Hanau Middle/High School

Principal: Cristina M. Echevarria

Assistant Principal: Martha Duncan

Unit 20193 Box 0017, APO AE 09165

Tel: (49) 06181- 906 - 9910 e -mail:cristina.m.echevarria@eu.dodea.edu

School Profile

Compiled School Year 2007 -2008

TABLE of CONTENTS

School and Community Description 3

Mission Statement 3

Unique Local Insights

· Data Collection Instrument 4

· Analysis of Data 5

· Presentation of Data 6 - 8

· Implications for Action 8

Follow-up of Former Students

· Data Collection Instruments 9

· Analysis of Data 9

· Presentation of Data 10

· Implications for Action 10

Existing Data

A. Student Data 11 - 22

· Data Collection Instruments 11

· Analysis of Data 11

· Presentation of Data 12 - 21

· Implications for Action 22

B. Instructional Data 23 - 27

· Data Collection Instruments 23

· Analysis of Data 23

· Presentation of Data 24 - 26

· Implications for Action 27

C. Community Data and Information 28 - 34

· Data Collection Instruments 28

· Analysis of Data 28

· Presentation of Data 29 - 33

· Implications for Action 34

Summary 35

School and Community Description

Hanau Middle/High School, one of the Department of Defense Dependent Schools (DoDDS), is located on Neue Argonner Kaserne, Hanau-Wolfgang, Germany. The school is about 25 miles east of Frankfurt am Main, Germany. The high school building opened in 1974. The middle school began serving students in 1989. Hanau Middle/High School is a newly merged school that serves 335 students in grades 6–12, who reside in the following military communities: Argonner, Sportsfield, Fliegerhorst, Gelnhausen, Pioneer, Buedingen, Aschaffenburg, and Babenhausen. These communities encompass an area of approximately 5,000 square kilometers and include active duty military, Department of Defense (DOD) civilians and U.S. contract personnel. The Hanau School complex is made up of Argonner Elementary School and Hanau Middle/High School. The Hanau Middle/High School is part of the Heidelberg District.

School Mission Statement

Hanau Middle/High School will provide opportunities for a diverse student population to achieve personal academic success and become productive citizens in a global society.

Vision

Curriculum and teaching methods will enable students to:

· Appreciate the value of academic excellence

· Practice life-long learning skills - communication, information processing, problem solving and decision-making

· Develop an appreciation for the arts, humanities and sciences

· Demonstrate personal responsibility and ethical behavior

· Understand their responsibilities within the complex interactions of the

global environment

Unique Local Insights

The following instruments were selected to collect data regarding unique local insights for our profile:

· Teacher Survey

· Student Support Team Report

· Discipline Referrals

· Parent/Student Survey Comment

Unique Local Insights: Analysis of Data

Survey of Teachers (administered to faculty to assess strengths and weaknesses of the schooling process):

· Overall School Environment was rated significantly positive

· Support for Instruction was rated significantly positive

· Curriculum and Instruction was rated significantly positive

· Administration/Leadership was rated positive

· School/Community Partnership was rated positive

· Technology Integration was rated positive

· Assessment Practices was rated negative

Student Support Team (SST) Report (written analysis of students served by the SST, to assess concerns regarding educational environment):

· Males are significantly more in need of SST services than females

· Race is not a significant factor in SST referrals

· Non-Hispanics are significantly more in need of SST services than Hispanics

· Approximately 11% of the student population was referred to the SST in the first quarter of SY 2006–2007

Discipline Referrals (report of serious discipline referrals that could negatively impact the educational environment):

· Serious disrespect is of concern

· Fighting is of concern

· Tenth grade students have the highest incidence of serious referrals

· Drug/Alcohol referrals have not yet been a significant problem

Parent/Student Survey Comments (surveys that have been distributed to parents and students to assess school climate):

· Due to government regulations concerning surveys, feedback from parents and students is limited in this document

• DoDEA has submitted proposed survey questions for government approval

· Limited response to surveys is an area of concern

Unique Local Insights: Presentation of Data

The faculty perceives that Curriculum and Instruction are a major strength at HMHS.

The faculty feels that Assessment Practices are a weakness at HMHS (50% or below).

Additional strengths at HMHS are the School Environment and Support for

Instruction/Highest Achievement (90% or higher).

Unique Local Insights: Student Support Team Report

Males are significantly more in need of SST services than females

Unique Local Insights: Discipline Referrals

Disrespect and fighting are of concern

Tenth grade students have a higher incidence of serious discipline referrals

Unique Local Insights: Parent/Student Survey Comments

• Due to government regulations concerning surveys, feedback from parents and students is limited in this document
• DoDEA has submitted proposed survey questions for government approval
• Due to a response rate of less than 10%, Exit Survey and Customer Satisfaction Survey results are not included in this report
• As a result of weak responses, completion of parent/student Exit Surveys and Customer Satisfaction Surveys have been identified as an area of concern

Unique Local Insights: Implications for Action

Student Performance Goals:

· Decrease serious discipline referrals for fighting and disrespect

· Evaluate student performance by different methods

Non–Student Data:

· None at this time

Clarifying Goals:

· It would be helpful to have parent/student surveys available to gather additional information about educational issues

Interventions:

· Males, as a sub-group, might be identified as needing more support in school

Other Actions Needed:

· Encourage more participation in school surveys

Follow-Up of Former Students

The Receiving Teacher Survey was selected to collect data regarding follow-up of former students.

Follow-up of Former Students: Analysis of Data

· A significant percentage of faculty rated lack of organizational skills as a primary factor that impedes success for the next level of instruction

· Due to government regulations concerning surveys, feedback in this area is limited

Follow–up of Former Students: Presentation of Data

A survey was conducted with the faculty for the purpose of gathering information about factors that impede preparation for the next level of instruction.

Lack of organizational skills significantly impacts success for the next level of education

Follow-up of Former Students: Implications for Action

Student Performance Goals:

· Increase organizational skills across the curriculum

· Increase organizational skills across grade levels

Non-Student Data:

· Increase teaching /monitoring/assessing organizational skills

Clarifying Goals:

· It would be helpful to have approved surveys to contact former students

Interventions:

· Use organizational skills that have proven to be successful

Other Actions Needed:

· Investigate and establish programs that teach organizational skills

Existing Student Data

The following sources were selected to collect data regarding existing student characteristics:

· Entry Data

· Student Report Card Records

· TerraNova Standardized Testing Data

Existing Student Data: Analysis of Data

Entry Data (data from the School Information System that gives information about SY 2007-2008 students):

· Almost 50% of the student population are minorities

· Male/female populations are approximately equal

· Student populations are the greatest in the 8^th and 10^th grades

Student Report Card D/F List (data collected from Quarter 1 SY 2007-2008 report cards):

· Almost 1/3 of the student body received at least one D or F on Quarter 1 SY 2007-2008 report cards

· Almost 75% of the students receiving at least one D or F were male

· 25% of the students receiving at least one D or F are in the 10^th grade

TerraNova Standardized Testing Data (the TerraNova Second Edition is a system-wide norm referenced assessment that is given each spring - students are assessed in mathematics, reading, language arts, science and social studies):

· Students are above the national mean in all areas

· Students are approaching but not meeting DoDEA’s goals of 75% of students in the first two quartiles and no more than 8% in the fourth quartile

· Females outperform males in the middle school

· Physical Science is a weakness in all grade levels

• Measurement, problem–solving and geometry are areas of weakness across all grade levels

Existing Student Data: Presentation of Data (Enrollment Data, Report Card Report, TerraNova, Second Edition Reports)

Enrollment Data:

Student populations are the greatest in the 7^th and 10^th grades.

Minorities comprise 48% of the student population.

Male population outnumbers female population by 3%.

Student Report Card Data SY 2007-2008:

Approximately one-third of student population received at least one D or F in Quarter 1.

Male students received 74% of the D/F’s grades for Quarter 1.

White students earned 50% of the D/F grades reported for Quarter 1.

25% of the students receiving at least one D or F were in Grade 10.

TerraNova Standardized Testing Data

DoDEA’s Community Strategic Plan is to have 75% of students in the top two quartiles and no more than 8% of students in the bottom quartile of the TerraNova, Second Edition.

Hanau Middle / High School is approaching but has not met DoDEA’s goal of 75% of students in the top two quartiles and no more than 8% of students in the bottom quartile.

Students score lowest in Math and Science at all grade levels with the exception of 8^th grade Science.

There is a gender gap in grades 6^th through 8 with girls scoring higher than boys.

There is a slight gender gap at 9^th grade; more pronounced in favor of girls in 10^th grade while the reverse occurs in 11^th grade were boys score higher than girls.

Problem solving, measurement and geometry are areas of weakness at all grade levels.

Physical science is an area of weakness at all grade levels.

Over a period of years, mathematics and science have been areas of weakness at all grade levels.

Implications for Action: Student Data

Student Performance Goals:

• Decrease the number of students who receive a D/F on their report cards
• Increase math scores on standardized testing in problem solving, measurement and geometry
• Increase science scores on standardized testing in physical science
• Decrease the number of students in the bottom quartile on TerraNova standardized tests
• Increase the number of students in the top two quartiles on TerraNova standardized tests

Non-Student Data:

• Increase staff knowledge of questions that are asked on the TerraNova, especially in areas of weakness

Clarifying Goals:

• Identify cohort data for this cycle

Interventions:

• Establish/continue programs for those students who received a D/F on their report cards
• Establish/continue success hour programs for students who are not passing their classes
• Utilize seminar time for students who are not successful in their classes

Other Actions Needed:

• Monitor students who will be leaving due to the downsizing of the community to see whether school scores might subsequently become skewed

Instructional Data

The following sources were selected to collect data regarding instruction:

· Best Practices: Teacher Survey

· AVID Program

• Technology Integration

Instructional Data: Analysis of Data

Best Practices: Teacher Survey

• Teachers believe more hands-on learning will help students be successful
• Teachers value challenging students with questions that require higher order thinking
• Teachers believe that increasing student responsibility will increase student success

AVID Program

· Students who have not previously been successful can achieve through methodologies that are promoted by the AVID program

· Hanau Middle/High School’s AVID program achieved Model School Status denoting that the school has a successful program

· Students may be more successful when challenged with rigorous courses when appropriate support is available

Technology Instruction/Practices:

• Teachers most frequently use technology for skills practice
• Teachers use technology for research or projects that conclude units of study
• Technology tools have unrealized potential for use in student assessment

Instructional Data: Presentation of Data

Best Practices Survey to assess what classroom practices are valued by HMHS faculty.

Faculty valued positively there should be less use of reliance on standardized tests, less student passivity, fewer worksheets, less thinly covered large amounts of material, and less competition for grades.

Best Practices valued were hands-on learning, higher order thinking and increasing student responsibility.

AVID Program

Hanau Middle/High School’s AVID (Advancement Via Individual Determination) Program has the distinction of Model School Status and includes the following tenets:

· Scaffolding for “students in the middle”

· AVID class/support + rigor = success

· Student selection by established process and through Site Teams

• Goal of 10% of school population enrolled in program
• AVID is used successfully by different race, ethnic and gender groups

Implications for cross-curricular support:

· AVID uses methodologies that can be applied to all instructional programs

· Instructional rigor can achieve positive results

Technology Instruction/Practices

The faculty rated the frequency and purposes for which students use technology in the classroom. The use of technology-based assessment tools was also identified as an area for staff development.

Teachers most frequently use technology for skills practice.

A significant number of teachers have their students use technology for research &/or culminating projects at least monthly.

Implications for Action: Instructional Data

Student Performance Goals:

• Increase student organizational skills
• Increase student responsibility
• Increase student performance requiring higher-order thought

Non-Student Data: