School Panel Review Report The Robert F. Kennedy School - Cambridge Public Schools

Introduction

The purpose of the School Panel Review Process is to assist the Commissioner of Education in determining whether State intervention is needed to guide improvement efforts in schools where students' MCAS performance is critically low and no trend toward improved student performance is evident from MCAS data. The Robert F. Kennedy School was one of twelve Massachusetts middle schools meeting this criterion that were selected for panel reviews in spring, 2001. The Panel Review of the Kennedy school was conducted on February 27, 2001.

The review panel's charge was to analyze data and written information on the school's performance and improvement efforts, visit the school, and meet with school and district officials in order to advise the Commissioner on the answers to the following two key questions:

1. Does the school have a sound plan for improving student performance?
2. Are the conditions in place for the successful implementation of the school's improvement plan?

The panel's responses to the two key questions that defined the scope of their review are included in this report. These findings and conclusions are the product of the panel's analysis, discussion, and observation, based on the evidence available to them. A list of panel members who participated in the Kennedy school review is provided in Appendix A. A detailed schedule of the panel's activities is provided in Appendix B.

The panel's findings and conclusions on the two key questions will be forwarded to the Commissioner of Education for consideration, together with school performance data, in determining whether the Kennedy School is deemed under-performing. The panel was not asked to formulate a sound plan for school improvement where such a plan does not presently exist, or to recommend a course of action to create the conditions for successful implementation of sound improvement strategies where such conditions at present do not appear to exist. Diagnostic and/or prescriptive intervention, where needed to assist an under-performing school, occurs at the next stage of the school review process.

The Robert F. Kennedy School Profile

The Kennedy School is the third largest of the 14 K-to-8 schools in Cambridge, with 208 (37%) of its 550 students enrolled in grades six through eight in 2000. In that year, just under two-thirds (62%) of the students were eligible for free or reduced-price lunch, and 52 percent spoke a first language other than English. The school identified 28 percent as Limited English Proficient and reported that 44 percent of the students were Hispanic, 31 percent were white, and 20 percent were African-American.

In 1999, students missed on average 10.1 days of school, for a daily attendance rate of 94 percent. In 1999 six students (1%) received out-of-school suspensions, while 15 (3%) were suspended in school. No students were excluded more than 10 days. Additionally in 1999, no students were reported as dropping out, and two (1%) were retained in grade.

Staffing

Kennedy's middle school students are taught by 14 full-time teachers and two full time teacher's aides in the Amigos seventh and eighth grade, for an approximate average pupil to teacher ratio of 13 to 1. Some special and bilingual education teachers serve middle school as well as fifth graders. The central staff consists of Principal Lydia E. Rivera-Torres, an assistant principal, two guidance counselors, a librarian, nurse, and school psychologist. Of the middle school teachers, 71% have attained a master's degree. Out of the four teachers listed as math or general science instructors, two hold a bachelor's or a master's degree in their subject, and three possess math or science teaching certificates.

MCAS Results

Overall MCAS results declined in 1999 but improved in 2000. In comparing the 1998 baseline score to the 1999 and 2000 average, scores fell three points in English Language Arts, one point in Mathematics and three points in Science & Technology. In 2000, 31 percent scored in the Failing performance level in English Language Arts, 69 percent scored in Failing in Mathematics, and 79 percent scored in Failing in Science & Technology. Approximately one-third of the eighth grade class was identified on MCAS as special education students, and all participated in the test.

Panel Responses To Key Questions

Key Question 1: does The School Have A Sound Plan For Improving Student Performance?

A. Has the school analyzed appropriate data and program information to accurately identify the gaps in student performance and determined why those gaps exist?

The Robert F. Kennedy School has begun the process of analyzing student performance data. As a result, there have been curricular changes made to address some gaps. It is evident, however, that a systematic analysis of all relevant data has not been completed. The school has yet to explore the underlying causes of low achievement and has not adequately analyzed how their programs and initiatives are impacting learner outcomes.

The panel found that the school staff and leadership have begun to do an analysis of need and have made strides to fortify service delivery based on their analysis of needs. Significant gaps in their analysis of data were noted. Gaps in student performance between African-American and white students and those between regular education and special education were not identified, and, therefore not addressed in the SIP. The performance gaps of the school's large LEP population were likewise not identified.

MCAS analysis in certain subject areas has led to curricular changes. The school has begun to implement a Balanced Literacy program, with grades K-2 in process and grades 3-5 in the planning stages. A World Religions course was added in Social Studies and resulted in an increase in the number of correct responses on MCAS World History questions. The impact of a non-uniform math program in the elementary grades and its effect on the middle school math curriculum is only in the initial phase. Many months later, the school is still looking to adopt a uniform math program that is aligned to the State frameworks and that addresses the skills that are tested on the MCAS. In science, the Kennedy School currently has a team that is looking at interpreting data to outline where student weaknesses lie.

B. Does the plan set out a course of action that is: (1) responsive to the school leaders' analysis of the nature and reasons for poor student performance, and (2) is likely to lead to improved student results?

The school's analysis is not yet sufficient to create a viable course of action. While the plan sets forth a myriad of action steps that may lead to improvements in student performance, they are not anchored to any specific statement of need or problem. Various data sources used at the school to track student growth are not reflected in the plan. Staff acknowledges various issues beyond the control of the school that create challenges for improving student achievement. These factors tend to be viewed as the reason for poor performance rather than as a starting point for analysis of school-based factors.

It is difficult to determine how the actions set forth in the Improvement Plan address the needs identified through informal analysis. Limited data sources are referenced in the SIP, yet panel members found teachers to be using a wide variety of assessment tools that provide information about student performance. This data appears not to be used at a school wide planning level, and there is little evidence that the school systematically evaluates its programs and practices to determine the impact on learner outcomes.

The reasons for poor student performance continue to be attributed to forces largely beyond the school's control--poverty, large number of LEP students, inclusive SPED population and lack of money. The Kennedy School has a large increase in LEP population due to the fact it is the only school in the district that has a bilingual program for Hispanic students after the third grade. The influx of these students is sporadic and at this point in time the school has not developed a cohesive way to deal with the varied educational background the students bring. These students receive ESL support, both in and out of the classroom, however, some panel members were concerned that his may not adequately address the needs of English language learners who are required by law to take the MCAS after three years. The Kennedy School also faces the challenge of having their self-contained LD classes make up 20% of their 8th-grade population. These two needs were not addressed at all in the school's Improvement Plan. Significant gaps evidenced in the school's performance data were likewise not addressed. For example, there is a major gap in performance between African-American and white students, particularly in math. There are indications, however, that the Kennedy School has embarked on a course to begin to close this achievement gap by the school's participation in the Network of Minority Students in grades 5-8.

The various programs the school adopts, such as Balanced Literacy, may very well be successful in improving student performance, but it is difficult to ascertain why these programs were chosen and how they will address student needs. The specific purpose or vision guiding these initiatives is unclear. Without a clearer understanding and ownership of the link between the school's academic program and student performance, the school's current plan is haphazard.

C. Was the School Improvement Plan developed through a process that will support its successful implementation?

Multiple opportunities were provided for stakeholders to share their input regarding improvement planning. Mechanisms remain in place to support the school's plan, such as professional development and standing committees. There is a high level of support among faculty for the school's efforts. Successful implementation is hampered by the lack of thorough needs analyses and focused goals.

The school sought input from faculty and parents through participation in a school survey and multiple debriefing sessions before, during, and after the creation of the School Improvement Plan. A group of teachers from all three programs (Standard, Amigos, Special Education) was assembled to aid the administration in the writing and editing of the SIP. All staff members received a copy of the SIP for their review.

There are regular staff development opportunities, staff meetings, cluster groups, etc. that provide a vehicle for discussion and planning toward meeting the goals of the School Improvement Plan. Ideas generated in smaller groups or by individuals are welcomed by leaders and presented to the entire faculty. Teachers stated in the teacher focus groups that the SIP has impacted and driven all major changes around teaching, learning and student achievement.

D. Is the School Improvement Plan document clear and specific?

The school has made a solid attempt to develop a plan to address broad areas for improvement. In its current form, however, the school's plan lacks essential elements. These include clear statements of key problems, a full analysis of causal factors, clear links to solutions, implementation steps, and mechanisms for evaluation.

The Kennedy School Improvement Plan is lacking a thorough needs analysis and focused goals. There is no clear connection between identified problems and planned solutions. The SIP sets forth broad goals and strategies that lack the specificity needed for the desired outcomes. There are numerous plans and initiatives, but the driving force behind them is not clearly articulated. It is not clear what the strategies are trying to improve. Furthermore, there is no evidence of evaluative initiatives to determine the effectiveness of planned actions. The objectives have no measurable benchmarks. There is no description of the school's instructional or assessment approaches.

Over the course of the school visit, it became apparent that the school is engaged in many activities and initiatives not reflected in the written school plan. Teachers described how they use their assessment data to make changes in practice. Teachers spoke enthusiastically about the range of programs in place at the school to support student success. The team learned that several goals not mentioned in the SIP were and are being met. These include but are not limited to:

• The creation of an analysis team to review MCAS test results and propose methods for increasing test performance
• Social Studies units that incorporate issues of Race, Class, Language and Gender
• Thematic units in K through 8 connected to Social Studies Frameworks
• The implementation of a World Religions course in 7th and 8th grades
• Regular after-school help for 7th and 8th grade students

One factor that may contribute to the lack of essential plan elements may be that the template for planning provided by the district limits the nature and type of information asked of the school.

Key Question 2: Are The Conditions In Place For The Successful Implementation Of The Improvement Plan(s)?

A. Does the school have effective leadership and sound management?

The school administration nurtures and supports a positive school climate that is supportive of change. School staff and parents express confidence in the school administration. School leaders effectively involve a broad range of stakeholders in decision-making; however, there is a clear need for more coordinated and focused efforts in improving student achievement.

Parents and faculty interviewed and surveyed express great satisfaction with the school's climate, communication, faculty, and administration. The faculty find they are supported by the principal and vice-principal, as one teacher stated "we are always encouraged to voice our opinions and feel comfortable doing so." Teachers often seek guidance in instructional practices from school leaders and feel they are accessible and welcoming.

The administration is very responsive and does take action when a problem is identified. The primary weakness noted in leadership provided by the school administration is the lack of a vision and direction driven by a solid understanding of current school practices and their outcomes. As a result, the school readily implements new programs and initiatives that may or may not achieve their intended results.

B. Is there evidence that the school's faculty supports the planned improvement efforts?

Among the faculty, there is a climate of support and cooperation for school improvement. Faculty have been active participants in the development of the plan and demonstrate a high level of commitment to helping the school move forward.

The faculty at the Kennedy School have banded together to find ways to increase student achievement. In interviews, teachers emphasized the school's determination to meet students' needs. They care about their students and respond to concerns. All teachers with whom the team spoke said they offer after-school help and/or programs for their students. Teachers are working hard to provide meaningful educational opportunities for their students.

Parents find the quality of teaching excellent and appreciate the personal attention their children receive. As one stated, "the school is student-centered and focusing on MCAS improvement." They also find the school has been an advocate for SPED students and "has gone beyond what any other school has done." Moreover, parents said that teachers give great opportunities for their children to learn both academically and socially.

Teachers meet regularly with their classroom partners, with their department, in their clusters and with other district instructors in their field to share ideas, ask questions, develop units and discuss pedagogical issues. Because there is little time to do this during the school day, they willingly meet on their own time, after school and on the weekend. The serious lack of substitutes in the district also impedes teacher-training, requiring faculty to extend their working hours to their personal time. Over 85% of the staff at The Kennedy School have participated in summer institutions in the past three years to work on various aspects of the Improvement Plan.

C. Is the school receiving adequate guidance and support from the district leadership?

The district is making strides in providing resources to support school improvement planning for all schools in Cambridge, particularly in the areas of data driven planning and curriculum alignment. In its current form, the district template for school improvement planning may hinder the school's ability to articulate needs based on data analyses, rationales and solutions. The district has responded to the unique needs of the Robert F. Kennedy School by providing targeted services and resources.

The district supports the school in a variety of ways. The principal receives support for policy decisions, such as the Kennedy School's attendance policy. The district provides professional development at monthly teacher meetings with subject coordinators. Supervisors work with teachers on curriculum alignment and other issues. The district is also providing a four-day training for principals (data academy) to analyze data and understand what it means for each student in their building. These data teams' goals are to get data into the classroom to inform instruction and curriculum.

The district has not set forth indicators of an effective plan. It has recently developed a District Improvement Plan and will work to ensure that individual SIPs are aligned with it. The district will also provide a protocol for data analysis, as well as provide guidelines for what measures schools can use to evaluate progress.

The district supports low class sizes as well. The class size at the Kennedy School is among the lowest in the district-less than 18 to 1. Panel members witnessed as many as three adults for 12 students in a class. The district has begun to develop grade level benchmarks in each core content area, with English Language Arts and Science completed in draft form.

Conclusion

The Robert F. Kennedy School has made a solid attempt to develop a plan for improving student achievement; however, their broad analysis of the nature and reasons for poor student performance has impeded their ability to design a plan that targets specific gaps. The faculty and administration are willing, able and ready to make changes, however, and the district has begun to provide significant support, such as a District Improvement Plan, data-analyzing training, and grade-level benchmarks. Furthermore, the Kennedy School is about to undertake a significant structural change, with the separation of the Amigos and Standard programs into two individual schools next year. This will have a major impact on all aspects of the school and will necessitate the creation and implementation of revised School Improvement Plans.

Appendix A

TEAM MEMBERS

Peg Helgaard, Panel Coordinator, MA Department of Elementary and Secondary Education, Office of Accountability and Targeted Assistance

Carol Keirstead, Panel Chairperson, Senior Research Associate with RMC Research Corporation in Portsmouth, NH.

Dominique Astier, Education Consultant for SchoolWorks in Beverly, MA

Virginia Marconi, National Board Certified Teacher of Early Adolescent Social Studies/History, currently a teacher of seventh grade Social Studies in Plymouth, MA.

Robert Boule, Quadrant Manager for Worcester Public Schools

Cheryl DeSprit, Assistant Principal, Springfield Public Schools

APPENDIX B

Evaluating School Performance
Detailed Schedule for Review Panel School Site Visit

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.

Please inform all school faculty and students that Review Panel members will be visiting a cross-section of classrooms during the site visit. The selection of classrooms will be determined mutually by the Panel Review Coordinator and the Principal using the staff directory information provided by the school. All faculty members are asked to be prepared to accommodate a visitor on the morning of the site visit. Panel members will make every effort to minimize the disruption of planned classroom activities.