PART 3: Desired Results for Student Learning

Narrative Description of the Process of Defining the Desired Results for Student Learning

The committee worked with the staff, administrators, and parent and community representatives to develop a shared vision for student learning and to define the desired results for student learning.

We began our work in analyzing student learning needs by reviewing our school’s beliefs and mission and reviewing the latest findings of educational research and future trends for student learning. Also, we reviewed our state curriculum standards, as well as our current district instructional objectives. We also found it helpful to review the "Schoolwide Goals for Student Learning" that are described in the NSSE’s Indicators of Schools of Quality. To help us review the extent to which our students currently demonstrate achievement of these goals and the level of priority for improvement in each goal area, we utilized the NSSE’s "Survey of Goals for Student Learning."

The results of the survey indicated that three goal areas (Learning to Learn, Thinking and Reasoning Skills, and Personal and Social Responsibility) were rated as the highest priority for improvement. Two of the three (Thinking and Reasoning Skills and Personal and Social Responsibility) were also rated the lowest in terms of current levels of achievement. Learning to Learn Skills was rated fourth in terms of current levels of achievement, but the committee determined that based on its being ranked high in priority for improvement that it would also be included in the three areas for improvement. A graphic overview of our survey results prepared by the NSSE is provided here.

Based on the survey results we began to collect data to verify our perceived strengths and weaknesses. The purpose of collecting evidence of student achievement was to help us establish baseline data so that we could monitor improvements in student learning over time. A summary of a description of students’ current levels of achievement of the goals is provided below.

We created a random sampling of the faculty and administered two surveys. One group was asked to give specific evidence demonstrating students’ weakness in each area the committee selected for improvement. The other group was asked to give specific evidence verifying that the areas we considered strengths could be supported.

Based on our committee’s analysis of the data collected for each goal, the review of the student achievement data contained in our profile (Part 1), the extent of alignment of the goals with our beliefs and mission (Part 2), and the degree of consistency of the goals with our state’s standards for student learning, we drafted our statement of desired results for student learning and performance indicators. We will distribute copies of the draft statement of the goals to the entire faculty, and a representative sample of parents and community members for their review. We will request feedback and comments for the purpose of gaining consensus on the priorities for improving student learning to be addressed in our school improvement plan. A summary of the desired results for student learning and performance indicators follows.

Desired Results for Student Learning and Indicators of Student Achievement

Analysis of Student Learning Needs: Description of Students’ Current Level of Achievement of the Desired Results for Their Learning

• Feedback from teachers indicates that students often do not make a personal commitment to creating quality work or striving for excellence in completing assignment projects. Specific examples cited included: rushing through homework at the last minute just to get a grade, copying other students’ work, turning in written compositions and projects that are sloppy and show no evidence that they have been proofread prior to submitting. Presentations are hastily put together resulting in sloppy work. There is a focus on finishing an assignment rather than investigating a concept.
• Survey responses from teachers indicated that many students do not practice time management. They often wait until the last minute to do projects, and as a result lose points because work is not turned in on time. All students are provided agendas, but many do not use them.
• Many students do not review assignments returned to them to learn from their mistakes. The concern of many students is the grade and not learning.
• Out of 299 members of the Senior Class, only 35 stay for a seven period day.

• An analysis of the SAT scores in the School Profile reveals that the scores have declined in the past two years and are below the national and district average. ACT scores declined from 2001-2001 to 2002-2003.
• Performance assessments related to problem solving such as lab reports, research, and investigations indicate that students have difficulty in applying thinking and reasoning skills. English teachers report that many students have difficulty analyzing literature and supporting or justifying their conclusions. Math teachers cite examples of students having difficulty with word/reasoning types of problems.
• Interviews with teachers indicate that students’ research skills are weak. Many rely on the Internet instead of exploring other forms of research material.

• Statistics indicate that major discipline infractions such as disruptive behavior and inappropriate behavior have increased over the past three years. The numbers for 2003 cited in the School Profile only reflect offenses up to the end of October, 2003. If the offenses continue at a similar rate, the increase will be significant.
• Interviews with teachers indicate that students lack personal responsibility as demonstrated by students copying work from other students and the Internet and cheating on tests and other written assignments.

Students demonstrate a lack of social responsibility by putting each other down and demonstrating little understanding of different races and religions. The littered condition of the grounds and buildings reflect a disregard for community. Recycling bins are used for trash rather than the intended purpose. Those eligible to register to vote do not, even though opportunities are given in school to do so.