American Student Achievement Institute

FORCE FIELD REPORT
HAGERSTOWN JR-SR HIGH SCHOOL

Cover Page

2005-2006 Force Field Report - Hagerstown Jr-Sr High School

Legend

Notes

1. While data for groups containing fewer than 10 respondents may be seen below, they are not reported on the Force Field Reports.
2. Primary student surveys do not include demographic data.

Student Respondents

FORCE FIELD: EXPECTATIONS

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

All Student Can Succeed to High Standards

SUMMARY DATA

School's Obligation to Teach All Students

SUMMARY DATA

Teacher Expectations

SUMMARY DATA

Teacher Expectations

SUMMARY DATA

Parent Expectations

SUMMARY DATA

Community Expectations

SUMMARY DATA

Student Expectations

SUMMARY DATA

Short Answer Questions

1. What percentage of your 9th graders are enrolled in the Core 40 curriculum at the beginning of the freshman year? Data from 2005-2006	100%
2. What percentage of your 10th graders are enrolled in the Core 40 curriculum at the beginning of the sophomore year? Data from 2005-2006	100%
3. What percentage of your 11th graders are enrolled in the Core 40 curriculum at the beginning of the junior year? Data from 2005-2006	100%
4. What percentage of your 12th graders are enrolled in the Core 40 curriculum at the beginning of the senior year? Data from 2005-2006	89%
5. List your school's first year courses (e.g., Spanish 1, Algebra 1, Geography) that have prerequisites related to past academic achievement. Data from 2005-2006	None
6. List your school's policies that may be discouraging students from repeating a class they have failed or repeating a class they have passed but with an unsatisfactory grade. Data from 2005-2006	Students are not allowed to repeat class for a better grade. Students are encouraged to repeat a class they have failed.
7. What are your school's criteria for enrollment in an AP course? Data from 2005-2006	Application
8. What are your school's criteria for enrollment in multi-period vocational courses? Data from 2005-2006	Application

Inquiry Questions

1. Do our teachers have high expectations for students? What evidence backs up our opinion?

 In general, for those who are perceived to be one’s who can learn. Data gathered regarding those who are free/reduced and those with IEP. Very inconsistent. Some classes work bell to bell and have daily HW. Yes, grades Yes, present material in many ways. We expect students to turn in assignments. Many teachers reject unacceptable work and give them another try. Teachers have high expectations for most students. Yes—accountability with grades and assessments. Being timely with assessments and progress reports. Depends—you figure out quickly how much you can push Most do—talking with students and have them create assignments that tell what is taking place in their classes Varies—listening to students talk

2. Do our community members have high expectations for students? What evidence backs up our opinion?

 Yes. Interest in ISTEP scores. Inconsistent. The top students, yes. Some do, grades I think they that they think they do; however, on an individual basis, when their child’s grade is not where they think it is, then the are quick to pass the buck. Community members believe that most student can do well. However, much of their focus is on athletic success and not academic success. They seem to althou I don have any evidence. Our community is full of low income white trash that think earning $10 an hour is awesome Several of our outside community members particularly those who don’t have children—just don’t understand current educational standards and don’t care about students.

3. Do our students have high expectations of themselves? What evidence backs up our opinion?

 If students live in a suppo0rtive educational environment, they believe they can succeed. Free/reduced lunch, IEP, HHS grades vs. nationally based scores. Top students yes—stress during finals. Mid students—SRT is sleep time/talk time Some do, class participation That depends—they expect high grades; however they do not want to do the work to get there. Students believe that they will succeed. But do not want to take the classes necessary to succeed. Heard students make the comment that they do not think they can. They do want to learn and to do well but hey are often frustrated by balancing their work loads equally in all classes. Our students think they are great. If you don’t believe me, simply try to tell them otherwise. Some do—by trying to meet deadlines and concerned about grades Some just don’t care—evidence by them just not doing assignments.

4. What excuses are sometimes stated in our school and community as explanations for why our students (or subgroups of our students) don't achieve at a higher level?

 We are a small farm community can’t compete with real world. They will never need this information in the future They will never leave this town I didn’t ever have to do that, so why does my kid It’s the teachers/teachers fault. Free reduced lunch, # of IEP Our number of IEPs. Students do not need to achieve at a high level. Special education students do not have the capacity to perform at higher level. They do not turn in assignments on time Emphasis placed on test scores. They think that they are already the best they can be. We lead them to believe this by never telling them the truth. We also perpetuate this belief by letting them run the school and by not supporting teachers who try to tell them the truth Outside jobs TV Computer Not enough guidance through school (community comments) Not enough home/parent guidance (school comments) Lack of parental education Lazy

5. What possible Areas of Concern related to Expectations were identified in the Living By Our Vision activity?

 

FORCE FIELD: SCHOOL POLICY AND PROCEDURES

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

Discipline Policies

SUMMARY DATA

Funding

SUMMARY DATA

Enrollment Policies

SUMMARY DATA

Attendance Policies

SUMMARY DATA

Short Answer Questions

No short-answer questions exist for this force field.

Inquiry Questions

1. Should all students be allowed to enroll in difficult courses?

 No some courses are impossible for some students Prereqs should be required. No some just need just basic info to master No why ask for failure Yes, but then they must realize that if they don’t meet the standards, then they will be removed. Yes, If they understand the difficulty of the class and are willing to work to be successful. Additional support may be needed for these students. Yes, all students should be allowed to step up and challenge themselves. Student can achieve up to their potential when given a chance.

2. How does our school support professional development for all teachers?

 They are very open to all avenues of advancement but no policy for leave of absence to pursue advanced degrees. We also have no monetary support Encouragement to attend workshops 6-1/2 days Well… In-service opportunities at school School board support of professional development through sub money Provide opportunities to attend professional meeting I have not seen consistent support for teachers to develop professionally.

3. What possible Areas of Concern related to School Policy and Procedures were identified in the Living By Our Vision activity?

 

FORCE FIELD: BEHAVIOR MANAGEMENT

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

School Safety

SUMMARY DATA

Student Behavior

SUMMARY DATA

Discipline Policy

SUMMARY DATA

Short Answer Questions

4. Does your school allocate and protect instruction time to support students? (NCA Indicator 3.6) Data from 2005-2006

Data for year: 2004-2005

Data for year: 2004-2005

Data for year: 2004-2005

Data for year: 2004-2005

Inquiry Questions

1. Are consequences for behavior problems in our school punitive or instructional?

 We do our best Should be punitive—get the problem students out and educate the many good students Instructional Both as it should be. Negative consequences should be combined with behavior modification techniques. Students are sometimes given CARE room. This allows them to receive a consequence for their behavior, but doesn’t cause them to miss educational work. Behavior problems have the consequences that the student misses out on the learning taking place—sometimes that teaches discipline, but often not.

2. Are any consequences for behavior problems interfering with student learning? If so, could behavior problems be handled in another manner?

 No Inconsistency by administration Too many chances for problem students some need to go to New Castle Yes—most likely. No, I like CARE room for this reason. When students are suspended, they can not be instructed. The reason for the suspension in truant=suspension. I wihs that all students had a behavior contract and that all teacher would enforce consistent behaviors.

3. What possible Areas of Concern related to Behavior Management were identified in the Living By Our Vision activity?

 

FORCE FIELD: STUDENT ASSISTANCE

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

Service Availability

SUMMARY DATA

Short Answer Questions

No short-answer questions exist for this force field.

Inquiry Questions

1. What are the personal and social challenges facing our students? How do these challenges impact learning at our school?

 Divorce, substance abuse—the usual Peer pressure, pressure to succeed Job demands—lack of ability to focus on school and realize the importance of a good education. Single parent, no one demanding in SRT grades and home work be done. Difficulties at home. Split homes, personal tragedy, poverty. In a small town, everyone knows each other there force when something happens that affect impacts all. Everyone comes with their own baggage that we may or may not know. Students have a lot of down time where they have to sit still. By the end of the blick there is not more learning taking place.

2. What process is used to identify students having problems that interfere with learning?

 Peer helpers, Kristina Dale None Referral to counselor, after school study group, teacher discussion Teachers must observe this—IEP accommodation sheets only give partial fixes to this and don not give information or insight into these problems.

3. What possible Areas of Concern related to Student Assistance were identified in the Living By Our Vision activity?

 

FORCE FIELD: PARENT INVOLVEMENT

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

Parent Involvement

SUMMARY DATA

Parent/School Communication

SUMMARY DATA

Parent Involvement in School Governance

SUMMARY DATA

School's Openness to Parents

SUMMARY DATA

Teacher Provided Opportunities for Parent Involvement

SUMMARY DATA

Parent Involvement with Homework

SUMMARY DATA

Short Answer Questions

No short-answer questions exist for this force field.

Inquiry Questions

1. Do parents feel comfortable at our school? What evidence do we have to support our opinion?

 Yes, I would have heard something Most—volunteer are in daily, email, voicemail Yes, if involved in other activities at school that parent support us. If not involved don’t really know us. Yes. Parent conferences and phone calls. Yes and no. Those who are better educated and were successful students are comfortable—the opposite are not at times. I believe so, willing to volunteer I think so—parents come in or call when they have a questions

2. Do teachers and parents work as a team to enhance learning at our school? How?

 Parents are more than asked pushed into involvement. Yes. Keep student as our most important commodity Yes—parents generally will apply pressure to student to learn. Yes when parents choose to be involved. Some committees require both to participate. Some parents who care do help by volunteering their time.

3. What possible Areas of Concern related to Parent Involvement were identified in the Living By Our Vision activity?

 

FORCE FIELD: COMMUNITY INVOLVEMENT

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

Community Involvement

SUMMARY DATA

Community Curriculum Input

SUMMARY DATA

School's Openness to Community Involvement

SUMMARY DATA

Business-School Involvement

SUMMARY DATA

Short Answer Questions

No short-answer questions exist for this force field.

Inquiry Questions

1. Does the business community actively support education? What evidence do we have to support our opinion?

 Yes, donates time, money. Example root bee floats for the honor roll Don’t know I believe so, but I am to new here to provide concrete evidence Yes. Donations and fundraising Yes, anytime I ask for help they are always there Yes, community volunteers, tours, speakers, human resource info, post-secondary planning

2. How does community involvement impact achievement?

 Knowledge of what is happening, what is working or doesn’t work leads to support and encouragement It would let the students and staff know that they have support outside the school building Directly proportional Community Action Team A great deal. Our student swill be the community someday. I feel our community helps with this Students see real life applications Man times have a social relationship with that individual If it is used in a positive way, it s a great thing. However, parents in this community sometimes seem to dictate how thing are run here (regarding grades, behavioral issues, etc.) This is a very negative facet of our school.

3. What possible Areas of Concern related to Community Involvement were identified in the Living By Our Vision activity?

 

FORCE FIELD: RESOURCES

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

Technology Resources

SUMMARY DATA

Resources for Low Income Students

SUMMARY DATA

Faculty Perceptions on Resources

SUMMARY DATA

Short Answer Questions

No short-answer questions exist for this force field.

Inquiry Questions

1. How is technololgy used to enhance learning at our school?

 Used for research, homework assignments, professional education, acknowledgement and Channel One Computer labs, etc. The attempt has been made, however, it appears poor management, lack of money, and slow update time not to mention only one tech person, the technology is not keeping up with the demand. Computers, ITE equipment, Channel One Computers, LCD projectors, VCRS and DVDs. The students seem to really these Present, but not well used in our school

2. How could teachers be provided with additional time for educational research, planning, evaluation, and professional development?

 Professional development days used for individual development Shared teaching; use of subs to make time available for workshops With to a straight block 3-4 preps vs. 7 to 8 preps. This will also improve some scores. Monetary supplement for continuing education I think on some of the PBA days, teachers should be given time for this. Even if it si to just to catch up—not enough prep time now. Reformat SRT to incude priorty-0determinde activist or which reach and professional development should be the main focus. Provide half-days that have more meaningful content; then provide time (another half-day or two) to actually do something with this information.

3. What possible Areas of Concern related to Resources were identified in the Living By Our Vision activity?

 

FORCE FIELD: GUIDANCE CURRICULUM

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

Global Economy

SUMMARY DATA

Continued Education After High School

SUMMARY DATA

Career Interest Awareness

SUMMARY DATA

Work Place Career Awareness

SUMMARY DATA

Learning Styles

SUMMARY DATA

Post High School Education Awareness

SUMMARY DATA

Interpersonal Problem Solving

SUMMARY DATA

Time Management

SUMMARY DATA

Four Year Course Plan

SUMMARY DATA

Infusion of Guidance Standards into Existing Curriculum

SUMMARY DATA

Parent Awareness of Guidance Standards

SUMMARY DATA

Community Perspectives

SUMMARY DATA

Community Perspectives

SUMMARY DATA

Community Perspectives

SUMMARY DATA

Short Answer Questions

No short-answer questions exist for this force field.

Inquiry Questions

1. What percentage of our counselors' time should be spent on the following activities: Guidance, Counseling, Leadership, Management, Non-Program?

 Guidance-41% Counseling-27% Advocacy-20% Management-13% Non-Program-7%

2. What are the benefits of using guidance indicators as a foundation for designing a guidance program?

 Indicators will be used as benchmarks in collecting and interpreting data about counseling programs. Everyone will learn/understand more about the programs.

3. How can our teachers, parents, and community members help deliver the guidance curriculum? Please give specific examples.

 Scrap SRT and use that block as a delivery vehicle—open it up to community Do not require guidance counselors to do secretarial/administrative tasks to the detriment of providing guidance to students. Take non-guidance responsibilities away from guidance counselors They should be informed about the counseling program and knowledgeable of the expectation of Guidance counselor. Guidance Counselors should do the advising and help the student in making these decisions—that is their vocation. It needs to be thoroughly explained to all teachers, parent, community members and they need to care

4. What possible Areas of Concern related to Guidance Curriculum were identified in the Living By Our Vision activity?

 

FORCE FIELD: GUIDANCE RELATIONSHIP

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

Guidance Relationship

SUMMARY DATA

Short Answer Questions

No short-answer questions exist for this force field.

Inquiry Questions

1. How could our school provide a mentor or advisor for every student, that meets with the student individually and on a regular basis?

 Volunteers Get guidance counselors that are not distracted by committees, school improvement, and personal/health issues. This is not reasonable expectation given our current staffing. Advisor-advisee Guidance counselors need to do this by maintaining this as a priority. This is what they were hired to do. Those other duties need to be done by the administration---principal and superintendent. That is supposed to be the purpose of our SRTs and Student Relations Staff person.

2. What possible Areas of Concern related to Guidance Relationship were identified in the Living By Our Vision activity?

 

FORCE FIELD: LEADERSHIP

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

Shared Decision Making

SUMMARY DATA

Short Answer Questions

No short-answer questions exist for this force field.

Inquiry Questions

1. Are teachers, counselors, students, parents, and community members included in decision-making related to the mission of our school? What evidence do we have to support our opinion?

 Yes, Communities in School Yes, to some extent. Open school board meeting, community curriculum council Yes, INSAI progress Some what, however many decision have been made against a committee’s recommendations I think so. We are ask our opinions in meetings and emails. Yes, InSAI process Vision Process Yes, parent volunteers

2. Is risk-taking (trying new initiatives to help students learn) supported at our school? What evidence do we have to support our opinion?

 Yes, after school tutoring My sense it that individual teachers try new initiatives, but I don’t think there is much department or system wide risk-taking. Yes, anything I have taken to administrative. I have had a positive go ahead. I thinks o, but it seems many of the new thing that come out seem to fall by the way side a while. New initiatives (or old initiatives that show promise) should be fully support by faculty and staff. This means compromising on how students time should be spent. Yes, Project Lead the Way Portfolios All teachers need to be equally supported by all where they incorporate alternative assignments and projects in their classes.

3. What possible Areas of Concern related to Leadership were identified in the Living By Our Vision activity?

 

FORCE FIELD: CURRICULUM

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

Short Answer Questions

4. What type of daily schedule did your school follow? (e.g., Block 8, Block 4, Trimester, Traditional 7 period, etc.) Data from 2005-2006	Block 8
5. What percent of your Math courses are aligned with the Indiana Academic Standards? Data from 2005-2006	100%
6. What percent of your English courses are aligned with the Indiana Academic Standards? Data from 2005-2006	100%
7. What percent of your Science courses are aligned with the Indiana Academic Standards? Data from 2005-2006	100%
8. What percent of your Social Studies courses are aligned with the Indiana Academic Standards? Data from 2005-2006	100%
9. What strategies is your school using to encourage students to enroll in Core 40 and the Indiana Academic Honors Diploma? Data from 2005-2006	All students start on CORE 40 diploma track and must opt out.

10. Does your school offer all the Core 40 courses? Data from 2005-2006	Yes
11. Does your school offer all Honors Diploma courses? Data from 2005-2006	Yes
12. List the AP Courses that you offer. Data from 2005-2006	AP Chemistry II AP Calculus AP Physics

Inquiry Questions

No Inquiry Questions requested for this force field

FORCE FIELD: INSTRUCTION

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

Teaching Styles and Learning Styles

SUMMARY DATA

Hands-On Learning

SUMMARY DATA

Individualized Instruction

SUMMARY DATA

Real-World Application

SUMMARY DATA

Work Place Learning

SUMMARY DATA

Short Answer Questions

No short-answer questions exist for this force field.

Inquiry Questions

1. How is your school ensuring that instruction is aligned with the Indiana Academic Standards?

 Class guides are written every six years Competent teachers Teachers design lessons to meet standards. Remediation classes follow standards one-to-one Curriculum guides and planning It is not. End of course exams

2. How do your teachers currently adjust their instructional strategies to address differences in learning (the way students learn, the rate at which they learn, their readiness for learning, their interests, etc.)?

 Every teacher tries us many different instructions strategies Different teaching styles (lab, lecture, hands-on, discovery) Integrated curriculum Variety of teaching methods Variety of assessments Use of instructional assistants Inclusion B teaching multiple topics geared to all learning types—visual, hands-on, etc. Enrichment activities, retesting opportunities, extra time, one on one work in SRT, pre-and post-tests Teach different lessons within the same block

3. What could teachers do to engage students in learning?

 Getting parents involved is very important. Don’t lecture all the time Involve them Active listening/engagement Teacher harder Show how it is relevant to them and their life experiences to make it interesting Teachers are doing all they can to engage students. If parents were more responsible at home, students would be more externally motivated to work in school. Continue to seek relevance when possible Continue to communicate with parents

4. What possible Areas of Concern related to Instruction were identified in the Living By Our Vision activity?

 

FORCE FIELD: ASSESSMENT

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

Teaching for Mastery

SUMMARY DATA

Multiple and Authentic Assessments

SUMMARY DATA

Assessments Aligned with Indiana 2000 Standards

SUMMARY DATA

Short Answer Questions

5. What procedure has the school used to review and revise if needed its definition of mastery grade? Data from 2005-2006
6. What does the school do to help parents understand the school's "mastery grade?" Data from 2005-2006
7. Grading Pattern: How does the percentage of students earning the mastery grade in math compare to the percentage passing ISTEP / ECA this year? Data from 2004-2005
8. Grading Pattern: How does the percentage of students earning the mastery grade in language arts compare to the percentage passing ISTEP / ECA this year? Data from 2004-2005

9. Grading Pattern: How does the percentage of students earning the mastery grade for Algebra I (second semester) compare to the percent passing the Core 40 End-of-Course Test? Data from 2004-2005

10. Grading Pattern: How does the percentage of students earning the mastery grade for Algebra II (second semester) compare to the percent passing the Core 40 End-of-Course Test? Data from 2004-2005
11. Grading Pattern: How does the percentage of students earning the mastery grade for Biology (second semester) compare to the percent passing the Core 40 End-of-Course Test? Data from 2004-2005
12. Grading Pattern: How does the percentage of students earning the mastery grade for English 11 (second semester) compare to the percent passing the Core 40 End-of-Course Test? Data from 2004-2005

Data for year: 2004-2005

Data for year: 2004-2005

Data for year: 2004-2005

Data for year: 2004-2005

Inquiry Questions

1. What are the benefits of giving end-of-course tests (or end of year tests) that align with the Indiana Academic Standards?

 assists teachers in aligning curriculum and identifying problems Student progress can more easily be measured That’s what each student is suppose to know Gives you data to see what student were able to retain Can prove that standards are being met Show what areas need improvement

2. Do you agree with the idea of providing students with multiple chances to demonstrate mastery? Why or why not?

 Yes, student learn from mistakes Yes, it puts more emphasis on student responsibility No—it encourages laziness Yes—Mastery of a skills is not something you can expect without multiple activities to build that skill. Yes—But this does not mean the retaking, retaking of tests. Yes—some students are not good test takers.

3. What type of assessment models would address different learning styles?

 portfolios, oral Assessment should be done after the learning has taken place. A good assessment should tell us whether learning has taken place. Tests as you go through the material A variety which challenges students to watch, read, participate, ponder about topics (evaluation needs to be varied) MC, free response, opened types of questions. Also presentations give students opportunity to show strengths and talents

4. What possible Areas of Concern related to Assessment were identified in the Living By Our Vision activity?

 

FORCE FIELD: EXTRA TIME/HELP

Survey Results

Note: Groups with fewer than 10 respondents are not displayed to protect the privacy of survey respondents.

Extra Help

SUMMARY DATA

Extra Time

SUMMARY DATA

Short Answer Questions

5. List the extra help programs and activities at your school. For each activity or program, list the percentage of students who participated. Data from 2004-2005
6. List the programs and activities at your school that help students who can learn difficult material, but at a slower pace. For each activity or program, list the percentage of students who participated. Data from 2004-2005

Inquiry Questions

1. Does our school have an obligation to provide extra help for students who have difficulty learning or learn at a slower rate?

 teachers should give help All schools should provide extra help to those who need it. 100% I believe our school goes above and beyond the necessary accommodations for our students. Give tons of extra help who need it. We should do all we can to provide extra time—however it’s also up to the students. If they don’t have desire to be successful the extra help will not be beneficial.

2. How could our school provide extra help for students?

 Implement a reading program—it helps with other studies as well Everything that we do now By fixing our SRT system that is poorly used by the majority of our students. Teachers available of a morning

3. How could our school provide extra time for students?

 SRT, after school study table, homework hotline Aids, extra study sessions, SRT, computer lab, morning computer lab Same as now, but demand more. I believe the block scheduling allows our student a lot of time to complete work. (more than most other corporations)

4. What possible Areas of Concern related to Extra Time/Extra Help were identified in the Living By Our Vision activity?