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School Recognition Awards 9/27/89 [OA 8748]
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School Recognition Awards 9/27/89 [OA 8748]
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Records of the White House Office of Speechwriting (George H. W. Bush Administration)
Mark Davis Subject Files
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Originally Processed With FOIA(s):
FOIA Number:
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FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Davis, Mark, Files
Subseries:
Subject File, 1989-1991
OA/ID Number:
13874
Folder ID Number:
13874-007
Folder Title:
School Recognition Awards, 9/27/89
Stack:
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19
2
6
7
09-25-89 10:13AM
POL/**
TO: christen Gear
456-6218
FROM: Betsy Vining
Recognition Program
Secondary School
Ceremony 732-5409
09-25-89 10:13AM
P02/**
Christen,
/ have included
several fact sheets as
were as the Talking Points
that were prepared for
the secretary. If you
have any questions /
can be reached at
732-5409.
Thank you.
Bersy Vining
09-25-89 10:14AM
P03/**
TENTATIVE AGENDA
Wednesday, September 27
4:00 - 5:00 pm
Early Registration
Ramada Renaissance
Thursday, September 28
11:00 - 12:00 am
Registration
Ramada Renaissance
1:00 - 1:15 pm
Orientation - Jacquelyn Smith
Junior Ballroom - Ramada Renaissance
1:15 - 2:00 pm
Congressional Briefing
2:00 - 2:30 pm
Department Briefing
2:30 pm
Board Buses for White House
2:45 pm
White House, South Lawn Gate
4:15 pm
President George Bush
Remarks
Press Time
5:15 pm
Depart White House
5:30 pm
Arrive Hotels
6:15 pm
Buses depart Auxiliary hotels for
Ramada Renaissance
6:30 pm
Awards Banquet
7:30 pm
Program
Grand Ballroom - Ramada Renaissance
Host Ted Sanders, Under Secretary
Pledge of Allegiance
Introduction of the Secretary
Secretary of Education
Address:
Lauro F. Cavazos
Presentation of Awards
09-25-89 10:14AM
P04/**
UNITED STATES
DEPARTMENT OF EDUCATION
STATE
NEWS
Contact: Jane Glickman
FOR RELEASE
May 16, 1989
(202) 732-4307
CAVAZOS NAMES 218 SCHOOLS FOR EXCELLENCE
Secretary of Education Lauro F. Cavazos today named the 218
public and private secondary schools selected as schools of
excellence in the Department's 1988-89 School Recognition
Program.
"In the midst of many problems in education," said Cavazos,
"we can look to these 218 schools as examples of what's right
with American education. In these schools, community
involvement is strong, expectations are high, and good ideas
are hard at work in the classrooms. Their success is evidence
of the tremendous potential we must tap in all our nation's
schools."
Now in its seventh year, the school recognition program
identifies and calls attention to a diverse group of public and
private schools that demonstrate superior effectiveness in
educating their students. Elementary and secondary schools are
recognized in alternate years.
This year's winning middle, junior, and senior high schools
are located in 42 states, the District of Columbia, and Puerto
Rico. The roster of winners consists of 176 public schools,
including a Bureau of Indian Affairs school and two Department
of Defense Dependents schools, and 42 private schools, both
religiously affiliated and independent.
Twenty-two schools that were recognized in previous years
of the program have again earned recognition. Schools can
-MORE-
09-25-89 10:15AM
P05/**
reapply for the program every four years.
"Instead of resting on their laurels," Cavazos said, "these
schools kept their goals and standards high and continued
striving for excellence. They deserve a special thanks."
Public schools were nominated by the chief school official
in each state, and private school nominations were coordinated
by the Council for American Private Education, an umbrella
organization for private schools. Winning schools were
selected from 629 nominations.
The program examines overall qualities that contribute to
school effectiveness and student success. Nominees respond to
about 50 questions that call for descriptions of their school's
philosophy, programs and practices, focusing on the areas of:
-leadership
the teaching environment
the learning environment
institutional vitality
parental and community support
-indicators of success.
There are no specific standards dictated by the Federal
program; rather, each school is judged on how successfully it
meets its own goals and how well programs are tailored to local
needs.
This year special attention was given to geography
education and strengthening curriculum requirements and course
content.
Representatives from the 218 schools will be invited to
Washington in the fall to participate in a host of activities,
including a recognition ceremony where each school will receive
a specially designed flag of excellence.
###
NOTE TO EDITORS:
Attached is a fact sheet about the program,
and a list of the recognized schools.
09-25-89 10:16AM
P06/**
U.S. DEPARTMENT OF EDUCATION
1988-89 Secondary School Recognition Program
Selection Process
As a first step, the chief school officer of each state was
invited to nominate public schools, based on procedures
determined within the state. States could nominate a number of
schools up to the total of its Congressional delegation.
The Council for American Private Education was invited to
submit up to 130 private schools for consideration, a number
based on the percentage of private schools nationwide.
In January, a review panel appointed by the Department met in
Washington to study the 629 nomination forms and recommend
schools for site visits. The panel consisted of 100 members --
about two-thirds practicing educators and one-third private
citizens active in education. Three panel members reviewed
each school nomination form. They selected 263 schools for
site visits.
In the spring, each selected school was visited for two days by
two evaluators. They observed classroom instruction, met with
parents, teachers, staff, community members and students, and
clarified any questions about the nomination forms. Site
visitors were predominantly practicing educators. Each
submitted a report to the review panel.
None of the review panelists or site visitors was an employee
of the Education Department. In addition to educators and
knowledgeable citizens, this year's panelists and visitors
included experts in geography.
In May, the review panel reconvened in Washington and
considered the two site visit reports prepared for each
school. Based on their recommendation, the Secretary
recognized 218 schools.
09-25-89 10:16AM
P07/**
Talking Points for Secretary's Remarks at Awards Ceremony for
218 Schools Selected for National Recognition in the 1988-89
Secondary School Recognition Program, September 28, 1989
a It is with pride that I celebrate with you the educational
excellence in diversity that you represent.
- Gathered here today are 107 public high schools, 69
public middle and junior high schools, and 42 private
high schools.
- Private high schools include 32 Catholic, 6 Independent, 2
Lutheran, 1 Episcopal, and 1 Christian
0 You reflect the fact that outstanding schools may be found in
all parts of this great country.
- You are located in 42 States, the District of Columbia,
and Puerto Rico and represent Bureau of Indian Affairs
Schools and Department of Defense Dependents Schools.
- 29 of your schools are located in cities of over 400,00
people; 34 in areas with fewer than 25,000; 80 in the
suburbs, and the remainder in small towns and cities.
O You are living proof that students can receive an excellent
education in schools of all sizes.
- Seven (7) of your schools serve fewer than 200 students.
- Eleven of your schools meet the challenge of schools with
more than 2,000 students.
o I am particularly encouraged by the fact that almost 10% of the
schools represented here tonight are serving student bodies with
more that 50% minority students. Many more are meeting the needs
of large numbers of low-income students.
o In honoring the 218 schools you represent, we are raising the
total of excellent schools recognized in the 7 years of the
School Recognition Program to an impressive 1700. And with your
schools as models, we expect the number to continue to grow in
future years.
o I understand that 22 of you are receiving national recognition
for a second time. Perhaps the single greatest benefit of the
recognition a school receives is the stimulus it provides to
staff, students, parents, and the community to strive for even
greater educational excellence. For all of you, national
recognition is but a milestone on your continuing journey to
serve the comprehensive educational needs of your students.
ng. 22. 03:03 FM FOR
09-25-89 10:17AM
P08/**
Page 2 - Talking Points for Secretary
© What unites you in your diversity are your impressive
contributions to the lives of young people. In your unique ways
your provide:
- Visionary leadership
- A supportive, professional environment for staff
- An instructional program that challenges each student to
succeed
- An environment that fosters not only academic achievement
but builds character as well
- The opportunity for parents and the business community to
work in partnership with the school
- And the day-to-day recognition and celebration of
excellence
o As a group you have needed the warnings of A Nation at Risk and
have challenged your students with a more demanding core
curriculum.
o And a number of you are taking steps to rectify the woeful NAPE
statistics on geographic literacy. I would particularly
acknowledge the expanding role of the National Geographic Society
in helping schools improve their geography education programs.
The Society has contributed substantially to the success of this
year's Secondary School Recognition Program. Special
congratulations to the four schools singled out for excellence in
geography by the Society
remember -- "rhymes with pie"
Davis/Martin
Sept. 26, 1989
Draft: One
Title: Teacher
PRESIDENTIAL ADDRESS: SCHOOL RECOGNITION AWARDS/SOUTH LAWN
THURSDAY, SEPT. 27, ((time))
Thank you Secretary Cavazos. Welcome to the White House.
And happy birthday to the executive director of the council
for American private education -- Joyce McCray./
I understand that Milto McPike of East High School in
Madison promised that if his school was selected for this honor,
he would "do a jacknife through a Cheerio."// Milto, we'd like
to see you do that. ///
We have here today the proud representatives of 218
secondary schools -- America's best. Some schools are private,
some religiously affiliated, some public; a mixture of middle,
junior and senior high schools from 42 states, the District of
Columbia and Puerto Rico. But you all have on thing in common: a
determination to excell.
I am especially impressed by the 22 schools receiving this
award for the second time. You did not take your first win as a
reason to slack off. This clearly shows that all the schools
here today have a commitment to quality that is unwavering and
true. Congratulations to all.
As you know, I just returned from an historic summit on
education with the nation's governors. And one of the first
2
points we all agreed on was the need for schools and communities
to work together.
This is what Douglas Molzahn ( (Mole-ZAHN)) of Lincoln High
in Wisconsin, meant when he said that this honor is not a
spotlight on his school, but a floodlight on his whole community.
Every school here today represents a successful community of
businessmen and women, civic groups and parents.
No one had to tell you to do this. Not Washington, not your
state government. You set your own high goals and then you met
them.
Of course, in the Virginia Compact I reached with the
governors in Charlottesville, we did agreed to set national
goals.
But no one will impose these goals on our school. It is up
to every community, every principal, every teacher, to do that.
Can it be done? Yes. In fact, it has been done, in 218
different ways, with 218 different styles, along 218 different
paths to excellence in education.
American very desperately needs for every school to match
your high standard. There are more than forty million Americans
who have never graduated from high school. And there are
((number)) million Americans who cannot read at all. Benjamin
Franklin was once asked what was the most pitiful thing in life.
He replied: "a lonesome man on a rainy day who does not know how
to read. "
3
Because of your schools, thousands of children will never
know this very special kind of loneliness. They will be readers.
They will be learned in many subjects, and will possess the
skills our changing economy will need. And there is no secret to
the way in which you did this; no secret to your success.
Danford Sakai ((Suh-KAI)) of Waiakea ( (WHY-kay-uh)) High
School//described an academic method in an aliteration:
"commitment, caring, common sense, communication and courage."
I think that says it all.
Thank you, God bless and God bless America.
#
#
#
P.02
SEP-22-89 FRI 15:32 RMC RESEARCH CO
1 clear goals
2 comunity involvement
1988-89 SECONDARY SCHOOL REC
SUMMARY OF SELECTED PRINCIPAL (
SPEECH MATERIA
1.
Humorous or Unexpected Occurrence
Notification of the Recognition A
micro, of Nat'l
Summit
I received hundreds of notes from teach
that they get to go to Washington, DC t
FLJ02
I attempted to make an announcement over the PA system to share this
honor with our students and staff. However, I was so flabbergasted
that I became speechless. FLH04
Students were crying and hugging me out of excitement and pride.
FLJ01
While interviewing a very young math applicant, I was interrupted
to talk with an unhappy father. I excused myself and spent more
than an hour encouraging treatment for his son, who exhibited
violent, drug-addicted behavior. The father left more unhappy than
he came in. I returned to the interview, distressed at my failure
in dealing with the father and his son. The young applicant became
wide-eyed as I shared the sad circumstances of the student's
situation and the bleak outlook without immediate intervention.
Soon my secretary rushed in, interrupting again to tell me that
Senator Nickles's office was on the phone. I knew that the father
had left unhappy, but I was surprised that he had already reached
Senator Nickles. I told my secretary that this was not a senatorial
issue and that I wouldn't take the call. She urged me to take the
call. The applicant's eyes grew even wider as I resisted her pleas
to talk with the Senator. I fumed and fussed, but finally took the
call. [Then] the Senator's representative told me about the
award
People swarmed the office. Squeals became the norm. The
young applicant appeared totally befuddled and confused. I pulled
out the sack of star-studded balloons I had tucked away, "just in
case." Helium tanks remained busy as teachers created colorful
bouquets for each classroom. I returned to a thoroughly befuddled
applicant, who still waited for his interview. Almost every
question was puncutated with an exploding balloon in the workroom
next door, [and] the aspiring teacher left clear air space between
his seat and the chair with each bursting balloon. It became
apparent that a 3-hour attempt at an interview had created a shell-
shocked young man wondering what public education was all about,
especially at this madhouse. Oh, yes, we scheduled another
interview later and hired the young man. OKH05
West med High school
norman, Oklahoma
SEP-22-89 FRI 15:34 RMC RESEARCH CO
3
It was very late in the afternoon when I learned that our school had
received the award. Since it was so late, I could not find anyone
at school to share the news, so I jumped into my car and quickly
drove home. In an effort to alert my husband, I drove up the
driveway beeping my horn. My husband came out of the house just as
I turned into the garage area. I was so excited that I...hit my
rear fender on the edge of the garage. [My husband] was a little
was as happy as I once he heard the news. MOJ01 Brentwood muddle school
surprised to see me so happy as I hit the garage! Fortunately, he
Brentwood Missouri
My 6'8" superintendent nearly hit the ceiling when I told him of our
selection; [he brought] to my house a bottle of champagne that
evening. IAH02
My wife was not unduly impressed, she still made me take out the
garbage. MTH01
A great deal of "junk mail" began to pour in--pins, buttons, tie
pins (are all principals male?), plaques, banners, etc., for sale.
HIH01
I relaxed thinking "we had arrived"--but the rigors of the next day
brought me back to reality with an abusive confrontation with one
of our sports enthusiasts over the quality of our coaching staff.
GAH02
Our writing team included in our application, as an example of the
collegiality of the staff, the renovation of the faculty men's
restroom. Many laughs have occurred as we have discussed how
exemplary that restroom has made us! CAJ12
Raymond I. Fisher belive, Los gatos, California
Our district is in a terrible budget situation. Multi-million
dollar cuts have taken place. Our award was announced just on the
day that the final district budget was being finalized. After my
phone call announcing our award to the superintendent, $1600 was
"found" to help defray the expense of the trip to Washington for our
representative. NMJ03
Seven parents from neighboring schools called to request an
immediate transfer [for their children] to our school. CAJ13
Rolling Hills middle school, has gatos California
I was notified of the award via a phone cáll by a person I thought
was Joking around. I really didn't accept [the truth of the matter]
until I returned a call to the State Department [of Education].
CAH02
We were notified of the award on 5/15/89, my 44th birthday! Perhaps
the most satisfying present I've ever received. CAH05
SEP-22-89 FRI 15:34 RMC RESEARCH CO
P.05
4
I received the call late one evening at work. I was so excited I
went home immediately. My wife and daughter were having a mother-
daughter discussion in the kitchen. I casually passed through and
said, "You two can finish that discussion in Washington in the
fall." I went on into the living room. There was a pregnant pause
and all of a sudden my wife screamed, "You got it? You got it? You
really got it?" I went into the kitchen and my 11 year-old sat at
the counter with a huge smile on her face. She said, "Dad does this
mean I get to go talk to George Bush?" I laughed and said, "I hope
so darlin'- I hope so!" TXJ10
schimelpfenig middle school Plano, Texas
The state of euphoria was just too much! I walked around school all
day with a huge Cheshire-cat grin. The neatest part about this was
that the entire staff mirrored my excitement as well. WAH05
I promised the staff that if we won, I'd do "a jacknife through a
Cheerio." After I received the call that we had won, I worried
about how I would fulfill my promise. At 6'6", 250 lbs., this would
be rather difficult task. WIH01
Mr. Milto
The pride we felt for our school was
a East High School, madison, indescribable. Wisconsin WVH01 MCP ike
I was reminded by a parent that a principal of a nationally
recognized school should be able to solve any problem. Whew! CAJ10
My Congressman, Bill Thomas, called from Washington, DC to inform
me that Highland had been chosen. I didn't believe him at first,
and then I screamed and the whole office staff heard me. I probably
sounded like a 16 year-old winning a cheerleading competition.
CAH11
I received a call from a CBS radio newscaster before I had been
officially notified. The newscaster interviewed me at length over
the telephone and because it was a surprise, I can't even remember
what I said. CAJ03
Upon receiving notice of the award, the principal was so elated
that he called our entire student body out of their classes to the
lawn area. Realizing that he lacked a raised platform, he climbed
to the roof of the school to address the student body and faculty
[numbering some 700 people]. CAJ16
I called the local TV stations to announce our receiving the award.
During the interview, I was asked what would happen in the next week
or two. In a flash of creativity, I replied that we would have an
awards assembly and invite the Governor. The next day the Governor
called and said, "I hear I'm supposed to attend an assembly at Poky
High." I told him that he was correct. The next week, we bought
a plaque and the Governor presented it at an assembly. IDH01
Pocatello High School, Poratello, Idaho
SEP-22-89 FRI 15:35 RMC RESEARCH CO
5
We discovered that another selected National Distinguished School
in a close-by school district has a principal who has the same name
as our principal (Marilyn Miller). CAJ01
Total staff and student excitement. Both laughter and tears were
observed. Tears were even observed in the eyes of a state
department official. TNH01
We set up "the world's biggest banana split" in a new rain gutter
the length of the football field to treat our students. CAH04
Castro Valley High School
The day I received notification of the award was the day of our end-
of-the-year awards night. We were working after school finishing
the program and everyone was exhausted. The young lady at the
switchboard said I had a call, and I told her to take a message
because I was not going to talk to anyone else. I got up to return
to my office and walked past the switchboard. The receptionist was
taking the message from a "Senator in Washington." Needless to say,
I found the energy to answer one more call
TXJ06
Labay High School Houston Texas
Our superintendent recognized our award at a general meeting, but
[gave] the wrong high school's [name]. TXH06
The Lincoln School Committee Chairperson, Eleanora E. Kelley, began
circulating the anecdote that her Rhode Island license plate number,
EEK 12, did not signify her initials but stood for "Excellence in
Education K-12." RIH01 High school
I learned that my best friend's school in Japan also won the award.
My school is in Panama. DDJ01
Curunder Juvin High School, Panama
My first surprise was that the notice was given by phone on the
exact day (May 15) the visiting team suggested it might be received.
Upon hearing the good news, I made a public address announcement to
the students, faculty, and staff, summarizing some of the statistics
concerning the number of schools in the state receiving recognition
this year and the fact that Weber was the only high school in
Chicago receiving the honor this year. Before I could consider ways
in which to make this information [available] to the news media and
to the school's general public, I began receiving telephone calls
of congratulations. In all my years of administration, knowing of-
-but never fully fathoming the sources of the proverbial grapevine,
I suddenly became aware of the power of individual contacts. Our
faculty members who have offices (and phones!) must have gotten on
the phone within the next five minutes Many other sentiments of
congratulations arrived in the weeks following the announcement, the
farthest in distance coming from the United States Ambassador to
Botswana, the Honorable John F. Kordek, an alumnus of the school.
ILHP08
Weber High school, Chicago
SEP-22-89 FRI 15:36 RMC RESEARCH CO
P.07
6
The initial announcement was a phone call from Sen. Dan Coats.
Since I was out of the building, my assistant principal took the
call. He really did not believe it was the Senator, so his response
was "Oh, sure, we get calls from him every day." INHP02
Chicordea Lutheran High School, Port Wayne, Indiana
Because of the "devilish nature of some colleagues in our district,
we called our Congressman to be sure the news was accurate. We
thought for sure someone was up to no good. MIJ03
I received a call from a local radio station asking me when the
President was coming to our school. Later the same day I received
a call from the local bus company asking if it were true that the
Governor was coming to our school that same day. INJ02
Henry W. E agers nuddle School, Hammovd, Indiana
The unexpected excitement of my 10 year-old son: He thought
receiving an award in Washington, DC from the President of the
United States was more distingished than getting Mickey Mantle's
autograph. (He would love to have the President's autograph.)
ILH02
We announced to our students that we had won the award, and a 7th
grader stopped me in the hall. He asked, "Did we really win?" and
I replied, "Yes!" His response, as he walked away, was simply, "I
knew I could do it." Now that's confidence--a little self-centered,
but confidence nonetheless. MNJ05
[Do] you consider a greying principal doing cartwheels in the halls
humorous? MIH06
I was in Ireland visiting my daughter, who was student teaching.
My assistant principal called the home where she was staying and
left the message that we had won the award. By the time we got the
[message], it was "Someone called from your school, and you won the
basketball award." ILH06 John Herrey High School.
arling ton Heights Illinoes
A reporter with the Tocal newspaper called to give us the good news!
INH03
The students, parents, and staff of our school were resigned to the
fact that our school was being closed due to school district
financial problems. When we received word of the award, our spirits
were raised. We were proud of our school and our accomplishments.
The celebration included a balloon launch from the campus; balloons
were reported by finders in North Carolina, West Virginia, and
neighboring states. INJ05
SEP-22-89 FRI 15:37 RMC RESEARCH CO
P.08
7
2. How Is This Award Being Used to Benefit the School?
[We intend] to wear the exemplary tag with pride, not arrogance, and
to use it as a springboard to impel our school to new levels of
accomplishments We released all students early one day--free
dance, with a band, open swim, gym, food, etc., as appreciation.
MIH06
We advocate that this award is a true celebration of learning in
public education. We also have stated to our faculty and parents
that this award signifies the importance of change in education, and
we have used it as a focus for change, noting that we cannot accept
the status quo, but that we must strive for even more progress.
FLJ02
We have incorporated the words "Surpass Yourself" as a guiding
theme, with a clear focus on areas selected for continued growth.
CTJ02
The benefit of this award demonstrates to our community that
educational quality is rising rather than declining with our
demographic changes. [Our school's minority population grew from
17% to 35% over the last 5 years; over half the district's new
enrollees are minority.] CAH29
We held a staff party at a local corporation's headquarters. The
students were given a field day at the end of school that included
a rock band. We will use the recognition to promote school pride.
NYJ01
The thrust will be to change the "spot light" into a "flood light"-
*
-that Is, to share the recognition with the community, parents, and
the other elementary and secondary schools who all contributed to
this recognition. WIH05 Lincoln High mr. maitowol Dolgias WID. Molzashn
We have used this award to make our school more positively visible
to our community. I have arranged for my entire school to take a
1-day educational field trip to St. Louis in the fall. All 700
students will participate, along with staff and 100 parents. This
trip will be a significant event in the lives of our students. We
feel the students need to be rewarded for their success. We believe
in our kids. MOJ05
We gave ourselves an awards ceremony [in the spring so that] our
seniors [could] share in the recognition. IDH01
SEP-22-89 FRI 15:38 RMC RESEARCH CO
P.09
8
4. What Do Principals Believe Is the Secret of Their Success?
Knowing how to listen: to parents, to students, to teachers, etc.
Knowing an effective teacher when I meet one. OHHO9
It is essential to know what is good education and to give qualified
staff the resources and permission to succeed. CAH14
I am convinced that "excellence" is a journey rather than a
destination. WVH01
To answer this question I sought help from some teachers and
counselors. They came up with visionary, nurturing, and
participatory/collaborative. I believe that seeing where a school
community should be headed, and then working with others to "move
the school" along the path towards the vision is the most important
thing a principal can contribute. Needless to say, the way we
relate to each other and to our students--nurturing, mentoring--
establishes the climate of the school. CAJ17
The principalship of a high school is like a marriage. It must fit
two needs-the personal need of the individual and the institutional
need of the school. I have been successful because both
professional and personal needs have been met. Truly believing in
the worth of students and staff and allowing for an avenue of trust,
a climate of freedom with responsibility has been developed. An
involved interaction with both in-school and out-of-school
activities, a humanistic approach, a bit of daring, eccentricity,
and clear direction are all qualities for success. OHH03
There is no "secret," no magic formula for success. The one
personal quality which I try to share is a respect, a caring for
staff and students. Communication of this caring reinforces the
value of all aspects of an educational effort. The quality also
becomes contagious and elevates the process of education toward the
importance it deserves. NYH01
[What's important for success is] a missionary spirit that embraces
the beliefs that all students can be successful learners and all
teachers can be effective teachers. TXH07
I try to model the 5 C's: commitment, caring, common sense,
*
communication, and courage. HIH03 Waiakea HS HiloH,
Mr. Danford I Sakai
Teaching is a difficult and demanding profession that draws
criticism from most quarters, so I make sure the climate is positive
Sa kie
and my teachers have everything necessary so they can teach. I
suppose my "secret" is, I believe in my teachers and staff and
support them in every way I can. I let them know how important each
one is and how much I appreciate the job each one does. TXJ06
Why-Kay-ah
SEP-22-89 FRI 15:39 RMC RESEARCH CO
P.10
9
The firm belief that the school is a cooperative venture involving
the school staff, the students, and the school's community.
Affording each of these groups the opportunity to become involved
and develop true ownership leads to a "family" environment where
communication is open, concerns are heard, and support is
unparalleled. TXJ04
We need to realize that we only have our students one time and must
do the job correctly. CAH16
My impression is that FOCUS, DETERMINATION, AND COMMUNICATION are
key!....I suspect that some of our faculty would agree and that
others would say that focus is often fuzzy, determination is
inconsistent, and communication isn't always clear Some might
feel the focus is too broad or too ambitious. Others might feel
that the determination is too demanding or not demanding enough.
Still others might not see or hear the communication because they
are not thrilled with what is being said. When all is said and
done, [being principal is] a very exciting and demanding vocation.
MDHP01
SEP-22-89 FRI 15:39 RMC RESEARCH CO
P.11
10
5. The Process of Applying Produced These Benefits for Schools:
We all learn by working on such instruments, whether questionnaires,
exams, evaluations, or applications for recognition. The more
people involved in the preparation of the document, the more likely
it is that the process itself becomes educational Even had the
school not earned the federal distinction, the process would have
been eminently worthwhile. ILHP08
It was used as a tool for critiquing our programs as well as a
rallying point for school pride. We will continue to go through the
process every year--even if not eligible. NYH10
It forced us to be reflective as a staff in reviewing our
accomplishments, i.e., listing our areas of success. INH03
This process brought out very diverse parent populations closer.
Highland services a middle-class, predominantly Anglo area, two
Hispanic barrios, a black inter-city neighborhood, and Southeast
Asian families. As parents talked about Highland, they saw that
they shared the same aspirations for their children--to have them
succeed, graduate, and go on to college or into a productive
occupation, and the same desire that Highland continue to be a
loving, peaceful, student-centered school. [Our multicultural
school enjoys a 43% minority composition, and sends most of its
graduates on to college.] CAH11
Just applying for the award had a positive influence. We spent days
brainstorming ideas. Then we had teams working on the responses to
the questions. We did not realize that we had such strong feelings
about the old place. High school teachers tell you how tough they
are; this was the first time we shared our love openly. IDH01
The people who were part of the interview groups--students, staff,
parents, and board members-became our most ardent, vocal supporters
after hearing the comments of others in their group. ILH06
After completing the application, I think we were all amazed when
we realized all the different programs and opportunities offered to
our students and parents. The application process helped us
crystalize our thinking in so many areas. The application process
and the visitation also increased staff morale. We were all working
toward a common goal and we all took a step back and realized what
a really good school we have. ILH10
The faculty became very supportive after a long period of
indifference. ILH02
P.12
SEP-22-89 FRI 15:40 RMC RESEARCH CO
11
Although the time committed to the application process was
staggering, the results have made it worthwhile. The feelings of
pride and affirmation will lead to accepting new challenges. These
new challenges will be tackled with greater confidence, and our
students will benefit. That is, after all, our mission, to make
each student the best they can be! MNJ05
It enabled me to create a sense of belonging, family, among my
teachers, parents, community, and especially STUDENTS. Everyone has
a clear picture of our school mission, philosophy, and motto. Test
scores went up. Grades, honor roll, discipline showed great
improvements. With positive self-esteem we are now self-actuating.
FLJ01
P.13
SEP-22-89 FRI 15:41 RMC RESEARCH CO
12
OTHER POSSIBLE SERVICES SCHOOLS SUGGESTED BE PROVIDED IN CONJUNCTION
WITH THE RECOGNITION CEREMONY:
(in addition to services rank
ordered on p. 2 of questionnaire)
Briefing on functions of U.S. Dept. of Ed.
A brief written statement about exemplary practices or programs,
which could be organized into a small book, e.g., EXEMPLARY PROGRESS
IN AMERICA'S OUTSTANDING SCHOOLS.
Sharing groups.
Tour of D.O.E. nnd meet with key personnel there as a linkage
system.
Tap the resources of the Dept. of Education to run a few short
seminars or presentations on "front-line issues" that are happening
in education. OHHO9
"Suggestion box" or similar device to provide input from principals
directly to the secretary. NYH12
Organize a FOCUS ON EXCELLENCE FAIR, during which 1/4 of the award
winning schools would staff a booth for 2 hrs and be available to
the other recipients. A11 schools would rotate throughout the day.
WAH05
Provide a composite summary of the primary characteristics that the
218 recognized schools were cited for. OHHP04
A summary of our school's final report, indicating both positive
aspects and those aspects which need strengthening would be a
service which we would appreciate. MOHP02
A list of successful practices these schools use.
Make available for purchase School Recognition certificates and/or
lapel pins for administrators and teachers.
Have a follow-up meeting a couple of years down the road.
Time for principals to meet together.
Synopsis from each school principal on his/her most effective
program--what works the best--in his/her school, with categories
including 1) educational/academic improvement; 2) school climate
improvement; 3) community service; and 4) public relations plan.
GAHP01
OF
UNITED STATES
DEPAR
DEPARTMENT OF EDUCATION
UNITED STATES OF AMERICA
NEWS
FOR RELEASE
Contact: Jane Glickman
May 16, 1989
(202) 732-4307
CAVAZOS NAMES 218 SCHOOLS FOR EXCELLENCE
Secretary of Education Lauro F. Cavazos today named the 218
public and private secondary schools selected as schools of
excellence in the Department's 1988-89 School Recognition
Program.
"In the midst of many problems in education," said Cavazos,
"we can look to these 218 schools as examples of what's right
with American education. In these schools, community
involvement is strong, expectations are high, and good ideas
are hard at work in the classrooms. Their success is evidence
of the tremendous potential we must tap in all our nation's
schools."
Now in its seventh year, the school recognition program
identifies and calls attention to a diverse group of public and
private schools that demonstrate superior effectiveness in
educating their students. Elementary and secondary schools are
recognized in alternate years.
This year's winning middle, junior, and senior high schools
are located in 42 states, the District of Columbia, and Puerto
Rico. The roster of winners consists of 176 public schools,
including a Bureau of Indian Affairs school and two Department
of Defense Dependents schools, and 42 private schools, both
religiously affiliated and independent.
Twenty-two schools that were recognized in previous years
of the program have again earned recognition. Schools can
-MORE-
-2-
reapply for the program every four years.
"Instead of resting on their laurels," Cavazos said, "these
schools kept their goals and standards high and continued
striving for excellence. They deserve a special thanks."
Public schools were nominated by the chief school official
in each state, and private school nominations were coordinated
by the Council for American Private Education, an umbrella
organization for private schools. Winning schools were
selected from 629 nominations.
The program examines overall qualities that contribute to
school effectiveness and student success. Nominees respond to
about 50 questions that call for descriptions of their school's
philosophy, programs and practices, focusing on the areas of:
--leadership
--the teaching environment
--the learning environment
-institutional vitality
--parental and community support
--indicators of success.
There are no specific standards dictated by the Federal
program; rather, each school is judged on how successfully it
meets its own goals and how well programs are tailored to local
needs.
This year special attention was given to geography
education and strengthening curriculum requirements and course
content.
Representatives from the 218 schools will be invited to
Washington in the fall to participate in a host of activities,
including a recognition ceremony where each school will receive
a specially designed flag of excellence.
###
NOTE TO EDITORS: Attached is a fact sheet about the program,
and a list of the recognized schools.
U.S. DEPARTMENT OF EDUCATION
1988-89 Secondary School Recognition Program
Selection Process
As a first step, the chief school officer of each state was
invited to nominate public schools, based on procedures
determined within the state. States could nominate a number of
schools up to the total of its Congressional delegation.
The Council for American Private Education was invited to
submit up to 130 private schools for consideration, a number
based on the percentage of private schools nationwide.
In January, a review panel appointed by the Department met in
Washington to study the 629 nomination forms and recommend
schools for site visits. The panel consisted of 100 members --
about two-thirds practicing educators and one-third private
citizens active in education. Three panel members reviewed
each school nomination form. They selected 263 schools for
site visits.
In the spring, each selected school was visited for two days by
two evaluators. They observed classroom instruction, met with
parents, teachers, staff, community members and students, and
clarified any questions about the nomination forms. Site
visitors were predominantly practicing educators. Each
submitted a report to the review panel.
None of the review panelists or site visitors was an employee
of the Education Department. In addition to educators and
knowledgeable citizens, this year's panelists and visitors
included experts in geography.
In May, the review panel reconvened in Washington and
considered the two site visit reports prepared for each
school. Based on their recommendation, the Secretary
recognized 218 schools.
loon,
PRIVITE
JeAne
DIR
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narayann
ector
JOYCE Mc CRAY
EDUC. Dept.
SCHOOLS FiT
EXECUTIVE DIRECTOR
1) NAH GOALS
2) involo
COUNCIL FOR AMERICAN
pheaooftheirtime AheAD of their time
1.
PRIVATE EDUCATION (CAPE)
d to site
Birthday - September 28
VJI
listed rst):
Mrs. Judith Johnson, West Nyack, New York (914) 353-0605
Mrs. Lillian Stephens, Niagra Falls, New York (716) 286-
1034
2. Kahuku High & Intermediate School, Kahuku, Hawaii
Special Features: Isolated rural school, predominantly
Hawaiian, Pacific Islander population, unusually high
concentration of low-income children, strong influence
of Mormon church, a fine example of a turnaround school that
has overcome a history of substandard achievement,
disciplinary problems, and transitory faculty and
administration.
Site Visitors:
O Ms. Norma Carolan, Sacramento, California (916) 323-6395
O Mr. Daniel Ellsworth, Nyssa, Oregon (503) 372-2287
3.
Weber High School, Chicago, Illinois
Special Features: a fine 100 year old Catholic institution
in the inner city that has maintained its commitment to its
philosophy of developing scholarship and character in the
minds and lives of youth, captured in its motto "Veritas et
Caritas. " While maintaining commitment to this goal, the
school is accepting the challenges of a changing student
body and new and broader responsibilities for serving
youth.
Site Visitors:
O Dr. Samuel Peavey, Louisville, Kentucky (502) 459-2058
O Mr. Edward Reitz, St. Louis, Missouri (314) 389-3100
4.
Fredericksburg Community School, Fredericksburg, Iowa
Special Features: A small rural school that serves only 187
students. As one site visitor said, this school "may be a
true mecca in the middle of northeast Iowa. " The community
Page 2
supports the school with money and time; students achieve
well on standardized tests; all are required to take music
and art and are encouraged to explore and participate in
athletics, music, speech, etc; and there are no disciplinary
and drug problems. The school seems to provide what many
other schools have lost sight of--that students not only
need a good academic education, but opportunities to
explore, to have their confidence and self-esteem built, and
to become worthwhile, productive citizens. Small is
beautiful at Fredericksburg High!
Site Visitors:
O Dr. Charles Thompson, Northlake, Illinois (312) 451-3154
O Dr. James L. Coburn, Des Plaines, Illinois (312) 827-6176
5. James P. Timilty Middle School, Boston/Roxbury,
Massachusetts
Special Features: This school is successfully serving a
student population that is 90% Minority and 86% poor. The
students at Timilty face the struggles of all inner-city
adolescents--peer pressure, pregnancy, drugs, attempted
suicides, family crises and poverty. In the past, it has
had the usual inner-city school problems--low reading and
math scores, a high suspension rate, and a bad reputation as
a low-achieving school. Through the introduction of a number
of innovative programs, the staff at Timilty is making a
difference in the lives of disadvantaged youth.
Site Visitors:
o Mr. J. Joseph Whelan, East Cleveland, Ohio, (216) 268-6640
O Susanne Murphy, Norwich, Connecticut (203) 823-4214
6.
Brentwood Middle School, Brentwood, Missouri
Special Features: See summary attached to site visit
reports.
Site Visitors:
O Dr. J. Robert Hendricks, Tucson, Arizona (602) 887-1100
o Mr. Robert Dulli, Washington, D.C. (202) 857-7134
7.
Edward R. Murrow High School, Brooklyn, New York
Special Features: See summary attached to site visit
reports.
Page 3
Site Visitors:
O Mr. Ronald Toleos, Chelsea, Massachusetts (617) 884-5688
O Dr. James Collins, Boston, Massachusetts (617) 929-8577
8.
St. Gabriel's Hall School, Audobon, Pennsylvania
Special Features: For a period of between 9 and 12 months
this school serves about 220 of society's "throw-away
children." All boys sent to St. Gabriel's have been found
guilty of felony charges. The mission of St. Gabriel's is
to provide stability, therapy, counseling, and education to
prepare residents for a successful return to home and
community with self-respect, discipline, and an
understanding of why they were sent to St. Gabriel's.
Dedicated staff at this "school" do that and more, and
students are learning.
Site Visitors:
O Dr. William Ellis, Beaver Dam, Wisconsin (414)
885-3373
O Dr. Gene Aug, Springfield, Missouri (417) 881-5711
Talking Points for Secretary's Remarks at Awards Ceremony for
218 Schools Selected for National Recognition in the 1988-89
Secondary School Recognition Program, September 28, 1989
O It is with pride that I celebrate with you the educational
excellence in diversity that you represent.
- Gathered here today are 107 public high schools, 69
public middle and junior high schools, and 42 private
high schools.
- Private high schools include 32 Catholic, 6 Independent, 2
Lutheran, 1 Episcopal, and 1 Christian
O You reflect the fact that outstanding schools may be found in
all parts of this great country.
- You are located in 42 States, the District of Columbia,
and Puerto Rico and represent Bureau of Indian Affairs
Schools and Department of Defense Dependents Schools.
- 29 of your schools are located in cities of over 400,00
people; 34 in areas with fewer than 25,000; 80 in the
suburbs, and the remainder in small towns and cities.
O You are living proof that students can receive an excellent
education in schools of all sizes.
- Seven (7) of your schools serve fewer than 200 students.
- Eleven of your schools meet the challenge of schools with
more than 2,000 students.
O I am particularly encouraged by the fact that almost 10% of the
schools represented here tonight are serving student bodies with
more that 50% minority students. Many more are meeting the needs
of large numbers of low-income students.
O In honoring the 218 schools you represent, we are raising the
total of excellent schools recognized in the 7 years of the
School Recognition Program to an impressive 1700. And with your
schools as models, we expect the number to continue to grow in
future years.
O I understand that 22 of you are receiving national recognition
for a second time. Perhaps the single greatest benefit of the
recognition a school receives is the stimulus it provides to
staff, students, parents, and the community to strive for even
greater educational excellence. For all of you, national
recognition is but a milestone on your continuing journey to
serve the comprehensive educational needs of your students.
Page 2 - Talking Points for Secretary
O What unites you in your diversity are your impressive
contributions to the lives of young people. In your unique ways
your provide:
- Visionary leadership
- A supportive, professional environment for staff
- An instructional program that challenges each student to
succeed
- An environment that fosters not only academic achievement
but builds character as well
- The opportunity for parents and the business community to
work in partnership with the school
- And the day-to-day recognition and celebration of
excellence
O As a group you have heeded the warnings of A Nation at Risk and
have challenged your students with a more demanding core
curriculum.
O And a number of you are taking steps to rectify the woeful NAPE
statistics on geographic literacy. I would particularly
acknowledge the expanding role of the National Geographic Society
in helping schools improve their geography education programs.
The Society has contributed substantially to the success of this
year's Secondary School Recognition Program. Special
congratulations to the four schools singled out for excellence in
geography by the Society
Edward R. Murrow High School, Brooklyn, N.Y. - A Place Where All
Students Succeed
o All students college bound even though admissions requirement
that 25 % of kids enter reading below grade level and no more
than 25 % read above grade level upon entering. Over 90 % of the
students go on to college. The dropout rate is less than 2%, one
of the lowest rates in New York.
o Racial mix: 45% white and 55% minority and increasing numbers
of students who speak English as a second language.
O No entrance examination, but competition for admission is
intense, with well over 9,000 applications for 800 entering class
vacancies.
oStrategies for helping students all students--achieve:
- Rich and varied academic program--lots of academically
challenging courses, with unusually high number of advanced
courses in science and math.
-Modular scheduling allowing classes to meet 4 times a week,
twice for one hour and twice for 45 minutes.
-No tracking of students--most classes are heterogeneous- open to
all students--tutoring readily available.
-Teachers receive special training in mastery learning techniques
to help students achieve.
-Strong elective program so that students with special abilities
and interests in a given area can take 5 & 6 years of a subject
in 4 years. Independent study for both advanced students and
those needing remediation.
-Extensive guidance services. Each students in interviewed a
minimum of 4 times a year by counselors in addition to group
counseling sessions. An aggressive staff in the college
counseling area assists in all aspects of college decisionmaking
and application.
-Frequenting reporting on student progress--report card at the
end of four mini-terms of 40 days--laborious but builds strong
home-school communication.
-Optional time (free unassigned time each day)
/
Di411784
ED USE ONLY
Site Visit Report
1988-89 Secondary School Recognition Program
Cover Sheet
School Name: EDWARD R. MURROW H.S. Code: 7 NY H08
City:
BROOKLYN
State: NY
Visitor:
Ronald T. Toleos
(Printed)
(Signature)
Date of Visit: 3/2 +3/3/89
Context Statement
Write a brief statement describing the school and its community to give the panelists a better idea of the
context in which education takes place in this school.
Murrow High was built in 1974 as an
attempt to integrate minority students in a predom-
inantly fewish neighborhood a watchdog local
group strongly opposed the school, and sucreeded
in limiting the school in several ways, where
they couldn't totally stop it.
There are no athletic fields, hence, no
louncing balls after school. marrow has instead
athletic program, hence not many students
developed as a magnet school for the communicate
arts. "We have plays instead of fortball, "says
the Principal.
saul Bruckner, who grew up in the
neighborhood was brought in as the first and
only principal. He spent hours speaking with
community groups convincing them that the students
would not ruin the neighborhood "Saul came first,
then the school," as one teacher said. at is Saul's
school, his vision, and his influence that everyone
says makes this school so good.
Fromthe outside, one sees a bricked-
window-less school, with 2 much grafitti covering
2.
the surrounding walls. upon passing the
security, one sees students setting and laying
in corridors. The students are quietly talking
or studying and see this corridor space as
their own. a frequent wheelchair or blind
student passing by is met with a quick
pulling in of the legs.
There is an obvious mixing of races races and
and relaxed.
ages and dress styles ; students appear friendly
This is a school where there is no
detention, little suspension, and a waiting list
of 8,000 a year trying to enter the school.
murrow High must select by computer a percentage
of students reading two grades below level (16%)
and is also a magnet school for the handicgzied
foom one sees that first impressions fa loose
school only mark the reality of extreme organization
and caring for student instruction
many students take five years of classes in
the four years, using the two "OPTI BAND "Perids
study courses which meet with an instructor once
a day to take one of the extensive independent
a week.
Verification of Information in Nomination Form
Part III - Conditions of Effective Schooling
A. Leadership
1. What is the principal's vision for the school and its students?
A. Information In the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
The principal has formed this school from its inception.
His "vision is not only clear, it is shared enthusiatrically
by all levels of the school.
2. How has the school leadership created a sense of shared purpose among the faculty, students, parents,
and community?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
3
Report on Interviews
1. Interview(s) with Classroom Teachers (p. 24)
2. Interview(s) with Students (p. 25)
3. Interview(s) with School Administrators (p. 26)
4. Interview(s) with Special Service Personnel (p. 27)
5. Interview(s) with Other Support Staff (p. 28)
6. Interview(s) with Parents and Community (p. 29)
7. Interview(s) with District Staff/School Board (p. 30)
Description of Observations
1. Informal Settings (p. 31)
2. Formal Instructional Settings (pp. 32-33)
3. Physical Facilities (p. 34)
23
Teacher Interviews
24
1. Do you have input on the curriculum ?
yes Teachers here are free to create new courses to meet
the needs of students. we then advertise to attract the
students. Our "CSIP program wates many new courses.
2. what make Murrow High worthy of recognition ?
we develop excellence in many areas. although we all
officially a magnet rehool for Communication arts,
we take have a unique blend of many courses. Many students
5 years of classes in four as they take extra
best in the city.
courses. Here students are flourishing Our Special Ed. is the
Teachers don't burn out here, they come aline. The
average students can take any A.P. class. Teachers change each
quarter 1120 we get to teach many different setidents
There is collegiality here; this is my "family d don't
share their knowledge.
sel lazy teachers. here. Teachers go to a conference, then they
The administration supports us with a strong
organization. Students are not "surprized 'at glades;
they get a full report card every 20 days.
we have 4 student newspapers. Students art as
guides and assistants to the staff.
we have opitic , but no vandalism.
25
Interviews with Students
Do you have opportunities to influence school pergrams?
yes! we can write our feelings in any of the four
student newspopers. we have SAOD; we're planning
a "Walk america". we have asian -Korean club, parties,
an african Coalition, a theatre major ,a TV Program
trips to Freece, USSR, and spain, and amnesty international.
slo this a drug -free school?
yes,
students want to come here to learn.
This school prepares us for college; it gives us college like
setting but with support. We start the Frosh.off with
an adopt- A- student Program
are you given good gludance?
we meet with our counselor before each course relection
time C4x year) we adjust well to the school.
what makes this school excellent?
know when it's time for class. we get lots of homework. &
we have many options to choose. There are no bells here, we
take extra classes so it will look good for college. thank
one hour to come here although there is another high
school across the street from my home.
The Principal likes us. He gives me homework, even
though I'm not in his class He teaches a class.
administrators
26
what makes this school exceptional ?
The principal has communicated his vision of
child -centeredness The main complaint we hear is,
" why can't my child get in?"
we have a good mix of gifted and Special Ed.
murrow is a training school for administrators
Here students are nustined and guided to college.
Our organization is superior we have a new
registration every quarter we work hard to keep
school interesting and flexible for our students.
How is good teaching maintained?
we have a strong evaluation program. The Principal
has gone after bad teachers.
Teachers are given help with mentors (d saw some)
and they are paid extra they go to the mastery
Teaching Center and use those techniques (4
new much of this)
we send many " Mood Deed Letters to encourage
character development
Teachers are given compensatory time to develop
new programs, or meet with students on Independent
study
Our students excel because we have so many
encouraging opportunities for them.
special fervie
27
The interview with the Special Ed
teachers was animated positive, and moxing as
the staff told many stories of successes of
the students, some of which whom are resently
working as aides in the school, or have gone
on to college.
They explained how there are 300 special Ed.
students in murrow. The amount of mainstreaming
is high Students are visible in most the classes
school. The stoff has culturated regular an acceptance
The useof wheel chairs is ubigentous in
students partake of school slays and sports
of "defferent" students among, students SPED
Teachers mentioned good relationships with
parents via telephone calls, parent nights and
school visits
other teachers in regular ed. support the
excellence of the program as Murrow has more
SPED students than any other burrongs high
school, The word is out; musrow does a greatjob
with Special Ed.
28
Support staff
Doesn't the grafitti bother you?
No. The students write on lockers and walls,
but it's a form a expression in this city
The don't
vandalize I'd rather have the
grofitti
The group of custodians and secretaries
elaborated on -the 'family' atmosphere by
saying, "The school is part of me." "we're
like a family here. Everyone is invited to
parties, People smile here atravel 60 miles
a day to work here. as long as you do a good
job, the Principal is your friend
They noted that their problems are readily
addressed by the Principal
Parents and School Board Member
29
The group was extremely positive about
the school They all spoke of good leadership
and how pleased they are to have their
children attend.
They spoke of how their other children
who attended other schools all regret not
going to Murror where every student
is a "star"
31
Informal Lettings
lasked students in halls about the school
They all really enjoy the freedom and special
programs. They spoke about being better prepared
for college the Murraw way. They enjoyed the
classes which change often, and spoke highly of
the caring and professional staff
students often "dropped into learning
centers to visit with teachers for extra help,
or to work on independent study.
Lane students were clearly grofing off."
Students generally looked down on wosting time
The college placement office was an active
andribrant place decorated with pennants from
many schools. The office produces packets of
materials and students report that they
are well mepared for the application moress
One student who was in the "Dean of Dircipline's
that the Dean "helps her when she has problems.
office vaid she is there for acting out in class, and
The Dean said that there is no detention; noblems
are solved here, not punished another student had
returned after getting her M.E.D. to say "hi" and get
information from the college office
32
Formal Instructional Settings
During the two days, I visited 15 different
classes most teachers were using a mastery
Teaching Model of sutting the "Aim" on the
board and a " Do Now" as well. all the
classes (except one) were taught well. Students all
had notebooks, assignment books and were saying
attention to the teachers
The question - lecture -discussion mode
was the usual manner of instruction many teachers
had good equipment to use like overlead projectors,
maps, globes, and models (like in health ed.)
The health teacher used the anology of
the egg being a "guest the uterus l
the President of the P.T.O. runs the elevator
saw a menter visiting anew teacher, and
Tests were typed. and teachers moved around
the classrooms during the lessons.
some students arrived late to about
1/3 of the observed classes.
many groups of students gathered in
lobs to receive extra credit instruction The 33
interaction was friendly and informal, yet
each student had a formal document which
had to be completed in order to receive credit.
There was much formal instruction after school
as well evisited Mock Trial and Mork Trial
for the hard of hearing One class with thirty
students were there for their weekly meeting with a
dynamic Social worker giving them excellent
therapotic supervision in a program called,
" Friendly Visits To The Aged Students adopt-
a- client and deal with complex emotional issues
like, what happenes when my client dies, and
hon to deal with trust over time. The experience
about was moving to see students learning no much
life and therapy
Spoon River anThology and West Lide story
were being presented to parents and friends "The
students feel life "STARS" at Murrow," as one
student put it.
34
The physical plant is clean, there are areas
covered with grofitti both ontside and inside the
classrooms. The retuol is not "covered with
grofitti, there are many little scribblings
interspaced throughout The staff accepts these
They become defensive when pointed too. They all
my , look at our students behavior in class,
with SRED students, on Regents - a little
cpofitte is a tiny price to pay for no much
ebe that is positive No one was upset
about it.
Review Panel Questions
/ what do parents students perceive to be the real
strength of the counseling program?
Both groups feel that the program is strong in
that there is a real effort to find out where the
student might excel. Intensive course relection
sessions are helping students decide on classes;
the college placement office is extraordinary
College placement is the expectation, and it
is supported
2. Verify test scores and Regests examinations lt
is not clear that all take it
I ran verification of all stated test data
The rate of compentency is very high as is the
number of students who opt for the Regents
Exam Cnot all opt; the state says 15% must
take as noted the upam; Murrow for exceeds the requirement
mp.23 of then application
I found the Advanced Placement nores
very high (many 3's) given that there are
NO entrage requirements
Panel Questions
3. Please determine what level of the administration
creates the discipline policy.
The policies have been well established
since 1974 at Murrow Policy is envisioned
by the Principal with constant imput from
teachers , parents , and students.
Concluding Statement
Murrow is a unique american school. lt
has made the innovative educational ideas of
the 60's and 10's work, where other rehiols
have alandoned them. Student free expression,
rights, freedom to choose, relaxed atmorphere,
and college orientation, are the goals of Murrow.
The outside doors are locked and guarded; it is not
wide open; it is a very well organized place
to allow all the freedom.
The low drop out note, the high test achievement,
and college placement, the high attendance rate all
point to a school excellence.
The student outcomes were the highest of
all schools e visited.
Review Panel Questions and Answers
Retype each question posed by the Review Panel and then provide a clear and succinct answer. Wherever
possible, digest and summarize information rather than attach a lengthy document.
35
Concluding Statement
Use this space to note anything that you believe is important to understanding this school that is not
mentioned elsewhere in the report.
36
1
Rovd- 3/10/89
ED USE ONLY
Site Visit Report
10
1988-89 Secondary School Recognition Program
Cover Sheet
School Name: Edward R. Murrow
Code: NYH 08
City: Brooklyn
State: N.Y.
Visitor: James F. Collins
(Printed)
James 7. (Signature) Collins
Date of Visit: March 2 &3,1989
Context Statement
Write a brief statement describing the school and its community to give the panelists a better idea of the
context in which education takes place in this school.
The Edward R. Murrow school opened in 1974 as an experimental magnet
school accommodating over 3000 students drawn from the borough of Brooklyn.
It is situated in a residential Jewish Orthodox community which presented
numerous objections to a magnet school being placed in their midst.
One of the unique features of the school is that it treats all of its
students as college-bound. No tracking exists despite the fact that It is
mandated that 25% of Murrow's entering students read below grade level and
no more than 25% may read above grade level. In addition there exists a
racial mix of approximately 45% white and 55% minority groups and Increasing
numbers of students who speak English as a second language. Nonetheless,
over ninety percent of the students at Murrow go on to College and it has
one of the lowest drop-out rates in the city of New York.
There is no entrance examination for entrance at Murrow, but
competition for admission is Intense as well over 9,000 applications have
been received for the 800 entering class vacancies. This very process of
applying and competing for admission would appear to generate pride and
satisfaction in attending Murrow, creating a positive environment for
learning among students who want to be there.
All students are expected and required to take a strong academic
program Including a minimum of five academic programs throughout the school
year. Yet Independent study and optional time affords a freedom and a need
for mature decision-making which makes Murrow unique.
2
Report on Interviews
1. Interview(s) with Classroom Teachers (p. 24)
2. Interview(s) with Students (p. 25)
3. Interview(s) with School Administrators (p. 26)
4. Interview(s) with Special Service Personnel (p. 27)
5. Interview(s) with Other Support Staff (p. 28)
6. Interview(s) with Parents and Community (p. 29)
7. Interview(s) with District Staff/School Board (p. 30)
Description of Observations
1. Informal Settings (p. 31)
2. Formal Instructional Settings (pp. 32-33)
3. Physical Facilities (p. 34)
23
Page 24
Reports on Interviews
The free-flowing nature of these interviews prevents a precise
reporting of the question-answer format here. The essence of each groups'
reactions are Included here with direct quotes and paraphrased notations.
Teachers: Students opt to be here thus they work and keep nonsense at a
minimum.
We've come to realize that more can be accomplished in a free
environment than a coercive one.
Giving students a choice of courses, programs, leisure time
prepares him for college and develops maturity and natural
interest in their subjects.
The SPED Dept. Is the best in the city - they work very closely
with us.
We get encouraging support from the administration.
This is a school where you can really teach.
There are so many choices and opportunities for all the
students that they get excited about learning.
This is home to me and the faculty is family.
The students push us to perform beyond what we are expected to
do.
If a teacher in another school asked students to stay after
school they'd be horrified Here they want to stay.
The principal can relate to teachers' problems because he
teaches classes too.
He is accessible, not just an audience.
He encourages us through training workshops and self-example.
Page 25
Pupils: Responsibility is given to you at this school-no spoon feeding.
All of the best qualities of my friends are put to good use in
a varlety of ways. We work so well on major play productions like West Side
Story, Spoon River Anthology, Mock Trials - it gives us all a lot of pride.
Our Student Government works mostly on social things although
we do put on forums (on racial policy) and bring in guest speakers (Doug
White), (Student Government Officers).
Once a month we meet with the principal, the PTA, and teachers
to talk about what to improve and money-raising enterprises we can do.
Guidance is great - they're always there and willing to help.
I don't know how, but they seem to know every kid in the school and what
each kid needs.
There are no problems with drugs or drinking in school. We're
promoting the SPARK program.
Page 26
School Administrators:
Parental involvement is difficult to get at this level of schooling,
especially when the bulk of the parents do not live near the school. Most
pupils come from 1 parent familles or 2 parent families with both parents
working. Parents do turn out for orientation sessions at initial admission
and for major artistic events.
Seven classes represent a normal high school load (5 major + 2 elec.) -
The average student here takes 8 and some take 9.
Page 27
Special Service Personnel:
More paper work for us than other teachers due to State and Federal
mandates, but quality time is afforded to students. Excellent coordination
and cooperation between classroom teachers and special needs.
This is a multi-service school with a lot of caring.
Over half of our physically handicapped kids go on to college.
Murrow is considered the cutting edge for Special Ed. Services in N.Y.
Exemplary Integration of special needs and other students.
Page 28
Other Support Staff:
The feeling, caring, non-threatening environment makes it unique.
Sound character through monitoring own behavior and making choices for
oneself.
Page 29
Parents:
This is a great school - other parents would do anything to get their
kids in here.
I don't care for all the hanging around in the halls, but it doesn't
seem to hurt them with their studies.
The Principal Is a terrific example, he's always visible and available.
The kids come home from school happy. They're all working together to
get into college and they feel good about themselves knowing they're going
to make it.
Communication is excellent - we get report cards, other notices, and
phone calls if needed.
Page 30
Superintendent:
Murrow should be recognized because:
A. They are taking a varied student body from every geographic, racial, and
ethnic component in the borough and making them succeed.
B. They are exposing all students to high levels of expectation resulting
in an abundance of Regents endorsed diplomas and a commendable number of
college acceptances.
C. The Special Ed. Component is highly commendable - the largest number of
disability categories are fully mainstreamed and active participants in
all aspects of school life.
Page 31
Informal Settings
A. The general nature of the interactions among students and among students
and adults in corridors, cafeteria, and other gathering places provides one
of the unique qualities of this school.
Since students are allowed freedom during their optional time, the
students are constantly moving throughout the halls, lounging on the floors
in the corridors, moving in and out of the cafeteria, library, specialty
areas, etc. Security guards are posted at exits to ensure that nobody
enters or leaves the building.
The students are quite friendly and helpful toward each other, moving
out of the way or moving to assist blind people or students in wheelchairs
meandering through the halls. There is a natural Intermixing of races and
ethnic groups and a camaraderie exists there which is wonderful to behold.
Clusters of students can be observed lounging on the corridor floor
engaged in a variety of activities such as: eating, studying, socializing,
discussing upcoming projects, going over homework, quizzing each other in
preparation for an exam, etc.
Certainly, one of the overwhelming strengths of this school is the
social interaction and cooperative nature of such a diverse group of
students. The students are urged to make mature decisions and to be
responsible for themselves and it seems to work!
B. While classes are in session there were no Interruptions and the noise
level in corridors was Imperceptible within the classrooms, a no-nonsense -
seriousness of purpose atmosphere prevails,
C. The media center/library is on the noisy-side as far as libraries go.
However, much of the noise is constructive work noise of large numbers of
students actively involved in researching, operating machines, requesting
and receiving assistance from the three librarians. The size of the faculty
is too small to accommodate the large numbers of students earnestly working
on one project or another.
Page 32
Formal Instructional Settings
A. Physical Environment - This category reflects one of the poorest
elements of this school. The school as a whole - classrooms, corridors,
lavatories are dirty, strewn with litter and evidence of graffitl.
Chairs and desks in classrooms are broken and shades are torn, dirty or
in place sporadically on some windows. Glass and window areas are
filthy. Although movable furniture exists, a row by row pattern
predominates. Textbooks were seldom used in classrooms, although
handouts and transparencies were popular.
Atmosphere, Interactions and Activities
Socratic Questioning, Mastery Learning and Cooperative Learning methods
were very much in evidence and seem to be uniformly accepted as the
primary methods to be employed. Discussion and problem solving
activities along with project centered activities in the communications
areas were common.
Although student teacher ratios were relatively large 28 - 32 to 1, the
overall classroom atmosphere was positive, supportive and constructive.
Class sessions were lively and spirited with respect shown for
differences of opinion, Indeed different perspectives and viewpoints
were openly encouraged.
Excellent Components of the Facility include:
A Plahotarium, greenhouse, auditorium (lacks
Storage area), symnasium, Black Box Theatre
Review Panel Questions and Answers
Retype each question posed by the Review Panel and then provide a clear and succinct answer. Wherever
possible, digest and summarize information rather than attach a lengthy document.
1. What do parents and students perceive to be the strengths of the
counseling program?
A. More guidance services are provided at Murrow than at other schools
- each student is interviewed a minimum of four times per school
year by counselors, in addition to group guidance sessions.
B. Extensive guidance provided in selection of courses, a process
which occurs several times through the year.
C. Outstanding College office staffed by 3 aggressive, helpful
individuals who work diligently to cover every contingency relative
to college applications, information, testing, interviewing, etc.
D. The Dean of Behavior Counseling - works with students and teachers
to remedy any discipline problems.
Parents Quotes:
1. "My son is in a Resource Room and the counselors here know him and
how to lead him into courses where he'll be successful, totally
removing the frustration he felt at another school."
2. "It's amoung maz how in a big school they know each kid's strengths
and weaknesses."
3. "The guidance counselors are in on the scheduling process and they
know the kids personally.'
4. "Special times are arranged and set aside for counseling for each
home room.'
5. "They are always available to us by phone or in person.'
6. "The College Guidance Office can't be beat."
35
Page 35A
2. Verify test scores and regents exams (not clear that all take them).
number
It should be noted that the Murrow School has the largest, of disabled
students. falling into ten of the eleven State identified special needs
categories. All of these students are mainstreamed. Thus (aprox 475)
blind students, deaf students, cerebral palsy students, and a wide range
of students who are learning disabled, emotionally disturbed,
orthopedically impaired, mentally retarded, or otherwise health impaired
(along with absences) account for the perception that not all take the
tests.
A sample analysis of Board of Regents June 1988 exam is included below:
Total # Students Available
# Taking Exam
Comp, English
424
393
Comp, French
71
69
Comp, Hebrew
21
21
Comp, Italian
31
28
Sequential Math
312
311
Sequential Math II
392
384
Sequential Math III
284
272
Biology
370
367
Earth Science
88
81
Physics
139
133
U.S. History
493
478
Page 35B
3. What level of administration creates the discipline policy?
New York City has adopted a uniform discipline code for all students.
Violations of the uniform behavior code are to be dealt with according to
the level of severity and minimum/maximum approved actions for violation of
the behavior code.
The levels of severity and corresponding approved actions are clearly
enumerated in the Student Guide (page 6-10) and in the Parents' letter which
informs and congratulates them on their child's admission to the Murrow
School.
Thus, although the discipline policy is established at the Regent's
level of administration, interpretation and adaptation remains in the hands
of the local school. At Murrow, the Comprehensive School Improvement
Committee devised and Implemented a contract for discipline and a behavior
code which was signed by every student in the school. Teachers, parents,
and students alike agree that discipline problems at this school are
minimal, and that the contract Idea has proven to be effective. Indeed, one
of the most recurring g statements heard was that the Murrow is a safe,
friendly school. Our observations during our two day visit would underscore
this fact. A mandatory provision of the Regents Is that security guards
will be provided for each school. Murrow has the fewest security guards of
any of the other area high schools.
Concluding Statement
Use this space to note anything that you believe is important to understanding this school that is not
mentioned elsewhere in the report.
Upon first impression, one could easily discount the effectiveness of
schooling at Murrow by concentrating only upon students lounging in the
corridors, litter, dirt and graffiti.
However, upon closer inspection it becomes obvious that a quality
academic program looms behind the facade. A cyclical pattern of
organization providing four mini-terms of forty days; modular schedullng
allowing classes to meet four times a week (2 one hour and 2 forty-five
minute meetings); a letter grading report card at the end of each mini term;
elective course offerings; independent study (for acceleration or
remediation); optional time (free unassigned time each day); an abundance of
course selections; and advanced placement courses in thirteen different
areas.
Ten percent of the student body are pupils with handicapping conditions,
yet they are fully Integrated and socially accepted within the school. The
school does not exclude average or below-average students from any of its
upper-level courses, thus even advanced placement courses include a diverse
range of students.
Comparing the dropout rate of 96 New York city schools shows Murrow with
the fourth lowest rate (2.0%) In a range from 0.6% To 42.2%. Discipline
problems are minimal as a cooperative friendly environment prevails. Murrow
is perceived as a safe school - strong academically, holding students to
high levels of expectation.
The school's philosophy asserts the bellef that all students can succeed
and each student is provided with a college preparatory program along with
extensive guidance and support.
Murrow is not the typical stereotypic high school (athletic teams,
bells, locked-in schedules and students) but it is a successful one.
36
Joel Barlow High School in West Redding, Connecticut, is an
exciting school because
Context: Demographics and Nature of Community
School located in a rural setting on the "Gold Coast of
Connecticut; regional high school that brings students
from two towns, Easton and Redding, but the school is
remarkably unified
Student population is 97.8% white and 2.2% minority
Very few low-income students - .8%; 8 students (1.17%) of
limited English proficiency
Total student population in grades 9-12 of 682 students
60 handicapped students (8.8%)
Community is affluent; the funds available to support
education reflect the community's commitment. Good
investment of dollars reflected in both the high quality
of teaching and the high quality of the physical
facilities
School serves a community with a common set of values and
expectations for its students. The school staff is adept
at reading this environment and meeting expectations.
Unique Characteristics/Programs:
Staff are treated as professionals with numerous
opportunities to influence school policy and practice.
Teachers play an important role on The Futures Planning
Team, charged with bringing about concensus on five to ten
year action plans. Current foci of this team include
Restructuring, Curriculum, Communication, Thinking,
Writing, Assessment, Technology, and Instruction.
Teachers also serve on a number of Standing Committees,
including Teacher Advisory, which addresses present needs
and concerns; Student Assistance Team, Staff Development,
School Discipline Policies, and those of individual
departments.
High premium placed on staff development in the district;
in the past two years the Board of Education has committed
$56,500 for professional growth activities (58 classroom
teachers). Recent programs have included drug abuse
prevention training, sessions led by national experts on
promoting intellectual growth of the learner, and a
consultation with a former national teacher of the year on
helping students function in an ever complex and
interdependent. Twenty percnet of Joel Barlow's teachers
serve as consultants in other districts and make
presentations at state and national conferences.
Page 2 - Joel Barlow
O Classroom environments are extrmely exciting; the quality
of teaching, excellent. Teachers guide students in
discussions involving elaboration, interpretation, and
relevant associations. Students direct discussion in
seminar settings; cooperative learning is commonplace,
orderly, and productive. Teachers make effective use of
audiovisual equipment in their presentations. Teachers
are extremely effective in questioning techniques.
Students' opinions are valued. Senior class after
research and discussion were ableto convince the faculty
that seniors with an A average didn't have to take finals.
Students are invited to become independent and to acquire
skills needed to examine and challenge those priorities
they feel are unfair.
Good rappport - among students and adults, staff and
parents, administrators and staff, parents, and students.
Faced with declining enrollments and the potential need to
excess teachers, principal redefined adminstrative duties,
creating new teaching duties that expanded teacher
involvement in curriculum planning and led to not one
teacher being surplussed. Most teachers have only 4 or
fewer instuctional periods a day.
o School media center encourages learners to access
information and teaches them to do on-line research
through the Dow Jones News Retrieval.
Through monitoring student progress, new programs have
been instituted, e.g., Application of Algebra sequence,
Collaborative Computer, and Advanced Verbal Skills.
Wilderness School program helps build self-discipline,
self-confidence, and self-esteem; evening Chinese program
concentrating on spoken Mandarin, archeological digs, peer
educator/advocate program.
Position of Director of Writing and Thinking
Statement from the Carnegie Forum on Education and Economy
report, A Nation Prepared: Teachers for the 21st Century
provides the guiding principle in our instructional
efforts: "School systems based on bureaucratic authority
must be replaced by schools in which authority is grounded
in the professional competence of the teacher, and where
teachers work together as colleagues, constantly striving
to improve their performance."
/
ED USE ONLY
Site Visit Report
1988-89 Secondary School Recognition Program
Cover Sheet
School Name: Joel Barlow High School
Code: 7CTH02
City: West Redding
State: Connecticut
Visitor: Judith Johnson
(Printed)
(Signature)
Date of Visit: April 6 & 7, 1989
Context Statement
Write a brief statement describing the school and its community to give the panelists a better idea of the
context in which education takes place in this school.
This school is set in the midst of a rural environment in
what is commonly referred to as the "Gold Coast of
Connecticut. " A regional High School, it brings together
students from two towns, Easton and Redding.
The physical plant is extremely clean, attractive and well
endowed with up-to-date equipment and furniture. The
athletic fields surrounding 3/4 of the school are extremely
well maintained and established in a manner that allows for
diversity of use. Inside the High School there is a "commons
area" where students can congregate when they have a
scheduled study hall. This area also serves as the
cafeteria. It is decorated with up-to-date announcements and
is appealing and inviting. The entire building, including
restrooms and locker areas are well maintained and clean. It
is evident to any visitor here that a high priority is placed
on a clean, attractive, and appealing environment. Passage
in the hall is orderly and friendly; you find students
everywhere chatting amicably with other students and staff.
Many of the conversations overhead, dwelled upon assignments
or an extension of class discussions.
The classroom environments were extremely exciting. Teachers
were guiding students in discussions that dwelt upon
elaboration, interpretation and relevant associations. There
was a friendly, yet respectful, give and take occurring in
the classrooms. The nature of student/teacher interactions
was dynamic. I saw seminar settings with students totally
directing the level of discussion, cooperative learning
environments which appeared orderly and productive and
effective utilization of audio-visual equipment in instances
of teacher dominated instruction. There is a high premium
placed on staff development in this district and this
influence is widely seen and discussed. Perhaps this was the
intended tone, but every staff member presented him or
herself as dynamic, enthusiastic and actively participating
in this schools high level of excellence. The classroom
visits revealed a very high quality of teaching, a variety of
techniques were used and questioning was focused on higher
order thinking skills.
This staff can articulate there beliefs about the purposes of
education and can demonstrate teaching behaviors that are
congruent with the stated philosophy of education.
It is an affluent community, the funds available to support
education represent the values the community hold about the
importance of education. It is evident that the dollars
invested in the school are readily visible in both the high
of teaching and the high quality of the physical and
Verification of Information in Nomination Form
Part III - Conditions of Effective Schooling
A. Leadership
1. What is the principal's vision for the school and its students?
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
X With School Administrators
X With Special Service Personnel
X With Other Support Staff
X With Parents and Community
X With District Staff/School Board
C. Discrepancy Documentation:
2. How has the school leadership created a sense of shared purpose among the faculty, students, parents,
and community?
A. Information in the nomination form Is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification X Strategies (check all that apply):
Document Review
Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
X With District Statf/School Board
C. Discrepancy Documentation:
3. How is the instructional leadership role carried out in the school?
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
B. Teaching Environment
1. What opportunities exist for teacher input in decisions about instruction, curriculum, discipline policy,
teacher evaluation, and other activities?
A. Information In the nomination form is (check one):
Accurate as stated.
X Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
Interviews:
X
Observations:
X With Classroom Teachers
Informal Settings
With Students
X Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
A tour of classrooms revealed installation of equipment and
micro-computer labs, all of which have come about as a result
of teacher initiative.
2. What provisions are made to enable staff to engage in collegial planning and implementation relative to
the educational programs of the school?
A. Information In the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
3. To what extent are staff development opportunities congruent with the defined priorities of your school?
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
4. What are your school's formal procedures for evaluating teachers?
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
5. How does your school identify and reward excellent teachers?
A. Information in the nomination form is (check one):
X
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
Interviews:
Observations:
X With Classroom Teachers
Informal Settings
With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
conditions? 6. What are the three most significant efforts your school is making to provide favorable staff working
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
Interviews:
X Observations:
X With Classroom Teachers
Informal Settings
With Students
X Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
X With District Staff/School Board
C. Discrepancy Documentation:
C. Learning Environment
1. What are your requirements for graduation?
A. Information In the nomination form is (check one):
Accurate as stated.
X Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
X With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
There exists a very comprehensive parent/student handbook detailing the
requirements for graduation.
The Social Studies requirement is six credits. Additionally, good
documentation on profiles of pending, current and past graduates.
2. How do you demonstrate the expectation that all students can learn?
A. Information in the nomination form Is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
students? 3. What initiatives have you taken at the school level to adapt the academic program to the needs of your
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
4. How are students encouraged to complete course work that exceeds basic requirements?
A. Information In the nomination form Is (check one):
Accurate as stated.
X Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
In addition to the stated graduation requirements students are encouraged
to take courses that refine Study Skills, Advanced Verbal Skills,
Corrective Reading, and College Reading.
5. In what subjects do you provide opportunities for advanced study or honors classes?
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
X With District Staff/School Board
C. Discrepancy Documentation:
6. What programs do you offer to provide remediation in basic skills or other areas?
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
X Observations:
With Classroom Teachers
Informal Settings
X With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
7. How is curriculum developed in your school?
A. Information In the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
8. Besides traditional or direct instruction, in what unique ways is instruction delivered within and outside
your school?
A. Information In the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
X
With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
X With District Staff/School Board
C. Discrepancy Documentation:
9. What opportunities do students have to meet with counselors, teachers, or other adults for academic and
personal advisement?
A. Information In the nomination form Is (check one):
Accurate as stated.
X Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
X Interviews:
X Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
In addition to information provided in the narrative there are available
two guidance publications:
1. A guide to College Selection
A guide to Career Training, Career Education Planning
11
10. What specific programs or procedures does your school have to identify, counsel, and assist potential
dropouts or other "high risk" students?
A. Information In the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
X With School Administrators
X With Special Service Personnel
With Other Support Staff
X With Parents and Community
X
With District Staff/School Board
C. Discrepancy Documentation:
11. Other than through report cards, how does the school assess and notify students and parents about
student progress?
A. Information in the nomination form Is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
With Classroom Teachers
Informal Settings
X With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
X With District Staff/School Board
C. Discrepancy Documentation:
12. What is your school's overall approach to discipline?
A. Information in the nomination form is (check one):
Accurate as stated.
X Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
Parents are advised of discipline policies in orientation sessions and in a
school handbook. Parents interviewed spoke of good parent/school contact
when discipline issues regarding their child(ren) became an issue. Interviews
with parents showed an understanding of the discipline policy.
13. By what means does the school discourage the sale, possession, and use of drugs, including alcohol
and tobacco, by its students on and off school premises?
A. Information in the nomination form Is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
With Classroom Teachers
Informal Settings
X With Students
Classroom
X With School Administrators
X With Special Service Personnel
With Other Support Staff
With Parents and Community
X With District Staff/School Board
C. Discrepancy Documentation:
13
14. What opportunities do students have to help solve classroom and school problems?
A. Information In the nomination form is (check one):
X
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
15. How do school programs, practices. and policies, as well as individual teachers and administrators,
foster the development of sound character?
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
D. Institutional Vitality
1. What regular procedures do you follow for evaluating your instructional programs and the school's
organizational structure?
A. Information In the nomination form is (check one):
Accurate as stated.
X
Understated.
Overstated.
B. Verification Strategies X (check all that apply):
Document Review
Interviews:
Observations:
X With Classroom Teachers
Informal Settings
With Students
Classroom
X With School Administrators
X With Special Service Personnel
With Other Support Staff
3
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
1. Teacher's advisory system advises administration of policies
and procedures.
2. Student council plays an active role.
3. Process for developing building goals clearly articulate.
2. How has your school responded to recent research and the findings and recommendations of major
reform reports?
A. Information In the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
3. What is it that you believe makes your school a unique and successful place worthy of national
recognition?
A. Information in the nomination form is (check one):
Accurate as stated.
X Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
X Observations:
X With Classroom Teachers
Informal Settings
With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
X With District Staff/School Board
C. Discrepancy Documentation:
1. Evidence presented of well developed strategic plan for
continuous improvement.
2.
Testimony received from all groups interviewed reinforces
belief; words like "great place", "family", concern
for staff, support for professional development of staff
4. As you look back over the last 3-5 five years, what conditions and changes have contributed most to the
overall success of your school?
A. Information In the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
X With School Administrators
X With Special Service Personnel
X With Other Support Staff
X With Parents and Community
X With District Staff/School Board
C. Discrepancy Documentation:
5. What do you consider the major educational challenges your school must face over the next 5 years?
A. Information In the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
X With District Staff/School Board
C. Discrepancy Documentation:
E. Parental and Community Support
1. What initiatives has the school taken to encourage parents to provide for their children a supportive
learning environment ?
A. Information In the nomination form is (check one):
Accurate as stated.
X Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
Testimony taken from parents, school staff described the
evolution over 8 years from a school that had limited
communication with parents to the present environment, where
newsletters, meetings (minutes) reveal many opportunities
for dialogue between parents and school staff.
2. What opportunities are there for participation with the school by other groups in the community?
A. Information In the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X
Interviews:
Observations:
With Classroom Teachers
Informal Settings
X With Students
Classroom
With School Administrators
X With Special Service Personnel
With Other Support Staff
X With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
F. Indicators of Success
1. What type of grading system do you use in your school?
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X With Students
Classroom
X With School Administrators
X With Special Service Personnel
X With Other Support Staff
X With Parents and Community
X With District Staff/School Board
C. Discrepancy Documentation:
2. What formal procedures does your school have for measuring and reporting on student achievement?
A. Information In the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
X With Parents and Community
X With District Staff/School Board
C. Discrepancy Documentation:
and/or work?
3. Of the students who graduated last year, approximately what percent went on to specific kinds of study
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
X With School Administrators
X With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
4. What was your school's performance last year in attendance and disciplinary referrals?
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
Clarification on discipline referrals : Number presented
in original application is a duplicated count (some students
are repeaters.) The count does not distinguish between
serious and incidental infractions.
5. What percentage of your students have dropped out in each of the last 3 years? (This question may not
be applicable to junior high/middle schools.)
A. Information In the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
X
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
X
With District Staff/School Board
C. Discrepancy Documentation:
6. What awards, scholarships, or other recognition have your students received in academic, vocational,
athletic, or co-curricular competitions?
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X
Interviews:
Observations:
With Classroom Teachers
Informal Settings
X With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
G. Special Emphases
1. What is the nature and extent of geography education in your school?
A. Information in the nomination form Is (check one):
Accurate as stated.
X Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
Review of curriculum guide showed the integration of geography
skills into Earth Science. The class observed was well taught.
Geography skills mastery are a requirement for graduation.
2.a. How has your school responded to the recommendation in the 1983 Report A Nation at Risk that "at
a minimum, all students seeking a diploma be required to lay the foundations in the Five New Basics
."
A. Information In the nomination form is (check one):
Accurate as stated.
X Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
With Students
Classroom
X With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
Review of building's strategic plan review of content area
plans for continuous assessment. Review of staff development
plan, Building membership in ASCD Futures; Restructuring
Networks.
2.b. In addition to increasing graduation requirements, what has your school done to strengthen the actual
content of the courses taken?
A. Information in the nomination form is (check one):
X Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
X Document Review
X Interviews:
Observations:
X With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
e.
How are you able to influence the policies and
procedures of your school?
Students gave one example: The senior class after
research and discussion were able to convince the
faculty that seniors with an A average did not have to
take finals.
Students feel their student government is respected and
expected to contribute to efforts that improve the
quality of life for everyone.
Interview (s) with Parents and Community
(This was a group of parents, PTA representatives and
Board members)
a.
Do you think this is a good school? Be specific.
All members of the group saw this as a good, ready,
outstanding school. Uniqueness in the care given to
individual student need. The level of intelligence and
knowledge of the staff is high. There are the
counseling services that are exceptional. Students are
invited to become independent and to acquire skills
needed to examine and challenge those priorities they
feel are unfair. The school philosophy teaches students
to think about character. Board members and parents
agreed that the Board was accessible and responsive.
b.
How would you rate the communication between the school
and the home? Do you feel that you have adequate access
to the principal and staff?
The access to the principal is considered excellent.
parents feel they are heard. Examples offered included:
parents sought an increase in music staffing to
accommodate a wider range of interest and successfully
lobbied for the new position.
C. Are there some areas where you think improvements are
needed?
More diversity of courses for students workplace bound
and more attention to the need to prepare these students
to cope as adults with a more diverse and complex
community than the one they are growing up in.
Interviews with Classroom teachers.
(The answers and comments that follow represent the summary of three
meetings held with the following groups: 1) classroom teachers, 2)
Dept. heads and 3) team leaders.
Do you have a meaningful role in planning and decision making in the
school? Give me some specific answers.
Team leaders see themselves as change agents; teachers feel that they
are active participants in the planning process. The existing writing
resource room came about as a result of teacher initiative in examing
research, and exploration of models for instruction. With the advent
of decline in student enrollments teachers proposed, and
administration accepted, new rolets for teachers that result in no
excessing of staff. One example was the creation of the computer
specialist role.
What role do you play in curriculum development? Can you cite specific
changes in the curriculum that you have influenced?
Curriculum development was viewed, <and documented by reviewing
minutes and memos) as a teacher directed activity. A review of budget
items show there is significant support for summer curriculum work.
The math dept. has been able to revise all of its' course offergings
over the past few years. A new course, Introduction to Computers,
which focuses on various computer applications, has been added, as a
result of teacher initiative. Both the math and business labs have
been equipped with over 40 MacIntosh computers; the decision as to
which computer to purchase was put into the hands of teachers. And,
the school removed (and sold) recently purchased electronic
typewriters, as a result of this decision.
Are you satisfied with the procedures used to evaluate your
performance? Does the process provide you with useful information to
improve your teaching?
There is an expectation that we will all continue to learn. The
process was viewed by everyone present as positive. and encouraging of
continued professional growth.
To what extent is staff development tailored to the specific needs of
your school? Who has the primary responsibility for staff development?
The first level of commi tement is found in the continuing fiscal
support in the Board budget for staff development. There is a
professional development committee in each building. The process was
seen as an opportunity to learn more about what is effective and what
may not be effective teaching strategies.
How would you rate the working conditions in this school? Can you cite
any recent efforts to improve them?
The working conditions are particularly good. Each dept. has an
office for staff. The administration is responsive to requests for
equipment and when the need can be justified, the request is always
honored.
Are there aspects of the school program that can be improved? Do you
believe these improvements will occur?
(The issues raised here reflect what many of our nation's good
teachers are confronting.) 1) More discussion is needed on how to fit
new teaching strategies with new content needs. 2) The standardized
testing program does not match the skills developed in Critical
Thinking Modules. 3) We are piloting a new S.A.T. and we wonder what
the outcomes will tell us; 4)We would like to see an expansion of the
Peer Education Program. < This is described in concluding remarks
section)
Why do you feel that this school is worthy of national recognition?
The atmosphere in this building encourages risk taking, reflection and
commitment to continuing professional development. "Mr. Quimby has
opened the doors of this building to parents, community and the
students. There is a fine rapport between students and teachers (
students verified this in their interviews). This is a faculty that
cares and helps students to grow.
A first year teacher, who is also a graduate of this high school, said
teachers are listened to and respected. There is a wide array of
course offerrings and a rich array of extracurricular activities
offerring athletic, musical, fine arts or academic enrichment.
"Everyone enjoys coming to work."
How familiar are you with the Board's Goals and objectives and to what
degree to you feel that what you are teaching is congruent with the
expectations of parents and Board members?
Everyone felt that the Board was aware of building goals and the
process for communicating between the two groups allowed for
understanding, and compromise. In addition, all entering students are
taught the philosophy of the school, and its goals and objectvies as
part of the 10th grade social studies class.
A specific example of the Board committment to our goals is the
continued fiscal support for staff development, funded this year at
$56,000.
Teachers also felt that while they did not totally set the direction
of Board goals, they all knew what the Board valued and stood for.
How are teachers celebrated and or acknowledged for their work?
The board, as a body routinely sends congratulatory letters to staff
for work completed or recognitions (personal and professional). Each
year there is an "In Celebration of Teaching-Teacher of the Year
award; In academia- a school publication- there is a teacher and
student of the month award. All staff are provided opportunities to be
workshop leaders in this school and in other settings.
Interview (s) with Students
(This was a group of 25 students representing all grades
and all ethnic groups)
a
Now that you have heard our description of the Secondary
School Recognition Program why do you feel Joel Barlow
is worthy of National Recognition?
The low student teacher ratio allows you to become
close; this school looks after the interest of students.
We are listened to. The extracurricular activities
provide opportunities for both skill development and
socialization with new groups. Our teachers are
teachers and friends. Every student in this building
has at least one adult in this building he or she can
turn to for guidance.
b.
What are five good things you would tell incoming
freshman to help them become successful?
1. They must become involved in the total life of the
school.
2. The choice to learn is individual.
3. The teachers are easy to get along with.
4. Participating in sport activities helps you to
become part of the school.
5. The fears entering freshman possess about initiation
rites are unfounded.
C.
What don't you like about the school? What suggestions
would you make for improvement?
1. Students would like an open campus (currently
closed.) The detention presented for minor
infractions e.g.: running in the hall, appears
unreasonable.
2. Smoking policy has been changed (smoking in an
outside area only) and there are infractions
d.
In your opinion is this a drug-free school? To what
extent do your fellow students "do drugs, including
alcohol, away from school, such as on weekends and
holidays?
There was unanimous agreement that drugs and alcohol are
not used on campus, however in homes and other settings
this has become a personal choice issue. They feel the
school offered a good education in drug education, but
there was a prevailing feeling that more needs to be
done to explain why people use drugs. Students help
each other cope with this issue. There is a designated
driver program and the presence of peer educators who
provide awareness sessions in the classroom.
Interview with School Administrators
These questions were addressed on three separate occasions and are
presented here as summary responses. The questions were posed to the
Building Principal, the Assistant Principal and the Director of
Student Services.
1. What changes have you made in the school over the past three years
of which you are most proud?
The establisment of a Futures Committee charged with self-assessment
and the development of proposals designed to align the outcomes of
instructional programs with the potential challenges of the 21st
century.
The establishment of in-school and Saturday assignments for students
requiring disciplinary actions, in lieu of out-of-school suspensions.
The establishment of computer literacy as a graduation requirement.
The development of a strategic plan designed to guide the vision and
accompanying objectives.
The improvement of communications between parents and staff and the
guidance. creation of parent workshops that address the issues parents seek out
2. Do you support efforts to give teachers greater autonomy,
responsibility and status? Can you give some examples?
The administrative team articulates through words and actions, their
belief in shared decision making. They practice this in a variety of
ways.
a. There are resident curriculum committees chaired and staffed by
teachers that engage in program evaluation and the development of
proposals for new programs.
b. There exists a writing resource room available for all students
that came about totally as a result of teacher initiative.
C. The replacement of the electronic typewriters with MacIntosh
computers in the Business Education lab was recommended by teachers.
3. What are your priorities for improving the instructional programs
for all students over the next five years and how will you judge your
success?
a. Improving the programs and services available for workplace bound
students.
b. The need to establish a new dept. that will address reading skills,
verbal skills, study and learning skills.
C. The change in graduation requirements imposed by the state
education dept. has placed greater emphasis on academic courses thus
reducing the potential for students to take fine and practical arts
courses. Therefore we are considering the installation of a nine
period or more flexible schedule day.
Assessment is done through discussion with the audiences impacted by
these ideas and through the formal program evaluation model.
4. How do you rate parent and community involvement in this school?
Very We opportunities opened the doors did and not we exist take prior personal to credit for
our
Interview with Pupil Personnel Services Staff.
This interview was conducted with a group of Reading Teachers, Special
Education] Teachers and Guidance Counselors.
1. Why do you feel Joel Barlow is worthy of National Recognition?
There are innovative programs for students, everyone's opinion is
valued, the administration is open to new ideas, there are many
opportunities for continued professional growth, there is a good deal
of parent support as well as praise for our efforts.
2. What percentage of your time is spent directly with staff and
students as opposed to time spent on administrative tasks?
This is a student centered school and is expected that priorities are
established around student needs. The student/counselor load is
favorable and all students have the opportunity to meet with their
counselors annually. Opportunities to share with teachers are frequent
and occur both formally and informally.
3. What programs address substance abuse prevention?
We have established a peer education program that involves a number of
students who have been trained to lead group discussions with their
peers on the signs of abuse, the implications of abuse and strategies
for helping peers suffering from abuse. There is common recognition
amongst staff and parents that alcohol abuse amongst students is the
most serious substance abuse problem facing this community.
There is also a fully developed Health Education curriculum that
provides excellent material on drugs, impact of abuse on the body and
the accompanying social and political issues.
Interview with District Staff.
This interview was conducted with the ~Superintendent of Schools. He
has delegated all of the major decision-making authority related to
instruction to Building Principals.
1. Why do you feel this building is worthy of national recognition?
This is a committed staff of gifted educators who care about their
students. They are supported by an active community of parents who
respect the staff and feel very comfortable in sharing the
problem-identification and solving process with school personnel and
students. I have been the Supt. for eighteen years and an educator in
this district for over twenty-eight years. During this time I have
seen this school turn around under the current leadership. It was once
perceived as a place where parents were not welcome; it has become a
school community where opportunities for communication are available
through newsletters, forums, parent workshops and in the joint
planning for school events. There is excellent financial support and
a positive attitude held by community residents about the school and
its' graduates.
2. What role did you play in the planning process that accompanied
this school's decision to apply for national recognition?
Simply a supportive one. The decision to apply was made by teachers in
the building; I read the final narrative, found it to be an excellent
portrait of the building and signed all the appropriate forms.
3. What process is used to communicate Board Goals to the staff?
The priorities are established as a five year plan and are
communicated to staff annually to serve as their framework for the
development of annual goals.
4. What are the major challenges facing your administration over the
next few years?
The need to develop a process for differentiated staffing that builds
upon our current model of mentor teachers who coach and support new
teachers.
The need to develop a more through approach to interdisciplinary
curriculum work. The need to consider the inclusion of Asian Languages
in our Foreign Language dept.
INSTRUCTIONAL SETTINGS
The formal classroom settings were relaxed with no
visible tension. There were differing seating arrangements
including frontal, circle and seminar style, students were
seen participating in cooperative groups, doing seat work,
participating in and/or leading discussions.
In the foreign language class all instruction was in the
foreign language.
The choral class, housed in a well equipped room, was
rehearsing to tour England during the Spring break.
The college reading course (enrollment 15) was sprawled
comfortably throughout the media center; and students
observed were engaged in independent reading. They are
responsible for their choice and the quality, of the books
they read.
In the math classes students were working in either
small groups or independently. The teachers were observed
moving from group to group. There is a fully equipped
computer math lab, When classes are not scheduled the lab is
staffed by teachers (one of the duty assignments,) and is
available for individual projects.
In the Science class observed, there was a candid
discussion of viruses with the teacher skillfully using AIDS
and Herpes as examples. In this class, as in all others
observed, the teacher used varying techniques to encourage
active listening and active participation.
The building schedule included designated testing
periods which are alternated to reduce changes the of
administering of too many tests at one time. There is an X
period weekly where students are to select extra curricula
activities.
In one observed English class several students
volunteered an oral summary that responded to questions they
were unable to answer during previous lessons.
An exceptional Summer school program was described.
Enrichment courses which include jazz ensembles and computer
keyboarding are intended to broaden instructional
experiences. Hold, equal meeting with course focus on
repeating or remedeation.
Physical Facilities
This a well maintained attractive building; it has several
wings and all rooms are found on one level. The surrounding
grounds and athletic fields are exemplary. The custodial
staff works continually to maintain this immaculate well
tended look and they were commended for their work during
several of the interviews. The athletic fields, an extension
of the indoor physical education facilities serve multi-
purposes and as such, are not labeled for any specific sports
designation. When we visited the fields, it was raining quite
heavily but the girls track and field sports team was
proceeeding with practice and competition. The track fields
are characterized by a rubberized track, well maintained
viewer stands and storage sheds for equipment.
The indoor physical education facilities include a well
equipped universal gym, a training room for Emergency Medical
Technicians, ( a course offered to students that offers on
the job training) and a balcony surrounding the gym.
A special note must be made about the outstanding media
center. This is state of the art technology; the print
materials are well maintained and the magazine resources are
broad in focus and contemporary in nature.
Students have access to a number of data bases to support
their research (including the Dow Jones daily) and the
center was continually filled with students working mostly
independently but sometimes in small teams.
In summary this is an exciting educational environment geared
totally to immersing students in a variety of educational
experiences.
Review Panel Questions and Answers
Retype each question posed by the Review Panel and then provide a clear and succinct answer. Wherever
possible; digest and summarize information rather than attach a lengthy document.
1. What are the strategies for the non-college bound
students?
The school maintains vocational labs for auto mechanics
and body repair; wood working; medical technician and
business applications. There is a student/parent
handbook on careers. There is a bulletin board that
displays career opportunities.
2. What about the high level of discipline referrals?
This school has a well discipline policy that is
understood by all and firmly and objectively applied.
The referrals count was a duplicated one, representing
repeaters. A11 referrals are logged and no distinction
is made for example between lateness to class and
possession of a weapon.
3. What are the Social Studies requirements?
The requirements are clearly defined. A11 students meet
must complete six credits of Social Studies as part of
the graduation requirements. Included in the course
requirements is a critical thinking skills and
contemporary issues.
35
Concluding Statement
Use this space to note anything that you believe is important to understanding this school that is not
mentioned elsewhere in the report.
This is a dynamic environment; the school community is
defined by everyone as comprised of students, parents,
teachers and administrators. The instructional emphasis is on
the acquisition of critical thinking skills, coupled with
clearly sequenced content knowledge acquisition. Each group
interviewed felt empowered to assist or lead change. There
was no sense of competing forces. The active leadership role
assumed by the Principal at the building level is enriched by
his leadership role in professional educational associations
at the state and national level. As we concluded our site
visit, we learned that he had just been named "administrator
of the year" for the state of Connecticut, by the
Connecticut Association for Supervision and Curriculum
Development.
The process for strategic planning was understood and
accepted by all as a viable means for directing and focusing
change. The tremendous support given to professional
development has been embraced by staff and there is in place
an excellent model for monitoring participation and the
degree to which these activities align with the district's
goals and objectives.
This district has also created an exemplary model for the
concept of teacher professionalism. When faced several years
ago with a fifty percent decline in student enrollment, the
principal, in cooperation with the staff, sought to begin the
process of redefining administrative ( hall) duty. What
resulted was the creation of new teaching duties that
expanded teacher involvement in curriculum planning and led
to not one teacher being excessed. Many, if not most
teachers, have four instructional periods a day. Some have
two or less. The balance of this time is spent in a variety
of ways including teacher leaders-people who mentor new
teachers and curriculum specialists, such as the computer
education specialist.
This was a visit with an educated assertive articulate
constituency. There was discernable absence of negative
feedback.
This school is fortunate; they serve a community that shares
a common set of values and expectations for its students. The
school staff is adept at reading this environment and based
on the testimony we received, is doing an outstanding job of
translating and meeting these expectations.
23 5/2/89
1
ED USE ONLY
Site Visit Report
1988-89 Secondary School Recognition Program
Cover Sheet
School Name: Joel Barlow High Sch Code: 7CTH02
City: West Redding
State: Ct.
Visitor: Lillie P.W. (Printed) Stephens Lilli P.W. Stephens
(Signature)
Date of Visit: April 6,7, 1989
Context Statement
Write a brief statement describing the school and its community to give the panelists a better idea of the
context in which education takes place in this school.
School is located in a beautiful
rural setting which makes it very
conducive to learning. . Few distractions
and plenty of parental support and
involvement. Eyeellent physical facilitie
This school Services students
from two different communities lsat
one would not know that if not told,
The entire staff makes this a goal-
to unite the student body upon entering
The Support systems are functional
and visable for staff, students
and parents.
Students do address the issue of
the lack of activities outside of the
School settingwhen each group of student
return to their respective communities.
adm. and a district inde administrator.
The principal Serves as a building.
Verification of Information in Nomination Form
Part III - Conditions of Effective Schooling
A. Leadership
1. What is the principal's vision for the school and its students?
A. Information in the nomination form Is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
2. How has the school leadership created a sense of shared purpose among the faculty, students, parents,
and community?
A. Information In the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
Principal is a 'shared-type' leadership person
This was stated from different groups we
met with and was quite obvious as we
interacted throughout the stay.
3. How is the instructional leadership role carried out in the school?
A. Information in the nomination form Is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
B. Teaching Environment
1. What opportunities exist for teacher input in decisions about instruction, curriculum, discipline policy,
teacher evaluation, and other activities?
A. Information In the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
4
2. What provisions are made to enable staff to engage in collegial planning and implementation relative to
the educational programs of the school?
A. Information in the nomination form Is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
3. To what extent are staff development opportunities congruent with the defined priorities of your school?
A. Information In the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
In the past two years the Board of
Education has committed $ 56,500 for professional
growth activities. Talked with staff re:
workshops and conferences they attended as
well as the in house staff development
with release time. Some stapf serve as
consultants to neighboring 5 districts.
4. What are your school's formal procedures for evaluating teachers?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
Teachers are evaluated by the administration
and teachers serving as department chairpersons.
Each Tenured teacher is evaluated at least
once a semester by a department supervisor
or in administrator.
5. How does your school identify and reward excellent teachers?
A. Information In the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
6
6. What are the three most significant efforts your school is making to provide favorable staff working
conditions?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
C. Learning Environment
1. What are your requirements for graduation?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
7
2. How do you demonstrate the expectation that all students can learn?
A. Information in the nomination form Is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
3. What initiatives have you taken at the school level to adapt the academic program to the needs of your
students?
A. Information in the nomination form Is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
8
4. How are students encouraged to complete course work that exceeds basic requirements?
A. Information In the nomination form Is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
92% of 1988 class exceeded the
requirements for foreign languages.
During their Senior yr 67% of 193
students took monethan the minumim
5 credits per Semester.
5. In what subjects do you provide opportunities for advanced study or honors classes?
A. Information In the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
9
6. What programs do you offer to provide remediation in basic skills or other areas?
A. Information in the nomination form Is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
7. How is curriculum developed in your school?
A. Information in the nomination form Is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
10
8. Besides traditional or direct instruction, in what unique ways is instruction delivered within and outside
your school?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
9. What opportunities do students have to meet with counselors, teachers, or other adults for academic and
personal advisement?
A. Information In the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
11
10. What specific programs or procedures does your school have to identify, counsel, and assist potential
dropouts or other "high risk" students?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
11. Other than through report cards, how does the school assess and notify students and parents about
student progress?
A. Information in the nomination form Is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
12
12. What is your school's overall approach to discipline?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
13. By what means does the school discourage the sale, possession, and use of drugs, including alcohol
and tobacco, by its students on and off school premises?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
Peer counseling is effective in this school
Students and staff are trained by the United
Way and Community Coalition. There is also
a School team to Counsel students for
many and varying Social and academic problem
14. What opportunities do students have to help solve classroom and school problems?
A. Information In the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
15. How do school programs, practices, and policies, as well as individual teachers and administrators,
foster the development of sound character?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
14
D. Institutional Vitality
1. What regular procedures do you follow for evaluating your instructional programs and the school's
organizational structure?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
2. How has your school responded to recent research and the findings and recommendations of major
reform reports?
A. Information In the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
15
3. What is it that you believe makes your school a unique and successful place worthy of national
recognition?
A. Information in the nomination form Is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
4. As you look back over the last 3-5 five years, what conditions and changes have contributed most to the
overall success of your school?
A. Information In the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
16
5. What do you consider the major educational challenges your school must face over the next 5 years?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
Parents are very active in this community
School. Attended a parents' college seminar
at right (300 in attendance) where parents sharea
with other parents ie: their children + college life.
E. Parental and Community Support
1. What initiatives has the school taken to encourage parents to provide for their children a supportive
learning environment ?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
17
2. What opportunities are there for participation with the school by other groups in the community?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
F. Indicators of Success
1. What type of grading system do you use in your school?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
18
2. What formal procedures does your school have for measuring and reporting on student achievement?
A. Information in the nomination form Is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
3. Of the students who graduated last year, approximately what percent went on to specific kinds of study
and/or work?
A. Information In the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
19
4. What was your school's performance last year in attendance and disciplinary referrals?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
5. What percentage of your students have dropped out in each of the last 3 years? (This question may not
be applicable to junior high/middle schools.)
A. Information in the nomination form Is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
20
6. What awards, scholarships, or other recognition have your students received in academic, vocational,
athletic, or co-curricular competitions?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
G. Special Emphases
1. What is the nature and extent of geography education in your school?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
All 9th grade students take a geography
Couse at this school, I attended a
geography class.
21
2.a. How has your school responded to the recommendation in the 1983 Report A Nation at Risk that "at
a minimum, all students seeking a diploma be required to lay the foundations in the Five New Basics
"?
A. Information In the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
2.b. In addition to increasing graduation requirements, what has your school done to strengthen the actual
content of the courses taken?
A. Information in the nomination form is (check one):
Accurate as stated.
Understated.
Overstated.
B. Verification Strategies (check all that apply):
Document Review
Interviews:
Observations:
With Classroom Teachers
Informal Settings
With Students
Classroom
With School Administrators
With Special Service Personnel
With Other Support Staff
With Parents and Community
With District Staff/School Board
C. Discrepancy Documentation:
Graduation requirements changed and increased
in all of the Core- curricula areas; College
bound student must take foreign language
also. Computer class is required for all students
22
Report on Interviews
1. Interview(s) with Classroom Teachers (p. 24)
2. Interview(s) with Students (p. 25)
3. Interview(s) with School Administrators (p. 26)
4. Interview(s) with Special Service Personnel (p. 27)
5. Interview(s) with Other Support Staff (p. 28)
Jaintorial, Cafitania, andes
6. Interview(s) with Parents and Community (p. 29)
7. Interview(s) with District Staff/School Board (p. 30)
Description of Observations
1. Informal Settings (p. 31)
2. Formal Instructional Settings (pp. 32-33)
3. Physical Facilities (p. 34) excellent indoor and ontside facilities
23
Review Panel Questions and Answers
Retype each question posed by the Review Panel and then provide a clear and succinct answer. Wherever
possible, digest and summarize information rather than attach a lengthy document.
1. Social studies elgimements indicates that
all students must take geography in 9th grade
Shree (3) full years of social studies are
required for graduation. There is that an
many students pursue to fulfull
away of couses in this area their
electives need.
2. Parents indicated in their interniews
usponses to their ingines. She hand-
with the team they receive immediate
book is explicit and they approve.
The school environment left me with
the fuling there are fen discipline problems
and those indicated are minor. Because
of musl setting most problems happen on
the the week - end. week end.
35
Concluding Statement
Use this space to note anything that you believe is important to understanding this school that is not
mentioned elsewhere in the report.
Shis is a unique school binging
two comminities to gether, for educating
young people. The administra tor (Pincipal,
appears to be very effective in the
area of circumsulom and personal
relations skills.
and extra cumicalar actimislies for
There is a level of instructions
all students.
with several parents attending one
The community support is outstanding
session as ex-school bradmembers
This school deserves to be cited
for excellence.
36