1475Tilden quality review
- Jan 2, 2007I found the Tilden HS quality review as well as a few others on the DOE website by doing a search -- though I can't find a link to the individual quality reviews anywhere. If anyone knows where they can be found, let me know.The ones I read do not seem to include comments from parents, nor do any of them mention the problems of overcrowding and/or class size -- a key concern of most parents and teachers alike -- even though the need to individualize instruction for each student is a recurrent theme, which is extremely difficult with 30+ students in a class, and 150+ students per teacher.Again, if anyone notes exceptions to this , please let me know.Excerpts from the quality review of Tilden HS, which DOE has decided to close, are below. It looks indeed as though the school was turning around, with the help of an excellent principal -- which I've also heard from other sources. Another remarkable finding: the school's Regents passing rate for ELL students was 25.3 percentage points above similar schools and 16.8 percentage points above schools across the City.--
Class Size Matters
124 Waverly Pl.
New York, NY 10011
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Tilden quality review
This is a proficient school with some undeveloped areas.
The culture of this school, which has developed under the current leadership, is
one that exhibits caring and respectful support of all school constituencies in
their collaborative effort to overcome their deficits and continue to move the
school on a path of continuous improvement. Recent initiatives have calmed the
school environment and created an orderly atmosphere in which teaching and
learning can take place. Although there are areas of the school�s work that are
undeveloped, school leaders possess a good understanding of those areas which
require further development and the actions that need to be taken to bring about
improvements in teaching, learning, attendance and achievement.
How well the school meets New York�s evaluation criteria
Quality Statement 1 � Gather Data: School leaders and faculty consistently
gather data and use it to understand what each student knows and is able to do
and to onitor student progress over time.
This area of the school�s work is proficient.
The principal and her administrative team have an established a weekly pattern
of reviewing and analyzing students� academic achievement, attendance, incident
and other available data to inform decisions about the effectiveness of the
school�s programs and practices in improving students� achievement.
Additionally, some academic departments generate quantitative and qualitative
data regarding the performance of students by subject and by teacher in order to
encourage staff collaboration around effective instructional techniques. All
departments routinely analyze results of common mid-term and final exams with
respect to students� perf ormance and instructional effectiveness.
The school uses a range of performance data to inform the placement of incoming
freshmen and adjust courses to meet students� needs. The academic intervention
services team meets regularly to analyze the performance data of special
education students relative to their individual education plans. Teachers of
English language learners monitor the academic and social progress of their
students though the use of assessment data as well as information gathered from
a network of faculty mentors. Teachers in the Tilden New Opportunities Program
track the incremental progress of their over-age and under-credited students in
order to support their progress towards attaining a high school diploma.
With the exception of the practices regarding English language learners whose
2005 Regents passing rate was 25.3 percentage points above similar schools and
16.8 percentage points above schools across the City, other programs and
practices were instituted or restructured during the 2005-2006 school year under
the guidance of the current principal. These structures are based on the use of
data and are beginning to have an impact, and recently the percentage of
students receiving Regents diplomas rose and the percentage of non-completers
In the 2005-2006 academic year, the school instituted programs to address the
needs of students in greatest need of improvement. The Tilden New Opportunities
Program was formed to begin to meet the needs of the school�s over-age and
under-credited population, resulting in the 67% of attendees passing all three
Regents exams. Data on the success of other initiatives is not yet available.
While these efforts demonstrate a commitment to developing individualized
programs based on individual student�s needs, school leaders recognize that this
practice must be extended to all classrooms and all students.
The school�s mission expresses high expectations for students� achievement,
reflected in the principal�s high expectations for quality instructional
practice. Students report challenging instruction in approximately half of their
classes. Meetings with parents are generally reactive. The school has not
instituted regular meetings with parents and students which are driven by the
evaluation of each student�s individual plan. The introduction of small-group
advisory sessions during the extended instructional periods for grade 9 students
at level 1 and 2 demonstrates an initial step towards identifying each student�s
needs and creating individualized plans of action. The school possesses a clear
understanding of the actions necessary to improve.
Quality Statement 3 � Build and Align Capacity: The school aligns its
instructional activity and resources, and student engagement around its focused
plans fo r accelerating learning for each student.
This area of the school�s work is proficient.
The school�s academic departments demonstrate a well-established practice of
developing and revising the local curricula based upon State mandates, the
scoring and analysis of Regents examinations, and the needs of students. Common
departmental mid-term and final examinations provide interim data regarding
students� progress. Some departments have developed common lessons and interim
assessments. Teachers� instructional practice is monitored by the assistant
principals and students� outcomes are assessed through the marks analysis and,
in some departments, by comparisons of teachers� effectiveness. As a result,
teachers are being training in differentiated instruction to better meet
students� needs. Lessons do, for the most part, incorporate active learning,
although it is not evident that teachers� choices of instructional techniques
are b ased on needs revealed by individual student data.
Under the current administration, budget decisions are transparent and informed
by student data and goals set in the Comprehensive Education Plan. The school
safety action plan and data regarding incidents and attendance inform staffing
decisions in the area of student management, changes in the scanning of persons
entering the school, clearer expectations for the deployment and actions of
school safety personnel, and the hiring of an attendance teacher. The school is
working hard to promote good attendance. Attendance is monitored daily. Weekly
attendance data is distributed to all guidance personnel and a team meets
bi-weekly to address attendance issues and follow up on home contacts and other
actions with respect to increasing the school�s attendance rate.
There is a pervasive pattern of caring and personal support for students by the
adults in the building, described by one student as �going well beyond the
typical student-teacher relationship.� Students recount numerous examples of
teachers reaching out to help them academically, socially and emotionally. One
student credited her mentor for not only providing tutoring so that she could
pass the Regents, but for being her advisor regarding personal matters related
to her immigrant status. From the principal, whose open-door policy welcomes
students at all times, to teachers and security personnel, a culture that values
knowing and respecting all students is immediately observable. However, there
are not enough opportunities for students to participate in extracurricular
activities in the arts, athletics, academics, government and other programs that
involve them in the life of the school.
Quality Statement 4 - Build and Align Capacity: The development of instructional
leadership, staff, and capacity are aligned around the school�s collaboratively
established goals for accelerating the learning of each student.
This area of the school�s work is proficient overall.
Since her arrival, the principal has garnered the overwhelming and enthusiastic
support of her students, administrators, teaching staff and those parents who
have accepted the invitation to work with her in improving the school. Her
actions have brought about significant improvement in the school�s climate and
culture. All constituents state that they feel safe, respected and valued. The
principal�s open and forthright approach to individual and school problems is
highly respected. Administrators and teachers recognize her expertise in
instructional pedagogy and value her capacity as the instructional leader.
Students count her among the array of caring adults who support their
During her brief tenure, hiring has been limited. The principal has criteria for
selecting security and student management personnel that emphasize a deep caring
for children and an understanding of techniques that are effective in reaching
students who may be resistant to learning.
Prior to the principal�s appointment, professional development was not the norm
in the school. The principal and the cabinet analyzed student performance data,
surveyed staff to determine their strengths, weaknesses and interests, and
targeted areas for professional development. Teachers were enabled to develop
professional growth plans that incorporated school-wide priorities, as well as
personal goals. The principal, through her active monitoring of the building on
a daily basis, composite observations made with the assistant principals and the
teacher evaluation process, supports teachers in improving their instructional
practices. Teachers are encouraged to visit one another�s classes but these
opportunities are not scheduled often enough for them.
Staff routinely undertake collaborative planning in teams to evaluate the impact
of the school�s actions on achievement and attendance, to consider the
implications of the analysis of assessment data on the curriculum and new
techniques in instructional practice and to solve problems concerning students
at risk. ....
Class Size Matters
124 Waverly Pl.
New York, NY 10011
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