Longstreet High School is a large, comprehensive high school serving students in grades 9through12. The school is part of a Kthrough12 district that is well-known for its rigorous curriculum and instructional program. Longstreet High School successfully implemented a total block schedule for all courses several years ago. High school teachers are required to follow the districts course curricula; however, they have some flexibility to determine the pace of instruction and the instructional strategies that they use daily to meet student needs. All students take a common district-developed end-of-course assessment that is a valid assessment aligned to the state-approved knowledge and skills for each course.

At the end of the first semester, the school leader of Longstreet High School, Ms. Miss Fallons, receives a letter from a concerned parent whose son just completed the United States History 1 course with Mr. Mister Roberts, a teacher in his third year at the school. Ms. Miss Fallons reviews the grades for each student in Mr. Roberts classes and state-mandated assessment scores for his classes

Longstreet High School Social Studies Department Grades and Mr. Roberts Class Grades

(% of students achieving each letter grade)

U.S. History 1 Report Card Grade Distribution

Department Results
Grade	A	B	C	D	F
	14%	26%	34%	20%	6%
Mr. Roberts Results
Grade	A	B	C	D	F
	24%	36%	25%	15%	0%

U.S. History 1 State-Mandated End of Year Test

Department Results
Grade	A	B	C	D	F
This year	14%	28%	32%	19%	7%
Last year	15%	26%	34%	20%	5%
Mr. Roberts Results
Grade	A	B	C	D	F
This year	4%	16%	45%	25%	10%
Last year	7%	17%	48%	19%	9%

Letter from Concerned Parent to the Longstreet High School Leader

Dear Ms. Miss Fallons,

My son, Colton, just finished his course in United States History 1 in Mr. Roberts class. Throughout the semester I have had several concerns about what is going on in Mr. Roberts classroom. However, I was afraid to voice these concerns until after my son received his grade for the course. Now that Colton is no longer in Mr. Roberts class, I feel obligated to bring these concerns to your attention.

Throughout the semester, Colton came home and said that most days in Mr. Roberts class they watched videos on American history and listened to Mr. Roberts tell history stories. Other days, the entire class period would consist of Mr. Roberts simply telling the class to read pages X to X and let him know if you have any questions. Colton seemed to do well on the weekly quizzes and chapter tests, and he received a B as a final course grade. However, his grade on the districts course final assessment was 67%. This does not make sense to me, and I am not really sure that Colton learned anything this semester. I have talked to the parents of Coltons friend who had another teacher for U.S. history this semester, and they indicated that their children were exposed to interactive classroom experiences and completed three projects and one research paper this semester. Colton was required to do neither of these. According to the other parents, these students scored As As and Bs Bs on the end-of-course assessment.

I know that it is too late for Colton, but I hope that you will look into this matter so that future students will receive a better experience in United States History 1.

Question

The school leader plans to meet with Mr. Roberts to review the data and letter. They plan to work together to develop an instructional improvement plan.

• Using information from the documents provided, describe THREE concerns that the school leader should address with Mr. Roberts to ensure that student needs are met.
• For EACH identified concern, describe an activity the school leader can complete with the teacher and explain how the activity helps to improve the teachers instructional practice.

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