaching and teaching English Language Learners. 22. Implement a code of conduct with consequences. 23. Implement a coherent system of discipline so that students feel safe and can focus & concentrate in a businesslike learning environment. 24. Keep moving forward. Always keep planning, reflecting, revising, and improving. 25. More access to administration staff especially when they are invited to classroom activities/ lesson and presentations. Teacher support according to content. It would be useful to bring teachers from high performing districts to assist us by sharing teaching techniques and strategies. 26. More collaboration based on a more integrated data and curriculum sharing digital network. 27. More common planning time across the board and better communication. 28. More consequences and a step-by-step list of next steps with students who have acted in a way that is not consistent with the expectations of the school. Continue to provide support in math during school, after school, and during the summer. 29. Need consequences and consistency for students. Need a policy that will consistently be implemented by admin. 30. Parental engagement, more communication between elementary school and middle School. 31. PD/including teacher in developing a Behavioral Management system that affects change. 32. PLC's. 33. Reinstate detention, get rid of Julia Steiny and restoration practices. 34. See above. 35. Strategies to effectively deal with discipline, tardiness, and absenteeism. 36. Students need to be held accountable for their actions (both positive and negative) and teachers must feel validated and supported. 37. Teachers need more time to work with colleagues in other departments. We need to know what is going on elsewhere in the building. We need time to work on curriculum. Re: school climate and culture. The administration needs to create school-wide rule regarding cell phones and electronics in the classroom. This is taking time away from teaching and learning. They need to create strategies to improve attendance. Other Staff (n=12 other staff: 7 responses*; 5 blanks) 1. Hiring more teachers. 2. Perhaps scheduling a meeting with all teachers and staff in regards to improving the school. 3. Reading and math programs for RTI More Social Workers for counseling and behavioral interventions and NOT Julia Steiney's ideas that DONT work. Transitional skills program for new enter students that are immigrants and have low skills. More BD classroom that have supports. 4. Restorative Practices need to be redefined to the school and practiced fully. New Teacher forums need to continue to develop to support teacher most at need. The evaluation system needs to move with greater priority and used as the basis for all conversations. PD plans need to include faculty input and facilitation. 5. Terminate Dr. Gallo and begin disciplinary consequences. We also need to have conversations and input from the faculty of the school about the vision of the school and the direction we are going in for the future. 6. Using data to tell the whole story, using data collection as a tool for improvement in creating tangible action steps and open discussion. Use information to support struggling teachers and students. 7. We all need to get past Transformation, and to work together and collaborate instead of this top down we got you attitude from the leadership team. We will have less staff next year to try and

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What strategies/ next steps should be implemented to continue the schools improvement efforts? Please describe. accomplish the same things. We need to get out of the blame game.
* For the purpose of improved clarity, spelling errors have been corrected without changing the phrase content or meaning. Capitalization, grammar, and punctuation have been preserved. Please note that there was one respondent who left blank the question that asked about the individuals role at CFHS; that is, the role of teacher, guidance, administration, or other staff. This respondent was inferred as a teacher since they responded to the two questions addressed to current teachers only. Other staff could include positions in leadership, guidance, school psychology, social work, and the school library.

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