Report of the Panel Review Visit to the
Williams Middle School, Longmeadow, MA

Introduction

The Program

The Exemplary Schools Program is one part of the Massachusetts School and District Accountability System. The purpose of the Exemplary Schools Program is to recognize and celebrate improvement in Massachusetts schools, and to disseminate information and encourage networking and sharing of good ideas, effective practices, and models for success. The program is intended to provide a means for these schools to share their expertise with other schools in the state.

Based on the School Performance Ratings issued in January 2001, the Department identified 242 schools that exceeded their expectations for improvement and invited them to participate in the program. Of the more than 100 schools who chose to do so by submitting a School Leader Questionnaire, nine elementary and three middle schools were selected as finalists for possible designation as Exemplar sites, and scheduled for closer review to determine the willingness and capacity to serve. The data and information gathered from the other participants' questionnaires will be compiled and published in a report this June.

The Commissioner will designate up to 12 of these elementary and middle schools to serve as Exemplar sites. Exemplar sites will receive special recognition and a $10,000 grant to support the participation of their administrators and staff in information sharing and dissemination activities over the next year.

The Report

This report summarizes the findings and analyses of a small team of education professionals during its day and a half investigation of the Williams Middle School on April 5-6, 2001. The purpose of this report is to assist the Commissioner in determining which schools from among those visited will be designated to serve as Exemplar sites in the state's new Exemplary Schools Program.

The review panel evaluated data and written information on the school's performance and improvement efforts, visited the school, and met with school and district officials in order to answer the following two key questions:

1. Is this school using effective improvement initiatives that could be replicated in other similarly profiled schools?
2. Are the conditions in place for this school to serve as a model of effective practices and successful improvement initiatives?

The panel's responses to these two questions frame the report. The findings and conclusions presented here are the product of analysis, discussion, and observation, and are based on the evidence made available to the panel before and during their visit. A list of panel members who participated in the Williams Middle School review is provided in Appendix A. A detailed schedule of the panel's activities is provided in Appendix B.

Williams Middle School Profile

The Williams Middle School is the smaller of Longmeadow's two middle schools, serving students in grades five through eight. In 2000, the school enrolled 420 students, of whom 95 percent were white, three percent Asian and two percent African-Americans. Since 1997 between two and four percent of its students each year have been eligible for free or reduced-price lunch. In 2000 there were no students who spoke a first language other than English or identified as Limited English Proficient.

In 1999 (the most recent attendance data available to the panel), students missed on average six days of school, for a daily attendance rate of 96.5 percent. The school reported that no students dropped out that year. In 2000, 10 students (2.4%) received one or more out-of-school suspensions, and 15 (3.6%) were suspended in-school one or more times. In addition, the school reported no students repeated a grade or were excluded for more than 10 days in 2000.

Staffing

The school's students are taught by 35 full-time teachers and two long-term substitutes for an approximate pupil-to-teacher ratio of 12 to 1. There are also four teacher leader/curriculum facilitators. The central staff consists of Principal Mary Ann Sedran, one Teacher Assistant to the Principal, two guidance counselors, a half-time librarian who also teaches media classes, and one nurse. All 35 full-time teachers and one of the two long-term substitutes are certified to teach in their positions and 24 (73%) out of the 33 full-time teachers have attained at least one master's degree.

MCAS Results

Overall MCAS results showed steady improvement over the past three years, highlighted by a 10-point increase in Mathematics scores between 1998 and 2000. In 1998, the school had already been performing at a high level with a majority of students scoring in the Proficient performance level. In comparing the 1998 baseline score to the 1999 and 2000 average, scores were five points higher in English Language Arts, six points higher in Mathematics, and four points higher in Science & Technology. Much of the improvement during Cycle 1 is evident by the dramatic increase in the percentage of students scoring in the Advanced performance level in all three content areas. In 2000, 24 percent scored in Advanced in English Language Arts, 42 percent scored in Advanced in Mathematics, and 30 percent scored in Advanced in Science & Technology. Overall MCAS participation rates have been 99 to 100 percent in all content areas for all three years.

Panel Responses To The Key Questions

Key Question 1: Is This School Using Effective Improvement Initiatives That Could Be Replicated In Other Similarly Profiled Schools?

Which improvement initiatives have had the greatest impact at the school?

Longmeadow staff and administrators credit several distinct initiatives and a number of embedded practices for the continued academic success of the students at Williams Middle School. Curriculum mapping activities carried out over the past three years have focused the classroom efforts of Williams teachers on the specific knowledge and skills defined in the Massachusetts Curriculum Frameworks. A district-wide commitment to data driven decisions has resulted in key elements of school programs directly linked to building and district goals and intently focused on high standards for student achievement. These two activities build on a strong parent-school relationship that has supported excellence in education for many years. The initiatives are enabled by the commitment of a stable, dedicated staff led by skillful, competent building and district administrators.

The district-wide curriculum mapping process began before the first MCAS results were received. Curriculum coordinators for the district facilitated meetings with the faculty to examine the 'taught' curriculum in relation to the Frameworks. Using the Heidi Hayes Jacobs protocol, faculty and district staff compiled the topics and skills taught in district schools for English language arts, math, science, world languages, music, art, and health/physical education/consumer science. In April 1999, teachers were organized into vertical teams to review the curriculum maps to identify areas of agreement and disagreement within the lists of content, skills and themes in the maps. Activities continued through the summer and into the following school year, incorporating frequent feedback sessions to parents, teachers, community members, and the Board of Education. The content of the maps was aligned with the Frameworks, and teachers are now involved in constructing "consensus maps" that will reflect the results of the charting and alignment activities to date.

The curriculum mapping process has been closely linked with the district's commitment to data driven decision-making. As teachers examined the content of their curriculum and compared their existing program with the expectations defined in the state frameworks, they identified gaps and overlap that needed to be addressed. Each alignment gap or overlap represented a piece of data that could be used to guide the choices of curriculum materials or programs. District long-range goals and the district improvement plan focused attention on the needs identified by the mapping process. Professional development plans for the district as well as for each individual were keyed to program needs as well. Budgets for the building and the district reflected the areas needing improvement revealed by the intensive examination of the curriculum. At the center of the curriculum mapping process was the question, what do students need to know and be able to do? The response to that question at Williams Middle School has paralleled the list of student proficiencies included in the Massachusetts Curriculum Frameworks.

At the classroom level, the district's attention to data-driven decisions has had a direct impact on teachers' instructional practices, particularly noticeable in their linkage of teaching with assessment. Four members of the Williams staff were trained in scoring the "long essay" component of the MCAS English Language Arts examination. Those four teachers shared their experience with other Williams faculty members, teaching them the skills of using rubrics to assess student work. Teachers adapted the MCAS rubrics to all other subject areas, even teaching students to use the rubrics to evaluate their own efforts on projects and assignments. In each classroom visited during the Panel Review, examples of scored student work were displayed, and students were actively applying rubrics in several classes as they finalized classroom tasks.

The faculty at the Williams Middle School use data from a variety of sources to monitor the impact of their teaching on student performance both individually and collectively. The school developed a writing assessment that is administered spring and fall of each year. Teams of teachers score the writing prompt using locally developed rubrics modeled on the MCAS scoring system, and student scores are reported to teachers. Using two administrations of the prompt each year allows teachers, parents and students to measure growth across the school year. To determine the credibility of other local assessments as recorded on quarterly report cards, the principal at Williams conducted a correlation analysis between student grades and scores on the most recent MCAS test. Correlation coefficients ranged from 0.46 for seventh graders in science to a high of 0.84 in grade 8 social studies. Most coefficients were between 0.54 and 0.58. With this information, teachers can begin to examine whether their classroom assessment identifies student strengths and weaknesses similar to those identified by the MCAS tests.

The Longmeadow district facilitates data analysis to provide teachers with valuable information about student performance. When MCAS scores are issued, each student's scores are distributed to other teachers they have had. For example, eighth graders' scores are circulated to their sixth, seventh and eighth grade teachers in each subject. Fifth grade teachers review the fourth grade scores. Dissemination of score reports for individual students promotes the sense of collective responsibility for student performance. Eighth grade teachers are not held solely accountable for preparing students for the test.

Analysis of MCAS results is an activity throughout the Longmeadow district that links its data focus with the curriculum-mapping project. At Williams Middle School, teachers working in teams are assigned a subject area test and given the scores for individual students. Teams include not only core subject teachers but also include faculty in art, music, technology and special education. Teams are expected to identify patterns in student errors in the multiple-choice items and weaknesses in open response essays. From this survey, teams develop a set of interpretations and proposed remedies/adjustments in curriculum or instruction to address the identified gaps in student knowledge. Remedies are defined that can be accomplished at the building level, but teams also are asked to suggest contributions the district can make to support improvement. Linking these recommendations systemically with other activities, district administrators structure improvement initiatives, budget requests, and professional development plans so as to support identified areas of need.

Grade level teams of teachers use results from the MCAS analysis to revise, refine and complement their existing curriculum. In regular grade level team meetings teachers identify program needs and submit requests or solicit collaboration with other teachers. Modified curriculum is implemented, and the results are discussed within team meetings or among subject area teachers to evaluate the effectiveness of the revised program. Throughout the district, including at Williams, teachers and administrators follow a common pattern: analyze data - plan curriculum to address identified needs - implement plans - evaluate the impact of the innovation - use the evaluation results to revise, refine instructional programs - repeat the cycle. This continuous improvement cycle is a significant factor contributing to the success of the academic program provided to the students at Williams Middle School.

In addition to supporting teacher skills and knowledge, the Longmeadow curriculum-mapping project has had a direct impact on the classroom. In student focus groups, eighth grade representatives explained that Williams is a good school because it makes students work hard and reach for high standards. One student explained to the panel that the topics teachers cover "build on one another" rather than repeat the same material year after year. Within the context of curriculum mapping, teachers construct and implement a spiraling curriculum that is developmentally appropriate for each grade level. In addition, all students commented that teachers use games, activities, and projects to make learning the "basic facts" more interesting and enjoyable.

Within the framework of data driven decisions and curriculum mapping, a number of programs and practices in place at Williams contribute to ongoing student success. An effort to inject "writing across the curriculum," begun several years ago, is credited by several faculty members with improving MCAS scores in science, mathematics, and social studies. The intentional emphasis on writing skills in all subject areas complements the existing writing emphasis in English language arts classes.

The use of technology as a learning tool is firmly in place at Williams Middle School, thanks to the efforts of a skillful technology leader. Teachers formerly unfamiliar with the uses of technology to support learning are now using "web quests" as instructional devices to teach research techniques embedded in content study in core subject areas as well as related arts classes. The technology teacher, a former sixth grade teacher at Williams, wisely chose to use a 'ripple' effect to infuse technology into classroom instruction -- she introduced web quests with a few interested teachers, encouraged students to make effective use of them, then made herself available to other teachers who saw the breadth of knowledge that students gained while using technology. Many teachers now use web quests in creative applications with their students.

Both parents and students mentioned Home Base Advisory as a program that contributes to student success by fostering a positive school climate and strong sense of community among the students and staff. Students are assigned to advisory sections of 10 - 15 students each. The HBA session every week addresses different subjects: student council minutes and elections, community service project plans, behavior reinforcement, school spirit activities (the Turkey Gobble Contest was a popular event!), and discussions of adolescent health issues. From the Panel's observations at Williams, the minimal amount of time required for these community-building efforts has produced a positive effect far exceeding the original investment. Eighth graders in the focus groups were considerate and polite when the fifth graders were sharing their thoughts. Students reported few concerns about cliques or bullying.

Music and art have always been a special part of Williams Middle School. Student interest feeds demand for two band groups, two orchestras, a jazz band, and several choruses. All students take music and art, and many parents supplement school music instruction with private lessons. The panel was impressed with the quality of the visual art projects displayed around the building. All students are included in art and music classes, allowing special needs students to strive for the same quality as regular education youngsters.

Parents, teachers, administrators and students all mentioned the agenda notebooks given to Williams students as important supports for academic performance. Parents claimed the notebooks encourage student accountability while teaching them how to manage high school responsibilities. Teachers reinforce helpful study skills by reminding students to note assignments in their agenda books at the beginning of class. Students find the school calendar reminders helpful. While a modest contributor to overall student performance, the agenda notebooks are an indicator of the school's efforts to use every tool available to help students succeed.

The school's efforts to foster student academic success cannot be isolated from the contribution of the Longmeadow community, particularly the contributions of the parents of Williams students, to student success. Parents and the school hold a common vision of excellence, and both work energetically to promote student achievement. Williams sixth grade parents run a before-school enrichment program in mathematics for any sixth grade student that wants to attend. Parent volunteers run numerous special projects throughout the year, serving as chaperones for field trips, chairpersons for magazine drives, and hosts for guests and visitors. The courtyard garden at the school is a striking example of the collaboration of home, school and community. A science teacher approached the PTO for help developing a living laboratory space in the unused courtyard. Parents solicited donations of landscaping services, picnic tables and benches, and provided hours of energy and labor to construct a space used by science classes, cooking students, art classes and as an outdoor reading room by English language arts students.

The connection between parents and school extends beyond supportive services and activities. Parents describe their wholehearted agreement with the values promoted by Williams school programs and staff. Parents interviewed during the review visit expressed their high expectations for their children and commended the Williams staff and leaders for holding students to similarly high standards. One parent described her pleasure that students are expected to do projects in school rather than bringing them home where parents are often recruited to contribute to the project's completion. Another parent admired the school's ongoing review of its own performance, commenting that it reflected processes common in the business environment. From the panel's observations, Williams students have adopted the values of hard work and perseverance while striving for high standards -- qualities mentioned by the important adults in their lives.

Parents also wholeheartedly approved of the direction of the curriculum at Williams. While some hinted at disappointment over reductions in music and art time, all parents expressed a belief that success on the MCAS, or any test, was an important goal for their children. They praised the Williams curriculum as "traditional and basic," while likewise praising the ability of teachers to provide interesting ways to engage their youngsters in the challenging content. Parents explained how their children come to school early to participate in the before-school "homework clubs" and technology programs of their own choice. They agreed that the common values and beliefs of parents and school contribute in important ways to the success of the students.

Over and above the contribution of any individual program, project or person to the success of Williams students is the impact of a cohesive educational system on student performance. District programs and personnel support the school's vision of excellence; the school's vision supports the district's performance goals; parents and the community support the school's ideals; and school programs and practices reinforce parent's beliefs and values. The strong achievement of Williams Middle School students is the product of the collective vision of excellence held by all.

How have these improvement initiatives contributed to improved student performance results?

The coherent, systemic nature of the academic program at Williams Middle School is critical to student success at Williams. The integration of data driven decisions with curriculum mapping creates a framework within which a rich, engaging educational experience can be designed to meet the needs of Williams students. The curriculum mapping process has contributed to improved student performance by clarifying the specific content and skills to be taught at each grade level and aligning the content with the Massachusetts Curriculum Frameworks. The school's focus on data- driven decisions has enhanced teacher's understanding of the impact of instruction on student performance. Teacher's participation in the analysis and interpretation of student assessment information provides a vehicle through which they can make informed instructional choices that address specific student needs.

As a result of district-wide curriculum mapping activities and a review of MCAS results, teachers identified areas where the curriculum in place at Williams was not providing sufficient opportunities for all students to excel. Refinements to the curriculum included the introduction of 'writing to learn' emphases in all subjects, not only English Language Arts. The mapping allowed teachers to eliminate repeated topics and increase time for addressing difficult concepts. Teachers' curricular choices are closely focused on a common consensus of what students should know and be able to do, rather than based on teacher preference or local interests. Because instruction is focused on the content and skills defined in the Frameworks, students perform at high levels on the state tests.

District level support also enhances teachers' instructional skills. Because of commitment to a system-wide vision of excellence, professional development programs directly address the needs of teachers identified through the many data analysis activities conducted through the year. The Longmeadow district collaborates with several neighboring districts to offer a comprehensive series of workshops and seminars. Each district in the collaborative takes responsibility for a selected number of offerings, with teachers in the sponsoring district given first opportunity to register for the course. Spaces are allotted to teachers in partner districts who may have an interest or need for the workshop. Participation in the collaborative allows each of the districts to build on the knowledge of local staff members and to take advantage of locally available expertise. Teachers appreciate the availability of pertinent seminars nearby at little or no cost. Increasing support for teachers enhances the quality of students' classroom experiences.

More significant than any particular event or project undertaken by Williams Middle School staff and students is the pervasive attitude toward excellence that contributes directly to the school's strong performance on state assessment measures. At every level from parents to students to faculty and administrators through superintendent, a tangible sense of confidence and accountability is present. Parents assert that students are held accountable for their own work, citing instances of children choosing to attend extra help sessions before and after school. Teachers acknowledge their role in presenting lessons that meet student needs and engage children in thoughtful challenging content. Administrators at the building and district level recognize their responsibility to provide the time and resources teachers need to develop high quality instructional experiences for Williams students. Parents accept their responsibility for reinforcing the habits and values necessary for academic success. There is a high level of agreement among all stakeholders that all students can and will succeed.

How did the school set about planning its improvement initiatives?

The Longmeadow district uses an integrated planning process for district initiatives. The District Long Range Plan is integrated with the yearly District Improvement Plan. The DIP goals build on the individual School Improvement Plans for each of its buildings. The district Professional Development Plan arises from the proposed initiatives that support both building level and district level goals. Budget components link to the needs defined by building and district implementation actions. The foundation of this integrated system is the analysis of student performance data and correlation of performance results with the expectations defined in the state standards.

The best description of the planning that occurs at Williams Middle School would be a "continuous improvement model." As mentioned in response to the previous question, district, building and even classroom decisions follow a cyclic process: data analysis - planning - implementation - assessment of impact - refinement, revision of programs or activities. In practice, this cyclical process occurs in informal meetings among teachers and at formal regular team meetings among grade level teachers. Grade level teams of teachers meet weekly to discuss administrative, curriculum, and student issues. A goal is to have most administrative topics addressed via email among staff to allow more time at team meetings for topics that directly impact classroom work. Teams gather in the conference room, and a recorder notes minutes of the meeting in a binder for review by absent teachers or other grade level teams. Teachers raise concerns or questions, and the team develops consensus on a suitable response or next step. Teachers reported that the team meeting time, coupled with common planning time (each day for some grade levels), allows them to work closely with their colleagues to assess their students' work as well as to share ideas with other teachers. They explain that the recorded minutes provide a level of accountability that helps them monitor how effectively they are using their time. Special subjects and technology personnel attend grade level team meetings at least monthly, allowing teachers to develop ideas for integrating content from the core subjects with related arts skills.

How did the school implement their planned initiatives?

Implementation of the curriculum-mapping project occurred over several years and is a continuing process. A detailed timeline of workshops and events associated with the development of the current maps has been prepared by the district and is included with this report as Appendix C.

The process of using student performance data to guide program decisions has been an ongoing part of the work of Longmeadow administrators and faculty. Since the inception of the MCAS, the data analysis events have been closely associated with the curriculum-mapping project.

As a 'late starting' middle school, Williams had an opportunity to use before-school time to offer special programs to students needing remediation or enrichment. Since most students walk, ride or are brought by parents to school each day, offering programs from 7:30 a.m. to 8:30 a.m. was a realistic and worthwhile use of time. Teachers are offered stipends to provide special assistance during the early time slots. Williams administrators made use of parent interests and skills to offer an enrichment math program during that pre-school time.

At the classroom level, modifications of the curriculum have occurred continuously as the mapping and alignment activities have indicated a need for such adjustments. The technology teacher reports that "web quests" have become more widely used within the past two years. At present, teachers are working on developing consensus maps of their curriculum in collaboration with content area, grade level and cross grade level colleagues. District professional development time is dedicated to these activities. A key event in the movement of Williams faculty toward alignment with the state standards was the training of four staff members in scoring the MCAS long essay. Those teachers shared with their colleagues attitudes and methods for using rubrics as a valuable tool for guiding students toward excellence.

Fundamental to the implementation of the school's improvement initiatives is the commitment of all players to a common vision for student achievement and a persistent confidence that all students can and will achieve. Each member of the Williams School community accepts responsibility for their role in helping students achieve to their highest level. The implementation of improvement efforts at Williams is a clear example of the effectiveness of a collaborative education system.

Did the school monitor the effectiveness of the initiatives?

The school has regularly conducted systematic assessments of its programs and has revised, modified and supplemented existing programs in response to parent, staff, and student surveys. Parents offered strong praise for the district's attention to monitoring its effectiveness. When the Massachusetts Curriculum Frameworks were adopted, they became another standard against which the school could evaluate its curriculum. The first MCAS results provided yet another layer of data from which information about student performance and school programs could be gathered. The principal at Williams works with the staff to conduct a thorough review of student strengths and weaknesses as revealed by the MCAS results. Teachers examine their own practices to determine the reasons behind student performance gaps. From these analyses, faculty members develop the school action plan, work with grade level colleagues to plan implementation of the actions, and evaluate the success of implementation in individual classrooms as well as collectively.

Williams staff developed student performance assessments to supplement the MCAS data and provide more timely information about the impact of improvement initiatives on classroom learning. In fall and again in spring, the school administers a writing assessment modeled on the MCAS long essay. Teams of teachers score the essays and teachers track the progress of students across the school year at each grade level. The principal provides statistical analyses of student scores on report cards correlated with grade 4 and grade 8 MCAS scores. Teachers receive MCAS reports for students in their current year as well as for students from previous years.

One key to monitoring the effectiveness of Williams programs is the clarity of the School Improvement Plan. The plan displays the data sources that were used to identify the areas of weakness from which school goals are derived. Each of the SIP goals includes specific and measurable benchmarks, and the superintendent receives a mid-year report from the principal describing the school's progress toward its goals. The report includes qualitative as well as quantitative descriptions of the school's work. Using rubrics in almost all classrooms encourages teachers to adopt a similar data-driven focus to assess classroom practice, similar to the continuous improvement cycle guiding building and district decisions.

Does the school think these initiatives can be duplicated? Why?

Building staff is enthusiastic in their belief that many of the strategies in place at Williams Middle School can be used successfully by other teachers in other districts. The Jacobs model for curriculum mapping is a district-wide program that has been adopted by schools across the nation. Teachers and administrators recognize that the collaboration necessary to construct the Williams curriculum maps has produced secondary effects that have enhanced the school's effectiveness. The intense focus on correlating classroom efforts with the expectations defined in the state frameworks has brought the staff, parents and students to a common vision and directed their energy toward a common goal. This unity of vision has been a critically important element in promoting the success of this organization.

The systemic integration of school elements - professional development, curriculum, budget, goal-setting - is another Williams characteristic adaptable to many school settings, according to the building and district administrators. The superintendent has promoted the Baldridge model to his colleagues around the state, encouraging them to consider using a systemic approach to planning. The evidence at Williams Middle School supports the positive impact of a systemic approach in at least one Longmeadow school.

The data analysis used at Williams to identify student strengths and weaknesses is a transferable process. What makes the use of data at Williams particularly powerful is the assessment of classroom practices and school programs that is coupled with the analysis of student performance information. Using these two sources of data, teams of teachers are better able to accurately identify the likely reasons for weaknesses in student achievement, thereby focusing their remedies more directly at actual causes. Regular and productive team planning time is an important scheduling accommodation that encourages collaboration among staff.

Home Base Advisory can be another effective strategy for "reducing" a large school into a smaller and more personal size. The weekly HBA period is credited by teachers, students, parents and administrators with promoting the safe and supportive environment at Williams that allows students to perform to their best ability.

Parents at Williams believe that using parent volunteers to provide enrichment and remedial programs before and after school can be duplicated if the school is welcoming and supportive of parent involvement. Many commented that they thought parents in most places are interested in helping the school help their children. They urged schools looking at the success of Williams Middle School to consider taking the effort to enlist parents to provide additional services as their skills allow.

Williams staff and parents all acknowledge that the conditions in place in Longmeadow support high student performance. Among the characteristics that are associated with superior student achievement that are present at Williams are strong parent support, enriched home environments, common beliefs among parents and school about the value of education, strong academic foundation in the elementary schools, stable student population, few special needs, limited English proficient or behaviorally challenged students, and a stable and experienced staff. The panel members agree that Williams students will continue to perform at the highest levels of achievement because of the unity of purpose and vision that binds school and family efforts toward the common goal of academic excellence.

However, the panel members determined that the school and the district have added a significant value to the foundation students bring with them when they arrive at Williams. The curriculum mapping process coupled with the attention to data driven decisions at the classroom, building and program levels provides a framework within which both students and teachers can achieve their best. The superior performance on the MCAS tests is a demonstrated measure of that effort.

Key Question 2: Are The Conditions In Place For This School To Serve As A Model Of Effective Practices And Successful Improvement Initiatives?

Do leadership and staff have a shared understanding and use a common language to describe the changes/initiatives that have led to improvements in teaching and learning?

The veteran staff and the long-term principal at Williams have been through the curriculum mapping and the ensuing continuous improvement efforts together over the past several years. Because the schedule allows frequent opportunities to work together to refine and revise curriculum and programs, they speak with a common understanding of the impact of their efforts on student performance. Parents and students have been invited to share in this common understanding of the reasons and purposes of curriculum decisions, both at the classroom and building levels. In several instances, students explained the use of rubrics to evaluate their progress on a class assignment. Maintaining reliability in scoring student writing prompts requires teachers to come to consensus on expectations for each performance level. School newsletters and parent meetings allow staff to share the results of their data analysis with parents and community members. As a result, there is widespread agreement on the processes that have contributed to changes in Williams programs and have resulted in the steady success of Williams students.

In addition to a common understanding of programs and practices, there is also a common language of accountability at Williams. Teachers accept responsibility for curriculum coverage and for student performance; parents recognize their duty to support teacher's work; administrators understand their responsibility to provide time and resources for teachers and students to do their work. Student success is the result of the school's coordinated effort to support high achievement.

How effectively do leadership and staff articulate the connections between specific changes and improvement initiatives they have implemented, and the improvements made in teaching and learning?

Williams teachers are fluent and articulate in describing their own practice. The principal and superintendent are clear on the school's and district's focus on student learning, and can identify strong links between district and building goals and classroom practices. Teachers are explicit in their discussion of classroom decisions and are thoughtful in their assessment of the impact of their efforts. Teachers' individual 'curriculum maps' list the content, skills and assessment for each unit as well as the state and local standards addressed by the lesson. There is a common belief that the process of improvement is never finished but always a work in progress.

Is there a school-wide focus on, and sufficient investment in, continued improvement of student performance?

The sense of the panel is that the school is unwilling to 'rest on its laurels' because its students are already recognized for their high achievement. There is a commitment among staff and administrators to continually assess classroom efforts, to evaluate student performance and school programs, and to refocus and adapt as needed to help students achieve at the highest levels. Examples of this commitment are seen in classrooms as teachers use rubrics to model the scoring methods used for MCAS and develop web quests to create relevance and connections for their curriculum. District budget commitments provide professional development funds to support teacher's growth and program modifications indicated by assessment results. The intensity of purpose and enthusiasm for their work is clearly evident in conversations with teachers, students and parents at Williams.

Does the school appear to have the capacity to host site visits and to participate in various activities to share effective strategies and practices with other schools in the state?

Williams staff and administrators have the support of the district superintendent to do whatever is necessary to host visitors. The district will provide substitute coverage for teachers serving as hosts. An active parent support network has volunteered to make visitors welcome to Williams Middle School. The school has accumulated extensive documentation of its programs and initiatives that would provide visitors with important background about the school's projects.

In keeping with her collaborative leadership style, the principal polled the Williams faculty for guidelines on the conduct of visits by other schools. Staff mentioned a number of reasonable conditions for visitations: sufficient advance notice (to clean the faculty room, among other preparations), classroom observations focused on student learning, limited numbers of visitors in any one class to reduce disruptions. Faculty members supported the initial application to become an exemplar site and continue to support the school's efforts to be awarded this designation.

In the panel's judgment, Williams Middle School staff and administrators have much to offer similarly profiled schools around the state. The comprehensive integration of its programs and the unity of vision and purpose among its partners are powerful tools any school can use to enhance student learning.

Appendix A

Team Members

Peg Helgard, Williams Panel Coordinator, MA Department of Elementary and Secondary Education, Office of Accountability and Targeted Assistance.

Dr. Karen Laba, Williams Panel Chairperson, Project Manager, SchoolWorks, Beverly, MA

Janice Johnson, Panel Member, Quadrant Manager, Worcester Public Schools, Worcester, MA

Cheryl Despirt, Panel Member, Principal, Springfield Public Schools, Springfield, MA

Diana Roy, Panel Member, National Board Certified English Teacher, Paul R. Baird Middle School, Ludlow, MA

Appendix B

Exemplar School Candidate Site Visit Schedule

The times specified on the following schedule may be adjusted slightly to align with the daily schedule and practices in each of the schools being reviewed.