Part 4: Analysis of Instructional and Organizational Effectiveness

Introduction:

The committee that compiled this section reviewed the following data to analyze New Horizons Learning Center’s instructional and organizational effectiveness.

Instructional Effectiveness: The committee reviewed the following instructional information and data

1. The results of the school’s Successmaker CCC (Computer Curriculum Corporation of America) program’s usage and instructional gains.

2. The results of the STAR (Standardized Test for the Achievement of Reading which includes both math and reading) reading and math assessments.

Conclusion: Based on a review of the data, the committee determined that though both reading and math need continued emphasis, promoting reading achievement in the 2002-2003 School Year needs to be the top priority. Though both areas demand high levels of attention, reading was determined to be the highest priority. Based on Math teacher comments, reading was impacting the math abilities of many students in that they could not read and comprehend word problems.

Organizational Effectiveness: The committee reviewed and analyzed the results of two National Study of School Evaluation surveys: The Teacher Opinion Inventory Analysis Report and The Student Opinion Inventory Analysis Report. The reports for 2001-2002 School Year were compared to the 2000-2001 School Year.

Summary of Strengths and Supporting Evidence

Areas of Strengths	Evidence

Curriculum Focus on Reading and Math
School focus on Reading and Math Goals.	Reading and Math are two of the three objectives of New Horizons School improvement plan. Copy is attached as Attachment A of this total report.
School focus on Reading and Math Goals.	Training for Reading Across the Curriculum in August 2002
Administrative support and guidance.	Policy and Instruction Manual for the use of Successmaker (CCC) was published and distributed.
	Written policy on the integration of STAR Math and Reading assessment programs and the Successmaker (CCC) software was published and distributed.
	The 2002-2003 Flexible Schedule (two bus times for student departure) allows for remediation and make up between 1:05 and 205.
	Administrative tracking of student progress through a written report plan. (The Schedule also includes procedures for producing the tracking reports.)
	Training was provided during the School Improvement half day in September for using CCC and STAR and for producing the reports required by the Principal.
	Quarterly review student progress by the Administration. Communicated to the staff through emails and through one on one teacher and administrator conferences.
Access to the computer based instructional programs (Successmaker (CCC), STAR and Accelerated Reader) in all classrooms.	Inspection of all classroom areas and operational testing of assigned computer systems by the school’s technology coordinator.
The Administration’s commitment to greater classroom workstations that have CCC and STAR installed.	In December 2002: Transfer, at the personal request of the Principal to the School Superintendent, 17 older computers from the MIS (Manager Information Services) Lab in the Nelson Building and 10 older computers from the District Media Center.


Leadership Opportunities for Students and Staff
Areas of Strengths	Evidence
Students participate in the process of their school through a Student Council program.	Student Council sponsor, Mrs. Blanchard and Ms. Brock Student Council Sponsored Events
Students communicate on a school wide basis through the morning ITV (Instructional Television) broadcast: Tiger Talk	Tiger Talk is produced daily in 6^th period technology class. Mr. Johansen holds archive recording of the program. Students produce Public Service Announcements and cover school events which are incorporated into the Tiger Talk productions.
The Principal communicates to the students on a daily basis through a social skills program, reinforced with classroom activities.	Social skills program book and worksheets that are distriubuted to the class.
Opportunity for Clubs and after school activities through the late bus set up for 2002-2003 school year.	Club assignments, schedule and attendance.


School Environment
Areas of Strengths	Evidence
Providing a safe school environment was included as a goal on the 2002-2003 School Improvement Plan.	See New Horizons School Improvement Plan, Goal 3, as Attachment A to this report.
Teachers are generally satisfied with their job, and supportive of student learning	Supported by the teachers responses on the NSSE survey.
Students feel that teachers provide instructional activities that involve them in the learning process.	NSSE Student Survey.
Behavior Committee meets regularly to provide oversight to New Horizon’s behavior plan and to respond to changing circumstances.	Announcements and clarifications made to the Faculty during Staff Meetings.
Commitment by the faculty to provide for a TOSA (Teacher on Special Assignment) to assist in handling behavior problems.	Ms. Green-Beck is the designated TOSA. Her class load during her TOSA times was distributed among the faculty.
School Selective Dress	In the 2^nd Semester of 2002-2003, Selective Dress has been implemented with a 99% compliance rate. A Selective Dress policy was implemented in School Year 2002-2003. In the 1^st Semester it was voluntary, in the 2^nd Semester it was compulsory. The Selective Dress was a product of Staff, Parent and Student collaboration. In addition to a continuous communication effort with the parents, Ms Castro identified resources to provide the required clothing articles to the students whose families could not afford them.
Career Focus	Students are being screened for career interest and areas of interest are being identified and communicated to the students along with possible career options.
Learning Styles Inventory	All students have been given a learning styles inventory assessment by the Guidance staff, and results have been provided to the home room teachers.
Life Management Counselor	There is a full time Life Management Counselor on campus to help students with emotional and personal issues. She works with students on an individual basis, in small groups and by class.

Summary of Limitations and Supporting Evidence

Areas in Need of Improvement	Evidence
Access to technology, school resources, (Example: classrooms, laboratory facilities, media and technology centers, physical education and athletic facilities.) and class size	NSSE Teacher survey
Students feel that they are recognized, but school spirit is low. They do not feel welcome at school activities, but feel that there are many activities that allow them to match their interest to the respective activities.	NSSE Student Survey.
Students feel that teachers do not encourage them, but they also feel that they are highly motivated.	NSSE Student Survey

Analysis of the Overall Instructional and Organization Effectiveness’ from a Systems Perspective.

(e.g. evidence of the extent of coherence and congruence of the instructional practices and organization conditions of the school)

Overall the instructional practices and organizational conditions of our school are congruent with each other and are well aligned with the school’s missions and beliefs. A strong emphasis is placed on the basic skills of math and reading, and student progress is monitored in both the classroom and Principal’s office. Clear guidance is given to teachers on how to use the fundamental academic tools owned by New Horizons Learning Center, and organizational follow up is emphasized through the Principal’s review of the student’s math and reading progress. Support from the administration includes written guidance, personal follow up and material support in form of increased computers in the classroom that are capable of using the Successmaker (CCC) and STAR software. The revision of the school day schedule, with the late bus option, this year has provided greater student opportunities for remediation, structured make up and participation in club activities. The transition to a selective dress policy has provided an opportunity to reduce clothing related behavior issues and makes the campus have a much more professional environment.

Priorities for Improvement:

To Build on the School’s Strengths:

Continue to use the Successmaker (CCC) and STAR to identify students performing below grade level. Use the remediation periods after school to provide additional instruction in areas of weakness.

Review discipline data to determine the actual effects of the selective dress policy.

Review the results of this years NSSE Student survey to determine if the after school programs have produced a greater feeling of inclusion and school spirit.

To address limitations and areas in need of improvement:

Student demographic and academic data should be further analyzed for trends. Based on the disparities of the data gathered by the profile committee, it appears that each major grouping in the school has its own unique characteristics. The greatest gap in achievement appears to be in the High School students. A closer look at the student’s academic levels indicates a major division. Some are in the plus 12 Grade Level range, and others in the elementary Grade Level. Student data needs to be profiled separately for the ESE Middle School, ESE High School, Reach Middle School and Reach High School groups.

Student mobility rate needs a break out of how students have exited New Horizons. Students that are being mainstreamed are our success and need to be identified. Other categories need to be identified and tracked. Areas should include, but not be limited too: Mainstreamed, Incarcerated, Expelled, and Transferred out of District.

Recommendations And Actions Taken

2002-2003 School Year

Based on the analysis conducted by the committee the following recommendations were made at the end of the 2001-2002 School Year. The status of the actions taken to date (9/19/2002) are noted below each item.

1. Provide training opportunities that allow the whole faculty to focus on reading.

Status: A consultant (Ms. Suggs) was contracted with and provided training in the 2002-2003 (July 2002) pre-planning period. Her topic was teaching reading in all subject areas.

2. Continue with the Standardization of CCC (Computer Curriculum Corporation of America) and STAR (Standardized Test for the Achievement of Reading which includes both math and reading) through written policies.

Status: A written policy manual was distributed August 2002.

3. Provide more CCC (Computer Curriculum Corporation of America) and STAR (Standardized Test for the Achievement of Reading which includes both math and reading) training for all teachers.

Status: Training was conducted for teachers in August 2002 and is ongoing.

4. Identify more classroom computers for teachers using CCC (Computer Curriculum Corporation of America) and using STAR (Standardized Test for the Achievement of Reading which includes both math and reading).

Status: During the summer of 2002, funds were provided to allow technical support people to refurbish and repair the school’s computer assets. Language Arts and Math classrooms were configured with at least one teaching station and three student workstations. All are connected through the network and have access to the instructional software.

5. Provide more Media Center opportunities.

Status: A person was placed in the Media Center August 2002 to assist in the checking out of books and accessibility.

6. Publish the data table of student STAR (Standardized Test for the Achievement of Reading which includes both math and reading) and CCC (Computer Curriculum Corporation of America) results at the end of each grading period, and disseminate to staff. (Incorporate in the year’s STAR and CCC (Computer Curriculum Corporation of America) Data Usage Plan [tracking schedule])

Status: A training session for teachers is planned for the end of the first grading period to extract the data.

7. When STAR (Standardized Test for the Achievement of Reading which includes both math and reading) and CCC (Computer Curriculum Corporation of America) data vary by more than a half of a year, the teachers provide a written input to account for the discrepancies. The accounting is to be reviewed by the administration and forwarded to the Analyzing Instructional and Organizational Effectiveness Committee.

Status: This will be covered at the end of the grading period training session.

8. Administer the STAR (Standardized Test for the Achievement of Reading which includes both math and reading) assessment at the start of the year, (Or upon enrollment) and at the end of all four grading periods. (5 times) This schedule is to be incorporated in the CCC (Computer Curriculum Corporations) and STAR (Standardized Test for the Achievement of Reading which includes both math and reading) Data Usage Plan.

Status: First assessment conducted in August 2002

9. Find methods and avenues to promote a greater sense of school spirit.

Status: A greater focus has been given to school spirit and communication through the use of New Horizons Instructional Television show Tiger Talk. Students are involved in the production of this daily program in the technology elective classes. The program includes a daily moment by Mr. Creel where he emphasis the weekly themes in the Project Wisdom series. Classroom emphasis is an important component of this program, and worksheets are distributed to the classes where Tiger Talk is watched. The worksheets provide a means of discussion, and through the student reading and responding to the examples, support the school’s goal of improving reading. Student produced features include student events and recognition for student achievement.

New Horizons has also undertaken a “selective dress” program, with participation optional in the first semester and mandatory in the second.

In the 2002 2003 School Year, New Horizons daily schedule and bus schedules were changed to allow for an hour of after school activities with a second bus run. The result has been that students now have access to a wide range of after school activities, including clubs and extra academic instruction time.