East Aurora High School Audit

CurricularandInstructionalAudit
EastAuroraHighSchool
GradesNineTwelve
PresentedtoJeromeRoberts,Ed.D.,SuperintendentofSchools
andtheEastAuroraSchoolDistrict131BoardofEducation
Dr.MarionHoyda,Ph.D.
April,2013
EastAuroraSchoolDistrict131
MakingChoicesforExcellence
EastAuroraSchoolDistrict131
TableofContents
ExecutiveSummary 1
GoalAreaOneStrategicSchool
ImprovementPlanning 6
GoalAreaTwoCurriculum 8
GoalAreaThreeInstruction 14
GoalAreaFourAssessment 17
GoalAreaFiveDataAnalysisof
ProgramData 20
References 24
AppendixA:Curriculum
AppendixB:Instruction
AppendixC:Assessment
AppendixD:DataAnalysis
AppendixE:Recommendation
ListsandPlanningTemplate
East Aurora High School Curricular & Instructional Audit April, 2013
Page 1 of 24

Executive Summary Spring 2013

Introduction

The audit for East Aurora High School consisted of an examination of its curricular and
instructional practices conducted by Dr. Marion Hoyda at the request of the Dr. Jerome
Roberts, superintendent of schools. Dr. Hoyda also reviewed curricular materials in literacy
and mathematics for grades 6-8. The following narrative and appendices provide key findings
and recommendations resulting from the audit.

While the audit of East Aurora High School was conducted, a second audit was conducted for
grades kindergarten through eight. The focal points of the audit for grades K-8 mirror those of
the high school in some ways and they differ in others. I recommend reading the audit to gain a
more comprehensive understanding of the District 131 as a unit district.

Before the audit began, Dr. Roberts sent the faculty and staff a communiqu in which he
introduced the consultant and communicated the purpose of the audit. During the course of
the audit, administrators and faculty cooperated fully by attending scheduled meetings and
participating in the discussions with candor and professionalism.

Background

From late November of 2012 through early April of 2013, the consultant interviewed and met
with administrators and faculty both individually and in small groups. Participants were assured
that their individual comments would remain confidential as part of the audit procedures and
that their conversations would be summarized as a group.

Major questions asked during the interviews and meetings were the following:

How are curricular decisions made in District 131?

How are instructional decisions made in District 131?

These questions lead to others related to teaching and learning, assessments, use of
instructional technology, achievement data, student information systems, general education,
special education programs, bi-lingual programs, and special programs such as PRIDE and
E2020. Interviews, meetings, classroom visits and instructional walk-throughs, and reviews of
curricular materials, documents, school improvement goals and plans, provided data used to
determine findings and make recommendations. These actions contributed to the strength of
the audit.

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As an academic, the consultant recognizes the audit has limitations. For example, while many
faculty were interviewed, interviews were limited to representatives with various leadership
responsibilities. Two identified questions drove the audit, but, perhaps, there was a significant
question not asked. Many documents were reviewed and studied; yet, there are others the
consultant did not examine. While many classrooms were visited for the instructional audit,
not every classroom was visited. Therefore, district leaders may decide additional examination
of a particular finding or recommendation is of benefit as it studies the final report, determines
priorities and develops action plans.

As the author for this audit, no one asked me to present any information that would be either
favorable or unfavorable to the district in any way. For example, when documents were
requested for review, administrators responded in a timely manner. When I asked for
interviews, administrators and faculty responded in a timely manner. Because the majority of

gathered data, previously not readily organized, and developed tables and graphs to illustrate
their data in preparation for the final report. While they have many responsibilities, they always
displayed a professional attitude and an eagerness to learn as the audit was conducted.

Over the course of the audit, the consultant engaged in the following:

x Visiting the middle and high schools with the majority of time spent at the high school;
x Reviewing and analyzing dozens of documents related to curricula, school improvement
goals and achievement data;
x Interviewing or meeting faculty in grades six through twelve, and at district office, some
of them multiple times. These include the following:
o District administrators and staff with responsibilities for curriculum, instruction
and technology
o Building level administrators from the middle and high schools
o Current/former high school division/department chairs, and department
managers
o Members of the curriculum councils currently in 6-12 assignments
o Union leadership
o Team leaders from the middle schools
x Conducting approximately 100 classroom walk-throughs in grades 9-12;
x Clarifying practices which impact curriculum and instruction;
x Determining findings which reflect the current status of school and district practices;
and, ultimately,
x Making recommendations for further improvement.
The audit is divided into five goal areas with findings and recommendations for each goal area:

Strategic School Improvement Planning
Curriculum
Instruction
Assessment
Data Analysis
Page 3 of 24

There are appendices which relate to the goal areas: The appendices are as follows:

Appendix A: Curriculum
Appendix B: Instruction
Appendix C: Assessment
Appendix D: Data analysis
Appendix E: Recommendation Templates

Before summarizing the findings and recommendations, I am compelled, once again, to
underscore the professionalism displayed during the many interviews and meetings that
occurred during the course of the audit. District, high school and middle school administrators,
staff and faculty were always willing to express their opinions, observations, gather and share
data, and suggest recommendations for improvement. The administrators and faculty are
sincerely interested in making changes for the betterment of their students, families, staff and
faculty.

District Administrative Positions, Responsibilities, Communication, Processes and Procedures

Of special note is the need for a coherent organizational plan. Changes in key district
leadership positions and the responsibilities which accompany them present challenges to
reaching a higher level of organizational effectiveness. The lack of coherence in planning,
implementation and evaluation of plans may be due, to some extent, to changes in district
office administrators and their accompanying responsibilities which have occurred over several
years. Faculty express frustration as it relates to the lack of communication, clarity, support
and processes and procedures for expectations set before them for curriculum, instruction,
assessment and data analysis. Were there to be identified processes and procedures
delineated to responsibilities, they would offer some level of predictability on which faculty
could depend when there are administrative changes.

Knowledgeable leaders serve in the schools and at the district levels. These include teacher-
leaders and administrators. Because faculty and administrators at the schools most typically
rely on district administrators, district office must set strategic goals and provide the guidance
and resources necessary to reach them. Without identified processes and procedures, coupled
with flexibility, many talented leaders initiate programs within their own department, division,
school, grade, and subject area which results in initiatives that are not always integrated.
Without an integrated approach, a systemic plan does not emerge for articulation among and
across schools, departments, grade levels and subject areas. District 131 is fortunate to be a
unit district. Admittedly, articulation presents challenges across schools, subjects and grade
levels in most school districts. An administrative flow chart which reflects coherence among
the responsibilities of its administrators, directors, and committees is recommended. The
responsibilities should also describe the major processes and procedures necessary to fulfill
their leadership roles and with which position ultimate accountability exists. These steps will
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contribute to effective articulation and a systemic approach to strategic school improvement
planning.

Summary of key findings and recommendations

Strategic School Improvement Planning

The district would benefit from developing overarching goal areas for improvement and
determine specific assessments, measures, benchmark for progress and time periods to reach
those goals. These would be used for further development at the school, department and
classroom levels. Districts often focus on goals for core areas, particularly for English language
arts and mathematics. Goals set for student achievement should be developed across all
subjects and grade levels K-12. The SMART goal format is one that schools should be required
to utilize and monitor. This format is easier to follow when compared to all the information
required in the Rising Star and Comprehensive Plan Reports that must also be completed.

Curriculum

The curriculum at East Aurora High School is based on curriculum maps, which are typically not
fully developed with key information that teachers use to guide instruction. It is likely that
teachers are making appropriate decisions about what students are to learn and be able to do
as a result of the curriculum they are learning. However, curriculum maps should be fully
developed and articulated and aligned to standards to ensure full alignment rather that partial
alignment. Partial alignment leaves more opportunities for deficits in student learning rather
than mastery of learning. Textbooks, resources, assessments, interventions, instructional
technology and instructional methodologies should align with the curriculum and be evident in
the curriculum maps. It is also desirable to improve the course offerings that allow students to
be college and career ready whether they are Advanced Placement or Career Tech courses.

Instruction

Teachers need opportunities to study best practices in instruction so that they are understood
and utilized in ways that increase the likelihood of student learning as they implement more
rigorous learning standards with fidelity. Instructional walk-throughs should be designed to
move beyond walk-throughs that focus on level of engagement to those which identify the
essentials of learning. These would be identified through the curriculum maps. Instructional
walk-throughs should be designed as a collaborative strategy among administrators and faculty
and it should be designed to give quality feedback.

Assessment

Students enrolled in the general, special education and bilingual/ESL programs take a variety of
assessments which are mandated by the state. In addition to these assessments, students take
locally developed assessments called 4.5 week, Big Ten (or College Readiness Practice Tests)
and final exams. The fact that faculty have been working to develop assessments is an
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excellent step in the process to determine how well students are learning. With additional
steps, the administration and faculty can improve the current limitations: the locally developed
assessments vary in the degree to which they assess the learning that is identified in the
curriculum maps because the curriculum maps are not fully developed; few of the assessments
ask students to produce a product that is related to one that would be produced in careers of
interest; there does not appear to be an overall assessment plan that all departments and
courses must follow; and, there are no specific assessment standards, for developing
assessments, which must be met.

Additionally, the high school administration and faculty should begin an assertive plan to use
the wealth of information available from the EXLORE, PLAN and ACT reports as it relates to
students reaching the recommended benchmarks for college and career readiness, career
preference information for each student, student intervention rosters, frequency distribution
and item analysis reports, ACT curriculum worksheets and ACT classroom strategies
worksheets. Lastly, all students required to do the 4.5 week assessments, the College
Readiness Practice tests, and the final exams.

Data Analysis of Program Data

The high school has the capacity to develop some data reports for analysis. The administration
should continue to work with department chairs and managers, and teacher leaders to
determine the types of data they should collect and analyze in ways that are systemic. As such,
identifying the strengths and limitations of Infinite Campus, the multiple locations in which data
are now stored, and Data Link is essential. The conversation must include key stakeholders that
go beyond the high school. The high school must also study data that go beyond the
standardized tests as I have outlined in Goal Area 5.

Additional study of Special Education and Bilingual/ESL data would be of benefit. For example,
are referrals for Special Education services declining due to RtI interventions. Another question
to be examined relates to the number of years students receive Bilingual and ESL services
before exiting the program.

In closing, all the information gathered is on behalf of District 131. Its leadership within the
district will ultimately determine how to best prioritize and act upon the findings and
recommendations for the benefit of its students, faculty and school community.

Page 6 of 24

Goal Area One: Strategic School Improvement Planning

Target: Provide clear direction for improvement of student learning through well-defined
planning processes and measurable goals in the curriculum office and schools which directly
support curriculum for student learning.

1 8
include measurable goals, action steps, target dates, responsible people, a budget, and an
evaluation component Rosborg, McGee, Burgett, What Every Superintendent and Principal
Needs to Know, Santa Maria, CA: Education Unlimited, 2003.

Each school in District 131 creates a document in Rising Star and this document is its school
improvement plan. Use of Rising Star is required by the state of Illinois. The plans follow a
specific format which administrators and their school improvement teams complete and
submit. There are numerous prompts which require a response. Indicators must be updated
with the status of its implementation, which includes the level and evidence of development.

The Comprehensive Plan Report, because of its format, is extensive. Those who complete the
plan, gain an understanding of it. For those unfamiliar with the format, the plans are time
consuming to read; they are lengthy and appear complex.

The schools also create a more simplified listing of its school improvement goals. In reviewing
goals, there appears to be some attempt to develop goals that are SMART
(strategic, measurable, attainable, results-oriented and time-bound). Most typically, however,
the goals are general or do not provide sufficient information to be SMART goals. It is difficult
to develop strategies to track progress of goals which lack specificity. Here are several
examples of statements identified as goals from the middle and high schools:

x Increasing reading comprehension and vocabulary performance on Think
Link by 5% from baseline data to midyear through end-of-year scores.
x Improving math problem solving skills by 5% on the 4.5 week assessments.
x Reducing course failures
x Having social studies and science support the Common Core Standards for
English Language Arts (ELA).

Increasing reading comprehension, improving math problem solving skills, reducing course
failures and having other subject areas support the Common Core ELA Standards are a good
first step. However, all five SMART goal components are necessary for a well-developed goal.
Additionally, the need for the goal should be supported with data as precursors to developing
the improvement goals.
The district would benefit from developing overarching goal areas for improvement. For
example, the district may set a goal to have all students reading at grade level by the end of
Page 7 of 24

third grade as measured by specifically identified assessments which have rigor. The district
may determine that it will reach this goal within several years and set benchmarks of progress
for each of those three years. In order to reach those goals, it will need to also require the
elementary schools to set goals at the classroom and grade levels from pre-school through third
grade. The goals will be accompanied by indicators, measures and targets. SIP teams would
play a major role in ensuring that goals meet the SMART criteria as part of the approval
process.

Another aspect of developing school improvement goals relates to budgeting. Some goals and
their accompanying strategies may not require additional funding; however, others might. As
such, it is important that district leaders and school based SIP teams know the parameters for
funding goals. For example, Sl
development in the teaching of the Common Core Standards for informational text. As such,
funding, even with limitations, may be helpful to schools. On the other hand, the district may
have a detailed plan of staff development for this very topic and it will meet the needs of
professional development. As such, having and communicating a plan for strategic goals is an
essential practice.

Goal should also be coherent across grades, subjects and schools. There are questions which
may help in their development:

Might the elementary SIP teams that feed into Simmons collaborate for their goals?
Might the middle schools that feed into East Aurora High School collaborate for their goals?
Might SIP teams develop a peer review process to provide feedback to each other on the
SIP plans and goals?

School improvement is a very public process that unites classroom teachers within schools and
across schools to address improvement on behalf of all the students in the district. As District
131 further refines its work, the need to be strategic in the development of its SIP plans and
goals should become a priority. It should also develop work plans which allow administrator
and teacher leaders to work collaborate as goals are developed and implemented.

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Goal Area Two: Curriculum

Target: Provide all students with effective instruction through the implementation of
coherent and articulated curricula in all subject areas. The curricula must be aligned to the
State Standards, the College Readiness Standards and professional standards upon which
students will be assessed.

c 1 -the subject matter students are
exposed to in any given grade and how this is intended to build over the duration of schooling
to form a coherent knowledge and skill base for each child. Educational policy focused on
content standards directly aim to improve this aspect of the instructional guidance subsystem
Bryk et al. Organizing Schools for Improvement: Lessons from Chicago, Chicago, IL: University
of Chicago Press, 2010

During the audit, interviews were held with administrators from District office, the middle and
high schools current and former high school chairs and managers, faculty representatives from
the curriculum councils and middle school team leader representatives. Every effort has been
made to represent the information as it was provided. As curriculum findings are outlined,
summaries of discussions are presented.

The administrative and faculty representatives interviewed feel they work very hard to make
the right decisions with their colleagues on behalf of students; they are proud of their
contributions. The many committees they are involved in at the school and district level
suggests a high level of professional activity. The and the need

Findings: Summary of Interviews, Part A

District and school administrators

District administrators and high school and middle school principals meet to describe the
processes for curricular and instructional decision-making in District 131. Working in groups,
the administrators engaged in a serious discussion of the topics trying to define the processes
that were in place. One group outlined a process that moved from the assistant superintendent
of curriculum and instruction to the facilitators to the curriculum councils with teachers
ultimately having an influence on curriculum. Another outlined a process that moved from the
building curriculum committee to the SIP and data teams to the instructional coaches. Others
stated that curriculum decisions are decided at the building level. A different scenario yet
described a process that would move from school improvement teams to the division and
department chairs with teachers ultimately deciding. Finally, the curriculum councils were
described as being the decision-makers. As such, the leaders of the district and the middle and
high schools described a variety of paths for decision-making without consensus about specific
and readily identified paths used within the district.

Page 9 of 24

High School Principals

High school principals indicate they are not consistently involved with curriculum development
and that teachers have input into curriculum development but receive little guidance for the
process of curriculum development. They indicate there is no curriculum cycle, that the ROE
provided some information on curriculum mapping previously, and that the format for
curriculum development is inconsistent; they feel more assistance is needed. They observe that
access to the curriculum maps on the hard drive is confusing and they feel they are asked to
fulfill responsibilities with little training.

Current and Former High School Division/Department Chairs and Department Managers

Department chairs and managers acknowledge that the State and the district often make
decisions for them. They acknowledge that although there is no curriculum cycle in place, and
little guidance for curriculum development, there was a push to develop curriculum maps and
teachers worked together to develop them. They describe the curriculum as ranging from
A C 8
the Common Core State Standards. Like their principals, they feel they need for more assistance
in curriculum development and seek professional development when they are asked to
implement initiatives.
Middle School Principals

The principals indicate there are no curriculum maps for any subjects and that developing them
is a priority for all subjects. They cite the need for a systemic flow for curricular decisions and
indicate they are told what to do and then left to their own devices. PLCs have to develop their
own curricula and assessments and Special Education, Bi-lingual and General Education do
things differently. They recognize there are different perspectives depending on whether or not
one has responsibilities at the district and building levels. They seek stability, consistency and
clarity in the work they are asked to do.

Middle School Team Leaders

Team leader representatives state there is little or no curriculum available in the district and
that teachers of encore subjects develop curriculum at the school level. Several members, with
long time careers in the district, recalled with pride a time when there was a curriculum for
every subject. The representatives indicate there is no reading curriculum but there are
reading units. They state that teachers developed a math unit aligned to the common core for
first semester of the 2012-13 school year, but there is not a second unit. They describe teacher
involvement in making some textbook selections but a lack of consistency for implementation.
A concern was voiced about the newly purchased Common Core Coach workbooks. Some feel
the books are supplanting math centers and their selection demonstrates the lack of teacher
involvement in the decision to purchase and use them.

Team leaders in the non-core areas indicate there is little to no assistance in their areas.
Science team leaders applaud the new science materials but indicate there is not a sufficient
Page 10 of 24

amount to use with all classes. Social studies leaders indicate there are not a sufficient number
of texts to allow students to take them home for homework. Team leaders would like to have
subject-a-like meetings across the district as a way to learn from each other and bring
consistency to the subject and the schools. They also seek consistency across the middle
schools in other areas. Saturday school was an example one team provided.

Curriculum Council Participants

Faculty who served on the curriculum councils and currently had teaching assignments in
grades 6-12 were invited to discuss their experiences serving on the councils. During the
meeting,
with no road map. They feel the curriculum council work has merit but that there is continuous
change of focus for their work. They observe that teachers rely on textbooks in the absence of
curriculum guides. They acknowledged that the district is good at identifying needs but there is
no shared vision as to how it progresses from the curriculum council to the schools and into the
classrooms. They express satisfaction at some products being well developed, but it is followed
They cite the Common Core Coach
workbooks as a recent example of a problematic roll out.

Union Faculty Survey

The Union leadership asked that faculty respond to a survey that was administered in the fall of
the 2012-13 school year. In reviewing the summary of responses, the faculty has concerns in a
number of areas; some already mentioned. One concern deals with the lack of consistency for
Response to Intervention (RTI). According to the faculty, interventions and resources for RTI
vary from site to site and there are no standards and parameters for Tier II interventions in the
buildings. They desire professional development in Tier II interventions and an effort to
develop a common understanding of RTI. The faculty is seeking consistency and clear
expectations as it relates to the assessment committee data analysis.

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Recommendations: Curriculum Part A

1. Develop a curriculum cycle for all subject areas taught in the district. In the cycle,
identify the phases of the curriculum, the major responsibilities to be accomplished in
each phase, and the persons responsible for ensuring the responsibilities are completed.
The cycle should include processes that span the initial development, its
implementation, the professional development needed in each phase for administrators
and faculty, and the technology support within each of those categories. The curriculum
cycle must accommodate a K-12 review.
2. Include assessment, instruction, data and instructional technology in the curriculum
cycle.
3. Each phase of the curriculum cycle should have an accompanying budget that is
projected five years out. It should be updated annually and integrated into the overall
district budget.
4. Provide guidance to leaders of curriculum development so they know the current state
of the art for its content area. Use highly competent consultants for this guidance as
one way to develop internal expertise.
5. Include elementary, middle and high school faculty within Bilingual, General and Special
Education to serve on the curriculum development committees.
6. Select a common format for the development of the curriculum guides. Heidi Hayes
! a model and process worthy of study for
curriculum development and invest in curricular mapping software which all faculty will
have be able to access easily.
7. Establish an implementation plan that includes a time period for input, an end date for
final revisions, and a method to monitor its implementation.
8. Develop a vertically and horizontally articulated and comprehensive RTI plan.

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Findings: Review of High School Course Curricula Part B

High school students enroll in courses which include the core areas of English, mathematics,
science and social science. Additionally, students have access to non-core courses. Examples of
non-core areas are modern language, music and business courses and the high school students
have a number of courses that go beyond the core areas.

The high school consultant requested that all high school course curricula be gathered for
review. The curricula were accompanied by course exams which all students enrolled in the
8 1 AC1
now referred to as College Readiness Practice tests), and 4.5 week exams. Curricula were
reviewed for alignment to the Common Core State Standards and a listing of the technology
teachers and students used in the course.

Guided by the consultant, the high school administrators organized all the curricula and
assessment materials. As such, high school administrators now have the information for all
courses from all departments. They also developed a preliminary data base of all the materials.
This data base can be used to track departmental and course progress toward curriculum
development, assessments, textbooks, instructional technology and more. (Appendix A:
Curriculum).

Selected curriculum maps in the Bilingual, English, Foreign Languages, Mathematics, Science,
Social Studies, Business, and Special Education Departments were reviewed. Initial findings
were shared with the high school building administrators and current division chairs so they
would better understand how to use the information from the review.

Findings: Review of High School Curricula Part B

x Curriculum maps across the high school courses varied in the type of information
included. Some maps appeared to be a listing of chapters and topics and others listed
topics or content with some attention to skills. At times, assessments were listed with
general descriptions s 1 maps were not
fully developed.
x Bi-lingual language arts curricula are marked as partially aligned to the Common Core.
x The assessments included with the curricula were most typically multiple-choice exams;
few required students produce some type of work or demonstrate some level of skill.
Because many course curricula were not fully developed, it was difficult to ascertain
standards/content and/or skills being assessed. Additionally, the majority of the test
items asked students to recall information without having to demonstrate competency
of skills.
x The number and types of assessments varied among departments and courses and no
specific assessment plan for the curricula exists.

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Recommendations: Review of High School Curricula Part B

1. Select a common format for all high school course curriculum maps which specifically
include the content, essential questions, skills, resources (texts/software applications)
and assessments. Additionally, include a pacing guide for the course. Faculty may
include other information based on departmental need.
2. Select a format that can be accessed digitally. Several vendors have updated their
curriculum mapping software to reflect the sophistication of information included in
maps currently being developed.
3. Align the course curriculum maps with, the Common Core Standards State Standards,
and the ACT College and Career Readiness Standards, and/or the professional standards
as they apply to the subject area whether general or special or bilingual education. Be
certain to address informational text and text complexity for all subjects.
4. Create course syllabi that outline what students should know and be able to do. These
should align with the course curricula and be presented to students at the beginning of
each semester.
5. Create study guides for students to help them prepare for major assessments. These
should address the standards to which the courses are aligned.
6. Develop an assessment plan which aligns to the curricula.
7. Provide staff development for the purpose of developing assessments which all students
enrolled in a course must take. The professional development should focus on:
a. Aligning assessments with the curricula;
b. Ensuring the assessments are valid and reliable; and,
c. Creating assessments that go beyond multiple-choice and require students to
demonstrate mastery through multiple forms of assessments.
8. Ensure that academies for the 13-14 school year, listed in the high school registration
guide, provide course curricula that have rigor and relevance for college and career
readiness and that their curricula are state of the art.
9. Develop courses that provide experiences that help students in areas of interest and
possible careers. Link them to the Career Preferences students identify in their Work to
Work Maps provided in the EXPLORE and PLAN tests.
10. Use the data from the EXPLORE and PLAN World to Work maps to establish clubs which
meet students expressed career interests. For example, many District 131 students
indicate an interest in careers dealing technology. As such, examine the extent to which
their school curricular and co-curricular experiences relate to the areas in which they
are interested.
11. Ensure the special education and bilingual courses share curricular standards so that
students who take the PSAE test have the benefit of learning the general education
curriculum.
12. Study workforce trends and connect with professions, businesses and industry to
provide students with curricular opportunities related to the job and economic
forecasts.

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Goal Area Three: Instruction

Target: Instruction is to be aligned with the written curriculum and the assessments which
determine the degree to which student learning has occurred. Highly effective instruction
and well defined interventions are necessary to ensure that all students acquire the
knowledge and skills necessary to become college and career ready.

A 1
who have multiple models in their repertoires may use several different ones in a day or even
within a class period. Teachers who master additional models find themselves able to modulate
5
The Skillful Teacher. Acton, MA: Research for Better Teaching, Inc., 2008.

High school administrators monitor instruction through the use of classroom walk-throughs and
the teacher evaluation system. Administrators conduct walk-throughs on a monthly basis and
teachers are observed and evaluated according to a predetermined schedule. Additionally,
teachers submit weekly lesson plans to their supervisors.

The consultant for the high school conducted walk-throughs aligned with the focus of the
school which is engagement. In preparation for the walk-throughs, the administration
described the process they typically used. Working with the consultant, the process was
further defined. The walk-through instrument became more specific and the administrative
team of building principals and division chairs participated in practice walk-throughs. They
debriefed their observations together to ensure consistency as they prepared for the walk-
throughs.

Approximately 50 teachers, selected randomly, were scheduled for classroom walk-throughs
for two consecutive days. The teachers represented all departments.

The team divided into two pairs two and one group of three to conduct the walk-throughs.
They spent approximately 7 minutes in each classroom and conducted three walk-throughs
within a given period. At the conclusion of the walk-through, they discussed and agreed upon
the teaching and student behaviors; if they could not, they were instructed not to use the data
from that walk-through. Each visit resulted in a level of engagement score within a range from
0 to 6.

Findings

x Teachers carried out lessons in which they were engaged with students about 65% of
the time. Teachers carried out lessons in which students engaged in conversations and
actively engaged learning 20% of the time. In less than 20% of the time, teachers were
not engaged with students. ( Appendix B: Instruction)
x Classroom walk-throughs are among strategies that can be used to monitor the level of
student engagement in classrooms. The high school analysis shows that teacher use of
Page 15 of 24

lecture, question and answer, and worksheets were the most frequently observed in the
walk-throughs. The use of these strategies for engagement is associated with the
likelihood of student learning. The analysis also shows a few instances in which teachers
demonstrated behaviors on the lower end of the engagement range; these behaviors
would not contribute to student learning.
x Most instruction was whole group instruction with Smart Boards often used as an
overhead. During walk-throughs in which question and answer was observed, teachers
either called on individual students or called out the question to the class as a whole.
This would result in a student or students responding. Students were most typically
non-disruptive.
x Recitation and lecture were most often observed in the walk-throughs.
x Inquiries to the middle and high school administrators about technology show the use
of computer labs, ELMOS, IPEVOS, Smart Boards, polling devices, special equipment to
Sents have the
opportunity to make up for lost credits through credit recovery programs.
x Freshmen students are housed in the freshmen center with teachers having professional
learning communities that meet on a regular basis. Other grade levels and subjects
meet but the time allocation varies.

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Recommendations: Instruction

1. Because the focus of the walk-throughs was engagement, there is no data to
comment on the extent to which the learning was aligned with outcomes; that
would require a different methodology. Is it likely that many lessons did align with
outcomes? Yes. However, the exercise of monthly walk-throughs to note
engagement does not specifically speak to the alignment of instructional objectives.
I commend the high school administration for conducting walk-throughs on a
monthly basis and recommend school leaders develop a process which links
classroom visits to the degree to which the lessons align with student learning
outcomes as identified on lesson plans and curricular maps.
2. According to The Skillful Teacher
students respond, and the teacher makes value judgments on the responses. Its
l
is a valid learning experience. A good lecture, aligned to learning goals, is a valid
learning experience. To further enhance student learning, I recommend faculty
study two books. The Skillful Teacher describes various models of teaching. I also
recommend the study of the positive effects of direct instruction (not to be confused
with didactic instruction). This topic is addressed in a synthesis of research related to
achievement in the book Visible Learning.
3. Research models of instructional walk-throughs which go beyond the level of
student engagement. McREL and Marzano have models that the administration and
faculty may consider for study.
4. Faculty should develop lesson plans that ensure that allocated time for learning is
maximized and students are engaged successfully and on task. Time on task matters
and teachers create conditions to increase the likelihood of student learning.
5. Some departments now have division chairs and some have departmental
managers, and the leadership they are able to demonstrate is different due to that
change. As the school year comes to an end, study the curricular and instructional
impact of the new departmental organization at the high school.
6. The number of individuals available to complete that very important responsibility
has decreased from the 11-12 school year to 12-13 school year. Review the impact
that the new departmental organization has had on the completion of the teacher
observations and evaluations. (Appendix B: Instruction)
7. Establish a robust plan to integrate technology into instruction and learning in
meaningful ways. Provide staff with instructional technology specialists to support
extensive staff development. Research personal learning device technology as well.
Middle and high school principals indicate that iPads, laptops, graphing calculators
and wireless environments would be welcome additions to facilitate the integration
of technology into instruction.
8. Destiny is used in the media centers but not to the degree of its features. This
should be remedied.
9. Determine additional ways in which teachers can meet in order to discuss teaching
and learning across grade levels and subject areas with strong articulation between
the middle and high schools.
Page 17 of 24

Goal Area Four: Assessment

Target Goal: Gather and utilize student achievement data in order to assess student
learning for the purpose of increasing the likelihood of improving student learning.
Assessment informs decisions related to instruction, program goals, curricula and school
improvement goals.

l A
now on the cusp of a different sort of special moment. In this instance, it stems from a unique
historical occasion during which teacher adoption of the formative assessment process should

Popham, J. t&&
Week. March 5, 2013

Teachers and administrators at all levels of the organization recognize the value of utilizing
assessments to inform decisions and they express the desire to have assistance so that
assessments are reliable, valid and varied. District 131 uses a number of assessments that are
either required by the Illinois State Board of Education or district office. Grade levels and
subject areas also utilize assessments that have been developed for subject areas at grade
levels and for special programs.

High school assessments were gathered for review. These included EXPLORE, PLAN and ACT
reports as well the assessments developed at the departmental and course level. High school
administrators and division chairs gathered all the assessments in order to gain a deeper
understanding of the current status of the assessments. Middle school principals also worked
to gather the assessments for math and language arts. As a result of the review and discussion
of the topic, the following findings and recommendations emerge:

Findings

x Teachers develop assessments without specific standards and coaching to guide their
work. Middle school grade levels and subject areas develop their assessments
independent of the other schools and the high school departments develop
assessments independent of each other.
x The high school requires departments to have 4.5 week assessments, Big Ten
assessments (which will be called College Readiness Practice tests), and final exams.
The exams are most typically multiple-choice exams and there is no method to
determine the extent to which the exams assess specific learning standards.
x Some high school departments have some of the previously mentioned assessments
but not all of them. This leads one to question the extent to which these assessments
are a requirement. A review of the assessments was completed and the information
was placed into a data base as a snap-shot for what currently exists; it should be used
as an informational record upon which a subsequent assessment plan can be based.
Page 18 of 24

x The vast majority of the high school assessments appear to be summative although
there is some discussion about making the College Readiness Practice tests formative.
It is unclear where that decisions stands.
x There are course final exams. There is no definitive requirement for them to assess
learning for the entire semester. As such, they may or may not be cumulative.
x The high school administers the ACT achievement assessment system which includes
the EXPLORE, PLAN and ACT tests. These assessments provide information about
student performance on college and career readiness standards in English,
Mathematics, Reading and Science. They also provide additional information about
s of study and
perceived needs for support. These reports are studied minimally at the high school
and they are not studied at the middles schools. The high school administers these tests
as follows:

o EXPLORE Fall of 9
th
grade
o PLAN Spring of 10
th
grade
o ACT Spring of 11
th
grade

x There is an assessment coordinator who creates reports for the schools. The
responsibilities of this position do not include providing guidance to administrators and
staff in the area of assessment development.
x Some of the students in strictly cross categorical special education classes or ESL English
courses or alternative placements, such as Dreams, do not take the departmental
course 4.5 week assessments, the College Readiness Practice tests or the final exams.
Yet, these same students take the PSAE.
x Advanced Placement (AP) exam results show a low percentage of students receiving
passing grades with the exception of the AP Spanish courses.

Page 19 of 24

Recommendations: Assessment

1. Develop an assessment plan that is integrated within the curriculum cycle. Determine
the types of exams that will be common to all courses. Be consistent in expectations
and implementation of the plan.
2. Provide significant and ongoing staff development for faculty responsible for developing
common assessments-both formative and summative. Using Formative Assessments in
the RtI Framework provides examples for consideration.
3. Develop assessments that are valid, reliable and varied. Link the items and/or products
directly to the standards that students are expected to meet.
4. Create common assessments in English and math which are the same for all grade levels
6-12 and from school to school. All students required to take the State ISAT and PSAE
tests should take the common assessments and the College Readiness Practice tests. For
example, a student taking a math class through the special education department, and
who sits for the PSAE, should also take the 4.5 week assessments, the College Readiness
Practice tests and the final exams of the course aligned to the general education course.
That is currently not the case for all students.
5. High school faculty should access the ACT EXPLORE and PLAN test booklets and ACT test
examples that are available on-line to develop the College Readiness Practice tests. In
so doing, faculty will have the benefit of using well-developed ACT items to develop the
College Readiness Practice tests. If faculty prefer to develop their own items, they can
refer to the College Readiness score bands which describe what students should know
and be able to do; items should align to the skills within the score bands.
6. High school administration and faculty will benefit in their understanding of the College
Readiness standards, their connection to the curriculum, and the assessment results if
provided protected time to study them.
7. Middle and high school teachers should examine EXPLORE College Readiness standards
and test results in the core areas; the data analysis should not be limited to high school
faculty.
8. Administer the EXPLORE test in either the spring of 7
th
grade or as early in the fall of the
8
th
grade as possible. The middle school faculty should study the test results in terms of
the College Readiness Standards as early as 6
th
grade.
9. All high school courses of study should develop assessments that support the Common
Core State Standards and College Readiness standards and reflect state of the art
assessments regardless of the course.
10. Explore developing an Advanced Placement alignment to the curriculum as early as 6
th

grade. The College Board has some strategies for consideration.
11. Continue to hold focus groups with students to learn about their learning needs in order
to determine how best to meet them-particularly for math and reading.

Page 20 of 24

Goal Area Five: Data Analysis and Program Data

Target area: Develop a meaningful and systemic plan of strategies that further student
progress and achievement on a deliberate basis.

Measures of results are critical, but it is important to keep in mind that different customers and
stakeholders want and need different kinds of results from the same organization. We must,
therefore, be prepared to measure different things as well as to measure the same things in
5 l Inventing Better Schools. San Francisco, CA: Jossey Bass, Inc.,
1997.

This section refers specifically to East Aurora High School Program Data in Appendix D. The
appendix contains data related to the following:

x EXPLORE,PLAN,ACT,PSAE, WorkKeys trend data
x Graduation rate
x Students expressed need for more assistance from EXPLORE and PLAN assessments
x Rigorous course opportunities for students such as dual enrollment and AP
x Career preparation course opportunities for students which includes COOP programs
x Creative elective course opportunities
x Academic and behavioral support programs such as credit recovery and alternative
placement
x Academic interventions
x Community partnerships

Having found that data analysis is limited, the following example illustrates one way data can be
studied to develop a systemic strategies related to improvement in a subject area; math was
chosen for the example. It is meant to stimulate dialog about the use of data in a meaningful
and manageable manner. Refer to Appendix D to see the actual data identified on the pages
listed.

Page 1. The District 131 2012 math mean scores on the EXPLORE (14.6), PLAN (16) and ACT
(17.7) are below the benchmark for college and career readiness. The benchmarks for those
tests are 18, 19 and 22. As such, eighth grade students entered the high school, took the
EXPLORE and received a mean score of 14. This is below the recommended benchmark of 18.
And students in grades 10 and 11 also scored below the benchmark of 19 and 22. Math
benchmark scores of 18 for the 9
th
grade administered EXPLORE, 19 for 10
th
grade administered
PLAN and 22 for the ACT are important. Why? Because ACT considers these benchmark scores
necessary for students to have a high probability or earning a C or better on a typical freshman
level math credit bearing college course.
Page 21 of 24

Page 5. This table illustrates the needs which students self-
identified when they took the EXPLORE and compares the
percent from May of 2010 until November of 2012. As
freshmen, thirty six percent (36%) of the students indicated a
need for help in mathematics when they took the exam.
That is over one third of the students.

Page 6. This is a table of the needs which students self-
identified when they took the PLAN and it compares the
percent from May of 2010 until November of 2012. About
forty percent (40%) expressed a need for help in
mathematics as sophomores in 2012. As such, the need for
assistance in math was expressed by a high percentage of
both freshmen and sophomores.

Page 15. The table for credit recovery illustrates first semester failure rates. Twenty two
percent (22%) of the students failed a first semester math class.

Side note: Middle school students
have two periods of math daily. One
is the math class and the other is
the math lab. Yet, as they leave the
middle school, almost a third of the
9
th
graders indicate they need
assistance with math as per the
EXPLORE data. And, as they take
the EXPLORE test as freshmen,
their mean score is well below the
recommended ACT benchmark. As
such, an examination of the double
block for mathematics, its
curriculum, assessments and
instructional processes should
become a priority.

Page 22 of 24

Recommendations: Data Analysis for the sample scenario.

1. Hold focus groups with randomly selected students in grades 6, 7, 8, 9 and 10 to better
understand the reasons they are asking for assistance with improving mathematics.
(East High School held its first focus group in March of 2013 with approximately 15
students in attendance).
2. Tailor instruction, math labs and support programs to align with student needs, the ACT
college readiness standards in mathematics and the math Common Core Standards.
3. Track credit recovery so that the need to retake credit bearing math courses declines.
4. Track and student math scores on the EXPLORE, PLAN and the College Readiness
Practice tests in math (formerly Big Ten exams). Conduct item analyses of the tests in
order to adjust instruction and interventions.
5. Ensure that the math tutoring lab at the high school is taught by highly effective math
tutors and that the content is tightly aligned to the course curricula.
6. Ensure that students seeking tutoring are not denied entrance as currently occurs.
7. Ensure that the middle school math courses and labs are tightly coupled to the college
and ACT College and Career readiness standards and the Common Core in mathematics.
8. Provide rigorous professional development for all general, bilingual and special
education teachers responsible for teaching and/or tutoring students in mathematics.
9. Look for trends in the needs data which students identify on the EXPLORE and PLAN
and develop strategies to support students who request assistance in math.
10. Utilize a student data management system which allows easy access to analyze data
and develop reports for students in general education and, in particular, special
education.

The above is one example of an approach to study the data, uncover how the various data are
related, and determine how to approach the issue systemically. No doubt, faculty may find
other connections and strategies. However, teams which study multiple forms of data to better
identify the actual problems will likely develop the most effective solutions.
1 u
capacity to analyze data.

Page 23 of 24

Findings for Student Data Management and Information Systems

Findings

x Infinite Campus is the student information system and assessment is a large part of the
system. It does not contain all the data for local and state tests for all grades although
the PSAE/EPAS and Gates (Lexile) data have been added at the high school. Incomplete
data makes it difficult to be able to analyze student achievement and/or behavioral
data. Tableau is a report feature within Live Site on Infinite Campus. It has been
purchased but the reporting formats have not been designed and input. As such, the
power of the product has not been actualized. Groups such as PBIS and SIP committees
could benefit from having usable data for analysis.
x There are multiple locations for data. For example, special education data is located in
KIDS and ELL faculty use its own locally developed spreadsheets.
x The current student data management system at the high school, Data Link, is limited
because it does not suit diverse assessment needs--especially as faculty develop new
assessments aligned to the Common Core. It is not web based and faculty cannot
design its own Scantrons based on customized assessments.

Recommendations

1. Data should be more comprehensively organized so that faculty can easily access it
for analysis.
2. Determine how to migrate the separate student information data bases into one
student information system.
3. Select a student data management system that is accessible to K-12, web based and
user friendly.

Page 24 of 24

References

Hattie, J., Visible Learning; A Synthesis of over 800 Meta-Analyses Relating to
Achievement. Abingdon, OX: Routledge, 2009.
Burke, K. and Depka, E., Using Formative Assessment in the RTI Framework.
Bloomington, IN: Solution Tree, 2011.
Schlechty, P., Inventing Better Schools. San Francisco, CA: Jossey-Bass Inc., 1997.
Conzemius, A. Cn J., The Handbook for Smart School Teams.
Bloomington, IN: National Education Service, 2002.
Holt,M., Jacobs,H., Johnson, A., Johnson,J., Kallick,B., Lachowicz,J., Lucas,M.,
CnS., Thompson,C., Truesdale,V., and Wilson,J., Getting Results with
Curriculum Mapping,.Alexandria, VA: ASCD, 2004.
Rosborg,J., McGee,M., and Burgett,J., What Every Superintendent and Principal
Needs to Know. Santa Maria, CA: Education Communication Unlimited, 2003.
Reeves,D., Leading Change in Your School. Alexandria, VA: ASCD, 2009.
Wise,J. and Sundstrom,D., Power of Teaching, Saint Augustine, FL: Atlantic
Research Partners, 2008
DuFour,R., DuFour, R., Eaker,R., and Many,T., Learning by Doing, Bloomington,IN:
Solution Tree, 2006.
Bryk, A., Sebring,P., Allensworth,E., Luppescu,S., Easton,J., Organizing Schools for
Improvement-Lessons from Chicago, Chicago, IL: University of Chicago Press,
2010.
Kuceris, Time on Task, Arlington, VA: AASA, 1986.

APPENDI X A: CURRI CULUM
Cur riculum Resources & I nstructional Technology
E AST AURORA HI GH SCHOOL
2012 2013

Created as part of the East Aurora School District 131
Cur riculum Audit conducted by Dr. Marion Hoyda
Prepared by Heather Kincaid
Assistant Principal Cur riculum & Inst ruction

Collaboration and Contributions by the following Department Leaders
Margaret Brolley Science, I ndustrial Technology, and Family & Consumer Science
Andrea Cobbett - English
Kelly Hills Social Studies
Kathy Kozurek Physical Education & Health
Susan McCar ron Fine Arts
Mi randa Moses Mathematics & Business
Guillermo Pedroni Foreign Language
Sandy Smith Drivers Education
Theresa Ul rich English Language Learners
Heather Webb Special Education
Course is not being offered in the 2012 - 2013 school year
Course is not offered for the 1st time until 2013 - 2014
CURRI CULUM REPORT - K E Y
Department Course Type
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
Business Keyboarding Standard 9 Fall 2010 No No NBEA
Century 21 Keyboarding
& Informational
Processing
2000 No
Computer &
Keyboard
Software
No
Business
Computer
Applications I
Standard 9
Business
Computer
Applications II
Standard 9
Business Accounting I Standard 10 Fall 2008 No No NBEA Century 21 Accounting 2008 No Computer Yes
Business Accounting II Standard 11
Business
Small Business
Ownership
Standard 11
Business Consumer Education Standard 12 Fall 2008 No No NBEA Intro to Business 2000 No Computer No
Business Marketing Education Standard 12 Fall 2008 No No NBEA Marketing Resources 2009 No Computer Yes
Business 21st Century Skills Standard 12
Drivers Ed Driver Education Standard 10 Fall 2010 No No
Illinois
Learning
Standards
Driver Right: You are the
Driver
2000 No
Doron
Simulator
System,
Computer
Yes
English
Freshmen English
Honors
Honors 9 Fall 2012
In
Progress
70:30 In Progress CCSS Elements of Literature 2007 No Microsoft No
English
Magnet Freshmen
English
Magnet
Honors
9 Fall 2012
In
Progress
70:30 In Progress CCSS Elements of Literature 2007 No Microsoft Yes
English Freshmen English Standard 9 Fall 2012
In
Progress
English Sophomore English Standard 10 Fall 2012
In
Progress
English
Magnet Sophomore
English
Magnet
Honors
10 Fall 2012
In
Progress
70:30 In Progress CCSS Elements of Literature 2007 No Microsoft Yes
English Junior English Standard 11 Fall 2012
In
Progress
English Junior English Honors Honors 11 Fall 2012
In
Progress
Not offered during 2012 - 2013
East Aurora High School Curriculum and Technology - prepared by Heather Kincaid 1
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
English
AP Language &
Composition
AP 11
College
Board
No No
College
Board
Novels Varies No Microsoft No
English
Magnet AP Language
& Composition
Magnet
Honors
11
College
Board
No No
College
Board
Novels Varies No Microsoft Yes
English Creative Speaking
Dual
Credit
12 WCC No No WCC
Communication: A
Social, Career, and
Cultural Focus
2011 No Microsoft Yes
English Humanities Standard 12 Fall 2010
In
Progress
50:50 In Progress CCSS N/A N/A No
Microsoft &
Research
Database
Yes
English Humanities Honors Honors 12 Fall 2010
In
Progress
50:50 In Progress CCSS N/A N/A No
Microsoft &
Research
Database
Yes
English Survivor Literature Standard 12 Winter 2012
In
Progress
70:30 In Progress CCSS Novels Varies No
Microsoft &
Research
Database
Yes
English
Survey of
Communication
Standard 12 Fall 2008 No No
Illinois
Learning
Standards
None N/A N/A
Microsoft &
Research
Database
No
English
Individualized
Reading
Illinois
Learning
Standards
Novels Varies No Microsoft No
English Modern Composition Standard 12 Fall 2011 No No
Illinois
Learning
Standards
None N/A No Microsoft No
English Writer's Workshop Standard 12 Fall 2011 No No
Illinois
Learning
Standards
Various novels & texts Varies Yes Microsoft Yes
ESL ESL I Reading Standard 9 - 12 Spring 2012
In
Progress
Yes CCSS The Edge Fundamentals 2009 No None No
ESL ESL II Reading Standard 9 - 12 Spring 2012
In
Progress
Yes CCSS The Edge Level A 2007 No None No
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
ESL ESL III Reading Standard 9 - 12 Spring 2012
In
Progress
Yes CCSS The Edge Level B 2007 No None No
ESL ESL I Writing Standard 9 - 12 Spring 2012
In
Progress
Yes CCSS The Edge Fundamentals 2009 No None No
ESL ESL II Writing Standard 9 - 12 Spring 2012
In
Progress
Yes CCSS The Edge Level A 2007 No None No
ESL ESL III Writing Standard 9 - 12 Spring 2012
In
Progress
Yes CCSS The Edge Level B 2007 No None No
ESL ESL IV Writing Standard 9 - 12 Spring 2012
In
Progress
Yes CCSS The Edge Level C 2007 No None No
FACS Fashion & Fabrics I Standard 9 2009 No No
Not aligned
to standards
Clothes & Your
Appearance
2002 No None Yes
FACS Foods I Standard 9 2009 No No
Not aligned
to standards
Food for Today 2010 No None Yes
FACS Foods II Standard 9 2009 No No
Not aligned
to standards
FACS Fashion & Fabrics II Standard 10 2009 No No
Not aligned
to standards
Clothes & Your
Appearance
2002 No None Yes
FACS Foods III Standard 10 2009 No No
Not aligned
to standards
FACS
Early Childhood
Occupations I
Standard 11 2009 No No
Not aligned
to standards
Working with Young
Children
2002 No None Yes
FACS Fashion & Fabrics III Standard 11 2009 No No
Not aligned
to standards
Fashion 2002 No None Yes
FACS
Introduction to Health
Occupations
Not aligned
to standards
Diversified Health
Occupation
2009 No None Yes
FACS Food Service I Standard 11 2009 No No No
Pro Start Becoming a
Foodservice Professional
Year 1
2004 No None Yes
FACS
Early Childhood
Occupations II
Not aligned
to standards
Working with Young
Children
2002 No None Yes
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
FACS
Family & Child
Development
Not aligned
to standards
Families Today
1997
w/2009
Supplement
No None Yes
FACS Food Service II Standard 12
FACS Fashion Mechandising Standard 12
FACS
Health Occupation
Clinical
Standard 12 2009 No No No
Diversified Health
Occupation
2009 No None Yes
FACS
Introduction to
Teaching
Standard 12
FACS Food Science Standard 11, 12 2009 No No
Not aligned
to standards
Food Science: The
Biochemistry of Food &
Nutrition
2006 No None Yes
FACS Adult Living Standard 11, 12 2009 No No
Not aligned
to standards
None - on line course No None Yes
FACS Parenting Standard 11, 12
Fine Arts Art & Design Standard 9 Fall 2008 No No
Illinois
Learning
Standards
None N/A N/A None Yes
Fine Arts Beginning Drama Standard 9 Fall 2005 No No State None N/A N/A None Yes
Fine Arts Beginning Band Standard 9 Fall 2011 No No
State, 25, 26
& 27
Tradition of Excellence
Book 1 and 2
N/A No
Recording
Devices,
Computers
Yes
Fine Arts Concert Band Standard 9 Fall 2005 No No
State 25, 26
& 27
None N/A N/A
Recording
Devices,
Computers
Yes
Fine Arts
Beginning Mixed
Choir
State 25, 26
& 27
Variety Varies N/A
Recording
Devices,
Computers
Yes
Fine Arts 2 Dimensional Art I Standard 10 Fall 2008 No No
Illinois
Learning
Standards
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
Fine Arts 2 Dimensional Art II Standard 10 Fall 2008 No No
Illinois
Learning
Standards
None N/A N/A
Digital
Camera,
Computer
Yes
Fine Arts 3 Dimensional Design Honors 10 Fall 2011 No No
Illinois
Learning
Standards
Fine Arts Intermediate Drama Standard 10 Fall 2005 No No State None N/A N/A Computer Yes
Fine Arts Honors Performance Honors 10 Fall 2005 No No State None N/A N/A Computer Yes
Fine Arts Technical Theatre Standard 10 Fall 2012 No No State None N/A N/A
Sound Cue
Software,
Lightboard
Yes
Fine Arts Symphonic Band Standard 10 Fall 2005 No No
State 25, 26
& 27
None N/A N/A
Recording
Devices,
Computers
Yes
Fine Arts Mixed Chorus Standard 10 Fall 2010 No No
State 25, 26
& 27
Variety Varies N/A
Recording
Devices,
Computers
Yes
Fine Arts Wind Ensemble Honors 11 Fall 2006 No No
State 25, 26
& 27
None N/A N/A
Recording
Devices,
Computers
Yes
Fine Arts
Advanced Mixed
Choir
Honors 11 Fall 2010 No No
State 25, 26
& 27
Variety Varies N/A
Recording
Devices,
Computers
Yes
Fine Arts AP Studio Art AP 12
College
Board
No No
College
Board
None N/A N/A
Digital
Camera,
Computer
Yes
Fine Arts Jazz Ensemble Honors 12 Fall 2005 No No
State 25, 26
& 27
None N/A N/A
Recording
Devices,
Computers
Yes
Fine Arts
Vocal Ensemble
Honors
State 25, 26
& 27
Variety Varies N/A
Recording
Devices,
Computers
Yes
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
Foreign
Language
Spanish Speaker I Standard 9 Fall 2012 No Yes
Illinois
Learning
Standards
Tu Mundo 2002 No
Computer &
Smartboard
Yes
Foreign
Language
Spanish I Standard 9 Fall 2012 No Yes
Illinois
Learning
Standards
En espanol I 2004 No
Computer &
Smartboard
Yes
Foreign
Language
French I Standard 9 Fall 2012 No Yes
Illinois
Learning
Standards
Bon Voyage Level I 2008 No
Computer &
Smartboard
Yes
Foreign
Language
German I Standard 9 Fall 2012 No Yes
Illinois
Learning
Standards
Komm mit! Level I 2008 No
Computer &
Smartboard
Yes
Foreign
Language
Spanish Speaker II Standard 10 Fall 2012 No Yes
Illinois
Learning
Standards
Nuestro Mundo La
Ciberedicion
2002 No
Computer &
Smartboard
Yes
Foreign
Language
Spanish II Standard 10 Fall 2012 No Yes
Illinois
Learning
Standards
En espanol II 2004 No
Computer &
Smartboard
Yes
Foreign
Language
French II Standard 10 Fall 2012 No Yes
Illinois
Learning
Standards
Bon Voyage Level II 2008 No
Computer &
Smartboard
Yes
Foreign
Language
German II Standard 10 Fall 2012 No Yes
Illinois
Learning
Standards
Komm mit! Level II 2008 No
Computer &
Smartboard
Yes
Foreign
Language
Spanish Speaker III
Honors
Honors 11 Fall 2012 No Yes
Illinois
Learning
Standards
Galeria de Arte y vida 1997 No
Computer &
Smartboard
Yes
Foreign
Language
Spanish III Honors Honors 11 Fall 2012 No Yes
Illinois
Learning
Standards
En espanol III 2004 No
Computer &
Smartboard
Yes
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
Foreign
Language
French III Honors Honors 11 Fall 2012 No Yes
Illinois
Learning
Standards
Bon Voyage Level III 2008 No
Computer &
Smartboard
Yes
Foreign
Language
German III Honors Honors 11 Fall 2012 No Yes
Illinois
Learning
Standards
Komm mit! Level III 2008 No
Computer &
Smartboard
Yes
Foreign
Language
AP Spanish Language AP 12
College
Board
No Yes
College
Board
Abriendo Puertas
Lenguaje
2007 No
Computer &
Smartboard
Yes
Foreign
Language
AP Spanish Literature AP 12
College
Board
No Yes
College
Board
Abriendo Puertas
Lenguaje Texts I and II
2007 No
Computer &
Smartboard
Yes
Foreign
Language
AP French Language AP 12
College
Board
Foreign
Language
AP German Language AP 12
College
Board
No Yes
College
Board
Kaleidoskop 2010 No
Computer &
Smartboard
Yes
Industrial Tech
Freshmen Rotation -
Communcation
Not aligned
to standards
None N/A No None No
Industrial Tech
Freshmen Rotation -
Transportation
Not aligned
to standards
None N/A No None No
Industrial Tech
Freshmen Rotation -
Manufacturing
Not aligned
to standards
None N/A No None No
Industrial Tech
Freshmen Rotation -
Electricity
Not aligned
to standards
None N/A No None No
Industrial Tech
Orientation to Auto
Mechanics
Standard 10 Spring 2010 No No
Not aligned
to standards
Modern Automotive
Technology
1994 No None No
Industrial Tech Webpage Design Standard 10 Spring 2011 No No
Not aligned
to standards
None N/A No None No
Industrial Tech
Introduction to Home
Repair, Construction
& Trades
Not aligned
to standards
None N/A No None No
Industrial Tech
Introduction to
Electronics
Not aligned
to standards
None N/A No None No
Will be offered for the first time in 2013 - 2014
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
Industrial Tech
Intro to Wood
Technology
Standard 10 Spring 2010 No No
Not aligned
to standards
Modern Carpentry 2000 No None No
Industrial Tech Auto Mechanics I Standard 11 Fall 2007 No No
Not aligned
to standards
Modern Automotive
Technology
1994 No None No
Industrial Tech Technical Drafting I Standard 11 Spring 2011 No No
Not aligned
to standards
None N/A No None No
Industrial Tech
Computer Aided
Drafting
Standard 11
Industrial Tech Architectural Drafting Standard 11
Industrial Tech
Advanced Electronics
& Comuter Repair
Standard 11
Industrial Tech
Construction &
Building Trades I
Standard 11 Fall 2012 No No No N/A N/A No None No
Industrial Tech Auto Mechanics II Standard 12 Fall 2007 No No
Not aligned
to standards
Modern Automotive
Technology
1994 No None No
Industrial Tech Technical Drafting II Standard 12 Spring 2011 No No
Not aligned
to standards
None N/A No None No
Industrial Tech
Construction &
Building Trades II
Standard 12
Industrial Tech Welding
Dual
Credit
11, 12 WCC No No WCC None N/A No None Yes
Industrial Tech Television Production Standard 11, 12
Mathematics Algebra I Standard 9 Fall 2012 Yes No CCSS Prentice Hall Algebra I 2004 No
Graphing
Calculator
Yes
Mathematics Algebra I Honors Honors 9 Fall 2012 Yes No CCSS Prentice Hall Algebra I 2004 No
Graphing
Calculator
Yes
Mathematics Geometry Honors Honors 9 Fall 2012 No No
Illinois
Learning
Standards
Geometry for Enjoyment
& Challenge
1991 No None No
Mathematics Magnet Geometry
Magnet
Honors
9 Fall 2012 No No
Illinois
Learning
Standards
Geometry for Enjoyment
& Challenge
1991 No None Yes
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
Mathematics Geometry Standard 10 Fall 2012 No No
Illinois
Learning
Standards
Glencoe Geometry 2005 No None No
Mathematics Algebra II Honors Honors 10 Fall 2012 No No
Illinois
Learning
Standards
Prentice Hall Algebra II 2007 No
Graphing
Calculator
Yes
Mathematics Magnet Algebra II
Magnet
Honors
10 Fall 2012 No No
Illinois
Learning
Standards
Graphing
Calculator
Yes
Mathematics Algebra II Standard 11 Fall 2012 No No
Illinois
Learning
Standards
Graphing
Calculator
No
Mathematics Pre Calculus Honors Honors 11 Fall 2011 No No
Illinois
Learning
Standards
Advanced Mathematical
Concepts: Pre Calculus
with Applications
1997 No
Graphing
Calculator
No
Mathematics Magnet Pre Calculus
Magnet
Honors
11 Fall 2012 No No
Illinois
Learning
Standards
with Applications
1997 No
Graphing
Calculator
Yes
Mathematics Pre Calculus Standard 12 Fall 2011 No No
Illinois
Learning
Standards
with Applications
1997 No
Graphing
Calculator
No
Mathematics Business Math Standard 12 Fall 2012 No No
Not aligned
to standards
Business Math 2005 No
Graphing
Calculator
Yes
Mathematics Tech Math Standard 12 Fall 2011 No No
Not aligned
to standards
Mathematics for the
Trades
2008 No
Graphing
Calculator
Yes
Mathematics College Algebra
Dual
Credit
12 WCC No No WCC
College Algebra: Graphs
& Models
2008 No
Graphing
Calculator
Yes
Mathematics Plane Trigonometry
Dual
Credit
12 WCC No No WCC Trigonometry 2007 No
Graphing
Calculator
Yes
Mathematics AP Calculus AP 12
College
Board
No No
College
Board
Calculus 1999 No
Graphing
Calculator
No
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
Mathematics AP Computer Science AP 12
College
Board
No No
College
Board
Java Concepts for AP
Computer Science
2008 No
Dr. Java
Program
Yes
Mathematics AP Statistics AP 12
Physical Ed Freshmen PE Standard 9 Spring 2011 No No
Illinois
Learning
Standards
None N/A N/A None No
Physical Ed Health Education Standard 9 Spring 2011 No No
Illinois
Learning
Standards
Glencoe Health 2011 Yes None Yes
Physical Ed Sophomore PE Standard 10 Spring 2011 No No
Illinois
Learning
Standards
Physical Ed PE Leaders I Honors Honors 11 Fall 2012 No No
Illinois
Learning
Standards
Physical Ed PE Leaders II Honors Honors 12 Fall 2012 No No
Illinois
Learning
Standards
Physical Ed
PE with
Accommodations
Standard 9 - 12 In Progress No No
Illinois
Learning
Standards
Physical Ed Athletic Conditioning Standard 11, 12 Fall 2012 No No
Illinois
Learning
Standards
Physical Ed
Junior/Senior PE:
Block C
Standard 11, 12 Spring 2011 No No
Illinois
Learning
Standards
Physical Ed
Junior/Senior PE:
Block H
Illinois
Learning
Standards
Will be offered for the first time in 2013 - 2014
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
Physical Ed
Junior/Senior PE:
Block A
Illinois
Learning
Standards
Physical Ed
Junior/Senior PE:
Block D
Illinois
Learning
Standards
Physical Ed
Junior/Senior PE:
Block I
Illinois
Learning
Standards
Physical Ed
Junior/Senior PE:
Block B
Illinois
Learning
Standards
Physical Ed
Junior/Senior PE:
Block G
Illinois
Learning
Standards
Physical Ed
Junior/Senior PE:
Block J
Illinois
Learning
Standards
Science Biology Standard 9 Fall 2012 No No
Illinois
Learning
Standards
Biology 2012 Yes None No
Science Biology Honors Honors 9 Fall 2012 No No
Illinois
Learning
Standards
Science Magnet Biology
Magnet
Honors
9 Fall 2012 No No
Illinois
Learning
Standards
Science Chemistry Standard 10 Spring 2012 No No
Illinois
Learning
Standards
Chemistry Connections to
our changing World
1996 No None No
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
Science Chemistry Honors Honors 10 Spring 2012 No No
Illinois
Learning
Standards
our changing World
1996 No None No
Science Magnet Chemistry
Magnet
Honors
10 Spring 2012 No No
Illinois
Learning
Standards
our changing World
1996 No None No
Science Earth Science Standard 10 Fall 2010 No No
Illinois
Learning
Standards
Modern Earth Science 2002 No None No
Science Magnet Physics
Magnet
Honors
11 Spring 2012 No No
Illinois
Learning
Standards
Physics 2002 No None No
Science Physics Standard 11 Spring 2012 No No
Illinois
Learning
Standards
Science Physics Honors Honors 11 Spring 2012 No No
Illinois
Learning
Standards
Science AP Physics AP 12
College
Board
No No
College
Board
Science AP Biology AP 12
College
Board
No No
College
Board
Biology 1999 No None No
Science AP Chemistry AP 12
Science
Human Structure &
Function
Honors 11, 12 Spring 2012 No No
Not aligned
to standards
Essentials of Human
Anatomy
2009 No None No
Science Astronomy Standard 11, 12 Spring 2012 No No
Not aligned
to standards
Astronomy: A Beginner's
Guide to the Universe
2010 No None No
Science Forensics Standard 11, 12 Spring 2012 No No
Not aligned
to standards
Forensic Science: An
Introduction
2011 No None No
Science Microbiology Honors 11, 12 Spring 2012 No No
Not aligned
to standards
Microbiology: Principles
& Explorations
2002 No None No
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
Social Studies World Cultures Standard 9 Fall 2008 No No
Illinois
Learning
Standards
Global Mosaic 2004 No None No
Social Studies World History Standard 9 Spring 2010 No No
Illinois
Learning
Standards
World History: Patterns
of Interaction
1999 No None No
Social Studies
Ancient & Medieval
History Honors
Illinois
Learning
Standards
World History: People
and Nations
Social Studies
Magnet Ancient &
Medieval History
Magnet
Honors
9 Fall 2011 No No
Illinois
Learning
Standards
and Nations
Social Studies American History Standard 10 Fall 2012 No No
Illinois
Learning
Standards
United States History 2007 Yes None No
Social Studies
Modern European
Honors
Illinois
Learning
Standards
and Nations
2000 No Microsoft No
Social Studies AP European History AP 10
College
Board
No Yes
College
Board
The Western Heritage 2007 No Microsoft Yes
Social Studies Current Issues Standard 11 Fall 2012 Yes Yes CCSS None N/A N/A
Microsoft, &
E-mail
Yes
Social Studies
AP United States
History
AP 11
College
Board
No Yes
College
Board
Out of Many 2011 No None Yes
Social Studies
American History
Honors
Honors 11 Fall 2012 Yes No CCSS People and a Nation 2005 No None Yes
Social Studies Sociology Standard 12 Spring 2012 No No
Illinois
Learning
Standards
Sociology & You 2008 No Microsoft No
Social Studies
American
Government
Illinois
Learning
Standards
American Government 2008 Yes None No
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
Social Studies
AP Government &
Politics
AP 12
College
Board
No Yes
College
Board
Government by the
People
2011 No None Yes
Social Studies Psychology Standard 12 Fall 2012 No No
Illinois
Learning
Standards
Psychology 2000 No None No
Social Studies Criminal Law Standard 12 Fall 2011 No No
Illinois
Learning
Standards
Street Law 1994 No None Yes
SPED Read 180
DREAM
MS
9 Fall 2010 Yes Yes CCSS rBook, RDI 1, 2, 3 2012 No
Computers,
Read 180
Software,
CD Players
and
Audiobooks
Yes
SPED Differentiated Algebra
DREAM
MS
9 Fall 2010 Yes No CCSS TransMath 2010 No None Yes
SPED
Practical Elements of
Mathematics - Level 1
SPED 9 Fall 2010 Yes No CCSS
Transmath - Developing
Number Sense
2010 Yes None Yes
SPED Biology SPED 9 Fall 2012 No No
Illinois
Learning
Standards
Biology 2010 No None No
SPED
Social Studies
Instructional
SPED 9 Fall 2010 No No
Illinois
Learning
Standards
World History 1999 No Computers Yes
SPED Biology SPED 9 Fall 2012 No No
Illinois
Learning
Standards
Essentials of Biology 1998 No None No
SPED
Fundamental Earth
Science
Illinois
Learning
Standards
Not currently using text N/A N/A None Yes
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
SPED Instructional Biology SPED 9 Fall 2012 No No
Illinois
Learning
Standards
SPED
SPED 10 Fall 2010 Yes No CCSS Transmath 2010 Yes None Yes
SPED
Fundamental Life
Science
Illinois
Learning
Standards
SPED Geometry SPED 10
Teacher
dependent,
no fixed
curriculum
No No
Illinois
Learning
Standards
Geometry 2005 No None No
SPED American History
DREAM
MS
11 Fall 2010 No No
Illinois
Learning
Standards
American History 2007 No None Yes
SPED
Geometry
Fundamentals
Illinois
Learning
Standards
None N/A N/A Calculator Yes
SPED Junior English SPED 11 Fall 2011 No No
Illinois
Learning
Standards
Elements of Literature 2009 Yes Microsoft No
SPED
American History
Fundamentals
SPED 11
Teacher
dependent,
no fixed
curriculum
No No
Not aligned
to standards
None N/A No None Yes
SPED
Consumer Education
Fundamentals
SPED 11 2001 No No
Not aligned
to standards
Economics 2001 No None No
SPED
Practical Consumer
Math
SPED 12 2003 No No NCTM Consumer Mathematics 2003 No None No
Grade
Level
Date Last
Revised
CCSS
Aligned
I nformational
Text
Standards
Aligned
Textbook
Publishing
Date
Electronic
Resource
Technology
Used by
Students
Common
Syllabus
SPED
Language! IV (Book
D)
DREAM
MS
9, 10 Fall 2010 Yes Yes CCSS Language! 2007
Vocab
Journey,
Computers
None Yes
SPED
Language! IV (Book
E)
DREAM
MS
9, 10 Fall 2010 Yes Yes CCSS Language! 2007
Vocab
Journey,
Computers
None Yes
SPED
Language! IV (Book
A)
SPED 9, 10 Fall 2010 Yes Yes CCSS Language! 2007
Vocab
Journey,
Computers
None Yes
SPED
Language! IV (Book
B)
Vocab
Journey,
Computers
None Yes
SPED
Language! IV (Book
C)
Vocab
Journey,
Computers
None Yes
SPED Differentiated Health
DREAM
MS
9, 10 Fall 2007 No Yes
Illinois
Learning
Standards
Life Skills Health 2007 No None Yes
SPED Differentiated Biology
DREAM
MS
9, 10 Fall 2012 No Yes E2020 E2020 - on line course N/A Yes Computer Yes
SPED Transitional Skills
DREAM
MS
9, 10 2006 No No
Social /
Emotional
standards
Various supplementals Varies No None Yes

APPENDI X B: I NSTRUCTI ON

East Aurora High School

Classroom Wal k-Through Data

Created as part of East Aurora High School
Dist rict 131 Cur riculum Audit
Conducted by Dr. Marion Hoyda

Prepared by Sheila Conrad

Classroom Wal k-Through Scoring Rubric

Student-Engaged
Instruction
Active mental engagement such as
authentic project work, cooperative
learning, hands-on learning,
demonstrations, active research.
Higher order thinking evident.

Student Active
Engaged
Learning
(6)

Active conversation among students
with most or all engaged.
Teacher initiated but not directed.
Higher order thinking evident.

Student Learning
Conversations
(5)

Teacher-Directed
Instruction
Teacher-led learning experiences
such as lecture, question
and answer, teacher giving
directions, video instruction with
teacher interaction. Discussion
may occur, but instruction and
ideas come primarily from teacher.

Teacher-Led
Instruction
(4)

Students working on
worksheets, book work, tests,
video with teacher viewing the video
with the students, etc. Teacher
assistance or support evident.
Student Work with
Teacher Engaged
(3)

Disengagement
Students working on
worksheets, book work, tests,
viewing of video, etc. Teacher
assistance or support not evident.

Student Work with
Teacher Not
Engaged
(2)
Neither teacher nor students
engaged in learning or teaching,
such as watching video or doing
activities not directly related to the
curriculum.

Complete
Disengagement
(1)
Instructional Practices Inventory

Bryan Painter & Jerry Valentine, Middle Level Leadership Center, 1996,
Revised 2002

Classroom Wal k-Through Scoring Template
Time
In/Out
Type of Class
Complete
Disengage

Student Work
with Teacher
Not Engaged
Student Work
with Teacher
Engaged
Teacher-Led
Instruction
Student Learning
Conversations
Student Active
Engaged Learning
Anecdotal Notes Technology
Dept. Course

/

Non-
curricular
A Worksheet E Worksheet I Lecture M
Student
Conversations
O Project Work

B Bookwork F Bookwork J Q & A
N
Higher Order
Thinking
Skills (HOTS)
Evident
P
Cooperative
Learning
C Video G Video K Directions Q
Hands-On
Learning
D

No Teacher
Assist
H
Teacher
Assist.
L
Video w/
teacher
interaction
R Demonstrations
S HOTS Evident
M N O P Q R
Time
In/Out
Type of Class
Complete
Disengage

Student Work
with Teacher
Not Engaged
Student Work
with Teacher
Engaged
Teacher-Led
Instruction
Student Learning
Conversations
Student Active
Engaged Learning
Dept. Course

/

Non-
curricular
Student
Conversations
O Project Work

N
Higher Order
Thinking
Skills (HOTS)
Evident
P
Cooperative
Learning
Hands-On
Learning
D

No Teacher
Assist
H
Teacher
Assist.
L
Video w/
teacher
interaction
R Demonstrations
S HOTS Evident
M N O P Q R
Time
In/Out
Type of Class
Complete
Disengage

Student Work
with Teacher
Not Engaged
Student Work
with Teacher
Engaged
Teacher-Led
Instruction
Student Learning
Conversations
Student Active
Engaged Learning
Dept. Course

/

Non-
curricular
Student
Conversations
O Project Work

N
Higher Order
Thinking
Skills (HOTS)
Evident
P
Cooperative
Learning
Hands-On
Learning
D

No Teacher
Assist
H
Teacher
Assist.
L
Video w/
teacher
interaction
R Demonstrations
S HOTS Evident
M N O P Q R
SCHOOL OBSERVER __________________________________

# Students:

# Students:

# Students:

ClassroomWalk-ThroughObservationData

98ClassroomWalk-ThroughsinaTwo-DayPeriod
February 13, 2013 and February 14, 2013

LevelofStudentEngagement

CompleteDisengagement 11%

StudentWorkwithTeacherNotEngaged 8%

StudentWorkwithTeacherEngaged 35%

Teacher-LedInstruction 29%

StudentLearningConversations 12%

StudentActiveEngagedLearning 5%

ClassroomWalk-ThroughObservationData

98ClassroomWalk-ThroughsinaTwo-DayPeriod

February 13, 2013 and February 14, 2013

InstructionalStrategiesObserved

Disengagement/Non-CurricularActivity 5%

WorksheetwithTeacherNotEngaged 4%

BookworkwithTeacherNoEngaged 1%

VideowithTeacherNotEngaged 3%

OtherStudentWorkwithTeacherNotEngaged 3%

WorksheetwithTeacherEngaged 14%

BookworkwithTeacherEngaged 3%

VideowithTeacherEngaged 0%

OtherWorkwithTeacherEngaged 8%

Teacher-LedInstruction-Lecture 19%

TeacherLedQuestionandAnswer 23%

TeacherGivingDirectionsforActivity 6%

VideowithTeacherInteraction 3%

StudentLearningConversations 0%

ProjectWork 2%

CooperativeLearning 3%

Hands-OnLearningActivity 5%

JessieBarraza 3 SpecialEducation 2 SpecialEducation 17
1 SocialStudies 1 SocialStudies
5 PhysicalEducation 5 PhysicalEducation
1 IndustrialTechnology 1 IndustrialTechnology
1 Business 3 Business
6 Bilingual-ESL 6 Bilingual-ESL
1 BehaviorInterventionist 1 BehaviorInterventionist
18 (2forNon-Tenureand1forTenureteachers) 19 x 4 = 76 (1 I nformal per quarter) 17
PegBrolley 2 FamilyandConsumerSciences 6 FamilyandConsumerSciences 2
2 IndustrialTechnology 5 IndustrialTechnology
28 Science 19 Science
JoyChase 10 ForeignLanguage 8 ForeignLanguage 2
Dean 1 SocialStudies 1 SocialStudies
AndreaCobbett 29 English 24 English 2
EnglishDivision 1 ACTPrep. 1 ACTPrep.
Chair 1 Librarian 1 Librarian
SheilaConrad 2 ESL 1 ESL 29
Principal 2 Business 1 Business
1 FamilyandConsumerSciences 1 FamilyandConsumerSciences
2 Math 1 Math
33 SpecialEducation 19 SpecialEducation
HeatherKincaid 12 Counseling 7 Counseling 9
2 Math 1 Math
4 SocialWorkers 4 SocialWorker
5 SpecialEducation 3 SpecialEducation
MirandaMoses 19 Math 23 Math 2
1 Business 4 Business
JessicaOrstead 9 NJROTC 9 NJROTC 16
Dean 1 DriverEducation 3 DriverEducation
2 PRIDE 1 PRIDE
6 FamilyandConsumerSciences
13 SocialStudies
4 SpecialEducation
SarahThomas 3 PhysicalEducation 14 PhysicalEducation 1
Dean 4 FineArts 6 FineArts
InformalObservationsConsistofa10-20minute
ClassroomObservation,andasubsequentmeetingwith
theteacher
NumberofInformalObservationstobe
Completed
ClassifiedEvaluationsrequirean
evaluationconference
NumberofClassified
EvaluationstobeCompleted
FormalObservationsConsistofaPre-Conference,20-50
minuteClassroomObservation,andaPost-Conference
NumberofFormalObservationstobe
Completed
MathandBusiness
DivisionChair
Evaluation
Assignments
AssistantPrincipal
forFreshmen
Scienceand
Technology
DivisionChair
AssistantPrincipal
forCurriculum&
Instruction

APPENDI X C: ASSESSMENT
High School Course Assessments
E AST AURORA HI GH SCHOOL
2012 2013

Created as part of the East Aurora School District 131
Cur riculum Audit conducted by Dr. Marion Hoyda
Prepared by Heather Kincaid
Assistant Principal Cur riculum & Inst ruction

Collaboration and Contributions by the following Department Leaders
Margaret Brolley Science, I ndustrial Technology, and Family & Consumer Science
Andrea Cobbett - English
Kelly Hills Social Studies
Kathy Kozurek Physical Education & Health
Susan McCar ron Fine Arts
Mi randa Moses Mathematics & Business
Guillermo Pedroni Foreign Language
Sandy Smith Drivers Education
Theresa Ul rich English Language Learners
Heather Webb Special Education
Assessment currently being developed and implemented - In Progress
Assessment implementation 2013 - 2014
No Common Assessments within the Course
Course is not being offered in the 2012 - 2013 school year
Course is strictly offered and taught at Waubonsee Community College
Course is completely Project based
Course is completely taught on E2020
Course is not offered for the 1st time until 2013 - 2014
ASSESSMENT REPORT - K E Y
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
Business Keyboarding Math
Multiple
Choice
Yes 3 Summative
Computer
Applications
Yes 3
Computer
Applications
Yes Yes
Business
Computer
Applications I
Math
Multiple
Choice
Yes 3 Summative
Multiple
Choice
Yes 3
Computer
Applications
Yes Yes
Business
Computer
Applications II
Business Accounting I Math
Multiple
Choice
Yes 3 Summative
Multiple
Choice
No 3
Multiple
Choice
Yes Yes
Business Accounting II
Business
Small Business
Ownership
Business Consumer Education Math
Multiple
Choice
Yes 3 Summative
Multiple
Choice
No 3
Multiple
Choice
Yes No
Business Marketing Education Math
Multiple
Choice
Yes 3 Summative
Multiple
Choice
No 3
Multiple
Choice
Yes Yes
Business 21st Century Skills
Drivers Ed Driver Education
Formative -
Math based
Multiple
Choice
Yes 3 Summative
Multiple
Choice
Yes 2
Multiple
Choice
Yes Yes
English
Freshmen English
Honors
Formative
Multiple
Choice
Yes 1
English
Magnet Freshmen
English
Formative
Multiple
Choice
Yes 1
English Freshmen English Formative
Multiple
Choice
Yes 1
English
Sophomore English
Honors
Formative
Multiple
Choice
Yes 1
English Sophomore English Formative
Multiple
Choice
Yes 1
English
Magnet Sophomore
English
Formative
Multiple
Choice
Yes 1
College & Career Readiness Assessments Unit Assessments Final Exams
I n Progress of Development No common assessments
Prepared by Heather Kincaid - Assistant Principal - Curriculum Instruction 1
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
English Junior English Formative
Multiple
Choice
Yes 1
English Junior English Honors Formative
Multiple
Choice
Yes 1
English
AP Language &
Composition
Formative
Multiple
Choice
Yes 1
Multiple
Choice
Yes No
English
Magnet AP Language
& Composition
Formative
Multiple
Choice
Yes 1
Multiple
Choice
Yes No
English Creative Speaking Summative
Oral
Presentation
Yes N/A
Oral
Presentation
Yes Yes
English Humanities Summative
Writing
Assignment
Yes N/A
Oral
Presentation
Yes No
English Humanities Honors Summative
Writing
Assignment
Yes N/A
Oral
Presentation
Yes No
English Survivor Literature Summative Essay No 6 Essay Yes Yes
English
Survey of
Communication
Summative Presentation Yes 8
English
Individualized
Reading
English Modern Composition
English Writer's Workshop Summative Essay Yes 4 Essay Yes Yes
ESL ESL I Reading Summative
Multiple
Choice
Yes 8
Multiple
Choice
Yes No
ESL ESL II Reading Summative
Multiple
Choice
Yes 8
Multiple
Choice
Yes No
ESL ESL III Reading Summative
Multiple
Choice
Yes 8
Multiple
Choice
Yes No
ESL ESL I Writing
ESL ESL II Writing
ESL ESL III Writing
I n Progress of Development
No Common Assessments
No common assessments
No common assessments I n Progress of Development
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
ESL ESL IV Writing Summative
Multiple
Choice
Yes 4
Multiple
Choice
Yes No
FACS Fashion & Fabrics I Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
FACS Foods I Summative
Multiple
Choice
No 3
Multiple
Choice
Yes Yes
FACS Foods II Summative
Multiple
Choice
No 3
Multiple
Choice
Yes Yes
FACS Fashion & Fabrics II Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
FACS Foods III Summative
Multiple
Choice
No 3
Multiple
Choice
Yes Yes
FACS
Early Childhood
Occupations I
Summative
Multiple
Choice
No 3
Multiple
Choice
Yes Yes
FACS Fashion & Fabrics III Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
FACS
Introduction to Health
Occupations
Summative
Multiple
Choice
No 3
Multiple
Choice
Yes Yes
FACS Food Service I Summative NA Yes 0
Multiple
Choice
Yes Yes
FACS
Early Childhood
Occupations II
Summative NA Yes 0
Multiple
Choice
Yes Yes
FACS
Family & Child
Development
Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
FACS Food Service II
FACS Fashion Mechandising
FACS
Health Occupation
Clinical
FACS
Introduction to
Teaching
Course taught at WCC
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
FACS Food Science Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
FACS Adult Living Summative
Multiple
Choice
No 3
Multiple
Choice
Yes Yes
FACS Parenting
Fine Arts Art & Design Formative
Performance
Rubric
Yes 6
Multiple
choice/Open
response
Yes Yes
Fine Arts Beginning Drama Formative
Multiple
Choice/Perfo
rmance
Rubric
Yes 4
Multiple
Choice /
Essay
Yes Yes
Fine Arts Beginning Band Summative
Performance
Rubric
Yes 6
Multiple
Choice &
Performance
Yes Yes
Fine Arts Concert Band Summative
Performance
Rubric
Yes 7
Multiple
Choice &
Performance
Yes Yes
Fine Arts
Beginning Mixed
Choir
Summative
Performance
Rubric
Yes 4
Multiple
Choice &
Performance
Yes Yes
Fine Arts 2 Dimensional Art I Formative
Performance
Rubric
Yes 11
Multiple
choice/Open
response
Yes Yes
Fine Arts 2 Dimensional Art II Formative
Performance
Rubric
Yes 10
Multiple
choice/open
response
Yes Yes
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
Fine Arts 3 Dimensional Design Formative
Performance
Rubric
Yes 9
Multiple
choice/open
response
Yes Yes
Fine Arts Intermediate Drama Formative
Performance
Rubric
Yes 4
Essay/
Performance
Rubric
Yes No
Fine Arts Honors Performance Formative
Performance
Rubric
Yes 1
Essay/
Performance
Rubric
Yes No
Fine Arts Technical Theatre Formative
Multiple
Choice/Perfo
rmance
Rubric
Yes 3
Multiple
Choice/Perf
ormance
Rubric
Yes No
Fine Arts Symphonic Band Summative
Performance
Rubric
Yes 7
Mulitple
Choice &
Performance
Yes Yes
Fine Arts Mixed Chorus Summative
Performance
Rubric
Yes 4
Multiple
Choice &
Performance
Yes Yes
Fine Arts Wind Ensemble Summative
Performance
Rubric
Yes 7
Multiple
Choice &
Performance
Yes Yes
Fine Arts
Advanced Mixed
Choir
Summative
Performance
Rubric
Yes 4
Multiple
Choice &
Performance
Yes Yes
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
Fine Arts AP Studio Art Formative
Critique
Rubric
Yes Yes
Multiple
choice/Open
response
Yes Yes
Fine Arts Jazz Ensemble Summative
Performance
Rubric
Yes 7
Multiple
Choice &
Performance
Yes Yes
Fine Arts
Vocal Ensemble
Honors
Summative
Performance
Rubric
Yes 4
Multiple
Choice &
Performance
Yes Yes
Foreign
Language
Spanish Speaker I Summative
Multiple
Choice
No 8
Multiple
Choice
Yes Yes
Foreign
Language
Spanish I Summative
Multiple
Choice
No 8
Multiple
Choice
Yes Yes
Foreign
Language
French I Summative
Multiple
Choice
No 8
Multiple
Choice
Yes Yes
Foreign
Language
German I Summative
Multiple
Choice
No 7
Multiple
Choice
Yes Yes
Foreign
Language
Spanish Speaker II Summative
Multiple
Choice
No 8
Multiple
Choice
Yes Yes
Foreign
Language
Spanish II Summative
Multiple
Choice
No 8
Multiple
Choice
Yes Yes
Foreign
Language
French II Summative
Multiple
Choice
No 8
Multiple
Choice
Yes Yes
Foreign
Language
German II Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
Foreign
Language
Spanish Speaker III
Honors
Summative
Multiple
Choice
No 8
Multiple
Choice
Yes Yes
Foreign
Language
Spanish III Honors Summative
Multiple
Choice
No 8
Multiple
Choice
Yes Yes
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
Foreign
Language
French III Honors Summative
Multiple
Choice
No 8
Multiple
Choice
Yes Yes
Foreign
Language
German III Honors Summative
Multiple
Choice
No 7
Multiple
Choice
Yes Yes
Foreign
Language
AP Spanish Language Summative
Multiple
Choice
No 8
Multiple
Choice
Yes No
Foreign
Language
AP Spanish Literature Summative
Multiple
Choice
No 8
Multiple
Choice
Yes Yes
Foreign
Language
AP French Language
Foreign
Language
AP German Language Summative
Multiple
Choice
No 7
Multiple
Choice
Yes Yes
Industrial Tech
Freshmen Rotation -
Communcation
Formative -
Math based
Multiple
Choice
Yes 3 Summative
Multiple
Choice
No 1
Multiple
Choice
Yes No
Industrial Tech
Freshmen Rotation -
Transportation
Formative -
Math based
Multiple
Choice
Yes 3 Summative
Multiple
Choice
No 1
Multiple
Choice
Yes No
Industrial Tech
Freshmen Rotation -
Manufacturing
Formative -
Math based
Multiple
Choice
Yes 3 Summative
Multiple
Choice
No 1
Multiple
Choice
Yes No
Industrial Tech
Freshmen Rotation -
Electricity
Formative -
Math based
Multiple
Choice
Yes 3 Summative
Multiple
Choice
No 1
Multiple
Choice
Yes No
Industrial Tech
Orientation to Auto
Mechanics
Formative -
Math based
Multiple
Choice
Yes 3 Summative
Multiple
Choice
No 3
Multiple
Choice
Yes No
Industrial Tech Webpage Design
Formative -
Math based
Multiple
Choice
Yes 3 Summative
Multiple
Choice
No 1
Multiple
Choice
Yes No
Industrial Tech
Introduction to Home
Repair, Construction
& Trades
Formative -
Math based
Multiple
Choice
Yes 3
Multiple
Choice
Yes No
Industrial Tech
Introduction to
Electronics
Formative -
Math based
Multiple
Choice
Yes 3
Multiple
Choice
Yes No
Industrial Tech
Intro to Wood
Technology
Formative -
Math based
Multiple
Choice
Yes 3 Summative
Multiple
Choice
No 2
Multiple
Choice
Yes No
Not offered until 2013 - 2014
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
Industrial Tech Auto Mechanics I
Formative -
Math based
Multiple
Choice
Yes 3
Multiple
Choice
Yes No
Industrial Tech Technical Drafting I
Formative -
Math based
Multiple
Choice
Yes 3 Summative
Multiple
Choice
No 1
Multiple
Choice
Yes No
Industrial Tech
Computer Aided
Drafting
Industrial Tech Architectural Drafting
Industrial Tech
Advanced Electronics
& Comuter Repair
Industrial Tech
Construction &
Building Trades I
Formative -
Math based
Multiple
Choice
Yes 3
Industrial Tech Auto Mechanics II
Formative -
Math based
Multiple
Choice
Yes 3
Multiple
Choice
Yes No
Industrial Tech Technical Drafting II
Industrial Tech
Construction &
Building Trades II
Industrial Tech Welding
Industrial Tech Television Production
Mathematics Algebra I Formative
Multiple
Choice
Yes 8 Summative
Multiple
Choice, Short
Answer,
Extended
Response
No 8
Multiple
Choice
Yes Yes
Mathematics Algebra I Honors Formative
Multiple
Choice
Yes 8 Summative
Multiple
Choice, Short
Answer,
Extended
Response
No 8
Multiple
Choice
Yes Yes
No common assessments No common assessments
Course is project based
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
Mathematics Geometry Honors Formative
Multiple
Choice
Yes 8 Summative
Multiple
Choice, Short
Answer,
Extended
Response
No 8
Multiple
Choice
Yes Yes
Mathematics Magnet Geometry Formative
Multiple
Choice
Yes 8 Summative
Multiple
Choice, Short
Answer,
Extended
Response
No 8
Multiple
Choice
Yes Yes
Mathematics Geometry Formative
Multiple
Choice
Yes 8 Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
Mathematics Algebra II Honors Formative
Multiple
Choice
Yes 8 Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
Mathematics Magnet Algebra II Formative
Multiple
Choice
Yes 8 Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
Mathematics Algebra II Formative
Multiple
Choice
Yes 8 Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
Mathematics Pre Calculus Honors Formative
Multiple
Choice
Yes 8 Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
Mathematics Magnet Pre Calculus Formative
Multiple
Choice
Yes 8 Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
Mathematics Pre Calculus Formative
Multiple
Choice
Yes 8 Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
Mathematics Business Math Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
Mathematics Tech Math Summative
Multiple
Choice
No 7
Multiple
Choice
Yes Yes
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
Mathematics College Algebra Summative
Multiple
Choice
No 3
Multiple
Choice
Yes Yes
Mathematics Plane Trigonometry Summative
Multiple
Choice
No 1
Multiple
Choice
Yes Yes
Mathematics AP Calculus Summative
Multiple
Choice
No 6
Multiple
Choice
Yes Yes
Mathematics AP Computer Science Summative
80% Multiple
choice,
20% Open-
ended
Yes 6
Multiple
choice,
Open-ended
Yes No
Mathematics AP Statistics
Physical Ed Freshmen PE Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
Physical Ed Health Education Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
Physical Ed Sophomore PE Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
Physical Ed PE Leaders I Honors Summative Short Answer No 4
Short
Answer
Yes Yes
Physical Ed PE Leaders II Honors Summative Essay No 4
Multiple
Choice
Yes Yes
Physical Ed
PE with
Accommodations
Physical Ed Athletic Conditioning Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
Physical Ed
Junior/Senior PE:
Block C
Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
Physical Ed
Junior/Senior PE:
Block H
Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
Physical Ed
Junior/Senior PE:
Block A
Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
Physical Ed
Junior/Senior PE:
Block D
Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
Physical Ed
Junior/Senior PE:
Block I
Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
Physical Ed
Junior/Senior PE:
Block B
Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
Physical Ed
Junior/Senior PE:
Block G
Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
Physical Ed
Junior/Senior PE:
Block J
Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
Science Biology Formative
Multiple
Choice
Yes 2 Summative NA Yes 0
Multiple
Choice
Yes Yes
Science Biology Honors Formative
Multiple
Choice
Multiple
Choice
Yes Yes
Science Magnet Biology Formative
Multiple
Choice
Multiple
Choice
Yes Yes
Science Chemistry Formative
Multiple
Choice
Science Chemistry Honors Formative
Multiple
Choice
Science Magnet Chemistry Formative
Multiple
Choice
Science Earth Science Formative
Multiple
Choice
Multiple
Choice
Yes No
Science Magnet Physics Formative
Multiple
Choice
Multiple
Choice
Yes No
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
Science Physics Formative
Multiple
Choice
Multiple
Choice
Yes No
Science Physics Honors Formative
Multiple
Choice
Multiple
Choice
Yes No
Science AP Physics Summative NA Yes 0
Multiple
Choice
Yes No
Science AP Biology Summative NA Yes 0
Multiple
Choice
Yes No
Science AP Chemistry
Science
Human Structure &
Function
Formative
Multiple
Choice
Yes 2 Summative
Multiple
Choice
Yes 6
Multiple
Choice
Yes No
Science Astronomy
Science Forensics Formative
Multiple
Choice
Multiple
Choice
Yes No
Science Microbiology Formative
Multiple
Choice
Multiple
Choice
Yes No
Social Studies World Cultures Summative
Multiple
Choice
No 5
Multiple
Choice
Yes Yes
Social Studies World History Summative
Multiple
Choice
No 5
Multiple
Choice
Yes Yes
Social Studies
Ancient & Medieval
History Honors
Summative
Multiple
Choice
No 11
Multiple
Choice
Yes Yes
Social Studies
Magnet Ancient &
Medieval History
Summative
Multiple
Choice
No 11
Multiple
Choice
Yes Yes
Social Studies American History Summative
Multiple
Choice/
Written
Response
No 7
Multiple
Choice
Yes Yes
Social Studies
Modern European
Honors
Summative
Multiple
Choice /
Matching
No 5
Multiple
Choice
Yes Yes
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
Social Studies AP European History Summative
Multiple
Choice/
Written
Response
No 10
Multiple
Choice
Yes Yes
Social Studies Current Issues
Social Studies
AP United States
History
Summative
Multiple
Choice/
Written
Response
No 8
Multiple
Choice &
Written
Response
No Yes
Social Studies
American History
Honors
Summative
Multiple
Choice
No 8
Multiple
Choice
Yes Yes
Social Studies Sociology
Social Studies
American
Government
Summative
Multiple
Choice
No 5
Multiple
Choice
Yes Yes
Social Studies
AP Government &
Politics
Summative
Multiple
Choice/
Written
Response
No 4
Multiple
Choice &
Essay
Yes Yes
Social Studies Psychology Summative
Multiple
Choice/
Written
Response
No 4
Multiple
Choice
Yes Yes
Social Studies Criminal Law Summative
Multiple
Choice/
Written
Response
No 1 Project Yes Yes
SPED Read 180 Summative
Multiple
Choice
No 9
Multiple
Choice
Yes No
SPED Differentiated Algebra Summative
Short
Response
No 3
Multiple
Choice
Yes No
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
SPED
Summative
Short
Response
No 11
short
response
Yes Yes
SPED Biology Summative
Short answer,
multiple
choice, charts
and graphs
No 1
Short
Response
Yes No
SPED
Social Studies
Instructional
Summative
Short
Response and
Multiple
Choice
No 8
Multiple
Choice
Yes No
SPED Biology Summative
Multiple
Choice
No 4
Multiple
Choice
Yes Yes
SPED
Fundamental Earth
Science
SPED
Summative
Short
Response
No 9
short
response
Yes Yes
SPED
Fundamental Life
Science
Summative
Multiple
Choice
No 2
Multiple
Choice
Yes No
SPED Geometry
SPED American History Summative
Multiple
Choice
No 8
Multiple
Choice
Yes Yes
SPED
Geometry
Fundamentals
Summative
Multiple
Choice
No 3
Multiple
Choice
Yes No
SPED Junior English Formative
Multiple
Choice
Yes 1
SPED
American History
Fundamentals
Summative
Multiple
Choice
No 3
Multiple
Choice
Yes Yes
Department Course
Type of
Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of Assessment
Type of
Questions
Spi raled
Content
Number
Completed
Type of
Questions
Cumulative
Common
Study
Guide
SPED
Consumer Education
Fundamentals
SPED
Practical Consumer
Math
SPED
Language! IV (Book
D)
Summative
Short
Response
No
every 10th
lesson
Multiple
Choice
Yes Yes
SPED
Language! IV (Book
E)
Summative
Short
Response
No
every 10th
lesson
Multiple
Choice
Yes Yes
SPED
Language! IV (Book
A)
Summative
Short
Response
No
every 10th
lesson
Multiple
Choice
Yes Yes
SPED
Language! IV (Book
B)
Summative
Short
Response
No
every 10th
lesson
Multiple
Choice
Yes Yes
SPED
Language! IV (Book
C)
Summative
Short
Response
No
every 10th
lesson
Multiple
Choice
Yes Yes
SPED Differentiated Health Summative
Multiple
Choice, Short
Response
No 1
Multiple
Choice
Yes Yes
SPED Differentiated Biology
SPED Transitional Skills
Course utilizes E2020

Wk
Date
1 08/27-08/31
2 09/03-09/07
3 09/10-09/14
4 09/17-09/21
5 09/24-09/28
6 10/01-10/05
7 10/08-10/12
8 10/15-10/19
9 10/22-10/26
10 10/29-11/02
11 11/05-11/09
12 11/12-11/16
13 11/26-11/30
14 12/03-12/07
15 12/10-12/14
16 12/17-12/21
17 01/07-01/11
18 01/14-01/18
19 01/21-01/25
20 01/28-02/01
21 02/04-02/08
22 02/11-02/15
23 02/18-02/22
24 02/25-03/01
25 03/04-03/08
26 03/11-03/15
27 03/18-03/22
28 04/01-04/05
29 04/08-04/12
30 04/15-04/19
31 04/22-04/26
32 04/29-05/03
33 05/06-05/10
34 05/13-05/17
35 05/20-0524
36
05/27-05/31
SPRING BREAK
ISAT/ IAA
Grades 3-8
ACCESS all LEP
students K-12
F
o
u
r
t
h

Q
u
a
r
t
e
r
PSAE (11th.),
EXPLORE, PLAN
DEA Test C - grades 2-
8 / F&P K-5 RTI: SRI, SPI
POST TEST
S
e
c
o
n
d

Q
u
a
r
t
e
r
RTI: SRI, SPI
Mid Year
Benchmark
DEA CC Test B grades
2-8
T
h
i
r
d

Q
u
a
r
t
e
r RTI: SRI, SPI
DEA IL Test B grades 9-
11, NAGLIERI - al l 2nd
graders for Gi fted
I denti fi cati on
PARENT CONFERENCES / THANKSGIVING BREAK
WINTER BREAK
F
i
r
s
t

Q
u
a
r
t
e
r
New students to the district
F&P / WAPT screener/
NAGLIERI
RTI: SRI, SPI
PRE- TEST
DEA Common Core
Test A grades 2-8
IL Test A grades 9-11
State
Assessements
D131 East Aurora
Assessments Calendar 2012-2013
Benchmarks
Progress Monitoring
Tier 2 & 3
TBE Benchmark
4.5 Week
Assessments/
Unit
Assessments
College
Readiness
Assessments/
Big 10
Final Exams
SPE CI AL
PROGRAM
COURSE DEPT
Gen Ed
Assessment
Given (Y/N)
Modifications
(Y/N)
Gen Ed
Assessment
Given (Y/N)
Modifications
(Y/N)
Gen Ed
Assessment
Given (Y/N)
Modifications
(Y/N)
If modifications
are done, please
describe the
modifications
completed.
Special
Education
Co-taught
Algebra
Mathematics Y Y Y Y Y Y Less distractors
Special
Education
Co-taught
Geometry
Mathematics Y Y Y Y Y Y
Multiple Choice
answers,
shortened
Special
Education
Co-taught
Algebra 2
Mathematics Y Y Y Y Y Y Less distractors
Special
Education
Practical
Algebra
Mathematics N N N N Y Y
Special
Education
Practical
Geometry
Mathematics N N N N N N
Special
Education
Practical
Consumer
Math
Mathematics N N N N N N
Special
Education
Co-taught
Biology
Science Y Y Y Y Y Y
Mult Choice
answers,
shortened
Special
Education
Co-taught
Earth Science
Science Y Y Y Y Y Y
Special
Education
Instructional
Biology
Science Some Y N N N N
Mult Choice
answers,
shortened
Special
Education
Instructional
Earth Science
Science
Fundamental
only
N N N N
Special
Education
Instructional
Life Science
Science
Fundamental
only
N N N N
Special
Education
Co-taught
Freshmen
English
English Y Y Y N Y N Less distractors
Special
Education
Co-taught
Sophomore
English
English Y Y Y Y Y Y
Eliminate one
incorrect
multiple choice
answer, reduce
essay questions
Special
Education
Co-taught
Junior English
English Y Y Y N Y Y
Eliminate one
incorrect
multiple choice
answer, reduce
essay questions
Special
Education
Language! English N N N N N N
ELL Algebra Mathematics Y N Y N Y N
Occasional
verbal support
in Spanish
ELL Geometry Mathematics Y N Y N Y N
Occasional
verbal support
in Spanish
ELL Algebra 2 Mathematics Y N Y N Y N
Occasional
verbal support
in Spanish
ELL Biology Science Y N Y N Y N
Occasional
verbal support
in Spanish
ELL Earth Science Science
ELL Chemistry Science Y N Y N Y N
Occasional
verbal support
in Spanish
Not currently offered, will be offering in the 2013 - 2014 school year
ELL ESL I English N N N N N N
ELL ESL II English N N N N N N
ELL ESL III English N N N N N N
ELL ESL IV English N N N N N N
ELL Read 180 English Y N N/A N/A N N
Occasional
verbal support
in Spanish
ELL Health
Physical
Education
Y N N/A N/A Y N
Occasional
verbal support
in Spanish
ELL US History
Social
Studies
Y N N/A N/A Y N
Occasional
verbal support
in Spanish
ELL World Cultures
Social
Studies
Y N N/A N/A Y N
Occasional
verbal support
in Spanish
ELL Government
Social
Studies
Y N N/A N/A Y N
Occasional
verbal support
in Spanish
ELL
Consumer
Education
Business Y N N/A N/A Y N
Occasional
verbal support
in Spanish
DREAMSS All Programs are E2020 or Language! No Assessments are Reg Ed.
PRIDE All Programs are E2020. No Assessments are Reg Ed.
APPENDI X D: PROGRAM DAT A

East Aurora High School

Achievement and Program Data

Created as part of East Aurora High School
Dist rict 131 Cur riculum Audit
Conducted by Dr. Marion Hoyda

Prepared by Sheila Conrad
District131EastAuroraHighSchool
TableofContents
StudentAssessmentData
EXPLOREAssessmentData 1
PLAN 1
ACT 1
CollegeReadinessBenchmarkScores 1
WorkKeys 2
PSAETrendData 2
PSAETrendDatabyNCLBSubgroup 3
GraduationRateData 4
StudentsExpressedNeedforAssistanceonExploreandPlan
ExpressedNeedonEXPLORE 5
ExpressedNeedonPLAN 6
Students Expressed Career Preferences on Explore and Plan

ExpressedCareerPreferencesonEXPLORE 78
ExpressedCareerPreferencesonPLAN 910
RigorousandChallengingCourseOpportunitiesforStudents
DualCreditData 11
AdvancedPlacementData 12
AdvancedPlacementExamDatabyCourse 13
CareerPreparationCourseOpportunitiesforStudents
CooperativeWork-StudyPrograms 14
CareerCertificates 15
CareerPreparationCourseEnrollment 16
CreativeElectiveCourseOpportunitiesforStudents 17
AcademicandBehavioralSupportPrograms
SummerorAfterSchoolPrograms 18
CreditRecoveryData 19
DataIndicatingNeedforCreditRecoveryinReading&Math 19
AlternativeProgramsinLieuofSuspensionorExpulsion 20
AcademicInterventionsandAssistancePrograms 2122
CommunityServiceGraduationRequirements 23
CommunityPartnerships 2425

StudentOrganizationMembership 26
StudentAssessmentResults
2010-2011
GiveninApril
2011
2011-2012
GiveninApril
2012
2012-2013
Givenin
November2012
Explore9
th
GradeMeanScores
English 13.1 13.3 13.3
Math 14.2 14.4 14.6
Reading 13.5 13.7 13.6
Science 15.4 15.6 15.9
Composite 14.2 14.4 14.5
PLAN10
th
GradeMeanScores
English 14.3 14.6 14.5
Math 16.1 16.5 16.0
Reading 14.7 16.1 15.2
Science 16.1 16.8 16.8
Composite 15.4 16.2 15.8
ACT11
th
GradeMeanScores
English 14.8 15.3

Math 17.7 17.7
Reading 16.4 15.9
Science 16.9 16.7
Composite 16.6 16.5
PSAE11
th
Grade
(ThePSAEisacombinationoftheACTandWorkKeystests)
%ofStudentsthatMetorExceeded
PSAEReading 20% 24%
PSAEMath 26% 28%
PSAEScience 20% 22%
CollegeReadinessBenchmarks
%ofStudentsMeetingCollegeReadinessBenchmarksonACTtakenaspartofthePSAE.
ReadingCRB=21 16% 18%
MathCRB=22 15% 17%
ScienceCRB=24 4% 7%
EnglishCRB=18 27% 29%
Greendenotesanincreaseinscoresfrom2010
EXPLORE/PLAN/ACT/PSAE
2

WorkKeys:%atlevels57ontheWorkKeystesttakenaspartofthe
PSAE.
2010-2011 2011-2012
Reading 28% 35%
Math 33% 42%

PSAETrendData
2007 2008 2009 2010 2011 2012
NumberofStudents
Tested
464 449 390 433 567 569
PSAEReading
%MeetingorExceeding
24% 26% 29% 27% 20% 24%
PSAEMath
%MeetingorExceeding
30% 29% 25% 30% 26% 28%
PSAEScience
%MeetingorExceeding
22% 19% 19% 22% 20% 22%
Workkeys
3

PSAETrendDatabyNCLBSubgroup
2010 2011 2012

Black PSAEReading
%MeetingorExceeding
21 13 15
PSAEMath
%MeetingorExceeding
19 17 13
PSAEScience
%MeetingorExceeding
8 14 10
Hispanic PSAEReading
%MeetingorExceeding
27 17 22
PSAEMath
%MeetingorExceeding
30 26 28
PSAEScience
%MeetingorExceeding
23 17 21
White PSAEReading
%MeetingorExceeding
39 62 50
PSAEMath
%MeetingorExceeding
38 40 53
PSAEScience
%MeetingorExceeding
35 56 50
Asian NoSubgroup
AmericanIndian NoSubgroup
Multi-Racial NoSubgroup
LEP(LimitedEnglish
Proficient)
PSAEReading
%MeetingorExceeding
0 0 4
PSAEMath
%MeetingorExceeding
2 6 7
PSAEScience
%MeetingorExceeding
2 0 4
IEP(Studentswith
Disabilities)
PSAEReading
%MeetingorExceeding
10 2 10
PSAEMath
%MeetingorExceeding
5 2 5
PSAEScience
%MeetingorExceeding
3 2 10
LowIncome PSAEReading
%MeetingorExceeding
25 19 21
PSAEMath
%MeetingorExceeding
29 28 25
PSAEScience
%MeetingorExceeding
21 19 20
GraduationRateData
GraduationRate 2009-2010 2010-2011 2011-2012
Overall
72.1% 68.7% 63.3%
BySub-group
White 79.6% 80.0% 63.6%
Black 74.6% 70% 63.6%
Hispanic 71.1% 67.7% 63.6%
Asian 66.7% 100% 75.0%
AmericanIndian 100% 100%
TwoorMoreRacesNativeHawaiian/PacificIslander 100% 50% 25.00%
LimitedEnglishProficient 34.5% 61.9% 57.6%
StudentswithDisabilities 28.4% 56.7% 50.0%
EconomicallyDisadvantages 41.5% 69.1% 68.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2009-2010
2010-2011
2011-2012
EXPLORE(9
th
Grade)
ExpressedNeedforHelp

May
2010
May
2011
May
2012
November
2012
ExploringOptionsAfterHighSchool 43% 47% 44% 44%
ImprovingWritingSkills 27% 28% 22% 20%
ImprovingReadingSpeedor
Comprehension 27% 24% 23% 21%
ImprovingStudySkills 37% 38% 34% 29%
ImprovingMathematicalSkills 44% 47% 39% 36%
ImprovingComputerSkills 15% 17% 15% 12%
ImprovingPublicSpeakingSkills 34% 3% 28% 28%

Students Expressed Need for Assistance

onEXPLOREandPLAN
6

PLAN(10
th
Grade)
ExpressedNeedforHelp

May
2010
May
2011
May
2012
November
2012
ExploringOptionsAfterHighSchool 55% 57% 56% 55%
ImprovingWritingSkills 41% 42% 32% 33%
ImprovingReadingSpeedor
Comprehension 32% 36% 31% 36%
ImprovingStudySkills 48% 49% 39% 43%
ImprovingMathematicalSkills 50% 47% 37% 41%
ImprovingComputerSkills 25% 23% 20% 21%
ImprovingPublicSpeakingSkills 41% 43% 38% 28%
Students Expressed Need for Assistance

onEXPLOREandPLAN
7

Explore(9
th
Grade)
CareerPreferenceCategory Explore2013
AdministrationandSales 12%
BusinessOperations 3%
Technical 17%
ScienceandTechnology 21%
Arts 17%
SocialService 16%
NoresponseorInvalidresponse 13%
Students Expressed CareerPreferencesonEXPLORE

8

CareerPreferenceCategoryBreakdown Explore2013
Employment-RelatedServices 2%
MarketingandSales 1%
Management 3%
RegulationandProtection 6%
CommunicationandRecords 1%
FinancialTransactions 1%
DistributionandDispatching Lessthan1%
Technical 17%
TransportOperationandRelated Lessthan1%
Agriculture,ForestryandRelated Lessthan1%
ComputerandInformationSpecialties 3%
ConstructionandMaintenance 2%
CraftsandRelated 2%
ManufacturingandProcessing 1%
MechanicalandElectricalSpecialties 7%
EngineeringandTechnologies 8%
NaturalScienceandTechnologies 2%
MedicalTechnologies 3%
MedicalDiagnosisandTreatment 7%
SocialScience 1%
Arts 17%
AppliedArts(Visual) 6%
CreativeandPerformingArts 10%
AppliedArts(WrittenandSpoken) Lessthan1%
SocialService 16%
HealthCare 5%
Education 3%
CommunityServices 5%
PersonalServices 2%
CareerPreferenceSub-CategoriesonEXPLORE
9

PLAN(10
th
Grade)
CareerPreferenceCategory PLAN2013
Technical 18%
Arts 16%
SocialService 20%
Students Expressed CareerPreferencesPLANAssessments

10

CareerPreferenceCategoryBreakdown PLAN2013
Employment-RelatedServices 2%
MarketingandSales 2%
Management 3%
RegulationandProtection 5%
CommunicationandRecords Lessthan1%
FinancialTransactions 2%
DistributionandDispatching Lessthan1%
Technical 18%
TransportOperationandRelated Lessthan1%
Agriculture,ForestryandRelated Lessthan1%
ComputerandInformationSpecialties 4%
ConstructionandMaintenance 3%
CraftsandRelated 2%
ManufacturingandProcessing Lessthan1%
MechanicalandElectricalSpecialties 7%
EngineeringandTechnologies 9%
NaturalScienceandTechnologies 2%
MedicalTechnologies 3%
MedicalDiagnosisandTreatment 10%
SocialScience 2%
Arts 16%
AppliedArts(Visual) 7%
CreativeandPerformingArts 8%
AppliedArts(WrittenandSpoken) 1%
SocialService 20%
HealthCare 7%
Education 3%
CommunityServices 5%
PersonalServices 4%
CareerPreferenceSub-CategoriesonPLAN
11

DualCreditData
DualCreditCourses 2009-2010 2010-2011 2011-2012
CourseRegistrations
*Datanotavailable
334 282
PercentageEarningCollegeCredit
*Datanotavailable
77% 74%
*Datanotavailableduetoachangeinstudentinformationsystems;20092010courseregistrationdatanotaccessible.
Dual Credit Information by Course 2010-2011 2011-2012

CertiIied Nurses` Aid
Students Enrolled 20 9
Students Earning Credit (Grade C or Higher) 95% 100%
Cinema Studies
Consumer Education
Creative Speaking
Dunham American Literature
Students Enrolled 7 Program Discontinued
Students Earning Credit (Grade C or Higher) 100%
Dunham English
Dunham History
Welding I
Welding II
Welding III
12

AdvancedPlacement(AP
)Data
AdvancedPlacementCourses 2009-2010 2010-2011 2011-2012
Course Registrations *Datanotavailable 676 632
AP Students 118 184 189
Exams Taken 188 254 262
Percentage Scoring 3 5 35% 30% 36%
Percentage of Total AP Students with
Scores 3 - 5
55.1% 41.8% 50.3%
AP Scholars (students who receive scores of 3
or higher on three or more AP Exams)

6
AP Scholars with Distinction (students who
receive an average score of at least 3.5 on all AP
Exams taken, and scores of 3 or higher on five
or more of these exams)

2
13

AdvancedPlacementExamDatabyCourse
AP Exam Information by Course 2009-2010 2010-2011 2011-2012

Biology
Percentage Scoring 3 - 5 4% 0% 10%
Calculus AB
Exams Taken 9 19 15
Chemistry (Offered, but course did not run)
Exams Taken 0 0 0
Percentage Scoring 3 - 5 - - -
Computer Science A
Exams Taken 0 14 8
Percentage Scoring 3 - 5 - 14% 0%
English Language and Composition (Offered, but course did not run)
Exams Taken 0 0 0
Percentage Scoring 3 - 5 - - -
English Literature and Composition
European History
German Language and Culture
Exams Taken 7 20 11
Physics B
Spanish Language
Spanish Literature
Studio Art
Exams Taken 6 5 3
United States History
Exams Taken 0 0 38
Percentage Scoring 3 - 5 - - 29%
14

CooperativeEducationWork-StudyPrograms
2010-2011 2011-2012 2012-2013
BusinessCo-Op:Marketing 26 23 32
NumberStudentsWorking 23 23 27
NumberStudentsPaid 21 23 (DueinMarch2013)
FamilyandConsumerSciences
Co-Op(HomeEconomicsRelated)
30 33 0
NumberStudentsWorking 30 33 n/a
NumberStudentsPaid 26 23 n/a
IndustrialTechnologyCo-Op * 39 0
NumberStudentsWorking * Nodata n/a
NumberStudentsPaid * Nodata n/a
SpecialEducationCo-Op * 44 48
NumberStudentsWorking * 44 42
NumberStudentsPaid * 44 42
*Datanotavailableduetoachangeinstudentinformationsystems.
15

CareerCertificates
2010-2011 2011-2012 2012-2013

Ceitifieu Nuises Aiu
(StudentsEnrolled)
19 9 17
Certificatefromthe
NationalInstituteof
OccupationalSafetyand
Health(NIOSH)

50
Pro-StartCertificationin
RestaurantManagement
Willbeavailable
2013-2014
WorkKeysCareer
Readiness
34Certificates 30Certificates
Tobedetermined
May2013
Gold:1 Gold:1
Silver:19 Silver:15
Bronze:14 Bronze:14
16

CareerPreparationCourseEnrollment
CareerandTechnicalPreparation
Courses
2011-2012 2012-2013
Accounting 0 54
BuildingTrades 20 11
ComputerApplicationsIandII 122 137
Drafting 34 43
EarlyChildhoodOccupations 127 143
Electronics 37 89
Entrepreneurship 0 0
FashionMerchandising 0 0
FoodService 26 24
FoodScience 0 143
HomeRepair 76 156
Hospitality 0 0
IntroductiontoBusiness 34 52
IntroductiontoHealthOccupations 104 237
HealthOccupationClinical 16 17
IntroductiontoTeaching 0 0
Marketing 40 47
SmallBusinessManagement 0 0
21
st
CenturySkills 0 0
WebPageDesign 43 43
Welding 71 76
AutoMechanics 192 242
17

CreativeElectiveCourseEnrollment
FineArtsCourses 2011-2012 2012-2013
VisualArts(Drawing,
painting,sculptingand
ceramics)
673 747
Drama-Performance 260 246
TechnicalTheatre 26 54
InstrumentalMusic 343 347
BeginningBand 24 0
ConcertBand 83 87
SymphonicBand 80 119
WindEnsemble 108 95
JazzEnsemble 48 46
VocalMusic 377 206
BeginningChorus 102 83
MixedChorus 177 52
AdvancedChorus 49 20
VocalEnsemble 49 51
CreativeElectiveCourseOpportunitiesforStudents
18

SummerorAfterSchoolPrograms
SummerEnrichment
Programs
2011-2012 2012-2013
CatskillsReading,Math
andStudySkillsProgram
forstudentsenteringninth
gradeor9
th
gradestudents
whoneedadditional
readingandmath
instruction.
98 105
Numberof
StudentsEarning
Credit
53 67
SummerRead180 Programnotoffered 75
Numberof
StudentsEarning
Credit
42
SummerAutoSkills(Math) Programnotoffered 78
Numberof
StudentsEarning
Credit
38
SupplementalEducational
ServicesAfterschool
tutoringprovidedby
outsideagencies;paidby
TitlefundsunderNCLB
118
19

CreditRecoveryData
CreditRecovery
Opportunities
2011-2012
2012-2013
FirstSemester
E2020DayProgram
Enrollment
147 209
NumberandPercent
ofStudentsEarning
Credit
DataNotAvailableDueto
ChangeinStudent
InformationSystem
112
(54%)
E2020NightSchool
Enrollment
181 97
NumberandPercent
ofStudentsEarning
Credit
41
(42%)
SummerSchoolEnrollment 871
NumberandPercent
ofStudentsEarning
Credit
780
(89%)

DataIndicatingNeedforCreditRecoveryinSchoolImprovementAreasofReadingandMath
Department Fi rst Semester 2012 2013 Course Failures

English
Grades 9-12
Number of Course Failures: 458
Department Failure Rate: 15.53%
Math
Grades 9-12
Number of Course Failures: 672
Department Failure Rate: 22.97%
20

AlternativeProgramsinLieuofSuspensionorExpulsion

AlternativeEducation
ProgramsforStudentsin
LieuofSuspensionor
Expulsion
2011-2012 2012-2013
QuadCountyUrban
League
(AlternativePlacement)
27 42
RegionalSafeSchools
Program
(AlternativePlacement)
68 56
CommunityServiceinLieu
ofSuspensionAssigned
491 1128
BreakingFreeSubstance
AbuseEducationand
PreventionProgram
55 Nolongeroffered

21

Academic I nterventions and Assistance Programs

Tier 1 Available to All Students
Participation Based on Student Self-Refer ral
ACT Test Preparation Students may take a quarter or semester-long ACT test preparation class in lieu of a
study hall during their junior year. Some students take a college visit as part of the course.
ACT Test Preparation Saturday Program Any student may participate in ACT Test preparation program
on Saturday mornings during the months of March and April. Program consists of 8 consecutive sessions.
Mathematics Tutoring Lab - Students may visit the math lab for homework assistance and tutoring during
study halls, lunch periods, or after school.
Bilingual Tutoring Lab- Students in the ESL program may visit the ESL/Bilingual tutoring lab during study
hall and lunch periods.
Supplemental Educational Services (Required under No Child Left Behind) This program provides after
school tutoring and assistance in reading to students. Students/parents may choose from approved providers
and receive up to 130 hours of instruction. Students must be free or reduced lunch to qualify. Programs may
be on or off-campus.
After-School Tutoring Students who are eligible for free or reduced lunch may receive free after school
tutoring in all subject areas. This program is funded by Communities in Schools.
Upward Bound: Waubonsee Community College This program provides support to participants in
preparation for college. Services students who are from low-income families or families in which neither parent
holds a bachelor`s degree. Tutoring and academic assistance are provided for students during study halls or
after school. This program is funded through Waubonsee Community College.
Upward Bound: Northern I llinois University This program provides support to participants in preparation
for college. Services students who are from low-income families or families in which neither parent holds a
bachelor`s degree. Tutoring and academic assistance are provided for students during after school. This
program is funded through Northern Illinois University.

22

Academic I nterventions and Assistance Programs

Tier I I Available to Students During the School Day Based on Staff-Refer ral
English Tutoring Lab- Students may be assigned to the English tutoring lab for additional assistance in
reading. Referral to lab is based on Explore and Plan scores.
Math Tutoring Lab I I Students in Algebra I may be assigned to a second period of instruction for targeted
assistance. Referral to lab is based on Explore, Plan scores or student grades during first quarter.
Credit Recovery Students in need of covering credits can be assigned to the credit recovery class during
study halls for on-line courses.
Science Study Hall The science study hall is available to students in Physics courses one period per day.
Students may be assigned for assistance and tutoring.
Academy of Math This is an on-line course for students whose test scores indicate they are not at expected
grade levels in mathematics. This course is taken in addition to Algebra I. Students are referred to this program
based on Discovery Education Assessment results taken in 8
th
grade, and ISAT results taken in 7
th
or 8
th
grade.
Literacy and Comprehension This is an on-line reading comprehension class for students whose Explore
and Plan scores indicate they are reading below expected levels. Students are assigned to course in addition to
their regular English course.
Read 180 Read 180 provides balanced literacy instruction for students whose test scores indicate they are not
reading at expected levels. Students take this course in addition to their regular English course. Students are
referred to program based on Discovery Education Assessment Results taken in 8
th
grade, or EXPLORE/PLAN
results and Lexile level assessments for students who have entered high school.

Tier I I I Students Must Be Refer red for Participation in Program
CL AW Place This is a Special Education Resource during which students are given instruction in
understanding their IEP`s, study skills, reading, writing, and math. Students are also provided time and
assistance during class to complete assignments from core academic classes.

23

CommunityServiceGraduationRequirements
AtEastAuroraHighSchool,westrivetoteachmorethanmathandreading;wearepreparingstudentsfortheir
futurerolesasmembersofourcommunity.Webelievethatalllearningdoesnottakeplaceinsideaclassroom,and
thatcommunityserviceandvolunteeractivitiescanprovidestudentswithvaluablelearningexperiencesthatwill
helppreparethemfortheirfutures.Volunteerandcommunityserviceactivitiesoutsideoftheclassroomrequire
studentstoapplyknowledgeandskillslearnedinacademicclassestoreal-worldsituationsaswellasteach
stuuents many of the soft-skills iequiieu foi successful job peifoimance latei in life punctuality anu ieliability
responsibilityfortaskcompletion,andworkingtogetherwithothers.
AllstudentsintheEastAuroraHighSchoolClassof2013andbeyondarerequiredtocomplete40hoursof
communityservicepriortobeingissuedahighschooldiploma.Studentsmaybegintoearncommunityservice
hoursassoonastheyarepromotedtoninthgrade.
24

CommunityPartnerships
Colleges and Universities

Aurora University Pays faculty advisor stipend and provides support for Future Educators of America Club.
I llinois College Advising Corps. (University of I llinois) - Provides a full-time college advisor to assist juniors
and seniors in college planning, completing college applications, financial aid and scholarship applications.
Provides one parent workshop per month to assist parents in learning about the college application and financial
aid process.
North Central College Provides teacher workshops and coordinates a mini-college fair at parent teacher
conferences. Has provided parent workshops in past years. Provides junior-senior scholars academic tutoring
and mentoring program
Northern I llinois University Provides parent workshops for Spanish Speaking parents. Currently working
on a grant to fund parent workshop series and teacher training in culturally responsive teaching
Upward Bound: Northern I llinois University - Provides support to participants in their preparation for
college entrance. Program is after-school.
Upward Bound: Waubonsee Community College - Provides support and tutoring to participants in their
preparation for college entrance. Two full-time staff are on-site during days when school is in session.
Waubonsee Community College Provides parent workshops and dual-credit opportunities for students.
Not-For-Profit Community Organizations

Aurora Public Library Provides authors to speak at assemblies and support for school library.
Aurora Rotary Provides assistance to students to study abroad for a year.
Bridging the Gap Coordinates dual credit opportunities for students in specific programs. Pays stipend for
faculty advisor and provides support for Snowball, an anti-drug and alcohol club for students.
Communities in Schools Provides counseling and social work to students during study halls or lunch periods
at no cost. Provides funding for after school tutoring and enrichment program.
Family Focus Provides after school tutoring and enrichment program for students. Provides parent and
community programs and workshops.
25

Not-For-Profit Community Organizations (continued)
Joseph Corporation Provides projects/venues for building trades students to gain construction and
remodeling experience during class time.
Kiwanis Provides faculty advisor stipend and support for Key Club, a student service organization.
Northern I llinois Food Bank Provides snacks for students in after school programs at no cost to district.
Quad County Urban League Provides after school program geared at assisting students in preparing for
college (college choice, financial aid, etc.).
Visiting Nurses Association (VNA) Provides on-site Health Care Clinic, with nurse practitioner, social
worker, and nutritionist. Services available to students and their families.

Government
United States Navy Provides partial funding and support for NJROTC program.
ParentOrganizations
Booster Clubs Band, NJROTC Program, and Sports Boosters. Provide financial support to respective
programs. Drama Booster club is forming during 2012 2013 school year.
Parent Teacher Association Provides financial support to teachers and programs at EAHS.
CommunityPartnerships
26

StudentOrganizationMembership 2011-2012 20122013

ACE(ConservationClub) 5
ArtClub 10 18
AnimeClub 11 20
ArtNationalHonorSociety 11
Auroran(Newspaper) 10 12
AztecDanceClub 4
Bi-lingualHonorSociety
FirstInductionMay2013
BPA(BusinessProfessionalsofAmerica) 3 5
ChessClub 26 15
Cooking/CuisineClub 24
Drama(Plays) 103 143
FCCLA(Family,CareerandCommunityLeadersofAmerica) 16 16
FrenchHonorSociety 16 13
FreshmanClassCouncil 10 26
FEA(FutureEducatorsofAmerica) 9 12
GermanHonorSociety 28 30
Gay-StraightAlliance 15 16
HERO(Health-EducationRelatedOccupations) 16
HispanicHonorSociety 22 19
JuniorClassCouncil 10 17
KeyClub 5
LiteraryMagazine 3 2
MathNationalHonorSociety 16
Mathletes 32 28
MarketingEducation/DECA 25 47
MusicClub 25 17
NationalHonorSociety 30 36
NJROTCAcademicTeam 19 23
NJROTCColorGuard 27 33
NJROTCDrillTeam 44 39
NJROTCDrumandBugle 23 35
NJROTCOrienteering 71 100
NJROTCPhysicalFitnessTeam 24 35
NJROTCRifleTeam 18 20
PeaceJam(CommunityChangeandInvolvement) 13
PhotographyClub 10 28
ScholasticBowl 12 17
ScienceClub 51 17
ScienceFictionClub 5
ScienceNationalHonorSociety 26 29
SeniorClassCouncil 15 23
SkillsUSA-(careersintrades,technicalandskilledserviceoccupations,includinghealthoccupations) 6 11
Snowball(Anti-DrugandAlcohol) 34 40
SophomoreClassCouncil 23 15
Speculum(Yearbook) 15 26
StudentAthleteSociety 25
StudentCouncil 20 27
SwimClub 50
Thespian 23 25
TotalClubMembership 881 1193

APPENDI X E: RE C OMMENDATI ON LIST &
ACTI ON PL ANNI NG T E MPL AT E
2012 2013

Recommendations: Curriculum Part A

1. Develop a curriculum cycle for all subject areas taught in the district. In the cycle,
identify the phases of the curriculum, the major responsibilities to be accomplished in
each phase, and the persons responsible for ensuring the responsibilities are completed.
The cycle should include processes that span the initial development, its
implementation, the professional development needed in each phase for administrators
and faculty, and the technology support within each of those categories. The curriculum
cycle must accommodate a K-12 review.

2. Include assessment, instruction, data and instructional technology in the curriculum
cycle.

3. Each phase of the curriculum cycle should have an accompanying budget that is
developed for five years. It should be updated annually and integrated into the overall
district budget.

4. Provide guidance to leaders of curriculum development so they know the current state
of the art for its content area. Use highly competent consultants for this guidance as
one way to develop internal expertise.

5. Include elementary, middle and high school faculty within Bilingual, General and Special
Education to serve on the curriculum development committees.

6. Select a common format for the development of the curriculum guides. Heidi Hayes
:ping is a model and process worthy of study for
curriculum development and invest in curricular mapping software which all faculty will
have be able to access easily.

7. Establish an implementation plan that includes a time period for input, an end date for
final revisions, and a method to monitor its implementation.

8. Develop a vertically and horizontally articulated and comprehensive RTI plan.

Recommendations: Review of High School Curricula Part B

1. Select a common format for all high school course curriculum maps which specifically
include the content, essential questions, skills, resources (texts/software applications)
and assessments. Additionally, include a pacing guide for the course. Faculty may
include other information based on departmental need.
2. Select a format that can be accessed digitally. Several vendors have updated their
curriculum mapping software to reflect the sophistication of information included in
maps currently being developed.
3. Align the course curriculum maps with, the Common Core Standards State Standards,
and the ACT College and Career Readiness Standards, and/or the professional standards
as they apply to the subject area whether general or special or bilingual education. Be
certain to address informational text and text complexity for all subjects.
4. Create course syllabi that outline what students should know and be able to do. These
should align with the course curricula and be presented to students at the beginning of
each semester.
5. Create study guides for students to help them prepare for major assessments. These
should address the standards to which the courses are aligned.
6. Develop an assessment plan which aligns to the curricula.
7. Provide staff development for the purpose of developing assessments which all students
enrolled in a course must take. The professional development should focus on:
a. Aligning assessments with the curricula;
b. Ensuring the assessments are valid and reliable; and,
c. Creating assessments that go beyond multiple-choice and require students to
demonstrate mastery through multiple forms of assessments.
8. Ensure that academies for the 13-14 school year, listed in the high school registration
guide, provide course curricula that have rigor and relevance for college and career
readiness and that their curricula are state of the art.
9. Develop courses that provide experiences that help students in areas of interest and
possible careers. Link them to the Career Preferences students identify in their Work to
Work Maps provided in the EXPLORE and PLAN tests.
10. Use the data from the EXPLORE and PLAN World to Work maps to establish clubs which
meet students expressed career interests. For example, many District 131 students
indicate an interest in careers dealing technology. As such, examine the extent to which
their school curricular and co-curricular experiences relate to the areas in which they
are interested.
11. Ensure the special education and bilingual courses share curricular standards so that
students who take the PSAE test have the benefit of learning the general education
curriculum.
12. Study workforce trends and connect with professions, businesses and industry to
provide students with curricular opportunities related to the job and economic
forecasts.

Recommendations: Instruction

1. Because the focus of the walk-throughs was engagement, there is no data to comment
on the extent to which the learning was aligned with outcomes; that would require a
different methodology. Is it likely that many lessons did align with outcomes? Yes.
However, the exercise of monthly walk-throughs to note engagement does not
specifically speak to the alignment of instructional objectives. I commend the high
school administration for conducting walk-throughs on a monthly basis and recommend
school leaders develop a process which links classroom visits to the degree to which the
lessons align with student learning outcomes as identified on lesson plans and curricular
maps.
2. According to The Skillful Teacher
students respond, and the teacher makes value judgments on the responses. Its goal is
/
learning experience. A good lecture, aligned to learning goals, is a valid learning
experience. To further enhance student learning, I recommend faculty study two books.
The Skillful Teacher describes various models of teaching. I also recommend the study
of the positive effects of direct instruction (not to be confused with didactic instruction).
This topic is addressed in a synthesis of research related to achievement in the book
Visible Learning.
3. Research models of instructional walk-throughs which go beyond the level of student
engagement. McREL and Marzano have models that the administration and faculty may
consider for study.
4. Faculty should develop lesson plans that ensure that allocated time for learning is
maximized and students are engaged successfully and on task. Time on task matters
and teachers create conditions to increase the likelihood of student learning.
5. Some departments now have division chairs and some have departmental managers,
and the leadership they are able to demonstrate is different due to that change. As the
school year comes to an end, study the curricular and instructional impact of the new
departmental organization at the high school.
6. The number of individuals available to complete that very important responsibility has
decreased from the 11-12 school year to 12-13 school year. Review the impact that the
new departmental organization has had on the completion of the teacher observations
and evaluations. (Appendix B: Instruction)
7. Establish a robust plan to integrate technology into instruction and learning in
meaningful ways. Provide staff with instructional technology specialists to support
extensive staff development. Research personal learning device technology as well.
Middle and high school principals indicate that iPads, laptops, graphing calculators and
wireless environments would be welcome additions to facilitate the integration of
technology into instruction.
8. Destiny is used in the media centers. Plan is use the full degree of its features.
9. Determine additional ways in which teachers can meet in order to discuss teaching and
learning across grade levels and subject areas with strong articulation between the
middle and high schools.
Recommendations: Assessment

1. Develop an assessment plan that is integrated within the curriculum cycle. Determine
types of exams common to all courses, the expectations and implementation plan.

2. Provide significant and ongoing staff development for faculty responsible for developing
common assessments-both formative and summative. Using Formative Assessments in
the RtI Framework provides examples for consideration.

3. Develop assessments that are valid, reliable and varied. Link the items and/or products
directly to the standards that students are expected to meet.

4. Create common assessments in English and math which are the same for all grade levels
6-12 and from school to school. All students required to take the State ISAT and PSAE
tests should take the common assessments and the College Readiness Practice tests. For
example, a student taking a math class through the special education department, and
who sits for the PSAE, should also take the 4.5 week assessments, the College Readiness
Practice tests and the final exams of the course aligned to the general education course.
That is currently not the case for all students.

5. High school faculty should access the ACT EXPLORE and PLAN test booklets and ACT test
examples that are available on-line to develop the College Readiness Practice tests. In
so doing, faculty will have the benefit of using well-developed ACT items to develop the
College Readiness Practice tests. If faculty prefer to develop their own items, they can
refer to the College Readiness score bands for skills within the score bands.

6. Provide high school administration and faculty protected time to study the College
Readiness standards, their connection to the curriculum, and the assessment results.

7. Middle and high school teachers should examine EXPLORE College Readiness standards
and test results in the core areas; it should not be limited to high school faculty.

8. Administer the EXPLORE test in either the spring of 7
th
grade or as early in the fall of the
8
th
grade as possible. The middle school faculty should study the test results in terms of
the College Readiness Standards as early as 6
th
grade.

9. All high school courses of study should develop assessments that support the Common
Core State Standards and College Readiness standards and reflect state of the art
assessments regardless of the course.
10. Explore developing an Advanced Placement alignment to the curriculum as early as 6
th

grade. The College Board has some strategies for consideration.

11. Continue to hold focus groups with students to learn about their learning needs in order
to determine how best to meet them-particularly for math and reading.
Recommendations: Data Analysis for the sample scenario

1. Hold focus groups with randomly selected students in grades 6, 7, 8, 9 and 10 to better
understand the reasons they are asking for assistance with improving mathematics.
(East High School held its first focus group in March of 2013 with approximately 15
students in attendance).

2. Tailor instruction, math labs and support programs to align with student needs, the ACT
college readiness standards in mathematics and the math Common Core Standards.

3. Track credit recovery so that the need to retake credit bearing math courses declines.

4. Track and student math scores on the EXPLORE, PLAN and the College Readiness
Practice tests in math (formerly Big Ten exams). Conduct item analyses of the tests in
order to adjust instruction and interventions.

5. Ensure that the math tutoring lab at the high school is taught by highly effective math
tutors and that the content is tightly aligned to the course curricula.

6. Ensure that students seeking tutoring are not denied entrance as currently occurs.

7. Ensure that the middle school math courses and labs are tightly coupled to the college
and ACT College and Career readiness standards and the Common Core in mathematics.

8. Provide rigorous professional development for all general, bilingual and special
education teachers responsible for teaching and/or tutoring students in mathematics.

9. Look for trends in the needs data which students identify on the EXPLORE and PLAN and
develop strategies to support students who request assistance in math.

10. Utilize a student data management system which allows easy access to analyze data and
develop reports for students in general education and, in particular, special education.

Recommendations for Student Data Management and Information Systems

1. Data should be more comprehensively organized so that faculty can easily access it for
analysis.
2. Determine how to migrate the separate student information data bases into one
student information system.
3. Select a student data management system that is accessible to K-12, web based and
user friendly.

RE COMMENDATI ON ACTI ON PL ANNI NG T E MPL AT E

GOAL AREA: _______________________________
PRIORITY (please circle): HIGH MEDIUM LOW
RECOMMENDATION # _____: ______________________________________________________
____________________________________________________________________________________
Specify link to Rising Star I ndicator
Key Code: ______________
Objective: _______________________________________________________________________
Assigned to: _____________________________________________
Target Date for Completion: _________________________________

ACTI ON PL AN
Deliverables (Benchmarks) Dates Due

___________________________________________ _________________

___________________________________________ _________________

___________________________________________ _________________

___________________________________________ _________________

___________________________________________ _________________

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CurricularandInstructionalAudit

Executive Summary Spring 2013

February 13, 2013 and February 14, 2013

APPENDI X D: PROGRAM DAT A

Students Expressed Career Preferences on Explore and Plan

English 14.8 15.3

Reading 28% 35%

Math 33% 42%

2010 2011 2012

Students Expressed Need for Assistance

Students Expressed Need for Assistance

Students Expressed CareerPreferencesonEXPLORE

Students Expressed CareerPreferencesPLANAssessments

Dual Credit Information by Course 2010-2011 2011-2012

AP Exam Information by Course 2009-2010 2010-2011 2011-2012

2010-2011 2011-2012 2012-2013

Department Fi rst Semester 2012 2013 Course Failures

Colleges and Universities

Not-For-Profit Community Organizations

StudentOrganizationMembership 2011-2012 20122013

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