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JOHN H. WOODSON JUNIOR HIGH SCHOOL

Designing Our FutureJOHN H. WOODSON JR. HIGH SCHOOL

Self-Study

TABLE OF CONTENT

INTRODUCTION & BACKGROUND........................................................................................................................ 3

THE MISSION & BELIEFS STUDY.....................................................................................................7

THE COMMUNITY STUDY................................................................................................................... 12

STUDENT SERVICES, STUDENT LIFE, AND STUDENT ACTIVITIES STUDY..............25

EDUCATIONAL PROGRAMS STUDY...............................................................................................46

SOCIAL STUDIES DEPARTMENT......................................................................................................................................56SPECIAL EDUCATION...................................................................................................................................................66

LEADERSHIP AND ORGANIZATION STUDY...............................................................................83

RESOURCES STUDY ........................................................................................................................... 104

PLANNING PROCESS.......................................................................................................................... 112

THE PLANNING PROCESS................................................................................................................ 113

STRATEGIC PLAN................................................................................................................................. 129

APPENDIX ............................................................................................................................................... 131

APPENDIX – JOHN H. WOODSON JR. HIGH SCHOOL 2010 -2012 SCHOOL IMPROVEMENT PLAN........................................................................................................................ 132

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INTRODUCTION & BACKGROUND

John H. Woodson Junior High SchoolWorking Together Makes Everything Possible!

The School Community

John H. Woodson Jr. High School, located at 11B Estate Fredensborg, in St. Croix, United States Virgin Islands offers a comprehensive academic program for grades 7 th and 8th. We are the only Junior High school with a Bilingual Program. Our student enrollment is 462. The student population is comprised of Black (72.9%), Hispanic (26.8%) and Asian (.3%); forty students (8.7%) receive special education services and twenty-three students (5%) receive ESL services. There are 66 professional staff members: 55 classroom-based teachers, one Principal, two Assistant Principals, three Guidance Counselors, one Librarian, one Registrar, one School Nurse, one System Operator, and one Accountant. John H. Woodson Jr. High School has 13 para-professionals and 20 support staff members. Of the teaching staff, 53% are highly qualified and 46% hold advanced degrees. The remainder of the teaching staff (47%) holds Conditional Certificates.

In keeping with the district initiative for improved literacy as the gateway to learning, the vision of John H. Woodson Jr. High School is to ensure that all students acquire the knowledge and skills to achieve their fullest potential and become productive members of a global society. The John H. Woodson Jr. High community is committed to providing a rigorous and diverse educational experience. We appreciate the cultural diversity of our students while respecting each student’s unique talents, aspirations and accomplishments. We believe that all students have the capacity to learn and can reach maximum potential when given the appropriate educational programs and learning environment. John H. Woodson Jr. High School is actively engaged in school improvement through the implementation of our annual school improvement plan. Each year, we evaluate demographic, perception, and achievement data to formulate goals, strategies and actions to improve student achievement in keeping with state and district requirements for rigorous and relevant standard-based instruction, technological integration, and parental involvement.

School Strengths

Teams : John H. Woodson Jr. High School has created a schedule that encourages teacher collaboration where teachers instruct a common group of students. Common planning periods will allow teachers to develop connections between content areas, analyze student data across the curriculum, and develop and maintain consistent procedures and strategies that reinforce curriculum and address student needs.

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Co-teaching Classes : The co-teaching model was implemented in three 7th grades classes and three 8th grade classes in an effort to focus on our students’ needs and to utilize differentiated instruction strategies. In these classes, the teacher and the co-teacher plan lessons and activities to address the students’ learning needs and accommodations as stated in their Individualized Education Plan (IEP).

Vocational Program : The Vocational Program at John H. Woodson offers our students an opportunity to take two different classes per year. Each semester, students can choose from Business, Family Life, Woodwork, Home Economics, and Agriculture. In these classes, students receive hands-on experience as well as the theoretical aspect. Students are always excited to display their work in these classes.

Bilingual Program : The Bilingual Program services students who have one to two years of formal education in an English only instructional setting. Students are placed in this program after assessment. The expectation of this program is that students will be able to fluently read, write, and comprehend all classes in English. In addition, upon completion of the bilingual program, students’ verbal communication should meet the expected standards for the requirements of the Department of Education for the regular education students. Through this program, bilingual students also learn about their cultural heritage and participate in school activities that allow non-bilingual students to show appreciation for ethnic differences.

Gifted and Talented/Honors Program:

Stable, Committed and Experienced Staff : The Faculty of John H. Woodson has remained focus and committed to the mission and beliefs of the school and the educational challenges and trends of the academic development of our students. According to the educator’s data in the School’s Improvement Plan, Table 13 the average turnover for the last four years has been less than three percent. This stability has helped to promote the positive atmosphere at the school. In an effort to meet the needs of students, our staff continues to participate in various professional development training to enhance teaching and learning. Table 14 of the School Improvement Plan, indicates that all teachers have receive training in the use of the Promethean Board to build the use of technology in the classroom. Ed-line, Integrade Pro(Grades Calculation Data-Base) Digital Curriculum, Writing Across the Curriculum, CRISS Strategies, and Classroom Management. Additionally, more than 50% of the staff at John H. Woodson has received training in Differentiated Instruction as we aim to make this a school-wide initiative. Our staff has attended the Model School conference off-island and within our district in an effort to implement the Rigor, Relevance and Relationship model.

Academic Activities : At John H. Woodson, students are given the opportunity to participate in Math Counts, Spelling Bee, National Geography Bee, Science Fair, Roseway Program, Agriculture Fair. Students performance in these activities has highlighted student and school pride. Students are excited to represent their school.

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Extra Curricula Activities : These activities have contributed the spirit of camaraderie and enhanced social ethics among students in the following: Basketball, Softball, Soccer, Volleyball, Track & Field and Solar Car Races.

School Challenges

Department of Education School Report Card : Based on 2009 VITAL testing results, John H. Woodson Jr. High School did not make AYP. The school has been identified by the Department of Education as a school in the “Need Improvement” status. Parents, students and teachers were informed about the results and suggestions were given for improvement. After evaluating our school report card, we have incorporated in our school improvement plan, goals, strategies and actions to address areas of concern.

Parental Involvement :

Retention of the 7 th graders :

Transition for 7 th grade students :

Financial :

Performance of our subgroups on standardized tests : Due to the performance of our subgroups on standardized tests our school has developed major initiatives and school wide strategies for targeted Subgroups. John H. Woodson Jr. High School’s major initiatives will continue to be to increase proficiency levels in Reading, Mathematics, Science and Social Studies as measured by VITAL, especially for the ELL and special education subgroups. Consequently, results from standardized tests to include VITAL, Gates MacGinite, and Steep will be used to determine student needs relative to differential instruction and intervention. Special Education students and English Language Learners comprise a portion of this population and their data will also be disaggregated as a subgroup. The Reading/English Language Arts, Mathematics, Science, and Social Studies departments will use results from departmental assessments and the midterm and final exam given at the end of Quarter 2 and 4 to give a better picture of skill mastery. All data will be disaggregated and used to determine priority needs. The school expects to meet AYP in 2011 and to exit “Need Improvement” status.

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Goals and Objectives

Goal One: To improve reading in grades 7th and 8th by implementing a school-wide literacy plan that integrates speaking, writing and comprehension skills so that there will be at least a 10% increase in the percentage of all students (inclusive of subgroups) proficient or advanced in reading by the end of the 2010-11 school year. (Reference St. Croix District Initiatives Part I)

Goal Two: To improve mathematics skills in grades 7th and 8th so that there will be at least a 10% increase in the percentage of all students (inclusive of subgroups) proficient or advanced in Math by the end of the 2010-11 school year. (Reference St. Croix District Initiatives Part I and III)

Goal Three: To improve science skills so that there will be at least a 10% increase in the percentage of all students (inclusive of subgroups) proficient or advanced in Science by the end of the 2010-11 school year. (Reference St. Croix District Initiatives Part I and III)

Goal Four: To improve social studies skills so that there will be at least a 10% increase in the percentage of all students (inclusive of subgroups) proficient or advanced in Social Studies by the end of the 2010-11 school year. (Reference St. Croix District Initiatives Part I and III)

Goal Five: To implement a plan geared to improving student attendance in order to achieve at least a 95% student attendance rate for the 2010-11 school year. (Reference St. Croix District Initiatives Part II)

Goal Six: To implement a school-wide discipline plan to decrease student behavioral problems and increase student time on task. (Reference St. Croix District Initiatives Part VII)

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JOHN H. WOODSON JR. HIGH SCHOOL

THE MISSION & BELIEFS STUDY

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THE MISSION AND BELIEFS STUDY

3.1 Members of the Committee

Name RolePriscilla Schneider ChairMelinda Bryan MemberGloria Encarnacion MemberMyrtle Fredericks MemberJane Meade MemberCheddi Rogers Member

3.3.1 Include the school’s current mission statement.

The mission of John H. Woodson Junior High School is to provide a safe, effective educational environment where all students will acquire the knowledge and skills to achieve their fullest potential and become productive members of a global society.

3.3.2 Describe who was involved in the development of this statement, how it was developed and when it was developed.

The Mission Statement was developed in the fall/winter of 2007-2008, after many drafts and refinements, by all stakeholders. This process began with the submission of the draft to the Steering Committee, who in turn reviewed and revised this statement, followed by meetings with the Philosophy/Mission Committee before being shared with the staff, student and parent body. It was developed through close examination of students and community needs and how the Woodson teaching and administrative staff prepared our students during their years here at our school. Parents, students, staff members and community stakeholders were given an opportunity to have input in the development of our Mission statement. Parents were given this opportunity in our Parent Teacher Student Association (PTSA) meetings, and it was also sent home for perusal with their children via our school bulletin. This statement was shared with our students in our student council meetings, followed by student assemblies and with our staff through faculty meetings.

3.3.3 Describe how and when this mission statement is reviewed.

As we began the accreditation process, the Mission/philosophy committee began revising our previous mission statement to be in line with what we presently do at John H. Woodson Junior High School. Once the committee formulated the final draft, it was completed and disseminated to the steering committee, faculty and staff, parents, students, and community.

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Hereafter, this Mission Statement will be reviewed yearly by the School Improvement Team, in conjunction with the annual revision of the School Improvement Plan.

3.3.4 Describe how the school assures that everyone understands and accepts its stated mission.

John H. Woodson Junior High school has conducted informative assemblies for students, and meetings with faculty, Parent Teacher Student Association and a Student Council where we shared the school’s mission statement. Students reviewed the mission statement in team meetings, parents gave feedback through PTSA meetings, and teachers’ lesson plans reflect and incorporate lessons that emphasize high expectations for all our students.

Additionally, we have begun professional development to ensure that we are making every effort to address all our students’ needs with our differentiated instruction and co-teaching methods aligning with our mission statement. The mission statement was also shared through our school website, parent/student handbook, school bulletin, in every classroom, and posted at the entrance of the school.

3.4 Beliefs: These are the school’s expressions of its fundamental values and are the ethical code always referred to when making decisions. Belief statements are those that everyone in the school adheres to without reservations. Belief statements provide the guidelines for everyone’s behavior.

3.4.1 Include the school’s current belief statements.

WE BELIEVE THAT: Each child has the capacity to learn. We should utilize research-based strategies to effectively develop students’ academic

skills. Each child can reach maximum potential. Each child can be a contributing member of our culturally-diverse society. Each child needs to be empowered by mastery of basic skills. Children need to master critical thinking to enable academic, physical and moral growth. We must enlist the support of all parents in fostering the students’ growth and

development. Each child has a creative potential that can be fostered. We must nurture each child’s intellectual and creative talents. Education is the shared responsibility of the government, school administration,

teachers, students, family and community.

3.4.2 Describe who was involved in the development of these statements, how they were developed and when they were developed.

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We have used the Introduction of the School Improvement Plan as our basis for the current belief statement of the School. These statements were developed in the course of School Improvement Team meetings; the Mission and Philosophy Committee closely aligned our Belief Statements with the Plan. In the fall of the 2007-2008 school-year, the philosophy statements were first presented to the Steering Committee who made the initial revisions to the statements. Upon the completion of revisions made by the Steering Committee, the statements were shared with the faculty and staff, students, and parents for review. All stakeholders contributed to the development of these statements. Once this process was completed the statements were finalized and published.

3.4.3 Describe how and when the belief statements are reviewed.

The statements will be reviewed yearly to ensure that our beliefs statements maintain their purpose by our School Improvement Team as they prepare our School Improvement Plan. Members of our school faculty and staff, parent body, student council, and other community stakeholders will have opportunities to give suggestions for any revisions of our belief statements through Open House, Parent Teacher Student Association, Student Council, School Improvement, Accreditation Steering Committee, and staff meetings.

3.4.4 Describe how the school assures that everyone understands and accepts its stated beliefs.

We shared copies of the belief statement in assemblies to the entire school community, Parent Teacher Student Association, and faculty and staff meetings. It is published on the school’s website and in newsletters. In addition, it is posted on an easily visible wall in the school for individuals to read as they enter the school. In an effort to realize the beliefs at our school, there are activities during and after school that encapsulates these beliefs. Through lesson planning teachers are encouraged to ensure that essential parts of the lesson demonstrate our beliefs in higher order thinking, fostering our students unique talents and in knowing that each child has the capacity to learn and must reach his/her maximum potential. We have conveyed to our parents how important their roles are in helping us carry out the beliefs of our school. Through a series of meetings every stakeholder was afforded the opportunity to dialogue, understand, accept, and implement our stated beliefs.

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Middle States Accreditation Standards Review

Middle States Association Accreditation Standards must be met in order for a school to be accredited by MSA. In addition to the standard, MSA has identified key indicators of quality that exemplify how the MSA standard can be met. While it is expected that nearly all schools will endorse and strive to meet most, if not all, of the individual indicators, a school may find that some indicators are more applicable and important than others.

For each indicator below indicate the extent to which each indicator is being met on a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” Indicate “n.a.” for “not applicable.”

4= Strongly Implemented 1= Not Implemented n.a.= Not Applicable

The Middle States Standard on Philosophy/Mission

The Standard: The school has a clearly written and actively implemented statement of philosophy/mission that conveys the general and specific purposes of its educational program, expresses expectations for quality, and serves as the basis for daily operational and instructional decision making as well as long-range planning. Stakeholders give input into the development of the school’s philosophy/mission and understand and accept it. This document is aligned with the community served and is reviewed periodically by stakeholder representatives.

Degree of Implementation

MSA Indicator

4 3 2 1 na The school takes steps to ensure that students and their families understand and support the school’s philosophy/mission.

4 3 2 1 na The philosophy/mission is consistent with ethical norms and demonstrates respect for persons of all races, creeds, and cultures.

4 3 2 1 na The philosophy/mission is free of contradiction, ambiguity, and excessive abstraction.

4 3 2 1 na The school implements a system to assess its effectiveness in fulfilling its philosophy/mission.

4 3 2 1 na The school’s philosophy/mission is clearly communicated in its brochures, promotional materials, policy and procedural handbooks, web site, and similar resources.

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THE COMMUNITY

STUDY

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COMMUNITY STUDY

Introduction

It is extremely important for schools to recognize their students, parents and community. In order to develop appropriate educational programs this understanding is paramount. Recognizing the current population of the community, and community demographics makes the process of developing appropriate programs more realistic.

4.1 Members of the Committee

Name RoleChair NeededMs. Gloria Encarnacion MemberMs. Avril Joseph MemberMs. Shamella Lionel MemberMs. Myrtle Fredericks MemberMs. Jhasiem Wiltshire MemberMs. Priscilla Schneider Member

4.1 Instructions

The Community Study has three parts: the first is a study of the student population; the second is a study of families; and the third is a study of the supporting institutions.

The charts furnished in this section of the guide call for projections. Student population is projected for five years in advance as is the population of subgroups and departures. All charts are designed to give the school an eleven-year picture, including the previous five years, this year and the next five years. Using appropriate projection techniques that enable computation of accurate projection data, the school can calculate the projections and print graphs for visual display that will assist the school in planning purposes.

Via the projection services offered through the Middle States Commission on Elementary Schools Web site (www.ces-msa.org), a school can enter data for each of the five completed years prior to the current year, the current year and have calculated the projected student population for five years into the future. Subgroup information can also be projected using this service. This service provides the school with an eleven-year scenario that can assist the school community with its strategic planning. The enrollment data can be updated annually to assist the school with its ongoing planning for the future.

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http://www.ces-msa.org/

If the school selects to utilize only the data from the previous five years to predict the next five years, they will discover that obviously, these projections of populations are valid only if the trends of the previous five years continue for the next five. However, the Committee may have additional information which will impact on these projections. If so, the projections should be modified. All modified projections should be marked by an asterisk and explained in a footnote.

Schools aware of their communities know their approximate share of their pool of students. If the pool is increasing and the school expects to take advantage of the increase, the projections should reflect the increase. If the pool is decreasing, the projections should be modified accordingly. Again, all modified projections should be marked by an asterisk and explained in a footnote.

Following the self-study, the school is advised to keep the five charts up-to-date annually by dropping the last year and adding the one that is five years in the future. In that way, the school will always have an eleven-year picture of five years. This is important for educational planning.

4.2 The Students

4.2.1 Student Population and Projections Data Chart – The following chart shows the trend in school population for the previous five years, this year and the next five years.

Grade Level

Years Ago

This

Year

20

11-2

012 Years Ahead

2006 -

2007

2007 -

2008

2008 -

2009

2009 -

2010

2010-

2011

2012 -

2013

2013 -

2014

2014 -

2015

2015 -

2016

2016 -

20177 377 313 295 260 275 250 260 2508 248 249 238 205 225 219 220 215

4.2.2 Analyze and comment on the implications of enrollment trends and projections

We believe that these numbers indicate a pattern in that they have remained approximately the same in that seventh graders consistently outnumber eighth graders. As we look toward the next five years, the numbers of both seventh and eighth graders will decrease. WHY?

4.4 Subgroups

4.4.1 Trends and Projections of Subgroups

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Subgroups are the subpopulations whose presence affects the present nature or destiny of the school. They can be based on ethnicity, economic status or special ability. Students who can walk to school may be considered a subgroup; those requiring transportation maybe another. A subgroup can be students who require a particular kind of assistance or they can be students who come from a particular source.

In order to analyze the school’s student population, the Committee should identify no less than four subgroups, indicate (or estimate) their numbers during the past five years, and use trends to project five years into the future.

Subgroups (Trends and Projections of Subgroups Data Chart)

Subgroups

Years Ago

This

Year

4

66

Years Ahead

’04-‘055

’05-‘064

’06-‘073

’07-‘082

’08-‘091

’10-‘11465

1

’11-‘12500

2

’12-‘13469

3

’13-‘14480

4

’14-‘15465

5

African-American 491 415 419 400 394338

333 371 328 337 321

Hispanic 159 147 139 126 138127

132 128 140 142 144

Arabic 3 0 0 0 0 0 0 1 0 1 0Asian 0 2 1 0 1 1 0 0 0 0 0Other 0 0 1 0 0 0 0 0 1 0 0

4.4.2 Analyze and comment on the implications of the trends and projections of subgroups.

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We feel the trends, as projected, indicate the following: Our student population is primarily African –American and will remain so, with very little alteration in the years to come.

----------------SAMPLE-----------Student Characteristic:ETHNICITY

Percent of student body five years ago

Percent of student body now

Estimated percent of student body five years from now

African-American 7% 12% 20%Asian 0% 3% 3%Caucasian/White 88% 73% 60%Hispanic 3% 10% 15%Native American Indian

2% 2% 2%

TOTAL 100% 100% 100%

Student Characteristic:

Percent of student body five years ago622 - 100%

Percent of student body now466 – 100%

Estimated percent of student body five years from now465 – 100%

African-American 460 – 74% 338 – 73% .725 321 – 69%Hispanic 158 – 25% 127 – 27% .273 144 – 31%Arabic 3 < 1% .008Asian 1 < 1% .002 Other - Indian 1 < 1% .002TOTAL 100% 100% 100%

Please duplicate additional charts as needed.

4.5 Student Departures

4.5.1 Student Departures Students leave school for various reasons. It is important the school know the destinations and understand the reasons. By providing the information requested in the format provided, the Committee can observe the trends of the previous five years and project trends five years into the future.

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4.5.2 Student Departures (Student Departures Projections Data Chart)

Reasons for Departure

Years Ago

This

Year

’09-

‘10

Years Ahead

’04-‘05

5

’05- ‘06

4

’06-‘07

3

’07-‘08

2

’08-‘09

1

’10-‘11

1

’11-‘12

2

’12-‘13

3

’13-‘14

4

’14-‘15

5

Economic hardship 73-12%

*61- 10%

57 -10%

19 -4%

25-12%

Moved to the mainland

*(2005-2006 we were displaced to Elena Christian Junior High School)

4.5.3 Analyze and comment on the implications of trends and projections of student departures.Student departures have decreased steadily from the years 2004-2005; this indicates that Woodson is diligent in prevention of early drop-out. For the children that do drop out, economic hardship is the prime reason.

4.6 Stability of Student Population

Some schools have students that are continuously enrolled for many years; others have a significant turnover. It is important to recognize and understand the reasons for both. The

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format provided enables the Committee to indicate the proportion of student population who has been continuously enrolled for various intervals of time.

4.6.1 (Student Stability Data Chart)

GradePercentage Years in School

1 2 3 4 5 6 7 8+PK123456789101112

Example: Below is a graph completed with the following sample data: the percentage of third graders in school for one year is 15 percent; two years is 30 percent; for three years is 40 percent; four years is 15 percent.

GradePercentage Years in School

1 2 3 4 5 6 7 8+PK123 15% 30% 40% 15%

4.6.2 Analyze and comment on the implications of the stability of the student population.The population of the school has remained…..(AWAITING DATA FROM JHW MAIN OFFICE)

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4.7 Achievement of Students

Most schools obtain measures of the learning achievement of their students. If possible, distribute these measures on the format provided. A school may use charts provided by standardized testing companies to chart this section.

4.7.1 (Chart on Student Achievement)

Name of achievement assessment

Grade levels administered

Areas assessed Frequency of assessment

Iowa Test of Basic Skills (ITBS)

7-8 Language Arts, Math, Social Studies, Science, Reference Skills

Annually

Virgin Islands Territorial Assessment of Learning (VITAL-S)

7-8 Language Arts, Math, Social Studies, Science, Reference Skills

Annually

LAS (Language Assessment Scales)

7-8 (Bilingual Students)

Language Arts Annually

Stanford Math 7-8 Math Administered 2006 & 2011

Gates-McGinitie 7-8 Reading and Vocabulary

Administered 2008 & 2011

4.7.1.1 Analyze and comment on the implications of the student achievement measures.

As stated on Page 15 of our School Improvement Plan for 2008-2009, a large percentage of our students did not perform at the proficiency level expected of them in Reading, Math, Science and Social Studies regardless of their ethnicity, gender, language or learning disabilities. The female population achieved proficiency at a higher rate than their male counterparts in most subjects except math and science as exhibited in the ITBS. There is no correlation between the report card grades and standardized test results.

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4.7.1.2 Describe the frequency of assessing student achievement using standardized measures in the school.

We administer the following standardized tests annually: Iowa Test of Basic Skills (ITBS) Virgin Islands Territorial Assessment of Learning (VITAL-S) The Language Assessment Scales (LAS)

4.7.1.3 Describe how standardized achievement test results are reported andexplained to students, parents and the community.

Results of the tests are relayed to us by the Virgin Islands Department of Education. We share these results with the parents. This is in the form of a hard copy with a detailed data table; the explanation of the results is given on the back of the sheet.

4.7.1.4 Describe how achievement tests are used to improve educational programs.

We use these assessments to prepare the School Improvement Plan. The School Improvement Team notes observations and trends and makes recommendations. The Plan is presented to the Department of Education. The Commissioner and the Director of Curriculum, Assessment and Technology are responsible for implementing the educational programs.

4.8 Family Information

Family involvement is important to all students and schools. Research clearly documents that schools that are successful make every effort to involve families in the school and especially in the day-to-day education of the students. Although this is certainly difficult, it must continue to be a high priority in our schools.

4.8.1 Record the estimated or actual proportions in the following groups.

(Educational Background of Parents/Guardians)

Educational Background of Parents/Guardian

Father/Male Guardian Mother/Female Guardian

Percent with partial high school attendance, but did not graduate

% 26% % 15%

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Percent who are high school graduates

% 53% % 39%

Percent with some formal education beyond high school, but without a degree

% 54% collectively %

Percent with some college education, but without a degree

% 11% collectively %

Percent with Bachelor’s degrees % 12% collectively %Percent with advanced degrees % 13% collectively %Other % %

100% 100%

4.8.2 Record the estimated or actual proportions in the following groups.

(Occupational Background of Parents/Guardians)

Occupational Background of Parent/Guardian

Father/Male Guardian Mother/Female Guardian

Clerical % % (29) 14%Educational % (1) 0.5% % (6) 3%Managerial % (14) 14% % (1) 0.5%Medical/Healthcare % % (3) 1%Military % % (1) 0.5%Professional % %Self-Employed % (18) 18% %Service Occupations % (43) 42% % (139) 66%Technology-Related % (8) 8% %Stay-at-home Parent % (3) 25% % (11) 5%Unemployed % (15) 15% % (20) 10%

100% 100%Responders: 102 total 210 total

4.8.3 In the format below, record the proportion of residential situations described.

(Residence Situations of Students)

Resident Situations of Students PercentagePercent of students living with both parents %Percent of students living with one parent %Percent of students living with relative (s) %Percent of students living with guardian (s) %

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Percent of students living in foster care or institutional residence %TOTAL 100%

4.8.4 Analyze and describe (or list) the support services the school provides for families.Woodson Junior High School provides the following services for families unable

to afford specialized interventions. We provide: A Parent Room Counselors Nurse Services School Psychologist – through Educational Diagnostic Center Speech Therapist – through Educational Diagnostic Center Library Services Safe Harbor

4.8.5 Analyze and describe (or list) the various programs or activities through which the parents relate to the school and the school relates to the parents.The Parent Teacher Student Association provides a perfect venue to involve all parents in the communication process with Woodson personnel.

Our Philosophy and Mission signs greet the parents as they first walk through the gate when they arrive for Open House, PTSA Meetings, Orientation on the first day of school, and Report Card Distribution Days. These events all contribute to the positive relationship between parents and John H. Woodson Jr. High School.

4.9 Supporting Institutions

4.9.1 List the institutions, i.e., hospitals, health centers, libraries, service clubs, corporations, etc. that work with the school in the service of students. Describe what each does with the schoolWe have strong support from a variety of community groups. These groups donate their talent, time and/or resources to help develop our students. Examples are:

The Governor Juan F. Luis Hospital and Medical Center allows students to ‘shadow’ personnel to learn what duties are needed to achieve the successful running of a health facility.

The St. Croix Library Association is assisting the students and staff of the school and the community at large by creating a database of books, audiovisual materials, and patron records available for use by all.

The Department of Corrections brought our especially at-risk students to the Prison on St. Croix on a field trip, which proved extremely effective in demonstrating the long-term consequences of negative, illegal choices.

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4.9.2 In what community events do students, faculty or school administrators regularly participate? Describe what this participation entails.We participate in:

Agricultural Fair – we have a booth showcasing Woodson students and projects.

The Spelling Bee – every year our winner competes with other winners in the Territory.

Math Counts –this contest invites our students to match math aptitude with other young Virgin Islanders.

Steel Band/Quadrille Dancers – our students perform in public, honoring our Crucian traditions.

Geography Bee – our winner represents the school in this competition of world knowledge.

Red Ribbon Week – Woodson students perform skits, songs, poetry and display artistic talent to promote a drug-free society.

American Education Week – Students perform in school assemblies, contests, and team competitions annually for this event.

Black History Month – is celebrated every year by Woodson Students, who complete special projects assigned by teachers honoring the contributions of Black inventors, and current and historic personages.

The Big Read – Our students create posters and attend this event on a field trip with young people from other schools.

4.9.3 Analyze and describe how the school provides information to the public and to supporting institutions. The school provides information to the public and supporting institutions by means of the School’s website on EDLINE, the School’s Newsletter, the Library Newsletter, the local newspapers, television and radio stations, and the Information Board at the school entrance.

4.9.4 Describe current school programs supported by philanthropic agencies or corporations. Detail the manner and level of support.

The St. Croix Women’s Initiative provides children’s’ Time Magazine for current affairs.

The St. Croix Animal Welfare Center has joined us this year to educate and promote kindness (including their Spay/Neuter Program)

Inner Changes , for both girls and boys, provides outlets for young people based on positive role models’ leadership.

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Roseway World Ocean School , which teaches our students sailing concepts, focuses on developing teamwork through group navigational experiences.

Stop The Bleeding, Inc ., created a Public Service Announcement in the form of a commercial, with our students as the actors.

The Tim Duncan Foundation annually presents our students with prizes and certificates for positive citizenship.

4.9.5 Describe programs currently in the school that entail the cooperative effort of other schools/agencies. Detail the manner and level of cooperation.The progress made of the Library program using DYNIX (an automated cataloging program) is undertaken by the public schools and public libraries. We hope for governmental support for this undertaking, and the Librarian continually inputs data as time permits.

Woodson students participate in Band Recitals, the Spelling and Geography Bees, Math Counts and Sports Programs.

4.9.6 Describe how the community utilizes the facility.The community uses the facility of the John H. Woodson Junior High School by offering the use of our renovated Auditorium where we host Talent Shows, a Queen Show, Spelling and Geography Bees, American Education Week and Red Ribbon Week programs, and other events.

As an example, recently the Woodson Band performed for senior citizens of our community and pupils of St. Croix elementary school pupils, as well as our entire school population and parents.

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STUDENT SERVICES, STUDENT LIFE, AND

STUDENT ACTIVITIES STUDY

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THE STUDENT SERVICES & STUDENT LIFE & STUDENT ACTIVITIES STUDYThere are typically five student services included in this section. Not all schools provide all five services. If that service is not provided it should be noted. The student services found in this section include food services, transportation services, health services, counseling or guidance services and special services for special needs students including, but not limited to, special education and English as a Second Language. Additionally, this section of the guide details the opportunities for students to participate in school-sponsored activities.

Introduction

Education encompasses every area of the child’s development. The school must, therefore, be as concerned with the quality of services offered to children that will assure their physical and emotional development as they are with academic programs.The Student Services and Student Activities section of this study is intended to assess the quality of those services and activities offered either by or through the school which are intended to meet the physical and emotional needs of the students.

5.1 Members of the CommitteeName RoleDebra Miller ChairpersonMerissa Williams Co-chairpersonDelores Best School Service WorkerMercedes Celzo Specialized Instructional Environment TeacherCuthbert George Physical Education Teacher Cantobal Encarnacion ParaprofessionalMirtha Hernandez-Chooren ParaprofessionalJoane Mascall Paraprofessional

5.2 Instructions for the CommitteeThe committee responsible for The Student Services and Student Activities Study should examine the entire Designing Our Future to understand the place of The Student Services and Student Activities Study in the self-study of the school.The study of Student Services and Student Activities begins by examining these services as a unit. The services are appraised in the light of their congruence with the mission and beliefs of the school.The format for this study includes discrepancy profiles, description of the services, evaluation, and an overall assessment of the school’s adherence to the Middle States Standard(s).While the discrepancy profile appears at the beginning of the study, most subcommittees respond to the statements and questions that follow the profile prior to identifying their goals. Assessing strengths and areas in need of improvement usually assists the subcommittee in formulating their goals. The subcommittee will ultimately name four to six goals that will improve this area of study.In developing the goals, the subcommittee will want to look carefully at what the school’s mission and beliefs have to say about the intellectual, social and personal development of students. It will also want to consider current educational research on the teaching/learning processes, and reflect on what the mission and beliefs have to say about relationships.The goals are very important in the self-evaluation because they respond to improvement needs. In effect, the stated goals are the major “oughts” of the area. The subcommittee uses the five-point scales on the right-hand side of the page to indicate the extent to which each one of the stated goals are now

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accepted by the current faculty and met by current practices. The subcommittee should expect to find discrepancies between the level of acceptance and the levels of current practice.The responses to the statements and questions that follow the discrepancy profile provide a description of the area which is necessary for the purpose of the self-study.The subcommittee offers their evaluation, analyzes and lists the strengths of the area and what needs to be improved. It is important that the subcommittee deal fully with both. The subcommittee then prioritizes short- and long-term improvements.Finally, the subcommittee provides an overall assessment of the school’s adherence to the Middle States Standard(s). Using the indicators, the subcommittee determines the applicability of each indicator or the extent to which each indicator is being met. The subcommittee uses a scale of 4 to 1, with 4 being “strongly implemented” and 1 being “not implemented.” When the indicator is not applicable, “na” is noted.

STUDENT SERVICES5.3 Discrepancy ProfileExpectations Degree of current acceptance Degree of current practice1. a b c d e a b c d e2. a b c d e a b c d e3. a b c d e a b c d e4. a b c d e a b c d e5. a b c d e a b c d ea= Completelyb= Generallyc= Partiallyd= Minimallye= Not at All5.4 Food Service

5.4.1 Description of Food Services

5.4.1.1 Describe the nature and extent of the current food services.

At the school there is a Food Nutrition Program that provides breakfast and lunch for the students on a daily basis. These are served to all students during the respective times daily. The breakfast is served from 7:15 am to 7:40 am and lunch is served from 10:56 am to 11:51 am. This program is supervised by a kitchen Manager and a supporting staff. However, the menus are planned by the District Director and the menus rotate on a monthly basis. The menus are formulated to include a variety of nutritional requirements which meet the standards. Students have a choice of meat or vegetarian meal daily.5.4.1.2 Describe the cleanliness, adequacy and efficiency of the food services preparation area.

The food service area is cleaned on a daily basis. In preparation for the daily meals all cooking utensils and the kitchen environment is cleaned. The food is cooked daily then placed on trays in order to be served to the children. Students received a drink with the

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meal that is stored in a chiller and also is given fruits. The students enter the cafeteria for their meals and form a line under the supervision of a monitor and/or administrator then they are directed to move to the serving area.

5.4.1.3 Describe the cleanliness and adequacy of the cafeteria/lunch room.

Once breakfast has been prepared the workers prepare the kitchen and cafeteria for lunch. Upon the completion of lunch the tables in the cafeteria are cleaned, the floor is swept and mopped. There are adequate space to accommodate the students to eat lunch and breakfast, however, there should be another area to serve the lunch. Due to the number of students that participate in the lunch program the waiting time is sometimes too long.

5.4.1.4 Describe the procedures used to consider students’ likes and dislikes in food provisions.

A survey is conducted by the Department of Education Child Nutrition Program.

5.4.1.5 Describe how the program is funded. Clearly identify all sources of income including, student payment, federal resources and any local support.

The program is funded 100% by the United States Department of Agriculture (USDA) through the Department of Education Child Nutrition Program.5.4.1.6 Describe how current food services provided by the school support the learning program.

According to adequate nutrition fuels the body. It will be difficult to improve a student’s performance without the proper nutrition. Students are encouraged to participate in our healthy nutritious program and such is posted on the cafeteria door. Our school also explains in our orientation program the benefits of a healthy eating and the importance of having breakfast to start the day.

5.4.2 Evaluation

5.4.2.1 Analyze and list the strengths of the food services, including preparation, facilities, supervision, etc.

The program provides breakfast and lunch daily to the students. Students participate in both breakfast and lunch daily. Breakfast and lunch are served at the designated time daily and on time. Food is prepared on a daily basis. Food is prepared on site under the supervision of the school’s kitchen manager. The food service workers take pride in what they do. % of our students participates in the breakfast program. % of our students participates in the lunch program. Students are supervised by a monitor and administrator while they are dining.

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5.4.2.2 Analyze and list improvements needed in the present food services, including preparations, facilities, supervision.

Another serving line is needed to reduce the time students are waiting to eat Warmers are needed for the serving area to keep the food warm. An additional stove and oven will be helpful to prepare meals timely. A salad bar can be helpful to encourage students to enjoy salads and vegetables

which add fiber to their diets. There can be more variety of food choices in the menu. The menu should be posted at the beginning of each week. Additional staff members are needed in the kitchen.

5.4.2.3 Prioritize the short and long-term improvements for the food service program.Short Term:

Provide a salad bar Additional staff members needed Post the menu at the beginning of each week Conduct student survey at least quarterly

Long Term:

Create another area to serve food Add additional seating in the cafeteria Make cafeteria area more attractive to students

5.5 Transportation Services

5.5.1 Description of Transportation Services

5.5.1.1 Describe the various methods students are transported to and from school.Provide approximate percentages for each form of transportation.

At our school the students are transported by Abramson Enterprises Inc. parents, and some students walk to and from school. The bus company-Abramson Enterprises Inc. provides transportation for both regular and special education students. Approximately ___% of students rides the bus.5.5.1.2 Describe how the school provides transportation for field trips.

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School field trips are done using the private taxi bus transportation most of the time for a minimal fee of $ 4.00 each for 15 passengers. The Ann Abrahamson bus is also used for a fee of $150.00 for 60 passengers on the big bus and $125.00 for 30 passengers on the small bus. Occasionally, the Housing Parks and Recreation van provides free transportation for sport activities off campus.

5.5.1.3 Describe how the school organizes and supervises student activity on the buses.

When student go on the bus, no activity occurs during the time from school to the destination of the trip. On each bus two or more adults supervise the students to ensure safety. The student/adult ratio of one adult to every ten student is a requirement for the trip. When the bus reaches its destination for the trip the students disembark the bus in an orderly fashion and move to the designated area with their chaperone(s).5.5.1.4 Describe the supervision of students when boarding and exiting buses and other transportation.

When the bus arrives and leaves in the mornings and afternoons, monitors and an administrator are present to supervise and coordinate the arrival and departure of the students. The students are reminded to practice proper etiquette, stand in single lines, and follow bus safety rules.

5.5.1.5 Describe traffic safety education provided in the school program.

In elementary school traffic safety education is taught to the students. When the students attend field trips, the chaperons in charge discuss the safety rules necessary for visiting the particular destination.5.5.2 Evaluation

5.5.2.1 Analyze and list the strengths of the transportation services.

Students receive safe and reliable bus service from bus stop areas, for fieldtrips, and for extracurricular activities to and from school.

Special Education students are picked up and dropped off at their home and school.

5.5.2.2 Analyze and list improvements needed in transportation services.

More buses are needed to transport students in the morning and afternoon. Buses need to arrive on time to school in the morning in order for students to attend

homeroom and avoid missing part of the first period lesson. Transportation should be available for academic after school programs at the school.

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School should have transportation to transport musical equipment and other school related project supplies.

5.5.2.3 Prioritize the short and long-term improvements for the transportation service program.Short term:

Provide the appropriate numbers of buses that will allow students be reach to school on time. Provide transportation for afterschool intevention programs.

Longterm:

School should have its own transportation to allow students to participates in field trips,interscholastic and intramural activities.

School should have transportation to transport musical equipment and other school related project supplies.

5.6 Health Services

5.6.1 Description of Health Services

5.6.1.1 Describe the health services provided by the school, including a description of the providers.John H. Woodson Jr, High School has a certified Registered Nurse that provides information and assistance to students relative to the health services at the school. The nurse renders health services five days a week to the students. The nurse reviews and collects medical records to include but not limited to immunization, scoliosis, vision screening, share dietary information in small groups or one on one consoltation. She review or monitor students with medical concerns. In the nurse's daily routine students with minor medical concerns will visit her assistance. The nurse however, does not administer medication to students for headache, stomachache etc.5.6.1.2 What portion of the school week does a nurse provide services in the school?The nurse provide services to students five days a week between the hours of 8:00 am to 3:30 pm5.6.1.3 When the nurse is not available, who provides the necessary services?When the nurse in not available and there is an emergency parents are contacted immediately. If the situation allows for the parent to take child at home parents are advice to do so. However, if the emergency is serious the parent and the ambulance service is contacte to transport student to the hospital. In the cases where students have minor cuts or bruises school personnel assist as needed. The school physical education teacher are First Aid and CPR certified.5.6.1.4 Describe the maintenance of records, including provisions for storage.The nurse maintains and updates students health record s to include immunization update and other medical updates. These records are stored and secured in the nurse's office and become part of the

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students transition records and cummulative records. As the students transition from 7th grade to 8th grade to 9th grade their files must be made current because their medical records will be forwarded to the high school.

5.6.1.5 Describe how health education services respond to the developmental needs of the child.The school nurse distributes phamplets to students to give information and clarification on different medical topics. The nurse gives one-to-one assistance to student/parents on medical conditions and concerns and also gives follow up sessions as needed. The nurse distributes information during assemblies for students and parents that addresses health and hygiene, tobacco, marijuana, alcohol and other drug use prevention. Upon any concerns the nurses makes referrals for students to the appropriate agencies such as the Department of Mental Health, the Clinic or to other medical professionals that can assist with the need of the student.5.6.1.6 Describe the health facility.Our health facility is directly located in the nurse's office. This office is comprise of three rooms to include a waiting area and two rooms with beds and two bathrooms. The facility is equiped with the following: wheel chair, blood pressure machine, nubulizer, diabetic monitor, hot/cold packs. band aids, and other minor medical aids. The room is print rich with posters relative to health needs.5.6.1.7 Describe any community health services available to the school.Prensently students are referred to the Charles Harwood Clinic and the Juan Luis Hospital for any medical service beyond the basic service that are rendered at the school.

5.6.1.8 Describe any program or activity that provides education on substance abuse — drugs, alcohol, tobacco, etc.Throughout the school year various guest speakers come in to talk to students and share information about the cause and effects of substance abuse and provide information on how to avoid such situations. At John H. Woodson we have the 10 heath classes and 10 Family Life classes per year that students also get an opportunity to learn about various substance abuse throughout the United States and the community. Speakers are invited to these classes to address the above mentioned through videos and lectures. During Red Ribbon Week studens pledge to be drug free and assemblies are held to discuss the negative effects of drugs, alcohol and tobacco. Also students create posters, poems, skits and raps to express to dangers of substance abuse.5.6.1.9 Describe opportunities provided for AIDS/sex education.Speakers are brought in through the Family Life class and the counseling department to speak to the students about AIDS/Sex education. This is usually done in small and large groups and male and female assemblies.5.6.2 Evaluation

5.6.2.1 Analyze the strengths of the present health services.

Nurse’s office is assessable to all students The nurse is a competent registered nurse who assist students daily Office is clean Nurse has good relationship with students The nurse is always attentive to students medical situation Files are secured Medical situations are private

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Posters are displayed on the wall about causes and effects of different types of medical situations and substance abuse.

If a student is ill, parents/guardians are called to limit the spread of illness. Nurse provides a healthy snack or warm tea if a student suddenly felt ill and also provides

hygiene items to female students if needed. All students’ immunization records are kept up to date.

5.6.2.2 Analyze and list aspects of current health services in need improvement.

Student need to stay at home when ill to avoid the spread of viruses to other students, faculty and staff.

Nurse needs an assistant. Nurse office needs to be bigger. Nurse’s office needs more equipment to assist students with medical needs. Parents should respond in a timely basis when informed that their child is ill and needs to be

picked up.

5.6.2.3. Prioritize the short and long-term improvement for the health service program.Short –term:

Students medical records and immunization should be kept up to date Educate parents about the importance of keeping child home when ill to prevent the spread to

other students, faculty and staff. Enforce rules that parents needs to pick-up students when sick and provide reliable contact

phone numbers.

Long-term:

Nurse’s office needs more medical equipment to assist with students needs ( for example Nebulizer machine )

The nurse’s office needs to be bigger to accommodate students (e.g. waiting area, beds) Enforce that all medical conditions/medication of students must be made known to the nurse

and recorded. Develop a protocol when medical emergencies occur at school

5.7 Guidance/Counseling Services

5.7.1 Description of guidance/counseling services5.7.1.1 Describe the nature and extent of current guidance/counseling services. Include formal and

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informal services.The purpose of current guidance/counseling service is to provide individual counseling as needed for regular and special education students. As part of the guidance services there is a plan and coordinated services to meet our students’ academic, social and emotional needs. For example, Red Ribbon Week, Career Week, test taking and study skills are part of the guidance counselor activities throughout the school year. Counselors also participate in assessment of students in need of special services and also act as a liaison between community services and the students. The guidance department also assists with the coordination of the yearly assessment for the students. The counselors are in consultation with teachers, administration, parents, and community agencies to help improve students’ social, academic and emotional needs. Counselors also make referrals to outside agencies for further assessment and counseling. Counselors share information during student assemblies, classroom, and small group counseling where individual from the community agencies come in to speak to students. The counseling department also provides an attendance tracking form to assist students with their academic performance, conduct and attendance. Upon a receipt of a referral about student attendance (absenteeism, tardiness, and out of district students) the attendance counselor is responsible for possible reasons for truancy and to provide parents with rules, regulation and law regards to truancy and the consequences. The teachers also make referrals to the guidance counselor for students who have cut classes after the initial investigation, on a case by case basis the attendance counselor will make contact with parent for a conference with the guidance counselor. The counselors exercises confidentiality with all cases. All guidance counselors are a part of a group that provides counseling outside their current establishment.

5.7.1.2 Describe procedures for referring students for guidance/counseling services.

Teacher Referrals - Teachers are provided with a student referral form by the counselors in order to refer students to the counseling department. The referral form include the reason for referral, steps taken by teacher to resolve the problem, teachers comments, signature, and date of referral. Upon receipt of this form, the counselor then completes the form by indicating the actions taken with the student after meeting with the child. Other faculty and staff refer students by giving an oral or written report of issues that warrant counseling.

Principal Referral - Upon conducting conferences with students and/or parents, the Administrators may refer a student for counseling based on the findings during the conference. In some instances, the counseling sessions can be held prior to the students disciplinary actions or upon returning to school from disciplinary action.

Student Referral - Students can make referrals about concerns regarding another student whether it is home or school related.

Pyschologist Referrals - Counselor submit a request for the school Psychologyist for more indept counseling for special education stuents.

Counselor Observation - Often times, a counselor may see first hand, indicators that a child may exhibit that may require counseling. The counselor then evaluates the students' behavior or performance and discuss ways to address the root of the concerns. The counselor makes every effort to research how the student can get on track and what may be the causes of the students inablility to perform as required. During this process, the counselor dialogues with the student, parents, teachers, and administrators as needed to devise and implement a corrective plan to guide student's progress.

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5.7.1.3 Describe the nature of guidance records and procedures for storing the same.

Upon the student entering the John H. Woodson Junior High School, his/her guidance records are kept in the student's cumulative folder. As the year progresses, any conferences held with the teachers and administators in consultation with the counselors are documented and securely housed in the counselors suite and/or registrar's office. However, consultations that are held directly with the counselors are securely filed in the counselors suite. Counselors keep detailed notes on all conferences involving students. 5.7.1.4 Describe how information about students is shared with the faculty, parents, and community agencies.Information is shared about students to faculty and parents through parental conferences and team meeting. During team meetings each subject area teacher is present along with the counselor of that student to discuss the student academic and behavior performance. Data workshop and data meetings are held to inform the staff and public or our students' academic performance and plans for improvements.Ifnformation about students who are a client of an agency such as Human Service is shared privately through meetings and confidencial written correspondence. Information regarding PTA, awards and honor programs and other parental meeting is throuh the school website, pubic media, and marque board and written information.

5.7.1.5 Describe the community guidance/counseling services available to the school.Couselor partner with various community agencies: such as Department of Human Services, Women/Men Coalition, Village Partners in Recovery and the Department of Mental Health. Students are refered to the Department of Human Services when their is suspect for parental/guardian neglect, abuse, truancy and pregnancy. A phone call is made to intake where the case worker will take the information and they will make their assessment. The social worker will come to the school and make contact with the child before the parent is notified. Then a written comformation of the counselor report will be sent back to the respective counselor. Students are refered to the Department of Mental Health for siocological case such as anger issues, suicideal tendencies, and signs of depressions. Women/Men Coalition are avocate agencies for students and families needing counseling for domestic problems. Students are refered to the Village for drug and alcohol counseling.

5.7.2 Evaluation

5.7.2.1 Analyze and list the strengths of the present guidance/counseling services.Counselor are visiable throughout the campus, making it an easy access for students in need of services.Couselor have an open door policyCounselor are approachableOffice is warm and welcomingWorks colaborately with Administration,parents and other faculty membersCounselors create rapport with the students.Confidenciality is the order of the day

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5.7.2.2 Analyze and list aspects of current guidance/counseling services in need of improvement.Create a sign in log for students rendering services, track students counseling needs, accurate record keepingConsistentcy in using teacher referal form when sending students to the counselor office.Frequent assemblies to speak to students on various topics (for example, time management, study skills, organizational skills, testing skill, bullying, and self esteem etc.)

5.7.2.3 Prioritize the short and long-term improvements for the guidance/counseling service program.Short term:Room for group counseling that is available at least 3 times a week.Timey completion of documents for students with special services.

Longterm:Enforce parental involvement with teachers when parental conferences are requested for academic, social, emotional and personal issues.Colaboration with the administration and counseling department for students on suspension to recieve counseling before they return to class.5.8 Special Services

5.8.1 Description of Special Services5.8.1.1 Describe services available for identified special education students including, learning disabilities, physical disabilities, gifted, etc.

Service available at John H. Woodson Jr. High School for identified special education students are as follows:

Occupational Therapist - Provides services for students that needs to develop their fine motor skills.

Social Worker - Provides services for students as well as thier parent throught the Department of Human Services.

Bus Transportation - Provides daily service to and from school Guidance Counseling - Provide individual and group counseling for students. Speech Therapist - Proivdes services for students with speech impediments/hearing disabilities

5.8.1.2 Describe services available for English as a Second Language (ELS) Students.At John H. Woodson Junior High School we have a native language support program that works closely with the regular content area classroom teachers.

5.8.1.3 Describe any other special services available in your school.Plato - Tier Two Intervention program: technology basedRead 180 - Tier Two intervention program : technology BasedA to Z - Tier One Intervention Program: technology basedI can Learn Math - Tier One and Two Intervention Program; technology based

5.8.2 Evaluation

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5.8.2.1 Analyze and list the strengths of special services.Occupational Therapist - Provides fine motors skills therapy for students and provide other adaptive materials use to accomplish classoom goals.Speech Therapist - Provides language and speech training to encourage students to speak and communicate with others.Physical Therapist- Provides services to enhance the student mobility to achieve academic success.Guidance Counseling - Provides private one on one services to students as needed.Bus Transportation - Provide daily transportation to and from school.Special Education Teacher - Provide a warm environment condusive to learning.Pyschologist - Provides social and emotional support for students wih problems that are too difficult to be seen by the guidance counselor.5.8.2.2 Analyze and list the areas of special services in need of improvementBus Transportation - More buses needed to transport students to and from school. Students arrive to school late on numerous occassionsReferral and placement process need to be conducted in a more timely manner in order to provide the services needed for student.Parental involvement should start at a very early stage and should not stop when the child leave elementary school and continue through junior and high school level.speech therapy should not be discountued services until they have met all their goals and objectives.Staff - Need more staff to provide special services for students.5.8.2.3 Prioritize the short and long-term improvements for the special services program.

short term: Headsprout - Need an intevention period at least three times a week rather then pulling students out of class.Staff - Need more staff to provide related services.Long term:Parental Involvement - Need to be actively involve thier child/children Bus Transportation - Need more buses to provide transportation to and from school

5.9 Recruitment, Admissions and Placement of Students5.9.1 Describe the recruitment, admissions and placement procedures used by the school. If any or all of these procedures are not applicable, please note with appropriate reasoning.As a public school system in the United States Virgin Islands our students are placed through districting only.Placement: Students are placed hetergeneously by grade level. Students are placed in different classes such as honors based on their result of their acadmeic assessment. Special education students are placed throught the division of Special education based on thier result of their testing. Students are placed in the various elective by choice and availablity.

5.9.2 Evaluation

5.9.2.1 Analyze the strengths of the recruitment, admissions and placement procedures utilized by the school.Students from the feeder schools visit to tour the school during the second semester in and effort to be familiarize with the schools' layout and climate . Early orientation is scheduled during second semester where students have an opportunity to preregister and they are surveyed about thier interest

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and hobbies. Placement procedure for students are based on the sudent assessment, student report card and the school assessment test during the first week of classes.

5.9.2.2 Analyze and list the areas of the recruitment, admissions and placement procedures in need of improvement.During the Admissions:process their should be more thorough process where students resides in an effort to esnure equity in student population amoung the three junior high schools. Due to the time of the year that the standardize test is administered their should be a common diagnostic test given at the beginning of the year in order to compare the result of the students prior to placement. Due to the fact that the Department of Education has an open enrollment policy where students can be admitted to the school at any time throughtout the year, their should be a standarized test made available to administer to the student prior to placement.

5.9.2.3 Prioritize the short and long-term improvements for this area.short term:To ensure that the attendance counselor has adequate resources to check on students residency to ensure that a student resides in the school districtLongterm:Create a data base for all students in the district mapping where they live to ensure that their placement are accurate throughout thier years in school.

Middle States Accreditation Standards ReviewMiddle States Association Accreditation Standards must be met in order for a school to be accredited by MSA. In addition to the standard, MSA has identified key indicators of quality that exemplify how the MSA standard can be met. While it is expected that nearly all schools will endorse and strive to meet most, if not all, of the individual indicators, a school may find that some indicators are more applicable and important than others.For each indicator below indicate the extent to which each indicator is being met on a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” Indicate “n.a.” for “not applicable.”4= Strongly Implemented 1= Not Implemented n.a.= Not Applicable

The Middle States Standard on Student Services The Standard: The school implements written policies and procedures, in partnership with families and the community, that provide all students with, or refer them to, services that are age- and developmentally appropriate to optimize opportunities for life-long success. Student services are systematic and integral to the educational program. They are provided by qualified personnel, sufficiently financed, periodically evaluated, and philosophy/mission appropriate.

Indicators for all schools:

Degree of Implementation MSA Indicator

Student Support Services

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4 3 2 1 na Student support services address academic skills development, social skills development, personal growth, and career planning.

4 3 2 1 na Counselors, administrators, teachers, and/or other staff members share responsibility for providing guidance and support to students.

4 3 2 1 na The school is sensitive to the critical importance of non-academic needs of students. A process is in place to address students’ emotional and social needs.

4 3 2 1 na The school is sensitive to the critical importance of non-academic needs of students. A process is in place to address students’ emotional and social needs.

4 3 2 1 na Assessment data are used to adapt curriculum and teaching methods, provide personalized counseling, and identify appropriate program placement for students.

4 3 2 1 na Career awareness activities are provided as appropriate.

4 3 2 1 na Student support services extend into and incorporate community services as needed.

4 3 2 1 na Student data are current, comprehensive, and readily available for use by the staff.

4 3 2 1 naFollow-up studies of graduates and other former students are carried out and data are shared with staff to help determine the effectiveness of the school’s educational program and services.

4 3 2 1 na The school offers an orientation program for new students and their families to share the school’s philosophy/mission, policies, procedures, and expectations.

4 3 2 1 naFamilies are provided with information about child development, education, and related topics through personal communications, pamphlets, meetings, and referrals to web sites and other resources.Transportation Services

4 3 2 1 naWritten policies and procedures are implemented to ensure the safety of students when being picked up, transported, and dropped off by transportation provided by the school.

4 3 2 1 na Appropriate training is provided to transportation providers.

4 3 2 1 na Transportation services provided or contracted by the school meet the safety requirements of all appropriate legal authorities.

4 3 2 1 na Food Services4 3 2 1 na Student dining areas are functional and hygienic.

4 3 2 1 na Meals provided by the school meet generally accepted nutritional standards. Information about nutritional values of the foods is available.

4 3 2 1 na Appropriate training is provided to food services providers.

4 3 2 1 na Food services personnel meet the health requirements of all appropriate authorities.

4 3 2 1 na Food service facilities are inspected regularly and meet the health and safety requirements of all appropriate authorities.

4 3 2 1 na Services for Students With Special Needs

4 3 2 1 na The school implements written policies and procedures to identify and address the needs of students with special needs.

4 3 2 1 na The school provides or refers families to appropriate related services and/or accommodations to meet student needs.

4 3 2 1 na As applicable, the school is in compliance with all local, state, and federal requirements related to students with special needs.

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4 3 2 1 na Admissions and Placement4 3 2 1 na The school implements written admissions policies and procedures.

4 3 2 1 na The school implements written policies and procedures for placement of students in appropriate programs and levels.

4 3 2 1 na

Applicants for enrollment and their families are clearly informed of the philosophy/mission of the school, the nature and extent of the educational program and services available, tuition and fees (if applicable), school policies, and expectations for satisfactory student performance.

4 3 2 1 na The school accepts students for whom there is a reasonable expectation of success in the educational program as appropriate and interpreted by law.

4 3 2 1 na All statements and representations relating to the school’s educational programs, services, and resources are clear, accurate, and current.

Indicators for schools that provide distance education:Degree of Implementation MSA Indicator

4 3 2 1 na

Prior to admission, prospective students and their parents/guardians are advised about the self-motivation and commitment needed for successful distance learning and the technical competence required to participate and learn in the educational program.

4 3 2 1 na Admissions inquiries are handled in a prompt and thorough manner.

4 3 2 1 na Adequate advisory services are available for students who are having difficulty with their studies as well as for those who are rapid learners.

4 3 2 1 na Students are actively encouraged to start, continue, and finish the program in which they have enrolled.

4 3 2 1 naThe institution implements written policies and procedures to evaluate students’ previous academic work and to provide fair and consistent credit for their previous studies or work experience.

STUDENT ACTIVITIES

Expectations Degree of current acceptance

Degree of current practice

1. John H. Woodson Junior High School expects to develop a Fine Arts program for students to be able to express interest, develop skills and showcase their talents through mediums such as band and art.

a b c d e a b c d e

2. John H. Woodson Junior High School athletics program through the Physical education department will conduct student neighborhood Basketball Lunch Leagues and sponsor various Interscholastic Sports (After school), and off island tournaments to enhance athletics, discipline, sportsmanship, and teamwork while engaged in physical activities. Students are expected to complete the President’s Physical Fitness Challenge.

a b c d e a b c d e

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3. John H. Woodson Junior High School students will be able to participate in academic competitions such as the school/district science fair, Math Counts, Spelling Bee, and Geography Bee to demonstrate their understanding of the concepts taught in the disciplines.

a b c d e a b c d e

4. Along with the academic performance of the students in the vocational program, John H. Woodson Junior High School expect students to showcase their work through several extracurricular activities such as the Agriculture Fair, World Food Day, Future Business Leaders of America, and Career Week.

a b c d e a b c d e

5. Students at John H. Woodson Junior High Schoolwill be able to participate in class and school field trips on and off the island that allow them have real world experiences through Historical Sites, Ecological tours, sailing on the Roseway, and Close-Up program. 6. John H. Woodson Junior High School students are encouraged to maintain high standards for academics, athletics, social behaviors and attendance in order to receive incentives and awards.7. Students at John H. Woodson Junior High School are expected to participate in the various extracurricular activities and clubs such as the Travel Club, Talent Club, Yearbook Club, Computer Club, Chess Club, Science Club, Creative Writing Club and Library Club. 8. A Student Council will be formed each year for students to be able to express their concerns, ideas, and suggestions to the administration in order to improve their academic and social experiences at the John H. Woodson Junior High School.

a b c d e a b c d e

a= Completely

b= Generally

c= Partially

d= Minimally

e= Not at All

5.10.1 Describe the opportunities for students to participate in school sponsored activities that occur either during the school day or outside of school hours. Students are given the opportunity to participate in school sponsored activities such as the following listed:

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Band – This is a performing arts program in which students learn to read music, comprehend musical vocabulary, analyze music theory, and play an instrument. Students also learn to write and play all major scales, write and play all chromatic scales, write and play all arpeggios, count and clap all notes/rest, and identify enharmonic scales. The students are able to exhibit their skills in both in and out of school performances.Performances include the Christmas Concert that traditionally takes place in December and features the Concert Band and Combo. The Spring Recital takes place in February and is comprised of solos (accompanied by the piano), duets, trios, and small ensembles. The Spring Concert, held in May, has performances by the Concert Band, Jazz Band, and Combo. The Concert Band plays for all major assemblies and promotional exercises at the John H. Woodson Junior High School.Art – An Art Club was developed for students with an interest in visual art. Students meet during a portion of the lunch hour to develop and enhance their artistic skills. Two art exhibits are held annually to showcase the students work to the school, parents, and community.Basketball Lunch Leagues – Students from various neighborhoods form basketball teams to compete during lunch time. These games help to engage students in supporting their peers and constructively having fun.Intramural (Interscholastic) Sports – The students participate in district and territory-wide competitions in basketball, volleyball, flag football, track and field, softball, cross country, and soccer. These after school activities assist in reinforcing teamwork and sportsmanship to enhance the social growth and development of our students while building school pride.School/District Science Technology Engineering and Math Fair – Students are required to do a science project that makes up a significant portion of their grade. A science fair is done with students who are selected by their science classes to participate in the school’s science fair. The top ten students and any other student who participated in the in school science fair compete in the district Science Technology Engineering and Math Fair.Math Counts – Students who show strength and interest in mathematics are encouraged to participate in Math Counts. This group of students meets during lunchtime with a Math coach who facilitates the preparation for the district competition. Based on the student’s performance during the district competition, students may be given the opportunity to participate in the territory-wide, then nationally.Spelling Bee – Students who show strength and interest in spelling are encouraged to participate in the Spelling Bee. This group of students meets during lunchtime with a spelling coach who facilitates the preparation for the district competition. Based on the student’s performance during the district competition, students may be given the opportunity to participate in the territory-wide, then nationally.Geography Bee – Students who show strength and interest in social sciences are encouraged to participate in Geography Bee. This group of students meets during lunchtime with a Geography coach who facilitates the preparation for the district competition. Based on the student’s performance during the district competition, students may be given the opportunity to participate in the territory-wide, then nationally.Agriculture Fair – Students who are enrolled in the Agriculture course, along with students in other content areas participate in the St. Croix Agriculture Fair. This event allows the students to exhibit their work, both at school and at the Fairgrounds. Students create gardens

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on school grounds that are judged by Department of Agriculture Personnel. Additional presentations are judged at the Fairgrounds.World Food Day – This day is an opportunity for the students to understand the need to support the less fortunate.Future Business Leaders of America – GRAHAMCareer Week – CREIGHTONTravel Club – This club gives the 8th grade students an opportunity to travel out of their normal environment to experience different cultures while celebrating the culmination of their time at John H. Woodson Junior High School. The students who meet academic requirements and show interest in traveling, participate in fundraisers to assist in defraying the cost of the trip.Talent Club – BODLEYClose-Up – The students travel to Washington, D.C. to participate in this national program founded in 1971 that exposes them to civics and gives them a firsthand view of the history of our nation and how it operates. The Close-Up student experience is enhanced by an interactive approach. Close-Up takes what students learn in a classroom and bring it to life. Students are selected by referral by their Social Studies teacher.Yearbook Club – FREDERICKComputer Club – The students meet lunchtime to create projects using the computer, digital cameras, and video. They also serve as lab monitors and assists struggling students with computer related assisgments.Chess Club –Science Club – The students meet lunchtime to discusss science concepts, participate in mini lab activities, and plan science-related activities and fieldtrips. Students develop a portfolio of the experiments, activities and fieldtrips they experirnce. Participation is open to all interested students.Creative Writing Club – The students in this group, beginning in the fall of 2011, will develop their creativity, thinking, and writing skills through free expression of their thoughts. The leadership of the group will be two language arts teachers and the librarian.

Library Club - Students are allowed to come in before school hours, during lunchtime, and free periods to assist the Librarian in arranging and shelving books and creating displays. The students also get to participate in oral skill activities and help develop the library newsletter "Viva La Biblioteca". Participation is open to all interested students.

Roseway – Students are given a week long lesson by sailing aboard the historical Roseway Schooner. Aboard the Roseway, students experience a curriculum integrated program which includes math, science, English, and social studies, during the five consecutive morning sailings. Students learn maritime vocabulary and procedures, natural history of the area, and have fun as they do team building skills.School Newspaper – FREDERICKS?Class/school fieldtrips – Department and/or Team plan fieldtrips to broaden students knowledge through real-world experiences.Junior Achievers – ALLEN

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Queen Show – ABRAHAMSolar Sprint Club – LINQUISTNational Guard Gym Program - WILLIAMSFuture Farmers of America – JAMESStudent Council – Two students are selected by their peers from each team to represent them in the student council. The students are able to express their concerns, ideas, and suggestions to the administration in order to improve their academic and social experiences at the John H. Woodson Junior High School. The council consists of an Advisor, President, Vice President, Secretary, Treasurer and other student members.

5.10.2 Describe how activities are determined for offering. During the orientation process, students complete interest surveys. Based on the responses and the availability of personnel (volunteers, coaches, teachers, and mentors), funding, and resources, the determination is made on what activities will be offered and at what times. In addition to interest clubs, we offer the students an opportunity to compete in community, district, territory, or national activities.

5.10.3 Describe how sponsors/moderators are selected and their general responsibilities. Sponsors and moderators are selected on a voluntary basis by the school administrators. In some instances, due to the nature of the activity, expertise of the volunteers is considered in the selection process. In general, sponsors are expected to schedule, coordinate, and supervise the activity.

5.11 Evaluation

5.11.1 Analyze and list the strengths of student activities. The strenghts of student activites includes:Building self esteemEncouraging school prideBuilding and maintaining team spirit (classes & school)Increasing team participationFostering student interestDeveloping employable skillsEnhancing critical thinking skillsBuilding interpersonal skillsConflict resolutionDiscovering and enhancing talent/skill levelsBuilding relationships between students and staffProviding opportunities for improving behavioral and organizational skillsDeveloping self disciplineReinforcing concepts and skills taught in the classroom in a funfilled setting.Relieving stressHaving fun

The student activities provide an atmosphere in which students are able to develop and grow in and outside of the classroom. Some of the activities occur during lunchtime, after school, and off campus. All of the activities

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provide students with the opportunity to express themselves freely and constructively release energy. Many staff members, community persons, and parents volunteer to facilitate the programs and activities.

5.11.2 Analyze and list the areas of students’ activities in need of improvement.

5.11.3 Prioritize the short and long-term improvements for the student activities program.

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EDUCATIONAL PROGRAMS

STUDY

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THE EDUCATIONAL PROGRAMS STUDY


6.1 Instructions for the Steering CommitteeThe Educational Programs Study begins as the Steering Committee identifies the program areas to be included in the study. In doing this, the Steering Committee may need to resolve some curriculum issues. For example, is reading to be studied separately from language arts? Are health and science separate studies? In making these determinations, the Steering Committee may review the school’s mission and beliefs, the diocesan curriculum guidelines, and consult with diocesan educational consultants.After the program areas are identified, the Steering Committee appoints program area subcommittees and names the chair for each group. The developmental value of the self-study process is enhanced by internal objectivity and by having various individuals extend themselves to assess and report what occurs in their fields.6.1.1 Curriculum Area Science

6.1.2 Members of the SubcommitteeName Role_ Ms Gambee_ Ms Walters-Moore_ Ms Meade_ Ms Wilkins-- Ms Bryan-- Mr Browne-- Mr Rodriguez

6.2 Instructions for the SubcommitteeThe format for each curriculum study includes a discrepancy profile, description of the program, evaluation, and an overall assessment of the school’s adherence to the Middle States Educational Program standard (completed once).While the discrepancy profile appears at the beginning of the program study, most subcommittees respond to the statements and questions that follow the profile prior to identifying their goals. Assessing a curricular program’s strengths and areas in need of improvement usually assists the subcommittee in formulating their goals. The subcommittee will ultimately name four to six goals that will improve this area of study.In developing the goals, the subcommittee will want to look carefully at what the school’s mission and beliefs have to say about the intellectual, social and personal development of students. It will also want to consider current educational research on the teaching/learning processes, and reflect on what the mission and beliefs have to say about relationships.The goals are very important in the self-evaluation because they respond to improvement needs. In effect, the stated goals are the major “oughts” of the curriculum area. The subcommittee uses the five-point scales on the right-hand side of the page to indicate the extent to which each one of the stated goals are now accepted by the current faculty and met by current practices. The subcommittee should expect to find discrepancies between the level of acceptance and the levels of current practice.The responses to the statements and questions that follow the discrepancy profile provide a description of the curricular program which is necessary for the purpose of the self-study.

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The subcommittee offers their evaluation and analyzes and lists the strengths of the program area and what needs to be improved. It is important that the subcommittee deal fully with both. The subcommittee then prioritizes short- and long-term improvements.Finally, the subcommittee provides an overall assessment of the school’s adherence to the Middle States Educational Program standard. Using concrete examples (indicators), the subcommittee determines the applicability of each indicator or the extent to which each indicator is being met. The subcommittee uses a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” When the indicator is not applicable, “na” is noted.

THE EDUCATIONAL PROGRAMS STUDY6.3 Discrepancy Profile1. All students will be able to apply scientific processing skills to conduct investigations. 2. All students will be able to produce a project related to a science topic using scientific processing skills. 3. students will be exposed to concepts covered in Life, Earth and Physical Science. 4. Teachers will prepare departmental mid-term and final exams for 7th and 8th grade science. 5. Teachers will utilize given technology to enhance teaching and student learning.



1. All students will be able to apply scientific processing skills to conduct investigations. a b c d e a b c d e

2. All students will be able to produce a project related to a science topic using scientific processing skills. a b c d e a b c d e

3. students will be exposed to concepts covered in Life, Earth and Physical Science. a b c d e a b c d e

4. Teachers will prepare departmental mid-term and final exams for 7th and 8th grade science. a b c d e a b c d e

5. Teachers will utilize given technology to enhance teaching and student learning. a b c d e a b c d e

a= Completelyb= Generallyc= Partiallyd= Minimallye= Not at All6.4 Program Description6.4.1 What proportion of a week’s instructional time is devoted to this program area?Preschool _%Primary _%Intermediate _%Middle/Junior High 17 %6.4.2 Describe how the curriculum in this area is developed and maintained.

The curriculum in this area is developed through a Task Force committee that is formulated by the Department of Education and is comprised of the Science Coordinator and Science Teachers in the St. Croix District. After evaluation of our students' needs and the implementation of this curriculum, the Task Force revises any necessary areas as needed . 6.4.3 Describe how materials of instruction are selected, evaluated, and reviewed.

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The Department of Education presents instructional materials for review through a process that involves presentations by the publishers, discussion among all school and District stakeholders. The Director of Curriculum and Technology, Science Coordinator, Science Teachers and School base Administrators review and evaluate materials and give recommendations for the selection of materials. Upon the review of the recommendations made by all those involved, the Department of Education makes the final decision and selection for instructional materials.6.4.4 Describe in this curriculum area procedures for identification of learning discrepancies. How are these discrepancies addressed once identified? Departmentalized science assessment are administered to evaluate learning discrepancies. These are conducted at the beginning of each school year, monthly, midterm and at the end of each school year. Beyond this, the Department of Education administer s , a statewide assessment,Virgin Islands, Territorial Assessment of Learning (VITAL). Upon identification of learning discrepancies, teaching and learning strategies are employed to focus on areas to improve student achievement . 6.4.5 Describe procedures for identifying students with special needs (gifted, ESL, special education) in this curriculum area. How is the program modified for these students? The school uses previous student scores, ITBS, VITAL, ESL testing, Special Education testing and student's IEP's. Programs are modified for students with an honors programs, IEP's, co-teaching special education, differentiated instruction, and bilingual program.6.4.6 What changes have occurred in this curriculum area in recent (1-3) years? Implementation of eighth grade pacing charts to improve ITBS scores. Seventh grade pacing charts will be added for the 2011-12 school year.

6.4.7 Describe how the curriculum in this program area is coordinated from grade level to grade level and with other curriculum areas. Concepts which begin in 7th grade are continued through 8th grade in Life, Earth and Physical Science. Science concepts and skills are continuously integrated with Math, Language Arts and Social Studies.6.4.8 List the major techniques of instruction in this area. Major techniques of instruction used in science include expository, discovery, laboratories, demonstrations, lecture, projects, student presentations (individual and group), integrated technology (powerpoint presentations, kiosk, videos) cooperative learning, real world experiences (field trips and problem solving experiments) reading in the content area, and guest speakers.6.4.9 Describe how experiences in this area foster self-understanding and self-esteem. Through various projects (ie, science fair, class projects) students take ownership of their work. Students use their strengths to choose activities according to personal interests. which allows expression of their own mode of learning to find success and become more confident. 6.4.10 In what ways is the continuum of thinking skills incorporated into this area? Meta-cognition, teach them to think differently (there are many ways to solve a problem); Critical thinking, questioning, inquiry, inferring, problem solving, predicting, and evaluations. Blooms Taxonomy (application)- projects, labs, open ended problems.6.4.11 What appropriate and varied methods (including teacher and standardized testing), are used to assess student learning in this curriculum area? Methods to teach our students include; introduction and use of lab skills, inquiry labs, standard labs, science fair, marking period projects, rubrics, teacher evaluations, and peer evaluations. 6.4.12 How and when are assessment results analyzed for Individual students as they move through the schoolUpon entering John H. Woodson School, the students are given a diagnostictest which is analyzed to place them into various interventions based on theirindividual needs. Ongoing formative assessments are given weekly, quarterlyand by semesters (teacher made tests, chapter projects, midterm and finalexam) to determine students academic

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progress. Annually the Virgin IslandsTerritorial Assessment of Learning (VITAL) summative standardized test isadministered to students. Student assessments are analyzed to determineindividual student needs and placement within grade level. Groups of students as they move through the schoolAssessment results are analyzed through the review of weekly, quarterly, semester, andstandardized yearlyevaluations to determine placement of students in particular team. Basedon the results a determination is made for placement in honors classes, interventions, andother students are placed heterogeneously.

Against comparable (local and national) groups outside of the school Assessment results are analyzed against comparable groups through the Virgin IslandsTerritorial Assessment of Learning (VITAL) and Iowa Tests of Basic Skills (ITBS)summativestandardized tests.

Determining the effectiveness of this curricular program? The science curriculum program is working effectively based on our studentsperformance on the assessments given throughout the school year. Also, ourstudents showcased their work in the District Science Fair and received first,second and third place awards.

6.5 Evaluation6.5.1 Analyze and list the strengths of this curriculum area. Integration of technology units into science curriculum, inquiry based science teaching, science fair, quarterly projects.6.5.2 Analyze and list the improvements needed in this curriculum area. Need to equip labs with safety equipment, lab furniture, lab equipment, lab supplies. Need access to water in all classrooms.6.5.3 Prioritize the short and long-term improvements for this curricular program. Short term: Professional development, (ie attending National Science Teachers conventions, science workshops) project based learning, integration of technology into science curriculum. Long term :Overhaul all science labs, fund science each year to replace supplies and buy equipment and finally continued professional development (National Science Teachers Association national conventions, science workshops and seminars).

Middle States Accreditation Standards ReviewMiddle States Association Accreditation Standards must be met in order for a school to be accredited by MSA. In addition to the standard, MSA has identified key indicators of quality that exemplify how the MSA standard can be met. While it is expected that nearly all schools will endorse and strive to meet most, if not all, of the individual indicators, a school may find that some indicators are more applicable and important than others.For each indicator below indicate the extent to which each indicator is being met on a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” Indicate “n.a.” for “not applicable.”4= Strongly Implemented 1=Not Implemented n.a.= Not Applicable

The Middle States Standard on Educational Programs The Standard: The educational program consists of a carefully planned and well-executed curriculum that includes appropriate academic standards, solid pedagogy, and assessment, all based on research and best practices. The educational program is aligned with the school’s mission,

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approved by the governance, sufficiently financed, and periodically reviewed by stakeholders. It is developed to address the needs of all students and is designed to foster and challenge student learners at all levels. Effective policies and procedures are in place, along with instructional materials, technology, and equipment that are appropriate, functional, and well maintained. Written curriculum guides are current, functional, available, and in use. They define scope and sequence of the educational program as well as program objectives and reflect sound approaches to teaching and learning.

Indicators for all schools:Degree of Implementation MSA Indicator

4 3 2 1 naWritten curriculum guides identify program objectives and define the scope and sequence of the educational program. The guides are functional, available, and in use.

4 3 2 1 na

The educational program provides instruction in the basic subject areas of language arts and literature (including early language development and literacy skills, speaking, writing, and listening communication skills), mathematics, the sciences, and social sciences.

4 3 2 1 na The educational program includes experiences in visual and performing arts, health, world languages, and physical education.

4 3 2 1 na The educational program provides experiences that promote students’ critical thinking, reasoning, problem-solving skills, and study skills.

4 3 2 1 na The educational program includes instruction in effective uses of information technology and provides opportunities for application.

4 3 2 1 na A variety of group learning settings (e.g., individual, small group, large group) is provided for students daily.

4 3 2 1 naThe educational program offers opportunities for development of social skills—such as increasing self-control and a sense of individual and group responsibility—in interaction with adults and peers.

4 3 2 1 naWritten curriculum and instruction policies and procedures provide direction to the staff, leadership, and other stakeholders in the development, implementation, and improvement of the educational program.

4 3 2 1 na Provision is made for both horizontal and vertical articulation and coordination of the educational program among all levels of the school.

4 3 2 1 na An overview of the educational program, school policies and procedures, and other pertinent information is available in written form to students and their parents.

4 3 2 1 na The educational program defines desired student outcomes as expressed in terms of student understanding, knowledge, attitudes, skills, and habits.

4 3 2 1 na Course or program objectives are simply stated and understandable to students.

4 3 2 1 na The educational program considers the ages, cultures, and varying levels of ability of students.

4 3 2 1 na The instructional program is designed to meet students’ needs in accordance with the school’s philosophy/mission.

4 3 2 1 na The educational program and its expectations for learning are understood and supported by the school’s stakeholders.

4 3 2 1 na Curriculum development is a dynamic, emergent process influenced by the attributes

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and interests of the children, their families, and teachers.

Indicators for schools with early age programs:


4 3 2 1 na Families have opportunities to give input into curriculum development.

4 3 2 1 na The educational program reflects an integrated approach to children’s social, emotional, physical, cognitive, and language development.

4 3 2 1 na

Teachers treat the educational program as everything that happens during the day. This includes while children play and explore, eat, interact, toilet, take walks or field trips, engage in planned experiences, and are involved in transitions such as arrival, clean-up, and departure.

4 3 2 1 na Both child-initiated and teacher-initiated activities are included in the daily plan.

4 3 2 1 na Infants and young toddlers primarily receive individual attention and occasionally take part in small groups.

4 3 2 1 na

The educational program provides:a. a balance of quiet and active times and flexibly incorporates learners’ natural routines into the rhythm of the day.b. daily indoor and outdoor play with a balance between large-muscle and small-muscle as well as organized and unstructured experiences.c. early language development and literacy skills through such activities as conversation, storytelling, singing, poetry, finger plays, games, puppets, pretend play, shared reading of picture books, and other meaningful learning experiences.d. opportunities for increasing independence in use of materials and equipment.e. structured and unstructured opportunities for children’s active involvement with people and materials.f. spontaneous learning and builds on children’s repertoires and curiosity.g. learning areas designed for individual and group exploration and growth.h. the integration of routine daily activities into learning.

4 3 2 1 na The educational program provides experiences that prepare students for a successful transition to elementary school settings.

Indicators for schools with elementary school programs:


4 3 2 1 naThe educational program places emphasis on the development of cognitive, psychomotor, and affective skills, plus the knowledge and competencies that establish the basis for greater understanding.

4 3 2 1 na The educational program provides experiences that prepare students for successful transition to middle and secondary school settings.

Indicators for schools with middle school programs:


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4 3 2 1 naThe educational program provides activities and experiences that assist early adolescents in identifying their aptitudes and interests, self-directed decision-making, and building self-worth.

4 3 2 1 naThe educational program provides experiences that prepare students for successful, smooth transitions from elementary school to middle school and from the middle school to secondary school.

Indicators for schools with secondary school programs:


4 3 2 1 na The educational program facilitates a smooth transition from elementary or middle school to secondary school.

4 3 2 1 na The educational program develops academic knowledge and skills as well as career competencies.

4 3 2 1 na The educational program provides appropriate educational programs for students who are concluding formal study as well as those planning further education.

4 3 2 1 na The educational program develops habits of the mind and attitudes required for success in further education and in the workplace.

Indicators for schools that provide distance education:


4 3 2 1 naStudent interaction (synchronous and asynchronous) with faculty and other students is facilitated through a variety of means as an essential characteristic of the educational program.

4 3 2 1 naStudents and their families (if appropriate) are informed about any aspects of the educational program that are created or delivered by an organization other than the school.

4 3 2 1 na Stated student performance outcomes for programs delivered through distance education are achievable through that methodology.

4 3 2 1 naInstructional materials are developed by authors qualified in distance education techniques. Textbooks and other instructional materials are suitable for distance learning.

4 3 2 1 naAppropriate study skills necessary for students to utilize a distance education model effectively and efficiently are included as part of the educational program and instructional process.

The Middle States Standard on Assessment and Evidence of Student LearningThe Standard: The school systematically collects and rigorously analyzes quantifiable and observable evidence of individual learning and growth from multiple valid and reliable sources. Evidence of student learning is used to evaluate and improve curriculum effectiveness, instructional practices, professional development, and support services. Progress in student learning and performance is expected and is accurately, clearly, and systematically reported to the school community.

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Indicators for all schools: Degree of Implementation MSA Indicator

4 3 2 1 na The leadership and staff commit to, participate in, and share in accountability for student learning.

4 3 2 1 na Assessment of student learning and performance is aligned with curriculum and instruction in a coherent system consistent with the school’s philosophy/mission.

4 3 2 1 na

Assessment results are analyzed with appropriate frequency and rigor for:a. individual students as they move through the schoolb. cohorts of students as they move through the schoolc. comparable (local, state, and national) groups outside of the school

4 3 2 1 na Assessment results are used to make decisions regarding allocation of resources.

4 3 2 1 naThe assessment of student learning and performance enables students to monitor their own learning progress and teachers to adapt their instruction to students’ specific learning needs.

4 3 2 1 na Assessment methods and content address suitable social, emotional, physical, and cognitive/language goals for students.

4 3 2 1 na Assessments take into account recent, reliable research findings on child development and growth.

4 3 2 1 na Assessments reflect understanding of the unique needs and backgrounds of each student.

4 3 2 1 naRecords of students’ learning and performance are maintained. General standards for transcript control and use, including those related to confidentiality, are known and observed.

43 2 1 naAssessment results are the basis for making recommendations to families whose children may benefit from further evaluation. Referrals to specialists are made for early identification of possible disabilities and/or health conditions.

4 3 2 1 naMembers of the staff work collaboratively with colleagues and families to review data about learners’ progress and to develop appropriate strategies for continued progress.

4 3 2 1 na Families are viewed as an important source of information and insights about students.

4 3 2 1 naThe school communicates its assessment policies and practices to the total school community (e.g., via parent handbooks, web sites, teacher handbooks, policy manuals).

4 3 2 1 na Communication with families regarding students’ progress in learning and performance is regular, productive, and meaningful.

4 3 2 1 na Students learn and perform at levels expected, or progress is being made to raise results accordingly.

Indicator for schools with early age programs:Degree of Implementation MSA Indicator

4 3 2 1 na Children are observed by teachers on a daily basis using a systematic and objective process for formal and informal observation and documentation.

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4 3 2 1 na The school implements written policies and procedures to ensure that students fulfill program requirements personally and without inappropriate assistance.

4 3 2 1 na

The school implements written policies and procedures to ensure the identity of the students when assessment of learning is conducted electronically or by means other than in a location in which the student is in the presence and under the direct supervision of a staff member.

4 3 2 1 na Members of the staff who evaluate student assignments are qualified in the fields they are evaluating.

4 3 2 1 na Data on lesson and course completion rates are used to evaluate and revise, as needed, instructional and educational services.

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Social Studies DepartmentTHE EDUCATIONAL PROGRAMS STUDY

6.1 Instructions for the Steering CommitteeThe Educational Programs Study begins as the Steering Committee identifies the program areas to be included in the study. In doing this, the Steering Committee may need to resolve some curriculum issues. For example, is reading to be studied separately from language arts? Are health and science separate studies? In making these determinations, the Steering Committee may review the school’s mission and beliefs, the diocesan curriculum guidelines, and consult with diocesan educational consultants.After the program areas are identified, the Steering Committee appoints program area subcommittees and names the chair for each group. The developmental value of the self-study process is enhanced by internal objectivity and by having various individuals extend themselves to assess and report what occurs in their fields.6.1.1 Curriculum Area: Social Studies

6.1.2 Members of the Subcommittee:Shanet Alexander Social Studies Teacher- 8thCynthia Bodley Social Studies Teacher - 7thMarsha Charles Social Studies Teacher - 7thRameek Croskey Social Studies Teacher - 8thMonica Molyneaux Chairperson - Social Studies Department, Teacher -8thStephanie Nash ESL Social Studies Teacher - 7th and 8th

6.2 Instructions for the SubcommitteeThe format for each curriculum study includes a discrepancy profile, description of the program, evaluation, and an overall assessment of the school’s adherence to the Middle States Educational Program standard (completed once).While the discrepancy profile appears at the beginning of the program study, most subcommittees respond to the statements and questions that follow the profile prior to identifying their goals. Assessing a curricular program’s strengths and areas in need of improvement usually assists the subcommittee in formulating their goals. The subcommittee will ultimately name four to six goals that will improve this area of study.In developing the goals, the subcommittee will want to look carefully at what the school’s mission and beliefs have to say about the intellectual, social and personal development of students. It will also want to consider current educational research on the teaching/learning processes, and reflect on what the mission and beliefs have to say about relationships.The goals are very important in the self-evaluation because they respond to improvement needs. In effect, the stated goals are the major “oughts” of the curriculum area. The subcommittee uses the five-point scales on the right-hand side of the page to indicate the extent to which each one of the stated goals are now accepted by the current faculty and met by current practices. The subcommittee should expect to find discrepancies between the level of acceptance and the levels of current practice.The responses to the statements and questions that follow the discrepancy profile provide a description of the curricular program which is necessary for the purpose of the self-study.The subcommittee offers their evaluation and analyzes and lists the strengths of the program area and what needs to be improved. It is important that the subcommittee deal fully with both. The

56

subcommittee then prioritizes short- and long-term improvements.Finally, the subcommittee provides an overall assessment of the school’s adherence to the Middle States Educational Program standard. Using concrete examples (indicators), the subcommittee determines the applicability of each indicator or the extent to which each indicator is being met. The subcommittee uses a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” When the indicator is not applicable, “na” is noted.

THE EDUCATIONAL PROGRAMS STUDY6.3 Discrepancy Profile

ExpectationsDegree of current acceptance


1. Apply basic geographic skills and five themes of geography to contemporary and historical issues in the USVI, Caribbean,the US and the world.

a b c d e a b c d e

2. Determine how the geography shaped the cultural values and ideas of the USVI, US and the world. a b c d e a b c d e

3. Examine the prevailing conditions that led to the colonization and exploration of the Americas. a b c d e a b c d e

4. Describe political issues that led to conflicts between major groups such as Native Americas, French, British and colonists/ settlers and events that led to different wars (French and Indian War, Revolutionary War and the Civil War).

a b c d e a b c d e

5. Use graphic organizers, tables, charts and technology to organize, access and disseminate information. a b c d e a b c d e

a= Completelyb= Generallyc= Partiallyd= Minimallye= Not at All6.4 Program Description6.4.1 What proportion of a week’s instructional time is devoted to this program area?Preschool _%Primary _%Intermediate _%Middle/Junior High 17%

6.4.2 Describe how the curriculum in this area is developed and maintained.The Social Studies curriculum was introduced during 2000-2001 school year. The first draft was developed by the Curriculum Enhancement Task Force, chaired by the State Director of Curriculum, Instruction and Assessment in 1996. During the 1998-1999 school year, the first draft was sent to all stakeholders in social studies i.e administrators, teachers, teachers union, parents, peer reviewers for Goals 2000 , Virgin Islands (VI) Board of Education, Legislature's Committee on Education and School-to -Work Council for comments, suggestions,additions and deletions.The final document was produced based on the recommendations from all these stakeholders.

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6.4.3 Describe how materials of instruction are selected, evaluated, and reviewed.Social Studies teachers and administrator and other stakeholders in the territory were invited to review and provide input on the textbook selection. Some of the criterion for the textbook selection were that the textbook package should include material for different learners, research based formal assessment tests /resources, resources for computer based instruction and activity package for map skills, charts 6.4.4 Describe in this curriculum area procedures for identification of learning discrepancies. How are these discrepancies addressed once identified?Learning discrepancies are identified through direct observation, testing, written activities, oral reading and IEP ,where applicable.Various instructional strategies are implemented to accommodate the student learning styles and depending on the lesson such as differentiated instruction, small group learning, visual aids, modified reader and / or extended time.

6.4.5 Describe procedures for identifying students with special needs (gifted, ESL, special education) in this curriculum area. How is the program modified for these students?Students are assigned to an inclusive class based on their IEP's recommendations which also entails program modification to accommodate the student's learning disability. Honors students are scheduled inthe Honors Class based on their grades/ performance. The teachers use differentiated instructions, small group, peer mentoring, projects and differentiated assessments to accommodate different learners and their learning's styles. A paraprofessional is assigned to the inclusive class room to assist with accommodation for instance; individualized instruction, small group instruction and simplify instructions when necessary. Standardized tests are used to determine the student proficiency in English and placement in the ESL classes.6.4.6 What changes have occurred in this curriculum area in recent (1-3) years?None so far. The curriculum used was implemented since 2000-2001 school year.

6.4.7 Describe how the curriculum in this program area is coordinated from grade level to grade level and with other curriculum areas.

Social Studies courses are introduced to students from kindergartner. The topics are covered in-dept as the grades progresses. Interdisciplinary lessons and projects are applied to link social studies to other subjects such as using the some vocabulary, reading, writing and other concepts across curriculum.

6.4.8 List the major techniques of instruction in this area.

Differentiated instruction cooperative learning groups. Diagramming (notes taking techniques) Reading strategies Class discussions and/or debate research projects Projects and presentations

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Field trips Use Promethean board / interactive lesson

6.4.9 Describe how experiences in this area foster self-understanding and self-esteem.Local historical events, culture and setting are integrated in the lessons as examples . This will foster the students' self-understanding and self-esteem by using the world view to analyze themselves, their experiences and culture . Also, it helps the student to understand and appreciate the similarities and difference between cultures through research and interactive lesson internet.

6.4.10 In what ways is the continuum of thinking skills incorporated into this area?

Questioning and essay writing. Class discussion,current events on local, national and world news to incorparate critical thinking skills. Projects and role playing to incorporated creativity.

6.4.11 What appropriate and varied methods (including teacher and standardized testing), are used to assess student learning in this curriculum area?Projects, quizes, tests, Individual and group work, role playing and essay6.4.12 How and when are assessment results analyzed for Individual students as they move through the schoolBeginning of the school Year Inclass diagnostic tests (informal) , progress reports Mid-Term examination and Final examination at the end the school yearGroups of students as they move through the schoolDepartmentalized Mid-Term and Final ExaminationsAgainst comparable (local and national) groups outside of the schoolSet on the expectations set by the United States Department of Education to achive Annual Yearly Progress (AYP) determineAnnual Measurable Outcome (AMO)

Determining the effectiveness of this curricular programThe District Superintendent, Administration and District Coordinators

6.5 Evaluation6.5.1 Analyze and list the strengths of this curriculum area.Incorporates civic responsibilities,local history and culture. Emphasizes on how the

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United states was founded.6.5.2 Analyze and list the improvements needed in this curriculum areaNeed to revise the curriculum and develop pacing charts.6.5.3 Prioritize the short and long-term improvements for this curricular program.

Short Term:

Needs review pacing charts identify specific Virgin Islands concepts to be addressed in the lessons

especially in the United States(US) history long Term :

Middle States Accreditation Standards ReviewMiddle States Association Accreditation Standards must be met in order for a school to be accredited by MSA. In addition to the standard, MSA has identified key indicators of quality that exemplify how the MSA standard can be met. While it is expected that nearly all schools will endorse and strive to meet most, if not all, of the individual indicators, a school may find that some indicators are more applicable and important than others.For each indicator below indicate the extent to which each indicator is being met on a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” Indicate “n.a.” for “not applicable.”4= Strongly Implemented 1=Not Implemented n.a.= Not Applicable

The Middle States Standard on Educational Programs The Standard: The educational program consists of a carefully planned and well-executed curriculum that includes appropriate academic standards, solid pedagogy, and assessment, all based on research and best practices. The educational program is aligned with the school’s mission, approved by the governance, sufficiently financed, and periodically reviewed by stakeholders. It is developed to address the needs of all students and is designed to foster and challenge student learners at all levels. Effective policies and procedures are in place, along with instructional materials, technology, and equipment that are appropriate, functional, and well maintained. Written curriculum guides are current, functional, available, and in use. They define scope and sequence of the educational program as well as program objectives and reflect sound approaches to teaching and learning.

Indicators for all schools:Degree of Implementation MSA Indicator

4 3 2 1 naWritten curriculum guides identify program objectives and define the scope and sequence of the educational program. The guides are functional, available, and in use.

4 3 2 1 na The educational program provides instruction in the basic subject areas of language

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arts and literature (including early language development and literacy skills, speaking, writing, and listening communication skills), mathematics, the sciences, and social sciences.





4 3 2 1 naThe educational program offers opportunities for development of social skills—such as increasing self-control and a sense of individual and group responsibility—in interaction with adults and peers.

4 3 2 1 naWritten curriculum and instruction policies and procedures provide direction to the staff, leadership, and other stakeholders in the development, implementation, and improvement of the educational program.


4 3 2 1 na An overview of the educational program, school policies and procedures, and other pertinent information is available in written form to students and their parents.






4 3 2 1 na Curriculum development is a dynamic, emergent process influenced by the attributes and interests of the children, their families, and teachers.





4 3 2 1 na

Teachers treat the educational program as everything that happens during the day. This includes while children play and explore, eat, interact, toilet, take walks or field trips, engage in planned experiences, and are involved in transitions such as arrival, clean-up, and departure.

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4 3 2 1 na

The educational program provides:a. a balance of quiet and active times and flexibly incorporates learners’ natural routines into the rhythm of the day.b. daily indoor and outdoor play with a balance between large-muscle and small-muscle as well as organized and unstructured experiences.c. early language development and literacy skills through such activities as conversation, storytelling, singing, poetry, finger plays, games, puppets, pretend play, shared reading of picture books, and other meaningful learning experiences.d. opportunities for increasing independence in use of materials and equipment.e. structured and unstructured opportunities for children’s active involvement with people and materials.f. spontaneous learning and builds on children’s repertoires and curiosity.g. learning areas designed for individual and group exploration and growth.h. the integration of routine daily activities into learning.




4 3 2 1 naThe educational program places emphasis on the development of cognitive, psychomotor, and affective skills, plus the knowledge and competencies that establish the basis for greater understanding.




4 3 2 1 naThe educational program provides activities and experiences that assist early adolescents in identifying their aptitudes and interests, self-directed decision-making, and building self-worth.

4 3 2 1 naThe educational program provides experiences that prepare students for successful, smooth transitions from elementary school to middle school and from the middle school to secondary school.




4 3 2 1 na The educational program develops academic knowledge and skills as well as career

62

competencies.





4 3 2 1 naStudent interaction (synchronous and asynchronous) with faculty and other students is facilitated through a variety of means as an essential characteristic of the educational program.

4 3 2 1 naStudents and their families (if appropriate) are informed about any aspects of the educational program that are created or delivered by an organization other than the school.


4 3 2 1 naInstructional materials are developed by authors qualified in distance education techniques. Textbooks and other instructional materials are suitable for distance learning.

4 3 2 1 naAppropriate study skills necessary for students to utilize a distance education model effectively and efficiently are included as part of the educational program and instructional process.

The Middle States Standard on Assessment and Evidence of Student LearningThe Standard: The school systematically collects and rigorously analyzes quantifiable and observable evidence of individual learning and growth from multiple valid and reliable sources. Evidence of student learning is used to evaluate and improve curriculum effectiveness, instructional practices, professional development, and support services. Progress in student learning and performance is expected and is accurately, clearly, and systematically reported to the school community.

Indicators for all schools: Degree of Implementation MSA Indicator



4 3 2 1 na

Assessment results are analyzed with appropriate frequency and rigor for:a. individual students as they move through the schoolb. cohorts of students as they move through the schoolc. comparable (local, state, and national) groups outside of the school

4 3 2 1 na Assessment results are used to make decisions regarding allocation of resources.4 3 2 1 na The assessment of student learning and performance enables students to monitor

their own learning progress and teachers to adapt their instruction to students’

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specific learning needs.




4 3 2 1 naRecords of students’ learning and performance are maintained. General standards for transcript control and use, including those related to confidentiality, are known and observed.

4 3 2 1 naAssessment results are the basis for making recommendations to families whose children may benefit from further evaluation. Referrals to specialists are made for early identification of possible disabilities and/or health conditions.

4 3 2 1 naMembers of the staff work collaboratively with colleagues and families to review data about learners’ progress and to develop appropriate strategies for continued progress.

4 3 2 1 na Families are viewed as an important source of information and insights about students.

4 3 2 1 naThe school communicates its assessment policies and practices to the total school community (e.g., via parent handbooks, web sites, teacher handbooks, policy manuals).



Indicator for schools with early age programs:Degree of Implementation MSA Indicator




4 3 2 1 na

The school implements written policies and procedures to ensure the identity of the students when assessment of learning is conducted electronically or by means other than in a location in which the student is in the presence and under the direct supervision of a staff member.



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6.1 Instructions for the Steering Committee

The Educational Programs Study begins as the Steering Committee identifies the program areas to be included in the study. In doing this, the Steering Committee may need to resolve some curriculum issues. For example, is reading to be studied separately from language arts? Are health and science separate studies? In making these determinations, the Steering Committee may review the school’s mission and beliefs, the diocesan curriculum guidelines, and consult with diocesan educational consultants.

After the program areas are identified, the Steering Committee appoints program area subcommittees and names the chair for each group. The developmental value of the self-study process is enhanced by internal objectivity and by having various individuals extend themselves to assess and report what occurs in their fields.

Special Education

6.1.1 Curriculum Area: Special Education

6.1.2 Members of the ___ Subcommittee

Name Role Mrs. Cecile Renee Chairperson

Mrs. Janice Cornelious MemberMs. Mercedez Celzo MemberMrs. Shaheedah Eusebe Secretary

6.2 Instructions for the Subcommittee

The format for each curriculum study includes a discrepancy profile, description of the program, evaluation, and an overall assessment of the school’s adherence to the Middle States Educational Program standard (completed once).

While the discrepancy profile appears at the beginning of the program study, most subcommittees respond to the statements and questions that follow the profile prior to identifying their goals. Assessing a curricular program’s strengths and areas in need of improvement usually assists the subcommittee in formulating their goals. The subcommittee will ultimately name four to six goals that will improve this area of study.

In developing the goals, the subcommittee will want to look carefully at what the school’s mission and beliefs have to say about the intellectual, social and personal development of students. It will also want to consider current educational research on the teaching/learning processes, and reflect on what the mission and beliefs have to say about relationships.

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The goals are very important in the self-evaluation because they respond to improvement needs. In effect, the stated goals are the major “oughts” of the curriculum area. The subcommittee uses the five-point scales on the right-hand side of the page to indicate the extent to which each one of the stated goals are now accepted by the current faculty and met by current practices. The subcommittee should expect to find discrepancies between the level of acceptance and the levels of current practice.

The responses to the statements and questions that follow the discrepancy profile provide a description of the curricular program which is necessary for the purpose of the self-study.

The subcommittee offers their evaluation and analyzes and lists the strengths of the program area and what needs to be improved. It is important that the subcommittee deal fully with both. The subcommittee then prioritizes short- and long-term improvements.

Finally, the subcommittee provides an overall assessment of the school’s adherence to the Middle States Educational Program standard. Using concrete examples (indicators), the subcommittee determines the applicability of each indicator or the extent to which each indicator is being met. The subcommittee uses a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” When the indicator is not applicable, “na” is noted.


6.3 Discrepancy Profile



1.To facilitate a smooth transition from middle school to high school.

a b c d e a b c d e

2.The education program should develop academic knowledge and skills as well as career competencies.

a b c d e a b c d e

3.To provide appropriate education program for students who are considering formal study as well as those planning further studies.

a b c d e a b c d e

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4.Develop habits of the mind and attitude required for success in education and in work place.

a b c d e a b c d e

5.The education program provides experiences that prepares students for successful, smooth transition from middle school to high school.

a b c d e a b c d e

a= Completelyb= Generallyc= Partiallyd= Minimallye= Not at All

6.4 Program Description

6.4.1 What proportion of a week’s instructional time is devoted to this program area?

Preschool _____%Primary _____%Intermediate _____%Middle/Junior High _16.67%

6.4.2 Describe how the curriculum in this area is developed and maintained.

Curriculum in this area is based on students’ IEP’s and VI academic standards. Students are divided among the four teachers. The curriculum for students with severe cognitive deficiencies is delivered based on students’ abilities. All other students are taught, along with their age-appropriate nondisabled peers, based on VI academic standards with modifications and accommodations when necessary.

6.4.3 Describe how materials of instruction are selected, evaluated, and reviewed.

Supplemental Materials are selected by having publishers present research- based materials to a selected group of SPED leaders/teachers, materials are evaluated by the group and piloted by SPED students. SIE students use materials that mostly teacher made and/or technology based. Most students with disabilities use the same materials of instruction as their regular education peers.

6.4.4 Describe in this curriculum area procedures for identification of learning discrepancies. How are these discrepancies addressed once identified?

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Prior to students’ referral for special education evaluation, students are screened through a pre-referral process. 1) This process begins with the identification of the problem or referring issue to the guidance counselor. 2) The Basic Child Study Team (BCST) convenes for problem analysis. Tier I strategies administered in the classroom are discussed and Data is presented. 3) BCST develops a plan using scientifically based interventions and strategies (Tier II) to be implemented in the regular classroom in the event that the student was not successful with Tier I strategies. 4) Baseline data is collected and the team determines a schedule of data point collection and methodology to report data. 5) A time frame (four weeks to one marking period) and future meeting date are decided. 6) BCST determines the effectiveness of assigned interventions and strategies. 7) If successful, intervention continues, if not, either new interventions begin or referral is made for formal evaluation to the Educational Diagnostic Center (EDC).

6.4.5 Describe procedures for identifying students with special needs (gifted, ESL, special education) in this curriculum area. How is the program modified for these students?When identifying students for special education the following procedures are utilized: after school personnel complete the referral packets, it is sent to theCoordinator of the Educational Diagnostic Center (EDC). One of the secretaries in the office of Special Services enters the demographic information into Goalview. The secretary then turns the file over to the District Director of Special Services who writes a letter acknowledging receipt of the referral to the parent. The referral packet then goes back to EDC coordinator to make a decision on the case. He/She can decide to 1. Evaluate 2. Send the packet back to the school if incomplete 3. Send the packet back to the school if there is no need to evaluate. In this case, recommendations are provided by EDC to assist the student.If the decision is to evaluate, then she assigns the case to an interdisciplinary team. The team includes school psychologist, school social worker, and other related service providers depending on the referral questions to be answered.The student’s social history is gathered and the necessary assessments / evaluations are administered to the student. The interdisciplinary team has forty five days after the parent gives consent to complete the process. After all necessary data is gathered on the student, the multidisciplinary team has a Staffing with the parents and the BCST at the student’s school. The team shares the finding and determines whether or not the student is eligible for special education. If the student is found eligible, one of the thirteen (13) disability categories based is assigned to the student. The meeting is turned over to an IEP team to develop an IEP for the student. The IEP team must include the parent, one of the student’s teachers, someone representing the District of coService ( LEA), a special education teacher, and other members as necessary. During this Initial IEP, Placement and Services are decided on for the student. Tier III strategies are included in the IEP. The LEA then assigns a special education teacher to the student. The teacher has ten (10) days after the IEP meeting to begin implementation of the IEP.If the student is not eligible, the child may be referred for 504 Plan or turned over to the BCST with recommendations.

6.4.6 What changes have occurred in this curriculum area in recent (1-3) years?

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Students with disabilities are placed in general education/ co- teaching classrooms. Students with severely cognitive delays remained in their self-contained classroom for instruction. They receive instruction in PE and Electives with their non-disabled peers based on their IEPS.’

6.4.7 Describe how the curriculum in this program area is coordinated from grade level to grade level and with other curriculum areas.

Students are moved from one program to the next based on their disability, level of functioning, and the Continuum of Service Options.

6.4.8 List the major techniques of instruction in this area.

Techniques include individualized or small group instruction, differentiated instruction approach, collaborative techniques, and Tier III Interventions to include Headsprout and Read Out Loud, and Co-teaching.

6.4.9 Describe how experiences in this area foster self-understanding and self-esteem.

Students with disabilities are placed in classrooms with their age appropriate peers.They work in collaborative efforts with their peers in the same learning environment.They also receive vocational/transitional training to foster self-understanding and self-esteem.

6.4.10 In what ways is the continuum of thinking skills incorporated into this area?

The continuum of thinking skills is incorporated from concrete to abstract thinking skills using manipulatives until students progress to abstract activities.

6.4.11 What appropriate and varied methods (including teacher and standardized testing), are used to assess student learning in this curriculum area?

Formal assessments such as Vital S and Vital A; Read 180, Reading A-Z, Headsprout, Informal assessments such as teacher made test, portfolios, Don Johnson Read A-Long, Can Learn Math and observations.

6.4.12 How and when are assessment results analyzed for

Individual students as they move through the schoolStudents are re-evaluated every three years, if determined necessary by the IEP team. Groups of students as they move through the school Against comparable (local and national) groups outside of the school

ITBS, VITAL S or A annually. Determining the effectiveness of this curricular program.

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6.5 Evaluation

6.5.1 Analyze and list the strengths of this curriculum area.

- Contents are taught based on their individual needs- Students progress with proper implementation of curriculum- Active involvement of students in the learning process

- Students use a variety of instructional materials

6.5.2 Analyze and list the improvements needed in this curriculum area.

- additional personnel needed to effectively implement the curriculum- intervention programs- after school programs- supplemental aids, technological equipments

6.5.3 Prioritize the short and long-term improvements for this curricular program.

Short Term:Supplemental aidsTechnological equipments

Long Term:Additional personnelAfter school programs




4= Strongly Implemented 1=Not Implemented n.a.= Not Applicable

The Middle States Standard on Educational ProgramsThe Standard: The educational program consists of a carefully planned and well-executed curriculum that includes appropriate academic standards, solid pedagogy, and assessment, all based on research and best practices. The educational program is aligned with the school’s mission, approved by the governance, sufficiently financed, and periodically reviewed by

70

stakeholders. It is developed to address the needs of all students and is designed to foster and challenge student learners at all levels. Effective policies and procedures are in place, along with instructional materials, technology, and equipment that are appropriate, functional, and well maintained. Written curriculum guides are current, functional, available, and in use. They define scope and sequence of the educational program as well as program objectives and reflect sound approaches to teaching and learning.

Indicators for all schools:


MSA Indicator

4 3 2 1 na Written curriculum guides identify program objectives and define the scope and sequence of the educational program. The guides are functional, available, and in use.

4 3 2 1 na The educational program provides instruction in the basic subject areas of language arts and literature (including early language development and literacy skills, speaking, writing, and listening communication skills), mathematics, the sciences, and social sciences.





4 3 2 1 na The educational program offers opportunities for development of social skills—such as increasing self-control and a sense of individual and group responsibility—in interaction with adults and peers.

4 3 2 1 na Written curriculum and instruction policies and procedures provide direction to the staff, leadership, and other stakeholders in the development, implementation, and improvement of the educational program.


4 3 2 1 na An overview of the educational program, school policies and

71

procedures, and other pertinent information is available in written form to students and their parents.






4 3 2 1 na Curriculum development is a dynamic, emergent process influenced by the attributes and interests of the children, their families, and teachers.



MSA Indicator



4 3 2 1 na Teachers treat the educational program as everything that happens during the day. This includes while children play and explore, eat, interact, toilet, take walks or field trips, engage in planned experiences, and are involved in transitions such as arrival, clean-up, and departure.



4 3 2 1 na The educational program provides:a. a balance of quiet and active times and flexibly

incorporates learners’ natural routines into the rhythm of the day.

b. daily indoor and outdoor play with a balance between large-muscle and small-muscle as well as organized and

72

unstructured experiences.c. early language development and literacy skills through

such activities as conversation, storytelling, singing, poetry, finger plays, games, puppets, pretend play, shared reading of picture books, and other meaningful learning experiences.

d. opportunities for increasing independence in use of materials and equipment.

e. structured and unstructured opportunities for children’s active involvement with people and materials.

f. spontaneous learning and builds on children’s repertoires and curiosity.

g. learning areas designed for individual and group exploration and growth.

h. the integration of routine daily activities into learning.




MSA Indicator

4 3 2 1 na The educational program places emphasis on the development of cognitive, psychomotor, and affective skills, plus the knowledge and competencies that establish the basis for greater understanding.




MSA Indicator

4 3 2 1 na The educational program provides activities and experiences that assist early adolescents in identifying their aptitudes and interests, self-directed decision-making, and building self-worth.

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4 3 2 1 na The educational program provides experiences that prepare students for successful, smooth transitions from elementary school to middle school and from the middle school to secondary school.



MSA Indicator


4 3 2 1 na The educational program develops academic knowledge and skills as well as career competencies.





MSA Indicator

4 3 2 1 na Student interaction (synchronous and asynchronous) with faculty and other students is facilitated through a variety of means as an essential characteristic of the educational program.

4 3 2 1 na Students and their families (if appropriate) are informed about any aspects of the educational program that are created or delivered by an organization other than the school.


4 3 2 1 na Instructional materials are developed by authors qualified in distance education techniques. Textbooks and other instructional materials are suitable for distance learning.

4 3 2 1 na Appropriate study skills necessary for students to utilize a distance education model effectively and efficiently are included as part of the educational program and instructional process.

The Middle States Standard on Assessment and Evidence of Student Learning

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The Standard: The school systematically collects and rigorously analyzes quantifiable and observable evidence of individual learning and growth from multiple valid and reliable sources. Evidence of student learning is used to evaluate and improve curriculum effectiveness, instructional practices, professional development, and support services. Progress in student learning and performance is expected and is accurately, clearly, and systematically reported to the school community.

Indicators for all schools: Degree of Implementation

MSA Indicator



4 3 2 1 na Assessment results are analyzed with appropriate frequency and rigor for:

a. individual students as they move through the school

b. cohorts of students as they move through the school

c. comparable (local, state, and national) groups outside of the school

4 3 2 1 na Assessment results are used to make decisions regarding allocation of resources.

4 3 2 1 na The assessment of student learning and performance enables students to monitor their own learning progress and teachers to adapt their instruction to students’ specific learning needs.




4 3 2 1 na Records of students’ learning and performance are maintained. General standards for transcript control and use, including those related to confidentiality, are known and observed.

4 3 2 1 na Assessment results are the basis for making recommendations to families whose children may benefit from further evaluation. Referrals to specialists are made for early identification of possible disabilities and/or health conditions.

4 3 2 1 na Members of the staff work collaboratively with colleagues and families to review data about learners’ progress and to develop

75

appropriate strategies for continued progress.4 3 2 1 na Families are viewed as an important source of information and

insights about students.4 3 2 1 na The school communicates its assessment policies and practices

to the total school community (e.g., via parent handbooks, web sites, teacher handbooks, policy manuals).



Indicator for schools with early age programs:


MSA Indicator




MSA Indicator


4 3 2 1 na The school implements written policies and procedures to ensure the identity of the students when assessment of learning is conducted electronically or by means other than in a location in which the student is in the presence and under the direct supervision of a staff member.



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The Middle States Standard on Assessment and Evidence of Student Learning


Indicators for all schools: Degree of Implementation

MSA Indicator

(4) 3 2 1 naThe leadership and staff commit to, participate in, and share in accountability for student learning.

(4) 3 2 1 na Assessment of student learning and performance is aligned with curriculum and instruction in a coherent system consistent with the school’s philosophy/mission.

(4 ) 3 2 1 na Assessment results are analyzed with appropriate frequency and rigor for:

a. individual students as they move through the school

b. cohorts of students as they move through the school

c. comparable (local, state, and national) groups outside of the school

4 (3) 2 1 na Assessment results are used to make decisions regarding allocation of resources.

4 (3) 2 1 na The assessment of student learning and performance enables students to monitor their own learning progress and teachers to adapt their instruction to students’ specific learning needs.

(4 ) 3 2 1 na Assessment methods and content address suitable social, emotional, physical, and cognitive/language goals for students.

(4) 3 2 1 na Assessments take into account recent, reliable research findings on child development and growth.

(4) 3 2 1 na Assessments reflect understanding of the unique needs and backgrounds of each student.

(4) 3 2 1 na Records of students’ learning and performance are maintained. General standards for transcript control and use, including those related to confidentiality, are known and observed.

(4 ) 3 2 1 na Assessment results are the basis for making recommendations to families whose children may benefit from further evaluation. Referrals to specialists are made for early identification of possible disabilities and/or health conditions.

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(4 ) 3 2 1 na Members of the staff work collaboratively with colleagues and families to review data about learners’ progress and to develop appropriate strategies for continued progress.

(4) 3 2 1 na Families are viewed as an important source of information and insights about students.

4 (3) 2 1 na The school communicates its assessment policies and practices to the total school community (e.g., via parent handbooks, web sites, teacher handbooks, policy manuals).

(4) 3 2 1 na Communication with families regarding students’ progress in learning and performance is regular, productive, and meaningful.

(4 ) 3 2 1 na Students learn and perform at levels expected, or progress is being made to raise results accordingly.

Indicator for schools with early age programs:


MSA Indicator

4 3 2 1 ( na) Children are observed by teachers on a daily basis using a systematic and objective process for formal and informal observation and documentation.



MSA Indicator

4 3 2 1 ( na) The school implements written policies and procedures to ensure that students fulfill program requirements personally and without inappropriate assistance.

4 3 2 1 (na) The school implements written policies and procedures to ensure the identity of the students when assessment of learning is conducted electronically or by means other than in a location in which the student is in the presence and under the direct supervision of a staff member.

4 3 2 1 (na) Members of the staff who evaluate student assignments are qualified in the fields they are evaluating.

4 3 2 1 ( na) Data on lesson and course completion rates are used to evaluate and revise, as needed, instructional and educational services.

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ACHIEVEMENT OF STUDENTS

Chart on Student Achievement

Name of Achievement Grade levels Areas Assessed Frequency ofAssessment Administered Assessment______

VITAL-S 7 & 8 Reading, Math, SpringLanguage Arts, ScienceSocial Studies, References

Stanford Diagnostic 7 & 8 Mathematics Fall & SpringMathematics Test Stanford Diagnostic 7 & 8 Reading Fall & Spring *Reading Test Technology Literacy 8 Technology Fall & SpringAssessmentGates-MacGinite 7 & 8 Reading Fall & Spring * Language Assessment 7 & 8 English LanguageScale proficiency & native Fall & Spring Language proficiency

Teacher-made tests 7 & 8 All subject areas WeeklyDepartmental assessments 7&8 All subject areas MonthlyDepartmental Exams 7 & 8 All subject areas January & JuneMid-Status Reports 7 & 8 All subjects Mid marking pd.Special Needs Mid- 7 & 8 All subjects Each quarter Status Report___________________________________________________________________________Report cards 7 & 8 All subjects Every 9 weeks

*(up to 2009)

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Assessment is tied directly to teaching and learning. The school systematically collects and analyzes evidence of individual learning and growth from multiple valid and reliable sources. Teachers evaluate students by using a wide array of assessments such as: diagnostic tests in all subject areas, monthly departmental standardized assessments, PLATO reading and math, teacher- made tests, quizzes, portfolios, oral reports, projects, departmental mid-term, final exams, and VITAL-S.

Data is analyzed using central tendencies to assess students’ strengths and weaknesses for lesson delivery, differentiated instruction, and preparation for VITAL-S, which is a combination of the Iowa Test of Basic Skills and the Virgin Islands Territorial Assessment of Learning. Grade level assemblies and class discussions are held to motivate students for the VITAL-S.

Assessment results are used for making recommendations for further evaluations. Some recommendations are made to the after-school tutorial or homework assistance programs. Referrals to specialists are made for early identification of possible disabilities. Once students have been referred and tested, the results are shared with the Basic Child Study Team (BCST). Members of the staff work collaboratively with colleagues and families to review data about learners’ progress and to develop appropriate strategies for continued progress.

Academic progress reports are provided to parents and students at each mid-point of the marking period. Report cards are distributed every 9 weeks. This is an effort to effectively communicate with the parents and to motivate students to take ownership of learning.The school communicates its assessment policies and practices to the total school community by means of student handbooks, newsletter, PTA meetings, policy manuals and websites.

Records of students’ learning and performance are maintained in the Registrar’s Office. Confidentiality and standards for transcript control are strictly enforced.Students learn and perform at levels expected or various intervention methods will be implemented to raise results accordingly.

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LEADERSHIP AND

ORGANIZATION STUDY

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THE LEADERSHIP AND ORGANIZATION STUDY

7.1 Members of the CommitteeName RoleSharon CantonRameek CroskeyIsidro RodriguezMario Thomas Kimberly NelsonAnn Louise Wilkins7.2 InstructionsThe committee responsible for The Leadership and Organization Study should examine Designing Our Future in order to understand the place of The Leadership and Organization Study in the self-study of the school.The Leadership and Organization Study has two major sections. The two sections provide for a review of School Leadership and School Organization. The committee may wish to form two subgroups. This should reduce the time required for the study with no risk to its quality.7.2.1 School LeadershipBased on research among professional educators, one of the most important aspects that face modern American schools is the need for strong leadership. Leadership remains an elusive concept. It can come from many sources within the schools, and it can have many forms and styles. For these and other reasons, it is more easily recognized by its tertiary qualities than by its primary qualities. Leadership is more often recognized by what it does to people than by anything the presumed leader is or does. Where leadership is present there is an increase of enthusiasm and a release of energy among those led.One can perform the tasks of organization and management without being a leader. Many who provide leadership do not have administrative responsibility; and some administrators are not leaders. In most good schools, the principal is one leader among many others.Current research on leadership identifies six key leadership functions. The functions are as follows:MissionPolicy DevelopmentFinancial PlanningCurriculum PlanningStaffingPublic RelationsIn an effort to help schools identify the sources of local leadership for each of these functions, a survey instrument designed to obtain local perceptions of leadership, was developed. The use of the instrument is one source of data collection in the leadership study. Results of the survey can be used to create the school’s leadership profile.7.2.2 School Organization

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Organization, as the term is used here, refers to the ways the school is deployed for instruction of the students. An examination of the organization begins with an examination of the philosophical concepts which govern the deployment. This is followed by a description of how the deployment is carried out.So how is the school deployed? Self-contained classrooms? Organization by grades? Multi-level groups? Departmental organization? These are but a few of a host of options and alternatives. The committee will want to describe the deployment with accuracy after considering the mission and beliefs that govern the organization of the school. While a discrepancy profile appears at the beginning of the Organization Study, most subcommittees respond to the statements and questions that follow the profile prior to identifying their goals. Assessing the strengths and areas in need of improvement in relation to school organization usually assists the subcommittee in formulating their goals. The subcommittee will ultimately identify four to six goals that will improve the school’s organization.In developing the goals, the subcommittee will want to look carefully at what the school’s mission and beliefs say about the intellectual, social and personal development of students. It will also want to consider current educational research on the teaching/learning processes and staff and curriculum development. The goals are very important in the self-evaluation because they respond to improvement needs. In effect the stated goals are the major “oughts” of the area. The subcommittee uses the five-point scales on the right-hand side of the page to indicate the extent to which each one of the stated goals are now accepted by the current faculty and met by current practices. The subcommittee should expect to find discrepancies between the level of acceptance and the levels of current practice. The subcommittee offers its analysis and description of the strengths and what needs to be improved for both the Leadership Study and Organizational Study. It is important that the subcommittee deal fully with both. The subcommittee then prioritizes short and long-term improvements.Finally, the subcommittee provides an overall assessment of the school’s adherence to the Middle States Governance and Leadership, and Staff and Organizational Design Standards. Using concrete examples (indicators), the subcommittee determines the applicability of each indicator or the extent to which each indicator is being met. The subcommittee uses a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” When the indicator is not applicable, “na” is noted. 7.3 School LeadershipDuring recent years there have been numerous studies that school leadership is one of the primary keys to excellent schools. Leadership can come from many places in a school, and it can have many forms and styles. Where good leadership is present there is an increase of enthusiasm and a release of energy among those led. A leader is a mover, an innovator and a motivator. The leader’s style may be exhortation, example, quiet determination, persistence, sacrifice or something else, but the effect is always enthusiasm and energy from others. One can perform the tasks of organization and

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management without being a leader. Many who provide leadership do not have administrative responsibility; and some administrators are not leaders. In excellent schools the principal is one leader among others. 7.3.1 Instructions for the LeadersThis study has three sections to be prepared by the committee – survey administration and scoring, description of administration and faculty, analysis of data, and evaluation. The subcommittee will assess the strengths and areas in need of improvement and prioritize for short and long-term improvements.7.3.2 Directions for Survey AdministrationThe survey instrument is designed to obtain perceptions of the sources of leadership within the school. Each faculty member should receive a copy of the survey instrument. The committee may define the term “faculty” as broadly or as narrowly as it wishes. After the completed forms have been returned, the committee scores the responses and profiles the results according to the instructions, which follow.7.3.3 Directions for Scoring the SurveyThe survey instrument is structured around six leadership functions and four leadership roles. The leadership functions are: (1) school mission, (2) policy development, (3) financial planning, (4) curriculum planning, (5) school staffing and (6) public relations. The leadership roles are: (1) teacher, (2) coordinator, (3) principal and (4) community.Leadership function scale scores are determined by summing the weights for the responses chosen for the items in each scale. The sum is divided by the total number of survey items comprising the scale. A separate leadership function score is computed for each scale on the survey.This scoring process yields a leadership function score for each survey respondent. In order to compute an overall school mean score for each leadership function, add the individual scale score across all respondents and divide by the total number of respondents. A computer program or hand calculator can assist the subcommittee in developing a profile of leadership perceptions for each function.7.3.4 Mean (or Median) Scores and ProfilesThe six leadership functions included in the survey are listed on the next page, together with items associated with each function. In a few cases, an item is associated with more than one function, but the items and functions are mainly independent. In scoring, zero (0) is counted as a weighted response and is included in the computations, but in the case of NA (Not Applicable) or an unmarked space, the response is not weighted and cannot be included in the computations. Most schools use mean (average) scores. However, some may prefer to use median scores. The results of the survey are not substantially affected by the scoring procedure since the strength of the study rests in the faculty discussion of the functions. Survey results are perceptions and not necessarily the reality, but perceptions often form the reality.7.3.5 Developing Visuals to Demonstrate ResultsVisuals are often helpful when discussing results. The committee is responsible to collate the responses and distribute the results to the school community.

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7.3.6 Survey Scales and Corresponding Survey Items

Function # Survey Items in Scale Survey Items

Mission 9 1, 2A, 2B, 2C, 2D, 3, 13, 31, 32

Policy Development 9 7, 8, 11, 21, 26, 30, 34, 36

Financial Planning 7 16,17, 20, 24, 25, 27, 33

Curriculum Planning 9 4, 6, 12, 18, 19, 22, 27, 28, 29

Staffing 9 9, 10, 15, 20, 23, 24, 25, 28, 36

Public Relations 9 2A, 2B, 2C, 2D, 12, 14, 3035A, 35B

7.3.7 Leadership Survey – APPENDIX ANOTE: The strength of the leadership study lies in the analysis and planning for improvement.7.4 Administration

7.4.1 List the administrative staff and describe their responsibilities.Vaughn Hewitt, PrincipalChrista-Ann Molloy, Assistant PrincipalNatasha O’Halloran-Smith, Assistant PrincipalAdministrative Officer 3Department ChairpersonsAt John H. Woodson Junior High School, there is one principal and two assistant principals. The principal is the chief administrator, instructional leader, and is in charge of the daily operations of the school. The principal is also responsible for but not limited to the following duties:

Provides leadership for the improvement of the educational program. Provides oversight for the maintenance and upkeep of the buildings and grounds. Interprets policies to teachers and the community in order to accomplish the goals

of education. Oversees supervision of staff. Promotes good school and community relationships. Assumes administrative responsibilities for any action that impacts the school under

his jurisdiction.

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Assigns, supervises, and evaluates all employees in the school. Encourages staff to use all available resources. Exercises control of requisitions for equipment, materials, and supplies. Maintains accurate inventory of all instructional media. Studies budget allowance to determine spending area priority. Provides a schedule which will foster maximum utilization of education for all

students. Gives leadership in curriculum improvement, assists in the selection and use of

instructional materials and assumes responsibility for the implementation of such programs when approved.

The assistant principals are directly responsible to report to the principal for all aspects of administration and instructional leadership. The duties of the assistant principals include but are not limited to:

Overseeing several departments which include the responsibility of supervising special supervisors, department chairpersons and teachers.

Providing instructional leadership to the teachers in each department. Conducting informal and formal observations to evaluate teacher performance. Supervising extra-curricular activities. Supervising the custodial staff and inspecting the building and grounds. Preparing schedules. Implementing programs of pupil welfare, such as conferring and counseling with

students, and as required, with parents, regarding achievement, growth, discipline, extracurricular activities, and other matters believed to be related to the success of the students.

Supervising commencement exercises. Representing the school in community functions in lieu of the principal. Performing other related work as assigned.

Department chairpersons are appointed by the principal to supervise each content area and shall teach no more than three classes. At the discretion of the principal, chairpersons can be assigned to perform the following duties:

Supervising and inspecting the instructional areas with their department. Conducting teacher observations in order to provide suggestions for instructional

improvement. Assisting teachers new to the department. Registering inventory and distribution of books, supplies, and equipment. Providing assistance upon request to experienced teachers.

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Team Leaders are responsible for team and parent meetings that aid in the discussion of student academic and social progress. Team leaders also disseminate information among team members. Each administrator supervises the following disciplines. Principal Vaughn Hewitt – Physical Education Department, Kitchen Staff, Support Staff, Fine Arts, Office StaffAssistant Principal Christa-Ann Molloy – Science Department, Math Department, Vocational Department, Custodians Assistant Principal Natasha O’Halloran-Smith – Language Arts Department, Social Studies Department, Bilingual Department7.4.2 Describe the principal’s involvement in developing and maintaining the mission and beliefs of the school.John H. Woodson Junior High School’s mission was developed by the School Improvement Team of which the Principal is a member and later revised by the Philosophy/Mission Committee. Faculty, staff, students and parents had an opportunity to give their input. The Principal ensures that the school’s mission is conveyed throughout the decision-making process. Through reflective leadership, the principal makes sure that the mission is evident in the financial planning, professional development, and organization of teams to meet the needs of the students and school wide activities. The Principal, with the help of the School Improvement Team, constantly evaluates the operations of the school to ensure adherence to the school’s mission statement. The Faculty and Staff are also encouraged to assume this similar pattern of reflection. 7.4.3 Describe the principal’s role in curriculum development.Curriculum development is the responsibility of a curriculum task force implemented by the Department of Education which includes principals, coordinators, and teachers across the territory. The principal oversees the implementation of the curriculum in the school once it has been developed.7.4.4 Describe the principal’s role in teacher evaluation. The Principal has the sole responsibility for evaluation of teachers. The Principal and his designees, the Assistant Principals, perform classroom observations for the purpose of teacher evaluation both in and out of the classroom. Throughout the year, the Principal and Assistant Principals conduct, walk-throughs, formal and informal observations and offer recommendations to teachers for professional and instructional growth.7.4.5 Describe the principal’s role in professional development.The Principal, in conjunction with the School Improvement Team, consistently analyzes school data to determine professional development priorities. After the priorities are established, the Principal aligns the resources and personnel needed to ensure that all staff members receive professional development that will enhance students’ academic achievement.7.4.6 Describe the process used to evaluate principal performance.The District Superintendent evaluates the school principal each school year. Areas considered in the evaluation process include: the principal’s ability to manage the school in

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terms of teacher accountability, student and teacher attendance, student and teacher performance, the ability to maintain a safe, prodcuctive, and peaceful environment conducive for learning, financial accountability, and overall progress or shortcomings.Also, under the No Child Left Behind Act the principal is evaluated based on the students daily attendance and performance on state standardized test. The school receives an annual report card based on Adequate Yearly Progress (AYP) of the aforementioned categories.7.5 Faculty

7.5.1 Describe the faculty’s role in developing and maintaining the mission and beliefs of the school.The faculty, through the School Improvement Team, constructed and developed the philosophy and the mission statement of the school. In order to familiarize everyone with the mission of the school, it has been printed and posted at the school’s entrance, library, cafeteria, parent room, offices, and in all classrooms. Students are provided with a handbook and daily planner that clearly state the mission of the school. In the beginning of the school year and on a continuous basis, teachers and students read and discuss the mission statement.7.5.2 Describe the faculty’s role in curriculum development.The role of each teacher is to implement the curriculum which is developed and approved by the Department of Education.7.5.3 Describe procedures for faculty evaluation.Faculty evaluations include walk-throughs,formal and informal observations as well as an annual evaluation. Each administrator is responsible for assigned departments and visits classrooms within those areas. These visits may be announced or unannounced. Formal observations are followed up with a post evaluation discussion. Teachers are evaluated in the following areas: teacher preparation, teacher work habits, classroom atmosphere, and personal factors. This criterion was developed by the Office of the Commissioner, Office of the Insular Superintendent, representatives of the Educational Administrator’s Association, and the American Federation of Teachers. The teacher is asked to sign the final evaluation at the end of the school year which is then forwarded to the Superintendent’s office. The teacher is provided with a copy of the evaluation.7.5.4 Describe the faculty’s role in professional development.Professional development is implemented by the District and the school’s administration year round. Various faculty members have been trained to facilitate professional development workshops. Faculty’s input and suggestions are also used to develop teacher training workshops. 7.5.5 Describe faculty rewards and recognition.Intermittently, the faculty receives recognitions during department meetings, team meetings, faculty and staff meetings, memos, and intercom announcements. Teachers are honored and recognized during Teacher Appreciation Week with special treats, certificates and tokens. During American Education Week, teachers are recognized at various activities

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and programs. Also, each year administrators identify the top four teachers who are then nominated and voted for the teacher of the year award. 7.6 Analysis of Survey Data

7.6.1 How does the leadership profile reflect the philosophy of the school?The administration, faculty and staff professional background have prepared them to carry through the mission and philosophy. However the profiles can be seen in directing and carrying through the beliefs of the school which helps to foster students to achieve their maxium potential.7.6.2 How does teacher leadership influence staff development and the improvement of instruction? Give examples.The administration has an open door policy and is available for suggestions and concerns relative to staff development and improvement of instruction. School Improvement Team, Department Chairpersons, and teachers play a vital role in making ongoing suggestions for improvement. The aforementioned individuals can collectively or individually collaborate with Administration to determine initiatives for any needed professional development that will assist with classroom instruction. With the support of the administration, teachers are given the opportunity to conduct workshops and training in areas such as rigor, relevance, and relationship, instructional strategies, and technology. 7.6.3 How well do persons in different school roles (principal, teacher, coordinator) cooperate in offering leadership to the same school function? Give examples.The administration oversees various school functions; however, persons are delegated to be responsible for different workshops, events, activities or programs. These assignments are planned and implemented by various individuals such as tteachers, staff, coordinators, and parents. For example, teachers make sure students conduct themselves in a respectable manner and behave during the function. Coordinators are often invited to conduct workshops, presentations, and demonstration ffor teachers and students.7.6.4 Comment on gaps in leadership activities.Communications can allow for more preparation and smooth transition to and from activities. 7.7 Evaluation7.7.1 Analyze and describe the strengths of school leadership.The administration has well defined leadership roles in terms of the foundational and operational aspects of the school. Administrators are visible throughout the campus. Each administrator communicates regularly with the staff, oversees specific departments and interacts with individual teachers. The school administration conducts walk-throughs and formal and informal classroom observations which result in feedback to teachers for professional growth. Teachers also have opportunities to collaborate with administration for needed professional development and school improvement.The administration has an open door policy and is available for suggestions and concerns relative to the school environment. Communication with students, parents, and community

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are done through memos, letters, media, website, school bulletins, conferences and meetings (Parent Teacher Student Association). The principal or designee communicates with students by making daily announcements at the start and end of the school day.Daily student infractions are curtailed expeditiously with clear intentions. The administration provides meaningful profession growth and maintains an open-door policy to all faculty and staff. The administration also tries to follow all procedures governing department policies and contractual agreements.

7.7.2 Analyze and describe the aspects of school leadership that are in need of improvement. Reduce frequent and irrelevant announcements relevantInstead of being reactive be proactive - Develop a school-wide discipline plan that will be consistent when implementing the procedures, guidelines, consequences and rewards.Improve counseling with at-risk students by providing more involvement with other governmental agencies. Ensure that professional development is

Ensure that every staff member understands and enforces the school mission and beliefs.Even though safety drills occur, they need to be more effective.Conduct more specific group and grade level assemblies.Teachers’ low-moral needs to be addressed.Approachability and responsiveness to concern, confidentiality and reprisals.

(Collaborative effort to keeping areas clean)7.7.3 Prioritize the short and long-term improvements that are needed in relation to school leadership. Short Term Improvements:Reduce frequent and irrelevant announcements relevantLong Term Improvements:

Ensure that professional development is provided for improving professionalism and etiquette in the work place.

Teachers’ low-moral needs to be addressed. Approachability and responsiveness to concern, confidentiality and reprisals. Develop a school-wide discipline plan that will be consistent when implementing

the procedures, guidelines, consequences and rewards. Instead of being reactive be proactive.

Develop an Emergency Evacuation Plan - Safety drills needs to occur regularly and effectively. Responsible of various persons during evacuation procedures should be clearly understood and executed.

Improve counseling with at-risk students. Ensure that every staff member understands and enforces the school mission and beliefs.

Conduct more specific group and grade level assemblies.

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Middle States Accreditation Standards ReviewMiddle States Association Accreditation Standards must be met in order for a school to be accredited by MSA. In addition to the standard, MSA has identified key indicators of quality that exemplify how the MSA standard can be met. While it is expected that nearly all schools will endorse and strive to meet most, if not all, of the individual indicators, a school may find that some indicators are more applicable and important than others. For each indicator below indicate the extent to which each indicator is being met on a scale of 4 to 1 with 4 being “strongly implemented” and 1 being “not implemented.” Indicate “n.a.” for “not applicable.”4= Strongly Implemented 1= Not Implemented n.a.= Not Applicable

The Middle States Standard on Governance and Leadership The Standard: The school is chartered, licensed, or authorized by a state, nation, or authority that operates in the public interest. The governance and leadership ensure the integrity, effectiveness, and reputation of the school through the establishment of policy, provision of resources, and assurance of a quality educational program. The governance and leadership act ethically and consistently to assure an atmosphere of mutual respect and purposeful effort on behalf of students and their learning. School leaders foster a productive environment for teaching and learning, timely and open communication with stakeholders, and the vision necessary for day-to-day operations and long-term planning.

Indicators for independent/non-public schools:Degree of Implementation MSA Indicator

Governance and Leadership

4 3 2 1 na

The governance and leadership work cooperatively to establish and maintain clear, written policies and procedures that are consistent with the school’s philosophy/mission. These policies and procedures are implemented at all times and reviewed regularly.

4 3 2 1 naThe governance and leadership provide appropriate opportunities for education of the trustees/board, including orientation and training sessions so that all members understand their responsibilities and roles.

4 3 2 1 na The governance and leadership appropriately recognize the accomplishments of staff and students.

4 3 2 1 naNo legal or proprietary ambiguities in ownership, control, or responsibility exist. Partnerships and any corporate linkages in ownership/governance are expressed as enforceable agreements. Governance

4 3 2 1 naThe governance provides the school with effective leadership, support, and continuity, including succession planning to ensure stability of the school’s leadership.

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4 3 2 1 na The governance thinks and acts strategically, reflecting on its decisions and the consequences of its actions.

4 3 2 1 na The governance systematically evaluates its own effectiveness in performing its duties.

4 3 2 1 na

The governance is focused on selection, evaluation, and support of the head of the school; policy development; planning; assessing the school’s performance; and ensuring the availability of adequate resources to accomplish the school’s philosophy/mission.

4 3 2 1 na Governance refrains from undermining the authority of the leadership to conduct the daily operation of the school.

4 3 2 1 naThe governance utilizes a clearly defined performance appraisal system for the head of the school. The appraisal is conducted with the knowledge and participation of the head of the school.Leadership

4 3 2 1 na The head of the school is accountable to the governance and is responsible for ensuring expected levels of student performance.

4 3 2 1 naThe leadership ensures that all school programs and activities are adequately and appropriately planned, supervised, resourced, and staffed with qualified personnel.

4 3 2 1 na The leadership ensures that professional and support staff members stay well informed about educational developments.

4 3 2 1 na The leadership undertakes operational, long range, and strategic planning aimed at accomplishing the school’s mission and goals.

4 3 2 1 na The leadership adheres to appropriate guidelines concerning confidentiality in communications.

4 3 2 1 naThe school leadership maintains appropriate and constructive relations with families, students, staff, the community, and with each other in the interest of serving the needs of the students.

Indicators for schools in public school districts, archdiocesan/diocesan systems, and other school organizations with a central office staff:


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Governance

4 3 2 1 na

The governance works cooperatively to establish and maintain clearly formulated written policies and procedures that are consistent with the school’s philosophy/mission. The policies and procedures are implemented and reviewed regularly.

4 3 2 1 naNo legal or proprietary ambiguities in ownership, control, or responsibility exist. Partnerships and any corporate linkages in ownership/governance are expressed as enforceable agreements.

4 3 2 1 naThe governance provides appropriate opportunities for education of the trustees/board, including orientation and training sessions so that all members understand their responsibilities and roles.

4 3 2 1 na The governance appropriately recognizes the accomplishments of the staff and students.

4 3 2 1 naThe governance provides the school with effective leadership, support, and continuity, including succession planning to ensure stability of the school leadership.

4 3 2 1 na The governance thinks and acts strategically, reflecting on its decisions and the consequences of its actions.

4 3 2 1 na The governance implements a system for evaluating its own effectiveness in performing its duties.

4 3 2 1 na

The governance focuses its activities on selecting, evaluating, and supporting the head of the school system, policy development, planning, assessing the organization’s performance, and ensuring adequate resources to accomplish the organization’s philosophy/mission.

4 3 2 1 na Governance refrains from undermining the authority of the leadership to conduct the daily operation of the school system.

4 3 2 1 naThe governance utilizes a clearly defined performance appraisal system for the head of the school system. The appraisal is conducted with the knowledge and participation of the head of the organization.Central Office Leadership

4 3 2 1 na The head of the school system is accountable to the governance and is responsible for ensuring expected levels of student performance.

4 3 2 1 naThe central office leadership ensures that all school system programs and activities are adequately and appropriately planned, supervised, resourced, and staffed with qualified personnel.

4 3 2 1 na The central office leadership stays well informed of educational developments.

4 3 2 1 na The central office leadership adheres to appropriate guidelines concerning confidentiality in communications.School Leadership

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4 3 2 1 naThe school leadership maintains appropriate and constructive relations with families, students, staff, the community, and with each other in the interest of serving the needs of the students.

4 3 2 1 na The school leadership undertakes operational, long range, and strategic planning aimed at accomplishing the school’s mission and goals.

4 3 2 1 na The head of the school is accountable to the governance and is responsible for ensuring expected levels of student performance.

4 3 2 1 naThe school leadership ensures that all school programs and activities are adequately and appropriately planned, supervised, resourced, and staffed with qualified personnel.

4 3 2 1 na The school leadership ensures that members of the professional and support staffs stay well informed of educational developments.

4 3 2 1 na The school leadership adheres to appropriate guidelines concerning confidentiality in communications.

Indicator for schools that provide distance education:


4 3 2 1 na The school’s leadership includes personnel with expertise in distance education methodologies.

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SCHOOL CLIMATE AND ORGANIZATION




1. Communicating the School's Vision for SuccessThe School's Executive and Instructional Leadershipimpacts and promotesstudent achievement by facilitating the development, articulation, implementation,and stewardship of a vision for learning that is shared and supported by the community.

A b c d e a B c d e

2. Ensuring an inclusive CultureThe School's Executive and Instructional Leadershipimpacts and promotesstudent achievement by advocating, nurturing and sustaining a school culture andinstructional program conducive to school learning andprofessional development.

A b c d e a b C d e

3. Developing Procedures to Ensure Successful Teaching and LearningThe School's Executive and Instructional Leadershipimpacts and promotesstudent achievement by ensuring management of the organization,operation, andresources for a safe efficient, and effective learning environment.

A b c d e a b C d e

4.Understanding and Valuing DiversityThe School's Executive and Instructional Leadershipimpacts and promotesstudent achievement by collaborating with families and community members, respondingto diverse community interests needs, and mobilizing community resources.

A b c d e a BCd e

5.Inspiring Integrity and Ethical Behaviors in OthersThe School's Executive and Instructional Leadershipimpacts and promotesstudent achievement by acting with integrity and fairness, and in an ethical manner.

A b c d e a B c d e

a= Completelyb= Generallyc= Partiallyd= Minimallye= Not at All

7.9 Description of Organization for Learning

7.9.1How is the school organized for the conduct of its educational program (e.g., self-contained, graded

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classrooms, departmental offerings, continuous programs, etc.)? The John H. Woodson Jr. High School is organized by Departments as well as Teams. Each Team includes a Language Arts Teacher, Math Teacher, Science Teacher, and a Social Studies Teacher. Teams are made up of seventh and eighth grade students, with a mix of abilities and academic levels. There is a special team that's geared towards students with special needs though they are mainstreamed in other teams based on the needs of the child.The Departments that are on campus are Science, Language Arts, Math, Music, Physical Education, and Vocational.

7.9.2 Describe how instructional groupings are determined. On which basis are students placed in groups (e.g., interest, ability, age, etc.)? * Students on Team J are identified as having special educational, physical, or emotional needs.* Vocational Elective classes are choosen on student interest through a pre-registration process. Reading, however, is not an option. Reading classes are given to students who have exceptionally low reading scores.* Students on Team P are choosen based on language barriors that they may have. Students are given a test whichassures them a spot on this team. This team is bilingual/ ESL and students have the opportunity to communicate intheir native tounge while learning the rules and concepts of English.* Students on remaining teams are compromised of students who are heterogeneously grouped.

7.9.3 Describe how special teachers are scheduled for their work (e.g., music, arts, physical education).

7.10 Organization for Student Progress

7.10.1 How is student performance and growth assessed? What system is in place for reporting progress to the students, the parents and the community? Student performance is evaluated by teachers based on presentations, tests, quizzes, reports. In addition, each year, the students are given the Virgin Islands Territorial Assessment of Learning. These scores are used to assess progress in reading and math, and serves as a tool in which determines whether or not the school is making Adequate Yearly Progress. The school makes an effort to keep the community posted on the progress of student and test scores through radio announcements, news paper articles, and school news letters which are sent out regularly.

7.10.2 What provisions are made to respond to significant differences between what the student is expected to accomplish and what the student actually accomplishes?

There are many provisions that are made to respond to significant differences between what students are expected to accomplish and what they actually accomplish. * Plato, a program that builds reading and math skills for students that are struggling, is offered daily during the hours of 3:30 to 5:30. Students get to practice skills which assist them across the curriculum.

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* The Learn It Program deals with the boosting of reading comprehension skills. This program runs daily from 3:30 to 4:30, and students are able to aquire the skills necessary in order for them to be better readers.

* Read 180, which boosts reading skills, is offered daily to those students who is on the reading borderline. The program runs for the entire school year from 3:30-5:30.

* Many teachers offer lunch-time tutorial sessionbs to assist those students who may need intervention on a one to one basis.

Overall, the implemented programs listed above has served as tools to purther push literacy throughout the school.

7.10.3 Describe and analyze the school’s policies for promotion, retention, remediation and advancement of students.

7.11 Curriculum Development

7.11.1 Describe the process used for curriculum development and review. Curriculum development and review process is composed of a district task force. The task force includes k-12 teachers, department chairpersons, administrators, and a curriculum specialist or district level subject coordinators. Teachers from the different grade levels work in their area of expertise with the assistance of a district coordinator in order to develop and define the curriculum and pacing guides.

7.11.2 How are teachers and specialists involved in forming and revising curriculum? The curriculum is developed or revised at the state level with input from the task force. This process is mainly guided/directed by the division of curriculum and technology at the department of education under the guidance of a deputy superintendent ably assisted by subject level coordinator.

7.12 Teaching/Learning Styles

7.12.1 Describe and analyze procedures used to determine students’ learning styles. How are teaching styles altered to meet these needs? We have been trained in differentiated instruction and we are working to improve and learn new ways to meet our students needs. We are tailoring our classroom instruction to match students learning styles and independent needs. We accommodate students by taking in consideration the content/curriculum, the process in which it will be presented and perceived, the materials/products and the classroom environment. We will continue to have staff development in differentiated instruction and learning styles because our goal is for our students to be successful.

7.13 Staff Development

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7.13.1 Describe and analyze current provisions for staff development and name the person(s) responsible. There is an annual professional development day for the American Federation of Teachers' Mini Quest every October. The AFT President and AFT Local are directly responsible for it.

The district has allocated 2 professional days for the year. One day will be in January and the second day will be in April.

The administrators and the school improvement team develops professional development activities depending on the needs of the students and staff. Aproximately 2 to 3 days are scheduled.

A subject area coordinator at the district level might schedule a training or even send teachers to an off island training/conference when feasible. Any teacher selected to travel to a national conference or training must be approved by the commissioner of education and the insular superintendent.

7.13.2 Describe and analyze current policies for staff development. The policies for staff development are first established by the office of the superintendent and the subject level coordinators. Then the school administrators follow-up the staff developments by looking at our school's specific needs in order for our students to be successful.

7.14 Evaluation

School Organization

7.14.1 Analyze and describe the strengths of the school’s organization (e.g., learning, student progress, curriculum development, learning/teaching styles, and staff development). John H. Woodson Jr. High School's community provides students with a positive environment and embraces best practices throughout the year. All members are committed to ensuring that all students are confident, independent learners and are actively engaged in a rigorous academic program that fosters critical thinking. We provide our English Language Learners with native language support in the four major content areas and we have seen these students become bi-literate in Spanish and English. Our students are making great gains in math. The district has been working on pacing guides for each grade level and English and Math subject area to ensure adequate curriculum alignment. This has helped us move our students forward. We are not were we need to be in reading, but we are showing continuous progress. The faculty and staff has been attending trainings to be able to help our students be successful. We are all excited and expect to continue seeing growth in our students.

7.14.2 Analyze and describe improvements needed in the school’s organization (e.g., learning, student progress, curriculum development, learning/teaching styles, and staff development). As an organization we still need continuous support in the area of reading and reading across the content areas and all disciplines. We feel that because students do not have the skill to read and comprehend context-based text they struggle. Content area and all other discipline teachers need to be skilled in content-based reading strategies. Trainings are being held and we are confident that we will

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see effective teaching, learning and growth happening in our classrooms.

7.14.3 Prioritize the short and long-term improvements that are needed in relation to School Organization.




4=Strongly Implemented 1=Not Implemented n.a.=Not Applicable

The Middle States Standard on School Climate and Organization

The Standard: The school’s organizational structure and climate facilitate achievement of its core values as expressed in the philosophy/mission. The school culture supports successful implementation of age- and developmentally appropriate educational programs and services. Roles, responsibilities,

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expectations, and reporting relationships are clearly defined. Administrative, instructional, and support staff are qualified, competent, and sufficient in number to effectively provide quality educational experiences. The school regularly conducts staff performance appraisals and offers professional development opportunities informed by its philosophy/mission. Relationships among the staff and leadership are collegial and collaborative.

Indicators for independent/non-public schools:


4 3 2 1 na The school’s design, organization, climate, and leadership support attainment of the school’s philosophy/mission.

4 3 2 1 na Designated, qualified leadership provides coordination, supervision, and direction for the educational program, student services, and student activities.

4 3 2 1 na A logical and clear table of organization for the school includes written job descriptions that specify levels of responsibility and reporting relationships.

4 3 2 1 naAdministrative, instructional, and support staffs are qualified, competent, and sufficient in number to meet the needs of the total educational program, student services, and student activities.

4 3 2 1 naStaff members, including administrators, are assigned to work based on their education, preparation, experience, expertise, and commitment to the school’s success.

4 3 2 1 na The school implements written personnel policies and procedures for the operation of the school and makes them available to all employees.

4 3 2 1 naThe school implements written policies and procedures for determining adequate compensation, arriving at reasonable workloads and acceptable working conditions, and defining just and fair treatment for all staff.

4 3 2 1 na

The school implements written policies and procedures for evaluating staff performance. Performance appraisals are conducted with the knowledge of the staff member and reported in writing as well as verbally. Results are used to make professional development recommendations. Staff members have an opportunity to discuss and appeal their appraisals.

4 3 2 1 na Staff members are provided opportunities to offer input into the content of their professional development programs.

4 3 2 1 na The school implements written policies and procedures for handling complaints/grievances by members of the staff.

4 3 2 1 na The school implements written policies and procedures for orienting and mentoring new staff members.

4 3 2 1 naThe school implements written policies and procedures to ensure that service providers not employed by the school are appropriately oriented, supervised, and supported.

4 3 2 1 na The working environment for the staff promotes collegiality, high expectations, trust, support, and recognition for accomplishments and contributions.

4 3 2 1 na Professional satisfaction and good general morale characterize the school’s staff.4 3 2 1 na Staff members are committed to the school, dedicated to their work, and take pride in

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the outcome of their efforts.4 3 2 1 na The leadership encourages staff members’ affiliation with professional organizations.

4 3 2 1 naThe school’s families and community demonstrate commitment to, pride in, and support for the school through participation, promotion of its mission, and financial support.

4 3 2 1 na Members of the staff, students, and their families feel safe in the school.

4 3 2 1 naA clearly defined, written code of student conduct supports an environment that is conducive to learning and is understood by students, staff, and families. The code is enforced fairly and uniformly.

Indicators for schools in public school districts, archdiocesan/diocesan systems, and other school organizations with a central office staff: Degree of Implementation MSA Indicator

4 3 2 1 naA logical and clearly understood table of organization exists for the system of schools with written job descriptions that specify levels of responsibility and reporting relationships.

4 3 2 1 na The design, organization, and climate of the system of schools support attainment of the school’s philosophy/mission.

4 3 2 1 naAdministrative, instructional, and support staffs of the central office are qualified, competent, and sufficient in number to meet the needs of the total educational program, student services, and student activities.

4 3 2 1 naCentral office staff members possess the qualifications of education, preparation, experience, and commitment that contribute to the school’s success. Staff members are assigned to work by reason of their training and expertise.

4 3 2 1 na The central office’s leadership and staff work cooperatively to create a climate for teaching and learning that fosters the attainment of the school’s philosophy/mission.

4 3 2 1 na The organization implements written personnel policies and procedures for the operation of the system of schools and makes them available to all employees.

4 3 2 1 naThe organization implements written policies and procedures for determining adequate compensation, arriving at reasonable workloads and acceptable working conditions, and defining just and fair treatment.

4 3 2 1 na

Central office leadership supports a comprehensive program of professional development for all members of the staff that addresses system-wide learning expectations and specific student needs by allocating appropriate time and resources.

4 3 2 1 na Central office leadership encourages the school staff members’ affiliation with professional organizations.


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RESOURCES STUDY

(8.3) Information Resources Services and Technology(8.4) Physical Facilities(8.6) Finances

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8.5 Facilities

8.5.1 Instructions

The facilities examined through The Facilities Study are primarily instructional support areas of the school building. They also include the school grounds. Particular attention is given to play areas and other recreational sites. Within the building, the committee must examine instructional areas, faculty work areas, building service areas, display areas, student assembly areas, storage areas, administrative service areas, and the play areas. In addition to the criteria inherent in the mission and beliefs of the school, all areas should be adequate in size, efficient, safe, secure, and aesthetically pleasing. Décor should be student-oriented.

The committee must also study the utilization level of all areas and must concern itself with the life of the building. The Facilities Study should lead to a judgment about the future uses of the building with particular reference to possible closing, expansion, or life extension.

Most subcommittees complete their descriptions and analysis of the facilities prior to completing the discrepancy profile. Based on the school’s strengths and improvement areas, the group identifies their goals and expectations.

The subcommittee assesses the degree to which these goals are accepted by the faculty, and the degree to which they are practiced in the school. These assessments are then noted on the discrepancy profile scales to the right of each goal.

FACILITIES




1.The John H. Woodson Junior High School expects our buildings, grounds and all facilities to be safe and secure. a b c d e a b c d e

2. The John H. Woodson Junior High School expects that the accommodations for students and faculty arrival/departure clearly marked and enforced.

a b c d e a b c d e

3. We expect our air conditioning units to be operational or repaired promptly when needed. a b c d e a b c d e

4.We expect our grounds and facilities will be maintained regularly including our garbage disposal and grounds clean up. a b c d e a b c d e

5. We expect our custodian workers will keep all rooms and offices properly clean. a b c d e a b c d e

a= Completelyb= Generallyc= Partiallyd= Minimally

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e= Not at All

8.6.1 When was the building constructed?The school was constructed in 1982.

8.6.2 When and what was included in the most recent renovations?The most recent renovations (2009) to the school facilities included installing air-conditioning units in 84% of the classrooms, auditorium, cafeteria and Safe Harbor Room.The auditorium renovations in 2010, included major construction of the floor and drainage of the main areas, electrical system, stage lighting, stage and dressing rooms, new curtains were installed and new air-condition units were installed in the main seating areas and stage. New seats were also installed.The entire school electrical supply system was upgraded to include electrical step-down transformers and new electrical distribution poles relocated to the south west corner of the school.Restrooms through out the the campus and were repaired, tiled painted and some plumbing upgrades.8.6.3 How many students is the building designed to serve?700

8.6.4 How many students are currently attending?There are currently 483 students enrolled.

8.6.5 Describe the location of the school with reference to population areas, business, etc.J. H. Woodson school is located in the mid-island area of St. Croix in a region near to several housing communities and single family owned homes. The community we serve is predominantly from the five housing developments with low to moderate income households.

8.6.6 Describe special features such as gymnasium, auditorium, cafeteria, etc.JH Woodson has an attached auditorium with a seated capacity of 750. The cafeteria and auditorium are joined via large ceiling to floor bi-fold doors system. The school also has an attached Gymnasium with basketball/volleyball courts, boys and girls locker rooms and staff offices.

8.6.7 Describe the adequacy of the classrooms with reference to size, fixtures and efficiency.JH Woodson has 48 classrooms constructed for 20 - 25 students desks and chairs. Science labs are equipped with elevated workstations as well as seated areas. Inter-active smart (white boards) were installed in all classrooms, library, Safe Harbor and the girls locker room for use by the Physical Education staff in 2009. The classrooms, however, lack adequate electrical outlets to supply the ever changing electronics currently being used and needed in each classroom.

8.6.8 Describe the appropriateness of décor (attractive, student-oriented, etc.).The campus buildings and walkways are open to the air type designed with covered but not closed in walkways.The campus on the whole is designed to facilitate the ease of student population movement from class to class and other facilities. Areas of the campus include small courtyards that are planted

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with flowers grass and other vegetation, that adds to the decor of masonry stucco and poured concrete columns throughout.

8.6.9 Describe the provisions and adequacy of services (custodial, maintenance, utilities, etc.).Currently the school maintains a full time custodial staff of 4 workers. This is manning level is insufficient and is augmented by contracted custodial for after school cleaning.The school is currently without an assigned building maintenance and grounds keeper. Building maintenance issues are being completed by trouble call to the Department of Education Maintenance Division or contracted to local small contracted as needed. The Maintenance Division also maintains the grounds and fences. Trash collections and disposal around the campus is handled weekly by the maintenance division. The number of trash/refuse containers are in sufficient which is reflected by the amount of litter found around the campus daily.

8.6.10 Describe the adequacy of provisions for fire prevention, detection and control.Prevention:1. The school has minimal to no open flame equipment in use daily other than the school kitchen.2. Classroom doors can be closed easily to minimize spreading or containment of fire.3. There are very few rooms or offices in the school with air-conditioning ducts that may facilitate spreading of fire.Detection: Essentially the school relies on sight of fire for detection.1. Smoke detectors were installed sparingly throughout the school.2. There is no evidence that these detectors are operable.3. No records of periodic testing exists in the school.4. The school kitchen also lacks proper/sufficient fire detection and control equipment.5. One small 8 pound fire extinguisher is hanging on west wall of the kitchen.6. No rapid flame smothering/extinguishing equipment is installed.7. The kitchen workers are not trained on the use of equipment and what to do in case of fire or explosion.Control: Fire alarm type pull boxes are inoperable around the campus. Staff and students must get word to the office in case of fire. However, the entire population on campus is quickly alerted via the public announcements system if there is a fire or other emergency.There are few fire extinguishers around the campus and once again staff are not trained in their use. If there is a fire

8.6.11 Describe the adequacy of procedures for emergency evacuation. Provide specific evaluative commentary on:Fire safety: The school has an Emergency Evacuation Plan. Copies of routes for evacuation are posted in most classrooms, offices and rooms throughout the school. The school conducts fire/emergency evacuation drills annually.The public address system is equipped with a separate tone alert for the evacuation of the school buildings and grounds.

Adequate and Open Passageways: All rooms border open-air passageways. Occupants are instructed andtrained to exit rooms and spaces throughout the school and follow teachers, monitors and other staff to nearest exit to parking lots or outside of school gate as needed.

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Pollutants: No known pollutants

Warning Devices: Smoke detectors are installed but mostly inoperable due to lack of maintenance. Most are in need of battery and have not been tested recently.

Inspections: Agencies like Fire Services, Division of Occupational Safety and Health, Planning and Natural and Resourcesshould be required to inspect annually all school facilities in order ensure safety of all occupants of the school buildings and grounds.

Provisions for the Handicapped: The school is equipped with handicapped accessible ramps to the entrance of the school, upstairs classrooms, cafeteria, gymnasium, auditorium. Wheel chair accessible restrooms are available in the A-wing male an female restrooms only. The SIE classroom has a single unisex restroom that is wheelchair accessible. No provisions were made for wheelchair access to restrooms in the upstairs B-wing. No sight limited (braille) signs are installed on doors.

8.6.12 Describe provisions for safe arrival and departure of students. At the front of the school buses and vehicles enter through clearly designate entry-only gate and exit through an exit-only gate. The driving approach to the school's main entrance is curved facilitating easy drop-off and pick up of students. There are no signs posted or painted on the sidewalks or indicating "Bus Lane" or Student Drop-off Only". Students are often dropped off by parents in the parking area and have to maneuver around other moving vehicles to cross onto the sidewalk at the main entrance. To aid with the obvious discrepancy, School monitors are stationed in the parking areas at the beginning and dismissal of school daily. Monitors direct traffic, alert drivers and direct pedestrian safe passage across driveway.

8.6.13 Describe the adequacy of the faculty work area. Faculty work areas are classrooms, gymnasium, labs, ball fields and library.

JH Woodson has 48 classrooms constructed for 20 - 25 students desks and chairs. Science labs are equipped with elevated workstations as well as seated areas. Inter-active smart (white boards) were installed in all classrooms, library, Safe Harbor and the girls locker room for use by the Physical Education staff in 2009. The classrooms, however, lack adequate electrical outlets to supply the ever changing electronics currently being used and needed in each classroom.1. Physical Education and recreation facilities are not up to date and are in need of repairs and updating. Specifically; Softball field lacks backstop and ground has many large holes/cracks and uneven surfaces that students and teachers can inadvertently suffer injuries (broken limbs, sprains and strains). Outdoor basketball court has old rusted uprights, rims and backboards that are unsafe and often cause scrapes, cuts and bruises to students. The outdoor volleyball courts adjacent to the gymnasium has fence in disrepair, old steel post were left in place at a height of 2', additionally, the raised covers of the underground cistern creates a tripping hazard to users of the court. There is no prepared running surface for the students to exercise and usually required by the Physical Education staff to run/jog the sidewalk surrounding the parking lot which forces them into on-coming traffic entering and exiting the school. The gymnasium roof is uninsulated and has a number of leaks that causes the court to be

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unusable during inclement weather. The locker rooms have no lockers. Students are required to leave their clothing and bags unattended on the bleachers during classes. This results in many thefts and vandalism during each class period.2. Library lacks sufficient computer workstations for student research. Only two workstations are available. The need for additional technology requires more electrical outlets and internet connection.

8.6.14 Describe the adequacy of the administration and guidance areas.The Administration (Main) Office is located close to the main entrance of the school. The Main office houses the Principal' s office, conference room, Registrars office, admin staff offices, small storage and reception area. Copying machines are located in the Main office. The Main office is divided into separate offices for the Principal, Registrar with files, conference room, Office manager, School Accountant and Systems Analyst. Other support staff has desks in the open area behind the reception bar-height counter.

One Assistant Principal's Office is located on the first floor of the B-wing and the other Assistant Principal's office is located on the D-wing near the ETAN room.

John H. Woodson has a Guidance counseling suite, which consists of four offices with a waiting area. Each counselor has an individual office affording privacy. The Attendance Counselor is also housed in this suite. This suite is located centrally and near the the Main office and other support offices such as the Nurses Office and Library.

8.6.15 Describe the adequacy of the storage areas.There is a small storage room

8.7 Evaluation

8.7.1 Analyze and describe the strengths of the facilities for instructional purposes (e.g. classroom fixtures, space, storage, lighting, temperature control, sound control, ventilation, etc.).

8.7.2 Analyze and describe the strengths of the indoor and outdoor play areas andsupport areas (e.g. administrative, reception, conference, workroom, custodial,etc.).

8.7.3 Analyze and describe the external and internal security and safety of the school.

8.7.4 Analyze and describe what needs to be improved in the facilities.

8.7.5 Prioritize the short and long-term improvements that are needed for the facilities.

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4= Strongly Implemented 1= Not Implemented n.a.= Not Applicable

The Middle States Standard on Facilities

The Standard: School facilities are safe, clean, and well maintained. The physical environment supports delivery of the educational program/services as well as optimal student development and achievement. Facilities are appropriate and adequate to implement the philosophy/mission of the school. They are regularly inspected for effective operation and meet all applicable laws including health and safety code requirements.

Indicators for all schools


MSA Indicator

4 3 2 1 na The school’s facilities and equipment are appropriate for achieving its philosophy/mission and are healthy, safe, and well maintained.

4 3 2 1 na The school plans for, funds, and schedules regular preventative measures, repairs, and maintenance of its facilities and equipment.

4 3 2 1 na

The facilities offer a variety of spaces for providing quality programs and services for all segments of the school’s population and include appropriate accommodation for:a. instructionb. administrationc. conferencesd. student activitiese. student servicesf. storage of school propertyg. storage for student belongings

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4 3 2 1 na Sufficient systems are in place to monitor and adjust air quality to appropriate levels.

4 3 2 1 na Lighting is adequate and appropriate in student and staff areas.

4 3 2 1 na Sufficient space is available for ingress, egress, and traffic flow within the facilities.

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PLANNING PROCESS

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The Planning Process

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Karen Quinn, ChairpersonNatasha O'Halloran-Smith, AdvisorJoseph BrunettiRoberto JamesAlida MiguelesMary SanKittsCarla BastianLeroy EdwardsM. Avril Joseph

9.3 Description of the Planning Activity9.3.1 Describe how the planning process was organized and managed

The John H. Woodson Junior High School created the School Improvement Plan as the strategic plan. In compliance with the “No Child Left Behind Act” each school is required to submit a school improvement plan. Most recently in May 2009 the territory school improvement process was reviewed and as a result the Education System Improvement Process (eSIP) was designed. Through the eSIP process our school improvement team works collaboratively to create a dynamic plan that focuses on improving student academic achievement, positive school culture and climate and teacher-leader effectiveness. The school improvement team is comprised of stakeholders that represent diverse members of the school community as well as district and state advisors. All content areas as well as the counseling department are represented. In developing the School Improvement Plan, the team analyzes achievement, demographic and perception data such as standardized test results, attendance records, subgroup enrollment etc. to determine strengths and challenges. We then develop goals, strategies and actions to address the challenges in alignment with the district and state priorities. Our strategic plan addresses the priorities student achievement (mathematics and reading) and attendance. Within the action plan time tables are developed and resources aligned to our needs.The School Improvement Team monitors the implementation and progress of the strategies and actions within the School Improvement Plan. They meet at least once per month to collectively evaluate, manage and make adjustments as necessary.

9.3.2 Describe the groups that were involved and indicate what the groups did

The school improvement team is comprised of stakeholders that represent diverse members of the school community as well as district and state advisors. The team consists of administrators, teachers, counselors, students, department chairperson, content coaches, parents, community members and support staff. There are least fifteen team members working collaboratively throughout the year. As a group, the School Improvement Team, compose the School Improvement Plan that governs the activities of the school.

At meetings, the team analyzes the data as presented in charts and tables to identify strengths and weaknesses and form hypotheses as to the causes of low student performance. The team is then divided into smaller working groups that include teachers of the specific content being addressed as well as teachers that work with the ELL and SPED subgroups. Based on the specific areas of concern presented in the data analysis, the working groups create strategies and an action plan that is supported by current educational research and best practices and aligned to content standards and district and state priorities to address the deficiencies in student achievement.

After the working groups create their drafts, it is then presented to the entire school improvement team body for review and revision. As the plan is developed, the team meets with the entire faculty and staff at regular

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intervals to share data and solicit feedback and suggestions. Additionally, representatives from our school improvement team attend quarterly system-wide PLC meetings with multidisciplinary teams representing state, district and school to draft and refine plans, evaluate implementation, analyze results, and make adjustments.

The School Improvement Team monitors the implementation and progress of the strategies and actions within the School Improvement Plan. They meet at least once per month to collectively evaluate, manage and make adjustments as necessary.

9.3.3 Describe the techniques/procedures used in identifying the school-wide strategic goals

The school Improvement Team collects data on student achievement from marking period grades, standardized test scores, diagnostic test results, infraction reports, attendance and other pertinent records. The data are disaggregated into subgroups – this data are compiled in tables and charts. The entire School Improvement Team analyzes the tables and charts, which forms the trends and patterns that aid in developing hypotheses about students’ achievements. After this process, the triangulation of that data to validate the hypothesis is done.The first year this process was completed (school year 2002-2003) Reading and Mathematics were the subjects our students were most deficient. Thus the School Improvement Team structured the School Improvement Plan concentrated on Reading and Mathematics.In the following years, Science and Social Studies were added to the School Improvement Plan. Each year, the team meets and reviews the updated data, looking for patterns and trends again, with the triangulation of the data to support or refute hypotheses concerns students’ achievement.With the achievement of our students as our overall goal, teachers, administrators focused on providing instruction through the plan created by the School Improvement Team.With the implementation of the eSIP, the ultimate goal is to have a positive impact on students learning and achievement, with consideration reflecting the collective desire to impact the quality of instruction, leadership and school culture which reflects our belief that these factors will have a great impact on student achievement.

9.3.4 Describe the strategic merits of the plan, i.e. in what ways will this plan result in school-wide development that is believed desirable.

The John H. Woodson Jr. High School community is committed to providing a rigorous and diverse experience for all students. Each year, we evaluate demographic, perception and achievement data to formulate goals, strategies and actions to improve student achievement aligned with State and District requirements. Data analysis reveals our need to improve literacy skills for all students, especially seventh graders and subgroups (SWD & ELL). This will be accomplished by implementing rigorous and relevant standard-based instruction, response to intervention, technological integration, and reading and writing across disciplines. The Rigor and Relevance Framework offers a common point of reference for teachers and supports them in developing the skills necessary to create student-driven lessons. Opportunities will be provided for students to become highly engaged in learning that is relevant and that will require them to utilize higher-order thinking skills for real world application. Authentic assessments give students quality feedback regarding their work and provide teachers with data necessary to address individual student needs.

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We believe that when teachers facilitate rigorous and relevant instruction and authentic assessments, combined with a three tiered response to intervention, we can maximize student achievement. In keeping with the literacy plan, all teachers will provide quality instruction that encompasses reading, writing, and technology integration across disciplines. Students requiring additional instruction will receive teacher support with Tier I, II and/or III instruction as needed. We recognized that in order to meet our objectives and implement our actions with fidelity, teachers and parents must be involved. It is imperative that all teachers are provided with ongoing professional development and support. Professional development opportunities will be designed to address specific or general needs across disciplines. Also, parental support of our reading and math goals is necessary. To motivate students, we will have on-going communication with parents about the role of the home in building interest in Reading and Math.In an effort to dynamically and purposefully address the academic needs of our students, the strategies and activities outlined in this plan will be continually communicated, evaluated, addressed, and modified as necessary by all stakeholders.

9.3.5 Indicate what official or agency, if any, approved the plan on behalf of the schoolThe School Improvement Plan for the 2011-2012 school year has been reviewed and approved by the Virgin Islands Department of Education (VIDOE) District and State eSIP leadership teams. 9.4 Strategic Goals (2-4 goals, one of which must address improved student performanceStrategic Goal 1: By the year 2013, the John H. Woodson Junior High School will demonstrate higher levels of student achievement as determined by the Virgin Islands Territorial Assessment of Learning (VITAL).

At least a yearly 10 percent increase in the percentage of all seventh and eighth grade students (inclusive of subgroups) proficient in reading.

At least a yearly 10 percent increase in the percentage of all seventh and eighth grade students (inclusive of subgroups) proficient in math.

Strategic Goal 2: To obtain a student attendance rate in all subgroups of at least 95% yearly.

9.5 -9.8Goal Statement 1By the year 2013, the John H. Woodson Junior High School will demonstrate higher levels of student achievement as determined by the Virgin Islands Territorial Assessment of Learning (VITAL).

At least a yearly 10 percent increase in the percentage of all seventh and eighth grade students (inclusive of subgroups) proficient in reading.

At least a yearly 10 percent increase in the percentage of all seventh and eighth grade students (inclusive of subgroups) proficient in math.

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Major Event and Timeline

Collateral Event and Timeline Required Resources

Title or Positions of people Responsible for Implementation

Title or Positions of people Responsible for Assessing Progress

Date of Assessing Progress

Measurement Criteria

1A.Provide Reading intervention for Tiers I, II, and III.

1A1.Analyze data to include data from feeder schools, for all content areas to determine:-Reading priorities-Student placements(schedules)-Grouping, interventions

Student Data Reports, List and Descriptions of interventions

Assessment Team, Dept. Chair, Coaches, SIT,Language Arts & Reading Teachers, counselors, administrators, system analyst, and leadership team

Administrators, Literacy Coach, Department Chair

Ongoing

Student schedules, progress monitoring reports, literacy coach logs/reports, department chair reports, lesson plans, Pacing Guides, observation reports

1A2.Create teacher data notebooks and student goal sheets.

50 2” binders,50 Tab dividers with 5 tabs, HP Laser Jet 4700 Color Ink

Counselors, Teachers Administrators

Sept. 2011

Teacher data notebooks and student goal sheets

1A3. Conduct regular teacher/administrator data chats with students.

Scheduled time, Data notebooks

Administrators, Counselors, Literacy Coach, or Teachers

Administrators Ongoing

Meeting Agenda, Minutes, Lesson Plans, and Student Work

1A4. Examine and use student data regularly during department meetings to plan and guide instruction to meet students’ needs.

Regularly updated student data

Administrators, Department chairs, Literacy Coach, and Teachers

Department Chairperson, Administrators

Ongoing


1A5. Provide at least 95 students whose reading levels are fifth grade or below with 90 minute daily intervention.

System 44 Program & 20 Licenses,

Success Maker Licenses


Literacy Coach, Administrators

Nov. 2011

Student schedule, Attendance reports, and Student data reports

1A6.Provide a Reading course for seventh grade students.

PLATO

Administrators, Literacy Coach, Department chairs, and Teachers

AdministratorsSept. 2011


1A7. Provide PDs for Tier I, II, III intervention.

See 1A.5

Administrators, Coordinators, Department chairs, and Literacy Coach

Literacy Coach, Administrators

Sept. 2011,Ongoing

Agenda, Sign in sheets

1A8. Provide at least forty students who scored Basic on the VITAL-S with a Saturday Academy.

List of 40 priority students1 administrators x $40.00 x 4 hrs x 20 weeks2 teachers x

Administrators, Counselors, Teachers, and After-School Committee

Administrators Nov. 2011


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$22.00 x 4 hrs x 20 weeks,

1A9. Provide after school programs for at least 50 students inclusive of the subgroups (ELL & SWD).

List of Students, Permission Slips,

2 teachers x $22.00 x 1.5 hrs x 4 days x 20 weeks,

1 paraprofessional x $10.00 x 1.5 hrs x 4 days x 20 weeks,1 monitor x $10.00 x 1.5 hrs x 4 days x 20 weeks

Administrators, Counselors, and After-School Committee

AdministratorsNov. 2011


1A10. Provide Differentiated Instruction in the classroom for all groups.

Consultant in Read 180 Training, Training Schedule

Teachers

Literacy Coach, Department Chairperson, Administrators

Ongoing

Lesson Plans, Student work, Observation reports, Literacy Coach logs

1A11. Provide summer classes for credit recovery.

9 teachers x $22.00 x 5 hrs x 25 days,

1 counselor x $22.00 x 5 hrs x 25 days

1 paraprofessional x $10.00 x 5 hrs x 25 days,

1 administrator x $40.00 x 5 hrs x 25 days

Administrators, Counselors, and Teachers

AdministratorsJune 2012


1A12.Assess students’ Reading comprehension & Vocabulary monthly in English classes.

Monthly assessment

Dept. Chair , Teachers, Literacy Coach

Dept. Chairperson, Administrators Monthly

Assessment results, lesson plans, completed test

1B. Implement, monitor and support reading strategies across disciplines in

1B1. Emphasize Before/During/ After reading strategies.

Reading strategies Teachers, Literacy Coach, Dept. Chair

Literacy Coach, Administrators, Dept. Chair

Ongoing Assessment results, lesson plans, completed test

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keeping with the literacy plan.

1B2. Provide small group/guided reading regularly.

Time allotment TeachersLiteracy Coach, Administrators, Dept. Chair

OngoingLesson plans, observation reports

1B3. Require students to read one small book or book chapter for 15 minutes daily (content specific, non textbook).

Novels for Science Classes @ $1556.35

Novels for Social Studies Classes @ $1,079.70

Teachers,Administrators



1B4. Provide students with high interest varied reading materials to support reading strategies.

Novels for English Classes @ $18,147.5

Administrators ,Teachers, Literacy Coach,Librarian, Language Arts Coordinator, Parents


Nov. 2011

Home reading logs, Library logs, reading clubs, book exchanges, in-school reading challenge

1B5. Provide summer library services for students to access reading materials.

Operating Hours,1 Librarian x $22.00 x 2 days x 2.5 hours x 5 weeks

Administrators, Librarian Administrators

June 2012

Library logs, Sign-in sheets

1C .Utilize the Rigor and Relevance Framework.

1C1. Provide teachers with follow-up PD’s on planning and executing rigorous and relevant lessons.

Consultant @ $2,500,

Training Schedule

50 Everyone’s Invited: Interactive Strategies That Engage Young Adolescents @ $1,350

50 Middle School Journal @ $1,000

50 Middle Ground @ $1,000

Administrators , Rigor & Relevance Leadership Team

Administrators

Nov. 2011,

Dec. 2011

Sign-in sheet, evaluation forms, agenda

1C2. Plan and execute rigorous and relevant lessons across disciplines.(project-based)

Consultant @$1,800,Training Schedule

TeachersAdministrators, Department Chairpersons

OngoingLesson plans, observation reports,students' work

1C3. Keep students consistently and meaningfully engaged

No resources needed

Teachers, Administrators

Administrators, Department Chairpersons

Ongoing Lesson plans, observation reports,

118

throughout the instructional period. students' work

1D. Lesson plans, observation reports,students' work

1D1. Provide literacy information using the school’s website, email, and newsletter.

Newsletter, Literacy info.

Department Chair ,Reading Teachers, Administrators, Systems Analyst, Computer Teachers

Literacy Coach, Administrators Ongoing

Newsletters, online resources, emails

1D2.Provide literacy training for parents to help build and maintain students’ reading interest and skills.

Training Schedules, Posted Calendar, CDs, DVDs and Books @ $500,

Department Chair , Reading Teachers, Administrators, Literacy Coach

Literacy Coach, Administration Ongoing

Agenda, sign-in sheets, DVD, evaluation forms

1D3. Promote summer reading list and encourage parents to engage students in reading over the summer break.

Summer Reading List and activity packet, Press Release

Literacy Coach , Administrators, Teachers


June 2012

Reading List, Announcements, Newsletter, Website, Email

1E. Provide students with the opportunities to demonstrate skills in communication: speaking, listening and writing with the use of technology.

1E1. Require students to respond to questions in detailed sentences using standard English.

No resources needed

Administrators, Faculty & Staff


OngoingObservation reports, student work

1E2.Allow students to participate in making daily announcements for the school population.

Daily announcement, Student schedule

Administrators , Teachers Administrators Daily

Daily announcement logs

1E3. Provide PDs for teachers on using the six traits of writing with content specific, curriculum based material.

Consultant @$8,000

Literacy coach , Administrators, School writ ing task force, consultants

Literacy Coach,Administrators

November 2011,January 2012

Sign-in sheets, evaluation forms, agendas

1E4. Evaluate students’ writing using the six trait writing rubric across disciplines.

Pocket Charts @$500,Sentence Strips@$500,HP Color Laser Jet 4700 Ink@ $1,250

Teachers


OngoingStudent work, lesson plans, observation reports

1E5. Require students to present and evaluate at least one formal, oral presentation per marking period.

Oral presentation rubric

Teachers


QuarterlyLesson plans, observation reports

1E6. Provide students Access to Teachers, Technology Ongoing Lesson plans,

119

with the opportunity to communicate using technology.

technology

40 Headphones@$612,

10 Video digital Cameras @$2,000,

Computer teachers

Integration Teacher, Department Chairperson, Administrators

observation reports

1E7. Require students to write for a minimum of 20 minutes in a 90 minutes period or 15 minutes in a 60 minutes period.

Time allotment Teachers



1E8. Provide PDs on using technology tools to create interactive lessons.

Training ScheduleAdministrators,Computer Teachers

Technology Integration Teacher, Administrators

OngoingSign-in sheet, evaluation forms, agenda

1E9. Allow students to participate in the annual Literacy Oral Communication Showcase.

No resources needed

Dept. Chair , Teachers, Literacy Coach

English Dept. Chairperson, Literacy Coach

March 2012

Student presentations (pictures, videos, etc.), evaluation rubrics, department chair report, program booklet

1F. Communicate with feeder schools concerning data and trends and interventions for sixth graders.

1F1. Solicit current reading/inter-vention data from feeder schools for incoming Warriors.

No resources needed

Counselors, Administrators, Assessment Team, Literacy Coach

Administrators, Literacy Coach,Counselors

May 2012

Meeting Agenda, Reports

1F2. Communicate with feeder schools our expectations of incoming Warriors.

Schedule, List of feeder schools

Counselors , Administrators Administrators

May 2012

Meeting Agenda, Reports

1G. Implement scientific-based research strategies within the classroom.

1G1. Analyze on-going data and differentiate instruction for students who are intensive, benchmark, strategic, and advanced (PLATO, Curriculum on Wheels (COW), Learn 360)

Regularly updated data

Teachers , Administrators

Math Department Chairperson, Administrators

Ongoing

Data reports, students’ schedules, progress reports, lesson plans, student work, and observations

1G2. Provide PDs on differentiated instruction.

Training schedule, Consultant@2,500

Administrators, Dept. Chair, Math Coordinator, STEM Director



1G3. Implement a learning community for math teachers

Professional Library@$235.60

Dept. Chair , Math Teachers, Administrator, Math Coordinator,


Ongoing Data Logs, student survey

120

STEM Director

1G4. Utilize manipulative to teach abstract concepts

Manipulative @$8,289.90

Math TeachersDepartment Chairperson, Administrators

Ongoing


1G5. Implement project based learning activities

Materials and Supplies @$2,180


OngoingAttendance rosters, lesson plans, observations

1G6. Utilize technology to improve instruction (Plato, COW, etc.)

Accessible technology

Math Teachers, Computer Teachers



1G7. Provide and facilitate cooperative learning opportunities for students.

5 Math Kits @$2,349.75



1G8. Create lessons that allow students to apply math skills to real-life problem solving.

No resources needed


OngoingNewsletters, online resources, emails

1G9. Integrate math skills when applicable across disciplines.

5 sets Booksource collection code M-Math-10-11 Level 6-8 @$508.55

All teachers


Ongoing

Lesson Plans, observation reports

1H.Provide Math Intervention for Tier I, II, and III.

1H1. Analyze data closely to determine:

math priorities

student placements (schedules)

grouping, intervention

Regularly update data

Counselors , Administrators, Basic Child Study, Teachers, Dept. Chair, Teachers


Aug. 2011

Data reports, students’ schedules, progress reports, lesson plans, student work, and observations

1H2. Add student math goal sheets to the data notebooks.

Math goal sheet, Data notebooks

Math Teachers , Counselors


Sept. 2011


1H3. Conduct regular teacher/administrator data chats with students.

Time allotment, Data notebooks

Administrators, Counselors, or Teachers


Ongoing Data Logs, student survey

1H4. Examine and use student data regularly during department meetings to plan and guide instruction to meet students’ needs.

Regularly updated student data



Ongoing


1H5. Provide Saturday Academy for 40 students on Basic level

List of 40 priority students, Student application

Administrators, Teachers, Counselors


Attendance rosters, lesson plans, observations

1H6. Provide after school tutoring for at least 20 students

List of 20 priority students, student

Administrators , Teachers, Counselors

Administrators Nov. 2011

Attendance rosters, lesson plans,

121

applications observations

1H7. Provide math intervention for students during the school day (PLATO, I Can Learn Math)

Math Interventions(PLATO, I Can Learn Math)

Teachers , Counselors, Administrators



1I.Provide parents with training to encourage students’ math interest and abilities.

1I1.Provide math resources using the school’s website, email, and newsletter.

List of math resources, newsletter,

TeachersDepartment Chairperson, Administrators


1I2. Provide quarterly math training for parents to help build and maintain students’ math skills (DVDs, PTA Meetings, Math Nights, Parent Room Workshops).

Training Schedule,

Posted CalendarMath Games and Materials and Supplies @$424.60




1J. Provide students opportunities to communicate math through reading, writing, speaking and using technology.

1J1. Provide small group guided reading regularly.

Time allotment TeachersDepartment Chairperson, Administrators


1J2. Require students to read one small book or book chapter for 15 minutes daily (Supplementary material).

Books for Classroom Math Libraries @$873.31




1J3. Require students to present and evaluate at least one formal, oral presentation per marking period.

Oral presentation rubric



1J4. Provide students with the opportunity to communicate mathematically using technology.

Accessible technology

Teachers, Computer teachers

Department Chairperson, Administrators, Technology Integration Teacher


1J5. Require students to write for a minimum of 20 minutes in a 90 minutes period or 15 minutes in a 60 minutes period.

No resources needed



Goal Statement 2: To obtain a student attendance rate in all subgroups of at least 95% yearly.

Major Event Collateral Required Title or Title or Date of Measuremen

122

and Timeline Events and Timeline Resources

Positions of People Responsible for Implementation

Positions of People Responsible for Assessing Progress

Assessing Progress

t Criteria

2A.Establish, communicate and consistently monitor the daily attendance protocal.

Timeline:Writing End of SY 2010-11

Communicating and ImplementingAugust 2011

2A1.Write the attendance guidelines and protocols.-Homeroom teachers submit attendance at the end of homeroom. Period attendance thereafter is submitted within the first 15 minutes of the class period.-Students arriving after homeroom during the first period must sign in at the gate and obtain a late pass.

Board of Education Attendance Policy, Existing School Policy

SIT, Accreditation Committee, Counselors

Administrators

Sept. 2011

Completed Document

August 2011

2A2. Distribute and review with teachers the attendance guidelines and protocols at the first faculty meeting.

Attendance Protocol Document

Administrators

School Improvement Team

Sept. 2011

Faculty Meeting Agenda

Faculty Meeting Sign In Sheet

2A3. Provide training for faculty

Labtop, Access to Class XP, Time

TeacherSystem Analyst

Administrators

Sept. 2011

System Analyst Training Log

123

requiring assistance with class XP.

Allotment

2A4. Communicate attendance policy to students at orientation, during homeroom and school assemblies.

Attendance Policy, Time Allocation

Administrators, Counselors, and Homeroom Teachers

Administrators All year

Assembly and Agendas,

Administrator’s Informal Observation Reports

2B. Inform students, parents and faculty the importance of attending school regularly.

2B1. Write a formal letter to parents informing them about the importance of attending school regularly.

Paper, ink Administrators

Administrators

Sept. 2011

Completed Letter

2B2. Have students sign an attendance agreement oath the first week of school. Display the oaths on each team bulletin board.

Printed oath,

Teachers to create oath(Mr.Brunetti, and Mrs. Graham)

Homeroom Teachers

Administrators,SIT

Sept. 2011

Number of signed oaths

2B3. Display and announce attendance number and percentage daily.

Display board

8th Grade Honors Math Class, Math Dept. Chair.

Math Dept. Chairperson Ongoing

Number of Announcement and Number of displays

2B4. Recognize students with perfect attendance quarterly.

Student Perfect Attendance Lists, and incentives

SIT, and administrators, counselors

SIT and administrators

Quarterly

Attendance lists

124

2B5. Include an attendance column in the quarterly newsletters.

Newsletter,Perfect Attendance list

Administrators and office staff

SIT Quarterly

Number of newsletters distributed

2B6. Include attendance goal in the daily student announcement.

2C. Identify and report students with attendance concerns.

2C.1.Identify incoming and matriculating students with past attendance problems and conduct student, parent, school personnel meeting to proactively address concerns.

Student records of attendance

Counselors, attendance counselors and Administrators

Counselors and administrators

September

At-risk attendance student list

2C2. The parent of any student on the attendance “at risk” list will be contacted anytime the student is absent.

Daily attendance report and at-risk attendance list, call log

Attendance and office personnel

Administrators Weekly Call log

2C3. Homeroom teachers will provide name of any absent “at-risk” student daily

Pre-printed reporting form

Homeroom teacher

Office staff and administrator

Ongoing daily

Call log and number of absence reporting forms

2C4. Provide each teacher with the listing of

Attendance “at-risk” list, copies for all teachers at

Administrator and counselors

Counselors Ongoing Counselors report

125

students on the attendance “at risk” list.

beginning of year

2C5. Update student “at risk” attendance list quarterly.

Student attendance records

Attendance counselor

Administrator

Quarterly Updated list

Assign mentors to “at risk” students.

At-risk attendance list, volunteer mentor

Counselors Counselors Ongoing Counselor report

2C6.Create a monthly incentive plan for students on the “at risk” list.

Incentives Counselors

Counselors and administrators

Monthly Counselor report

2C7.Distribute student concern form to all teachers to be used in Team meeting discussions.(See Migueles)

Student concern form Counselor Administrato

rSeptember

Sign-on log for faculty meeting

2C8. All teachers will complete and submit student truancy forms to the attendance counselor in a consistent and timely manner.

Student truancy forms


Administrators Ongoing

Completed forms submitted and report from attendance counselor

2C9. Provide training on early identification of student with negative attendance

Characteristics of students that have attendance problems


Administrators

September

Sign log for faculty meeting

126

patterns.2C10. All parents of students tardy to school three consecutive days will be contacted on the third day.

Student tardy list, truancy report form

Attendance counselor and office staff when A.C. is not here

Counselors Ongoing Call log

2C11. After each absence parents will be provided with a student absence verification form to verify absence if they didn’t bring a note.

Student absence verification form

Homeroom teacher

Attendance counselor Ongoing

Returned forms to office or nurse signed by parents


127

STRATEGIC PLAN

128

Strategic Plan

129


Appendix

130

Appendix – John H. Woodson Jr. High School 2010 -2012 School Improvement Plan

131

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