District/School Administration Administration
The Massachusetts Board of Elementary and Secondary Education

Status of Underperforming Schools (2000-2004)

At last month's meeting, the Board reviewed my recommendations on the status of 14 Commonwealth Priority Schools (CPS) identified as such during the review periods of 2000 through 2004.

The    attached chart lists the 15 schools (one is closing) that have remained in CPS status during this time period and my recommendations for Board action. Also included is the memo the Board received at last month's meeting, since it includes information specific to each school's performance profile and will be helpful if members would like to review this information.

Since the October Board meeting, we have been in conversations with the superintendents whose schools are listed here, with particular discussion of the six schools in three districts for which "Priority 1" status is being recommended: Springfield, Holyoke and Lawrence. In each case, the superintendents recognize that their schools are appropriately designated and they are not planning to object to the recommendation.

For each "Priority 1" school, the superintendent has described the district's plan for specific actions, most of which are already underway. Over the next several weeks, district and school leaders will prepare written intervention plans for each school. The Department will review the plans and we will present them to the Board for approval. The Department will work in collaboration with district leaders to determine what else might be needed to support the improvement efforts at each school and decide what further state assistance is needed. The following brief summaries describe the interventions already initiated in each "Priority 1" school.

Springfield "Priority 1 "Schools

Springfield leaders have identified the following actions for the four "Priority 1" schools:

Gerena Elementary School: In 2006-2007, the district initiated a plan to convert the school to a Montessori model school. This model is based on a developmental approach to teaching and learning and is designed to empower students to be engaged in their own learning. It is organized in a multi-grade approach, including student groupings at Pre-K to Kindergarten, grades 1-3 and 4-5. A federal magnet grant has been awarded to the school and is supporting the conversion plan, allowing the school to support three additional instructional leader positions. Setting the conditions for this change involved offering teachers the option to remain in the school or opt to move to a different school; the district facilitated that process. Teachers choosing to stay in the school participated in Montessori training last summer and are committed to specific professional development activities through this school year and over the next two years. Based on their experience with another Montessori conversion school in the district, leaders are confident that this approach will lead to improved student learning. The district is in partnership with the College of St. Catherine in Minnesota in this effort.

Homer Street Elementary School: The district transferred a successful principal to the school last year and established a partnership with Springfield's American International College to support the school's improvement efforts. The district has initiated a schedule that includes extended-day time for teachers to study data, plan lessons and design individual student interventions. With these positive conditions in place, district and school leaders indicate an interest in applying to the Commonwealth Pilot School program and are preparing the school's application.

M. Marcus Kiley Middle School: The Kiley Middle School has been designated by the district as a priority school and a number of changes have been implemented. The district appointed a new principal to lead the school this year. With experience as a long-time assistant middle school principal, the new principal has created a new, more collaborative climate in the school. The district has taken action to reconstitute the staff, assigning 25 (out of a total of 75) staff members new to the school this year. A Dean of Students administrative position was created specifically to develop a plan to address student behavioral needs. The district has replaced two of the school's four assistant principals and reconfigured their responsibilities to focus on support and supervision of instruction in English language arts and mathematics. The district has also hired a retired principal to serve as a turnaround support specialist with responsibility for advising and supporting the school administrative team in their planning and improvement work. Three of the district's most capable coaches have been assigned to the school to support improved instructional practices in English language arts, mathematics and science. Teachers in the school are being supported with training in the implementation of the district's Pupil Progression Plan and in using the district's new lesson-planning protocol. With these significant changes already implemented, district and school leaders will be prepared later in this school year to identify further needs and will collaborate with the Department in the design of next steps for intervention.

White Street Elementary School: Logistical challenges at this school have presented the district with unusual issues to deal with in their selection of intervention strategies. The school is split into two separate buildings creating a physical arrangement that is problematic, especially with regard to student management. The district has created an additional assistant principal position to address immediate student management issues and is studying a number of options for a more effective organizational model for the school. A Project LEAD intern and a new intervention support specialist have been assigned to support the school staff. The district is providing targeted math and literacy intervention assistance to the school. The district has entered into a unique labor-management intervention agreement with their local union leadership and has selected the White Street School as a participant in this joint intervention effort. The district has participated in a study conducted through the KEYS initiative and the results of a research-based perceptual survey completed by teachers have been used to develop improvement plans at White Street School. The district has made significant changes: 12 of 35 staff members have been changed; and an intensive writing project with associated staff training has been implemented in partnership with the MTA. The district transferred a successful administrator to the school as principal two years ago and is supporting the school's leadership team by hiring a retired principal to provide guidance and advice to the team. In addition, the district has hired a retired teacher to work with staff in their efforts to identify three key priorities for improved student performance. Current intervention efforts are scheduled for review through the labor-management agreement in late spring, with an interim report to the Springfield School Committee expected to include recommendations for next steps. At the end of this first phase of the labor-management interention effort, the Department will collaborate with the district in assessing the need for an outside partner.

Holyoke "Priority 1" School

Holyoke leaders have identified the following actions for the school:

John J. Lynch Middle School: In 2005, the district hired a new principal for the school who has provided effective leadership for the America's Choice school reform initiative. The school has conducted a series of extensive analyses of student data and has used these data, with support from the turnaround partner, to develop programs at the school designed to address the wide range of unique student learner types and levels. The school initiated English Language Learner programs for beginning, early intermediate and transitioning ELL students that are designed to support the Readers' and Writers' literacy curriculum. In this school year, they are developing a parallel program in mathematics (MSL - Math for Speakers of Other Languages) to support ELL students' success with the Connected Math Program. Teacher study groups meet twice a month to engage in professional learning. Instructional coaches in literacy, mathematics and English Learner Development are assigned to the school on a fulltime basis. School and district leaders expect all teachers to attend ELL Category training; the school hosts some of these trainings in an effort to ensure that Lynch teachers have ready access to the training. School leaders see a need to continue the restructuring and program development work they have begun, extending their models to science and social studies. They express urgency about finding ways to meet the needs of a significant ELL/special needs population of students at the school. The district is exploring ways in which America's Choice can support and help them deepen this work. The district is developing its plan for further intervention at the Lynch School through collaborative planning work with the Department and the turnaround partner; specific assistance needs will be identified.

Lawrence" Priority 1" School

Lawrence leaders have identified the following actions for the school:

Arlington Middle School: After a year of study and planning, the district developed a reorganization plan for the Arlington School, restructuring the K-8, 1000 student school into two separate schools. The Arlington Middle School opened in September 2005 under the leadership of a newly selected principal. Over the last two years, the district has hired a middle school facilitator and provides fulltime content coaches to support improved instructional practice. A full professional development agenda has been established for the school staff, including work with the New England League of Middle Schools, on-going work with the Success For All Foundation of Johns Hopkins University, the Bread Loaf School of English at Middlebury College, the Growing Readers program of Simmons College, and the Focus on Mathematics NSF program of Boston University. District and school leaders indicate that the restructuring plan for the school shows promise and some gains in student achievement have been made. The superintendent is interested in considering the Commonwealth Pilot program as an alternative for the Arlington Middle School and has requested an opportunity to meet with Department staff to discuss the possibility.

Juliane Dow and Lynda Foisy will be at the November 27th meeting to respond to any questions Board members may have concerning the status of these schools.