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Category D1:
Category D1:
D1.1 - Professionally Acceptable Assessment Process: The school leadership and instructional staff use effective and equitable assessment processes to collect, disaggregate, analyze, and report student performance data to all stakeholders/educational partners.
Findings
Each subject area utilizes formative and summative assessments.
The PE department has common assessments.
Rubrics are utilized to analyze student performance.
District wide assessments like the DRP are facilitated in English classes.
The reporting and accountability processes at the school are developing towards effectively supporting student learning and well-being. The need for equitable assessment practices is evident, with current efforts including sharing student performance data in a timely manner and with all stakeholders.
D1.2 - Basis for Determination of Performance Level: The school leadership and instructional staff have agreed upon the basis for students’ grades, growth, and performance levels to ensure consistency across and within grade levels and content areas.
Findings
Teachers utilize Canvas as the primary method of recording and communicating student progress.
Teachers have various classroom policies that allow for student late work submissions and test retakes, especially in Math.
ELLevation is a program utilized by teachers to determine student levels in order to provide them with appropriate support for their English acquisition. The ELPAC along with the DRP assist teachers and support staff in providing scaffolds for students.
Parent Conference Nights, 1-1 Counseling Appointments, and IEP/504 meetings provide opportunities for parents and staff to collaborate on student supports.
There is a proficient understanding of grading standards and performance levels, as evidenced by shared rubrics and clear graduation requirements available on the JLHS website, ensuring consistency across grade levels. These practices promote equity and support by ensuring clear communication through Canvas, flexible late work and test policies, and targeted scaffolding for English learners using tools like ELLevation and ELPAC. Collaborative efforts, including Parent Conference Nights and IEP/504 meetings, strengthen family-staff partnerships to enhance student success.
D1.3 - Assessment of Program Areas: School teams use assessment results to make changes in the school program, implement professional development activities, and allocate resources demonstrating a results-driven, continuous school improvement process.
Findings
Inclusion Specialist and SPED teachers meet regularly to review and analyze grades of students in Inclusion classes.
EL supports were implemented in the 2nd semester to support classes with the most EL needs. Determination was based on the number of ELD 1-3 students and their class progress.
DRP scores (assessed twice a year) are reviewed by English teachers in order to determine initial reading placement and progress throughout the school year.
Emerging practices are being implemented in using assessment results for program improvements, though reliance on ELPAC and demographic data suggests a need for broader assessments across subjects. While English has district assessments like the DRP, other subjects lack similar tools, which may hinder comprehensive academic evaluations.
D1.4 - Schoolwide Modifications Based on Assessment Results: School leadership partners with district leadership to periodically assess programs and expectations for students’ academic growth and progress.
Findings
School Leadership and District collaborate to review assessment data for students with IEPs and EL students. Students are placed in courses depending on their English proficiency level.
School leadership reviews state assessment data of students.
School leadership reviews graduation and college/readiness data and assesses areas of growth
The collaboration between school leadership and the district to review assessment data for students with IEPs, EL students, and state assessments ensures targeted support and equitable placement based on proficiency levels. Analyzing graduation and college readiness data allows leadership to identify areas for growth, guiding strategic decisions to improve academic outcomes.
Category D2:
Category D2:
D2.1 - Monitoring Student Growth: Teachers determine and monitor all students’ growth and progress toward meeting the schoolwide student goals/graduate profile, academic standards, and college and career readiness expectations.
Findings
Teachers use formative and summative assessments to monitor student progress in the standards.
New Tech Rubrics assist teachers in monitoring college and career readiness skills progress.
Standardized assessments like the DRP aide in identifying proper placements and progress.
Student progress is effectively monitored using tools like rubrics and Canvas, with timely feedback helping students improve their work and build a growth mindset. While formative assessments are used to adjust instruction, there is still room to improve how student achievement is analyzed and measured more comprehensively.
D2.2 - Teacher and Student Feedback: Teachers provide timely, specific and descriptive feedback in order to support students in achieving learning goals. Teachers use student feedback and dialogue to monitor progress and learn about the degree to which learning experiences are understood, relevant, and prepare students for college and careers.
Findings
Student feedback is requested for every IEP meeting. Special Education Teachers use this data to identify present levels and discuss possible accommodations.
Teachers utilize Canvas to update assignments with grades and feedback
Rubrics are used across departments to provide specific and timely feedback
These practices promote personalized support and clear communication, with student feedback informing IEP accommodations and Canvas ensuring transparency. Rubrics and quizzes provide timely feedback to guide student growth. However, an area for growth is expanding the use of feedback data to refine instructional strategies and improve overall student outcomes.
D2.3 - Demonstration of Student Achievement: Teachers use the analysis of formative and summative assessments to guide, modify, and adjust curricular and instructional approaches.
Findings
Teachers utilize specific class assessments like exit tickets, quizzes and tests to determine student achievement and progress.
Students earn their Seal of Biliteracy through the World Language department support.
Teachers review their AP scores annually.
Class assessments track progress, Seal of Biliteracy support fosters multilingual success, and AP score reviews refine instruction. An area for growth is better utilizing assessment data to identify trends and improve outcomes schoolwide.
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