HS Activity Elements
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Dear Visitors,

Based on the findings of our high school study, we developed this survey as a tool for school- and district-based educators to take the pulse of their own organizations in terms of the 5 key elements of What Makes High Schools Work.

For more about each element, see the full report (available as a PDF) on the JFTK-NY Website. To access it, please copy and paste the following URL into your Web browser:

http://www.albany.edu/aire/pdf/HighSchoolReport.pdf

and we invite you to use this survey with colleagues in your own setting.

Thank you for your participation.

Sincerely,
The JFTK-NY Team

Element 1: Rigorous Curriculum and Expectations.

Please indicate how well you think your school or district is addressing the following:

 [not at all well][somewhat well][well][very well]
(1) Our vision is not bound by meeting state-determined targets for performance; we strive to exceed state-determined targets for performance.
(2) Higher-level classes (honors and AP) are offered to a variety of students (not only those with typically higher achievement).
(3) For classified students, we emphasize providing inclusion rather than self-contained classrooms whenever possible.
(4) High expectations are explicit and pervasive for all students.
(5) We challenge students to seek opportunities to contribute to the larger society and fulfill their own potentials in high school and beyond.

Element 2: Innovative Instructional Programs and Practices.

Please indicate how well you think your school or district is addressing the following:

 [not at all well][somewhat well][well][very well]
(1) Our schedule is flexible and revised to meet students’ needs.
(2) Resources (time, staffing, technology) are allocated where a variety of evidence (e.g., teacher reports, classroom assessments, and state tests) show the most need.
(3) We use innovative and proactive interventions to keep students on-track before AIS is needed.
(4) We apply for and use grants and outside resources to provide experiences outside the classroom, enhance course offerings, and target interventions (e.g., tutorials and field trips).
(5) Technology use is supported with sufficient training and integrated into the school in a variety of ways (e.g., teacher web pages, on-line curriculum documents, and smartboards).

Element 3: Transparent Communication.

Please indicate how well you think your school or district is addressing the following:

 [not at all well][somewhat well][well][very well]
(1) Teachers, administrators, and others frequently and consistently discuss goals and vision for the district, school, and classrooms.
(2) In developing and articulating a shared vision for student success, a breadth of input from students, teachers, administrators, and community members is invited and encouraged.
(3) Curriculum is made transparent to parents, community members, and teachers, and provided on-line.
(4) Curriculum is seen as “living,” with ongoing and systematic revision to K-12 curriculum maps.
(5) School is the heart of the community - a place where students, parents, and community members feel welcomed into discussions and processes to improve.

Element 4: Evidence-Based Decision-Making.

Please indicate how well you think your school or district is addressing the following:

 [not at all well][somewhat well][well][very well]
(1) Data are closely analyzed and interpreted among teachers and administrators.
(2) Professional development foci are informed by teachers’ needs.
(3) In-house teacher expertise is utilized for professional development.
(4) We use a variety of evidence (e.g., teacher observations, classroom assessments, and surveys) -- not only high stakes assessments -- to inform practice.
(5) We benchmark achievement results against other successful schools within the state as well as nationally.

Element 5: Strategic Targeting of Resources.

Please indicate how well you think your school or district is addressing the following:

 [not at all well][somewhat well][well][very well]
(1) Our strategic plan guides practice; our goals are clearly articulated and well understood by teachers and administrators.
(2) We consistently dialogue around our vision and strategic plan; we gather a breadth of input in developing and articulating a shared vision for student success and a strategic plan to achieve it.
(3) We closely and consistently analyze data for trends and achievement gaps in order to target interventions and develop and implement other reforms to improve student performance.
(4) We use data to inform our strategic plan and allocation of resources into interventions that go beyond the traditional AIS.
(5) We take a proactive stance looking at trends and how to “get ahead of the curve.”

Please indicate your:

   


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