Central Falls High School

Central Falls is the smallest city in Rhode Island encompassing 1.5 square miles. However, within its borders are over 18,000 residents, making it one of the most densely populated cities in the nation. Central Falls High School (CFHS) is an urban Senior High School that serves students from grades nine through twelve. It is centrally located within the city so that most of the students are able to walk to and from school. The school has a capacity rating of 960 students with a current enrollment at just over 1,000.

In January of 2005, three committees were formed to further address RIDE’s high school regulations. One committee was charged with providing recommendations to improve students’ literacy levels; a second committee studied and made recommendations pertaining to personalization; and a final committee, the graduation by proficiency committee, was responsible for recommendations pertaining to portfolios and Comprehensive Course Assessments (CCA).

The graduation by proficiency committee began meeting on February 7 th to draft recommendations for the 2005-2006 school year. The committee was made up of teachers, the assistant superintendent, and a consultant from the Center for Collaborative Education (CCE). The recommendations were sent to the Superintendent’s office in early June, 2005. Additional training and investigation of the RIDE’s regulation by the Business Department Chair and the School-Based Coordinator created the current design for portfolio, which was completed in the spring of 2006. Since then a Commissioner’s Review Steering Committee has been formed to ensure compliance to the state regulations following their suggested timeline. Additionally, a PBGR Advisory Team was created for the purpose of writing policy related to PBGR (specifically the Graduation Policy), to discuss, create and implement the use of school-wide rubrics, attend RIDE sponsored technical assistance sessions, and become an integral part of the decision-making process as we continue to determine what is proficient work and how much is sufficient for graduation.

In order to graduate from CFHS, each student must provide evidence that she/he has achieved and demonstrated the essential learning proficiencies outlined in the Learner Outcomes adopted by the school and approved by the School Improvement Team.

Central Falls High School students will be assessed in accordance with the Rhode Island High School Diploma System. Therefore, each graduate must complete the following criteria:

Students must have a graduation portfolio demonstrating a proficiency of specific skills and competencies in order to receive a high school diploma. School-wide and department guidelines have been developed by grade for the portfolio requirements as described in the CFHS Portfolio Handbook. Throughout each school year, students and teachers will work collaboratively to assemble a portfolio of student work for their graduation portfolio. The graduation portfolio will contain a student’s “best work” as it relates to Central Falls High School’s Learner Outcomes and RIDE determined Grade Span Expectations (GSEs). Academic credits alone are no longer sufficient for graduation purposes. Graduation portfolios will be designed and maintained by students, and presented to the school community before graduation can take place.

Students will be given many opportunities to gather and present evidence from a variety of assessments (assignments) throughout their high school experience. Portfolio artifacts will come from one of the following three sources: teacher- generated tasks (whole class assignments), student-initiated classroom tasks (student completes in class but has not been specifically selected by the teacher), or student-independent tasks, (independent study or from activities that student participates in outside of the regular classroom.) All assignments must be approved by either the department chairperson or by the classroom teacher for student-initiated tasks via a task validation sheet. This accumulation of evidence will be used to determine proficiency within each of the broad areas listed above.
Once the pieces have been selected, the student writes a reflection piece which gives a brief description of work, explanation of why the piece is in the Portfolio, reflection of the learning process and description of how this work meets the required Learning Outcomes.
The working portfolio follows the student in to his/her next year and the process starts over until the student’s senior year.
The student’s final year of high school is devoted to the creation of his/her graduation portfolio, which is comprised of four to six pieces per year that best demonstrate the student’s progress over the last four years. During the first semester of their senior year, students shall write a summative reflection of their portfolio for presentation during their spring semester. Seniors shall also use this time to ensure that all graduation requirements have been met and that all requirements of the graduation portfolio are completed and validated. Students will defend their portfolios during the spring semester to a predetermined Graduation Portfolio Review Committee. The committee will be comprised of administrators, teachers, support staff, parents and prominent members of the community.

Comprehensive Course Assessments

All students are required to take comprehensive course assessments for each course at some point during each semester. These assessments will be at least 50% performance based and be commonly scored. Material covered in these comprehensive course assessments will be a culmination of the material taught in each course and will be assessed using a rubric developed and scored collectively by teachers.

While students may pass a course without showing proficiency in the comprehensive course assessment, they will not be allowed to graduate until they have shown proficiency in the comprehensive course assessments related to the Grade10 GSEs.

Possible assistance necessary from, for example, RIDE, R.I Skills Commission, colleagues, etc.

A minimum of 25 credits is required for graduation as specified below. Course credits are based on daily work, portfolio tasks and comprehensive course assessments. Central Falls High School’s core content requirements for graduation are as follows:

* * Three (3) of the seven (7) electives must be a combination of Applied Technology, Business Technology, and/or Foreign Language courses.

All students must participate in the state assessments for English Language Arts, Mathematics and Science.
Each student’s results from NECAP tests will count toward graduation, but never enough to prevent a student from graduating.
Students unsuccessful on the state assessments will have ample opportunities to demonstrate proficiency in all core subjects, using evidence-based proofs of proficiency, like courses assessments, projects, portfolios, and performances

In order to support the Central Falls High School Diploma System, several new initiatives and polices have been adopted.

Beginning in August of 2006, a 4x4, semester block schedule was instituted. Imbedded in the schedule is not only a weekly advisory period, but also a weekly hour used solely for professional development. Advisories are used to create a more personal relationship between adults and students. Advisors also monitor each student’s progress with regards to the graduation requirements.

Programs such as Scaffolded Literacy, wherein a students reading and writing levels are assessed and students are placed in classes where their needs can best be met, have begun. Additionally, some professional development sessions have been utilized for topics such as Literacy Across the Curriculum, and Reading in the Content Area.

A plan for Comprehensive Guidance Program is being examined and Guidance Counselors have begun writing Individual Learning Plans (ILPs) for each student.

Lastly, all departments have begun the process of aligning their curriculum to the Grade Span Expectations (GSEs). This will allow teachers to identify and fill gaps in order to better support the GSEs.

As with any new program, questions and problems have arisen. In an attempt to answer the most commonly asked questions CFHS has developed policy in reference to students transferring into CFHS, as well as an appeals process for both the portfolio and graduation.

In order to receive a Central Falls High School diploma, students who transfer from another school or another country, or have any other extenuating circumstances, will have their transcripts reviewed to determine if any modifications in course, grade level, credit, or PBGR requirements are warranted.

“…a student that fails his/her graduation portfolio must be offered an opportunity to redo the component(s) that were failed. However, if a school has done all it can to support the student, has offered the student multiple opportunities to learn and practice his/her skills, has communicated clearly and carefully with all advisors, mentors, parents/guardians, has provided an opportunity to resubmit failed elements, and the student still does not pass, the student’s diploma shall be withheld.”

The student has the right to appeal the decision of the Graduation Portfolio Review Committee (GPRC). As the Portfolio is a demonstration of proficiency of the Central Falls High School Learner Outcomes and RIDE determined GSE’s, any student that does not possess a completed, acceptable portfolio will not receive their high school diploma regardless of how many academic credits they have earned.

The student has the right to appeal the decision of the GPRC if they feel their portfolio meets the school’s requirements set forth in the handbook. To appeal the decision of the GPRC the student must submit a formal letter to the portfolio coordinator and the principal in support of their appeal.

Graduation appeal decisions shall be the responsibility of the principal in consultation with members of the professional staff including guidance counselors. Parents will be notified of graduate/non-graduate status. Parents may appeal the graduate/non-graduate status by submitting a written request for a hearing with the principal and appropriate staff. Results if the hearing may then be appealed through a written request for another hearing with the superintendent of schools.