2010 NEASC Self-Study and Evaluation Visit Guilford High School 2010 NEASC Self-Study and Evaluation Visit

Major Phases of the Accreditation Cycle Strategic Planning Phase (Began – June, 2009) Form the Steering Committee (“to develop a comprehensive understanding of the relationships between the Standards to help individual Standards Committees understand their work in context”) Develop the GHS Mission and Expectations (“result of thoughtful conversations about the direction the entire school community wishes to pursue and the values that drive toward that direction.”) Form the Standards Committees Self-Study Phase (1 year) 2009 - 2010 An in-depth, reflective examination of the school’s educational programs and services based on the Standards Hosting the Visit (4 days) October 17-20, 2010 A visiting committee of peers met with representatives from all school constituencies and developed an evaluation report Follow-Up Phase (2/5 years) The action phase of the process during which time the school is responsible for implementing the evaluation report

Overreaching Concepts of NEASC

Long Term Accreditation Goals Engage the professional staff in using the Standards to impact teaching and learning Use the accreditation process as a foundation to effect changes/initiatives to benefit students, professional staff, parents and community Infuse the Mission and Expectations into the daily life of the school Use the Mission and Expectations to guide decision making processes

Mission Statement The mission of Guilford High School is to focus on learning in a rigorous academic learning community that is safe and respectful.

Academic Expectations To meet the demands of a global community, students will develop appropriate skills in: Reading, writing, speaking, listening, analyzing, evaluating, interpreting, critical thinking, communicating, use of technology

Social and Civic Expectations To meet the demands of the global community, students will understand/demonstrate and practice: • lifelong health and wellness rights and responsibilities of citizenship community activities beyond GHS • ethical behavior through words and actions • tolerance, respect, courtesy and compassion

Standards for Accreditation Teaching and Learning Standards Mission and Expectations for Student Learning Curriculum Instruction Assessment of Learning Support of Teaching and Learning Leadership and Organization School Resources for Learning Community Resources for Learning

Preparation for the Evaluation Visit Self Study: -18 months; November, 2009-May, 2010 -11 member steering committee -standard committees included all stakeholders Note: No single report developed in the self-study became part of the official self-study documents until it had been approved by the entire professional staff.

Process Used by the Visiting Committee Review of the school’s self study materials 52 hours of shadowing 14 students for a half day 20 hours of classroom observations (in addition to shadowing students) Numerous informal observations in and around the school Tours of the facility Individual meetings with 30 teachers about their work, instructional approaches, and assessment of student learning The examination of student work

Overview of Findings Many of our school’s strengths and needs that we identified in our self study are also identified by the visiting committee. Students and parents expressed their appreciation for the school’s efforts to provide a comprehensive program of studies and support services that meet our students’ needs and interests. Many students are aware of the mission statement’s emphasis on creating a rigorous, safe, and respectful environment and that GHS has taken steps to ensure that the school is a safe and respectful environment that offers rigorous courses and student activities that engage students in the life of our school.

Teaching and Learning at GHS Student success is the focus of everyone in GHS community. A supportive environment for learning “flourishes” at GHS. The efforts of the school to improve student performance have been evident in recent years (CT. Coalition for Achievement Now—8th ranking—noted in report) These efforts need to continue and a clear understanding of what rigor entails become embedded in our culture. (quality of thinking, classrooms invite effort, deep immersion in a subject-authentic/real world-, depth/attention to accuracy and detail, develop capacity to understand complex subjects) Student achievements are acknowledged and celebrated. The process for developing the mission statement was thoughtful and inclusive. The mission statement must drive our decision making.

Teaching and Learning………Con’t. Students, parents, and faculty members agree that the mission reflects the values and beliefs of the community about teaching and learning. A greater emphasis needs to be given to the importance of academic expectations and the school-wide rubrics as measures of student success. GHS teachers benefit from PLCs. Increased time for PLC meetings will benefit student learning. Develop a plan to ensure all instructional strategies align with the mission and academic expectations.

Support of Teaching and Learning at GHS Individual attention to students is possible due to class size, manageable teaching loads, and the number of student activities. The development of an advisory/mentoring program would allow for more personalization. Students, parents, and most faculty members appreciate the support for learning provided through the new schedule that provides a guaranteed lunch for all students. The GHS principal is recognized as a strong leader with a clear vision for the school.

Support of Teaching and Learning…Con’t. The principal’s communication with the school community has been frequent and positive, and he is highly visible and open to discussion about the school and its programs. Other administrators and faculty members have opportunities to provide leadership for the school Faculty members have a voice in creating the budget. The creation of a Faculty Advisory Council will provide faculty with another vehicle for review of issues and needs.

Support of Teaching and Learning…Con’t. GHS is a warm and welcoming school. The physical plant is not capable of meeting the many and diverse needs of students. As GHS prepares students of the demands of the 21st Century, the short-comings of the physical plant will become even more challenging. If GHS is to meet its mission, the issues regarding the physical plant’s shortcomings must be addressed.

Follow-up • The Commission requires that the principal of GHS submit routine Two-and Five- Year Progress Reports documenting the current status of all evaluation report recommendations. • School officials are expected to have completed or be in the final stages of completion of all valid visiting committee recommendations by the time the Five-Year Progress Report is submitted.