Classical High School

1. Classical High School New England Association of Schools and Colleges March 4, 2012 certāre… petere… reperīre… neque cedere

2. Agenda • Welcome • School Mission • Standards Committee Overviews • Standard 1: WilfredoTangui and Arthur Rustigian • Standard 2: Jamie Cooper and Lesley Shapiro • Standard 3: ArthittiyaMongkolsombat and Ellen Anderson • Standard 4: Olivia Cianci and Louis Toro • Standard 5: Fatima Faris and Ellen Conroy • Standard 6: Robinson Adamesand Susan Monti • Standard 7: Lilly Ngolvorarath and Robert Palazzo • Questions and Answers certāre… petere… reperīre… neque cedere

3. School Mission Classical High School, a demanding college preparatory examination school, serves a diverse community and provides its students with the means to achieve high standards in rigorous learning environment. Classical encourages its students to pursue academic, athletic, artistic and personal growth so that they will experience success in colleges and universities, and will demonstrate excellence and leadership within the local and global community. certāre… petere… reperīre… neque cedere

4. Theme . . . a school which honors the dignity of all through high expectations, humility and grace . . . certāre… petere… reperīre… neque cedere

5. Standard 1: Core Values, Beliefs, Learning Expectations Overview • Numerous stakeholders participated in an inclusive and rigorous design and revision process • Expectations that strive to develop strong critical thinking, reasoning, and creative problem solving skills • School culture reflects the school’s core values, beliefs, and 21st century learning expectations • Various opportunities for review and revision of core values, beliefs and learning expectations based on available data • Strengths • Community committed to encouraging an “active, self-directed” learner • Has a clear and definitive list of learning expectations and many have analytical rubrics • Curriculum has been rewritten to reflect 21st century standards • Opportunity to join in a variety of student life activities which reflect the schools core values and beliefs • Needs • More communication with students and parents about the 21st century learning expectations • Revisions of school-wide rubrics to better align to the 21st century learning expectations • Greater emphasis on the school’s core values and beliefs related to development of policies, procedures, resource allocation, decision-making, and school culture WilfredoTangui, Class of 2012 Arthur Rustigian, History Teacher Leader certāre… petere… reperīre… nequecedere

6. Standard 2: Curriculum Overview • Part of the Providence Public School District multi-year curriculum development project • A common format for curriculum development has been adopted • Classical High School faculty are actively involved in the process of curriculum revision • Classical High school's 21st Century Learning expectations have been integrated into the curriculum. • Strengths • Effective curricular coordination and vertical articulation between Classical district middle schools. • Curriculum in English and math follows the common core standards. • School-wide rubrics in writing and reading follow the common core standards for analytic writing • Clear alignment between the written and taught curriculum • Inquiry based problem solving, critical thinking and authentic learning opportunities are evident • Needs • Better coordination and vertical articulation between curriculum and the College Board • Enhanced technology resources to fully implement the curriculum materials • Additional time for cross-curricular planning, learning and assignments Jamie Cooper, Class of 2013 Lesley Shapiro, Science Teacher certāre… petere… reperīre… neque cedere

7. Standard 3: Instruction • New curriculum consistent with the school’s core values, beliefs and 21st century learning expectations • Extensive professional development opportunities support teachers to implement/refine instruction • New structures and protocols are in place for examining and reflecting of instructional practice • More time and support are needed for these new initiatives to reach full potential and benefit • Strengths • Opportunities available to students to apply their knowledge to authentic tasks • The school-wide use of self-assessment and reflection to guide instruction and learning • The school-wide use of group activities to enhance student understanding and autonomy • Emphasis on and encouragement of self-directed learning both intrinsically and extrinsically • Focus on higher order skills and problem-solving as a core element and driving force of instruction • Needs • Planning time for lesson design, reflection, and collaborative review of student work • Continued implementation of differentiated instructional strategies to meet the needs of all learners • Additional professional development offerings at the school level to support institutional improvement ArthittiyaMongkolsombat, Class of 2012 Ellen Anderson, English Teacher Leader certāre… petere… reperīre… neque cedere

8. Standard 4: Assessment of and for Student Learning Overview • Transformation process a major culture shift for Classical faculty/students/parents • Focus on ensuring students meet academic expectations of new curriculum frameworks • Alignment of assessments utilizing newly revised/designed common analytic rubrics • Robust student performance assessments to include multiple measures: teacher/school mid-term and final exams/NECAP GRADE/ PSAT/ SAT/ACT/AP and ACT End of Course Exams    • Strengths • Communication with parents through a variety of ways, including report cards, progress reports, parent/teacher meetings, open houses, the school website, and Parent Link messages • Innovative programs to address inequities in student achievement such as: Math and Science Boot Camp • Junior Research Seminar faculty employ the use of portfolios and exhibitions in assessing student work • Needs • Planning time for departmental, team, and faculty meetings to: • Adequately review &analyze data created by the use of rubrics &varied school/district assessments • Collaborate across curricular areas on the creation, analysis, and revision of formative, summative and common assessments Olivia Cianci, Class of 2013 Louis Toro, Guidance Teacher Leader certāre… petere… reperīre… neque cedere

9. Standard 5: School Culture and Leadership Overview • Classical builds a safe, positive, respectful and supportive culture • Fosters student responsibility for learning that results in shared ownership, pride & high expectations • Students encouraged to participate in various student life offerings to enrich their experience • Communicate with guidance counselor, support staff and faculty on a regular basis • Participate actively in a rigorous course of study to prepare them for life beyond high school • The Principal and his Administrative Team lead the Classical Community by • Working with various school leaders , community associations and parent groups • Strategically implementing School Board, Superintendent and District Office policy and procedures • Regulating professional development for the staff • Strengths • A diverse, inclusive and high achieving school community and culture • A robust student life that enables students to take ownership of school community • An Advisory program under revision based on student/faculty interest • Rigorous and heterogeneously grouped classes in several major core subjects • Collaborative, communicative and reflective student, teacher and administrative leadership • Needs • Planning time for continued data study, review of student work, and other collaborative team time • Additional staffing to decrease class size to allow for more personalized and differentiated instruction Fatima Faris, Class of 2013 Ellen Conroy, Foreign Language Teacher Leader certāre… petere… reperīre… nequecedere

10. Standard 6: School Resources for Learning Overview • Timely, coordinated and directive intervention strategies for all students • Provides sufficient counseling, health, special education and information services personnel • Fully informs families, especially those most in need, about available student support services • Provides a comprehensive range of counseling and health services to students • Integrates library and media services into the curriculum • Strengths • Utilizing a team-based approach, coordinated and directive intervention strategies for all students • Intervention strategies are delivered to individuals, in small groups and in community assemblies • Through continuous contact students are identified, evaluated, and referred to appropriate resources • Multiple avenues to convey information to families most in need about available student support services • A comprehensive college preparation process is available to all students • The library/media center is integrally involved with direct instruction for grade specific assignments • Library staffing makes it possible for before school, during lunch, and after school operating hours • Needs • Additional staffing to adequately support student needs • Additional time and resources needed for promoting healthy lifestyle and habits • Continued upgrades to the physical plant to enhance our learning environment Robinson Adames, Class of 2012 Susan Monti, Special Education Teacher certāre… petere… reperīre… nequecedere

11. Standard 7: Community Resources for Learning • Supported by the community and School Board to offer a wide range of school programs and services • Faculty and Staff actively engage parents as partners in each student’s education through productive parent, community, business, and higher education partnerships • Adequately staffed in order to provide a 21st century education to the students • Strengths • Offers a wide range of classes, programs, clubs, and services • Works hard to communicate with parents in order to make them partners in the education of the students • Maintains a wide range of community, business, and higher education partnerships • State of the art science wing and language lab allow teachers to address 21st century learning expectations • The library resources are made available to all students before, during, and after school. • Classical possesses an athletic complex which is well utilized and used by community on a regular basis • Needs • A coordinated plan must be created to improve overall building maintenance • Increased technology for students and teachers in various curriculum areas • Continued upgrades to the physical plant to enhance our learning environment • Increased parental participation in programs and activities at the school. Lilly Ngolvorarath, Class of 2012 Robert Palazzo, Physical Education /Health Teacher Leader certāre… petere… reperīre… neque cedere

12. Final Thoughts • Closing Remarks • Thank you certāre… petere… reperīre… neque cedere

13. To Seek, to Strive, To Find and not to Yield certāre… petere… reperīre… neque cedere

14. Classical High School New England Association of Schools and Colleges March 4, 2012 certāre… petere… reperīre… neque cedere