Report of the School Panel Review of the Magnet Middle School for the Arts, Holyoke, MA

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 Magnet Middle School for the Arts was one of twelve Massachusetts middle schools meeting this criterion that were selected for panel reviews in spring, 2001. The Panel Review of the Magnet Middle School was conducted on March 13, 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 Magnet Middle 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 Magnet Middle School for the Arts 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.

Magnet School Profile

The Magnet Middle School for the Arts is one of three Holyoke middle schools serving students in grades six through eight. The school enrolled 336 students in 2000, 83 percent of whom were Hispanic. In that year, 77 percent of its students were eligible for free or reduced-price lunch, and 83 percent spoke a first language other than English. The school identified 23% percent of its students as Limited English Proficient.

In 1999 (the most recent year's data available to the panel), students missed on average 16 days of school, for a daily attendance rate of 91.1 percent. During that same year, one student dropped out, and one student was repeating a grade. In addition, the school reported that 125 students (38.9%) received one or more out-of-school suspensions, and 196 students (61.1%) were suspended in school one or more times. In 2000, two students were excluded for more than 10 days.

Staffing

Magnet's middle school students are taught by 40 full-time teachers, two long-term substitutes, and one teacher leader/curriculum facilitator for an approximate average pupil-to-teacher ratio of 8 to 1. The central staff consists of Principal Susan M. Mulvaney, an assistant principal, and two guidance counselors. Of the 40 full-time teachers, 20 (50%) have attained a master's degree or doctorate.

Magnet MCAS Results

Overall MCAS results showed a decline in 1999 and no improvement in 2000. In comparing the 1998 baseline score to the 1999 and 2000 average, scores declined by two points in English Language Arts, improved by one point in Mathematics, and decreased one point in Science & Technology. In 2000, 45 percent scored in the Failing performance level in English Language Arts, 77 percent scored in Failing in Mathematics, and 85 percent scored in Failing in Science & Technology. Regular education students represented a lower proportion of the eighth grade class in 2000 (64%) than in 1998 (81%), and their overall MCAS participation rate has declined since 1998.

Panel Reponses to the 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?

Staff and school leaders at Magnet Middle School for the Arts have adequately analyzed MCAS and Terra Nova test data to identify student academic weaknesses in reading, writing and mathematics. School personnel and district staff have proposed some likely reasons for the gaps in student achievement, but they acknowledge they have yet to complete their analysis to examine other critical factors that may contribute to poor student performance.

Initial sections of the Magnet Middle School Improvement Plan summarize the school's analysis of student test data, identifies "key problems and root causes" and proposes "strategies" to address areas needing improvement. The school looked at MCAS data for the past two years, disaggregating by student subgroups, to reveal differences in academic performance among significant subsets of its population. Staff members examined MCAS data for its eighth graders by test subsections and question styles to detect specific areas of strength and weaknesses. The school completed a similarly thorough examination of its students' scores on the TerraNova/ Supera tests given each Spring to sixth, seventh and eighth graders. Recognizing that scores of students who have already graduated from the school were not useful for identifying the needs of current students, the school has begun examining student profiles for current sixth graders compiled when they took the MCAS as fourth graders in 1998. The impressive breadth and depth of the analysis enabled the school to arrive at a comprehensive list of student performance gaps and to move forward to propose reasonable explanations of some causes of poor student performance.

The school conducted a preliminary examination of program conditions, such as staff qualifications and curriculum alignment, to contribute to its identification of possible reasons for poor student performance. In the new Improvement Plan, the school lists the lack of certified math teachers as a possible contributing factor in student's poor mathematics performance. The school's analysis is corroborated by the analysis of staffing qualifications completed by the Department of Elementary and Secondary Education. In the analysis of reading goals, the Improvement Plan refers to subject area teachers' concerns about gaps in their skill in supporting reading in the content area. In response to these concerns, the Improvement Plan outlines a number of professional development activities targeted to these identified needs. Implementation of the LINKS program, which supports the development of reading, writing, and thinking skills across the curriculum, was recommended in the Improvement Plan.

In addition to staff qualifications, the school identifies the high number of English language learners as a key barrier to student achievement not only in reading and writing but also in science and social studies. Data from their test analysis and from state test data supports their conclusion that there is a significant gap in achievement between students who are English language learners and those who are native speakers. The school has accurately identified significant gaps between achievement of SPED and regular education students as measured by both the MCAS and Terra Nova/Supera assessments. District and school leaders initiated a relationship with the Educational Alliance at Brown University to conduct a school-wide needs assessment and design a professional development program that would enhance the competence of school staff to provide for the needs of students of diverse backgrounds and abilities. Programs provided by The Lab at Brown are research based and designed to address an important barrier to high performance among diverse student populations.

The Action Plan for Magnet Middle School for the Arts also refers to previous analyses of the mathematics program, which led to a decision to introduce the Connected Mathematics Program during the current school year (2000-2001) as a response to an identified need for more student-centered mathematics instruction. Strategies are included in the current plan to continue to support and reinforce teachers' skills in implementing this curriculum.

Test analyses, teacher and parent surveys, and school leaders' reports indicate several other factors that are likely to be related to poor student performance at Magnet Middle School for the Arts. School leaders and district personnel acknowledge that they have not completed a detailed analysis of these factors, but indicated during the Panel Review visit that they have taken steps to continue their attempts to address relevant barriers to enhance student performance. Attendance, parent involvement and school climate are three factors that have been less thoroughly analyzed than test scores and staff qualifications. School and district personnel have posted notices advertising for additional clerical staff. They propose that this new staff person will assist the vice principal in examining attendance data, including class absences for discipline reasons, to identify possible reasons for student absences and to evaluate the impact of absences on student achievement. Teacher and parent surveys indicated that parent involvement is seen by many as an important need in the school's efforts to improve student achievement. The district strategic plan outlines several action steps intended to increase parent involvement across the district. In its first year at Magnet Middle School, the GEAR-UP program has coordinated outreach projects to bring parents into the school for special programs. An active parent representative on the School Council has brought the school to the attention of the Spanish speaking community through his connections with the local Spanish language radio station. Parent response to a mistaken report on the radio station indicates that this media connection provides an effective vehicle for bringing news of the school to the parents and community at large.

School climate is a less tangible factor that impacts student performance. In the short time since the appointment of the interim principal, the school has not been able to undertake a systematic study of the quality of the school environment and its impact on student achievement. However, the Panel members examined student survey responses from the MCAS and teacher and parent survey data and all indications are that the students, parents and staff perceive the school to be a safe and caring environment. School and district leaders' intentions to pursue examination of school climate are admirable and should be encouraged, but are suitably given lower priority than the teaching and learning issues noted earlier in this report.

Overall, the staff and leaders at Magnet Middle School for the Arts, with the assistance of district personnel, have completed a comprehensive analysis of student performance and school program data and accurately identified likely reasons for poor student achievement. The recently drafted Action Plan describes strategies that are clearly linked to the particular reasons for low student scores. Panel members were encouraged to see evidence of perceptive self-examinations and hear staff commitment to continued, ongoing review of the school's programs.

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

Action plans included in the recently drafted Magnet Middle School for the Arts School Improvement Plan demonstrate a high degree of correspondence between identified needs and proposed strategies. The plan narrative and tables clearly link detailed student performance data with research-based programs or methods appropriate to address the concern. The decision to enlist teachers as school-based facilitators for key initiatives enhances the likelihood of successful implementation of new programs.

In the narrative preface to the School Improvement Plan, the Interim Principal identifies a number of program and process needs that she proposes will support the school's efforts to provide for its students. In addition to the student-focused needs described in the previous section of this report, she describes her intention to engage the faculty in collaborative inquiry into teaching and learning issues at the school. By promoting inquiry into aspects of curriculum and instruction, the Interim Principal envisions a staff engaged in regular evaluation of their own classrooms and collegial support for improving daily practice. Several action steps are proposed to promote this school-wide change in behavior, some of which have begun to show evidence of impact. Grade level cluster teams meet daily, and regularly submit agendas and minutes of their discussions to the administrators for distribution to the whole faculty. Teachers commented favorably on this strategy, indicating that they were much more informed about concerns among staff beyond the small circle of colleagues they typically encounter.

To supplement the grade level cluster meetings, the district has proposed but not yet begun cross grade level content department meetings to discuss curriculum and instruction concerns specific to each discipline. Within the past month, the district has hired Academic Coordinators for Reading, English Language Arts, and English Language Literacy to serve its three middle schools. The Academic coordinators will provide in class support as well as large group professional development training. These additional personnel will offer regular reliable support for the implementation of challenging curricula. Other supports already in place at Magnet Middle School for the Arts include first year of a three year relationship with Turning Points to provide coaching to teachers in developing integrated curriculum supportive of middle grades learners. The GEAR-UP program is also serves to provide whole-school spirit-building programs to raise students' expectations and prepare them for college admission.

While outside projects and consultants are worthwhile investments, many of the strategies mentioned in the Magnet Middle School for the Arts Improvement Plan rely on tapping building expertise and interest to bring new ideas to the classroom. For example, one teacher from each of the four clusters in the school have attended monthly workshops on standards-based teaching and learning sponsored by REBA (Regional Education Business Alliance). Each delegate shares new ideas and strategies with her/his cluster colleagues during daily common planning time. Similar strategies are used for implementing the CMP (Connected Mathematics Program) curriculum. Teachers were enthusiastic about their role as 'coach' to their colleagues. Research has shown that a "train the trainer" model is an especially effective method for enhancing teachers' competence by distributing expertise among teaching staff.

The Interim Principal's identification of collaborative inquiry into teaching practice as a key process goal is an insightful and accurate assessment of the needs of Magnet Middle School for the Arts. Early evidence of the successful introduction of collaborative methods into the daily life of the school suggests that the Principal's goals are likely to be realized. The school's use of the train the trainer model for introducing new methods into classroom instruction increases the likelihood that teachers will receive the on-time support they need as they undertake new curriculum initiatives.

To judge whether the changes implemented and planned for Magnet Middle School are likely to lead to improved student performance, the Panel had little on-site evidence on which to base a conclusion since so many of the changes are quite recent. However, given the body of research on educational change that identifies professional climate and pursuit of a common vision for excellence as two elements that support reform, the efforts underway at Magnet Middle school appear to be likely to have a positive impact on student achievement.

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

The process for developing the new School Improvement Plan for the Magnet Middle School for the Arts represents a major change for teachers at the school and for school leaders. The collaborative process implemented over the past two months to develop the current Magnet Middle School Improvement Plan has required a significant investment of time and energy by members of the school community. Their involvement in the process has inspired in them a genuine commitment to its successful implementation.

Through their interviews while on site, Panel Review members were able to corroborate the description of the process used to create the Magnet School Improvement Plan included in its preface: "This School Improvement Plan was developed through a data-driven, participatory process and reflects the thinking and commitment of an energetic and knowledgeable faculty and administration." (p 3) When she was appointed to her position in January, 2001, the Interim Principal recruited faculty, School Council parent representatives, and district staff to become the new Magnet School Improvement Planning Team. The Team met regularly to initiate the planning process. Teachers on the Planning Team returned to their cluster meetings and shared their work with their colleagues, inviting them to examine student test data to identify patterns and problems. Cluster teachers would propose possible interpretations of their review of the data, and representatives would return their ideas to the full SIP Team at the following meeting. The cycle of review, propose, consider, analyze, feedback continued until the comprehensive, detailed, though still incomplete, Magnet School Improvement Plan was created.

Teachers on the SIP Team were unambiguous when describing how the recent process differed from the method used to develop previous school improvement plans. One teacher explained that in previous years, teachers were often given less than a day to review to offer comments on the school's plan. Teachers reported that the underlying message inferred from this approach was that their ideas were not needed or wanted. In contrast, the Interim Principal and district staff began this year by inviting participation by all staff at the earliest stages of the process. In individual interviews and in focus groups, teachers repeatedly told the Panel members, "We own this plan!" Their words were confirmed when Panelists noticed how edited and marked up teachers' copies of the plan were. The District Director of Program Assurance and School Accountability described the staff reaction when snow days cancelled planned work sessions and the Director went ahead and constructed a "mission" statement to fill an obvious gap in the document in preparation for the Panel Review visit. When school resumed and the SIP Team met again, she received numerous "suggestions" for her proposed statement, and was visibly delighted with the thoughtfulness and high quality of some of the ideas.

Teachers appeared to be most impressed that their ideas were genuinely valued and respected by the Principal and the District Director. Parents on the SIP Team repeated teachers' comments that the process used to develop the current Improvement Plan respected the views of all stakeholders and addressed serious concerns with realistic solutions. There is growing evidence that the introduction of the collaborative improvement planning process has stimulated a significant change in the professional climate at the school.

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

The Magnet School Improvement Plan contains detailed analyses of student performance, identifies reasonable causes for student weaknesses, and proposes clear and specific research-based strategies that are likely to lead to improved student achievement. School and district leaders acknowledge that the plan is incomplete, missing steps to address other important factors that affect student learning.

As described in response to 1A, the new Magnet School Improvement Plan outlines broad goals, specific objectives within each goal, and details the data that led plan creators to determine "key problems and root causes" for student weaknesses. "Strategies and action steps" for addressing the problems are clearly linked to the concerns, and as detailed in the document as space allows. "Progress indicators" are less well defined in the present version of the plan, but the District Director and Interim Principal told Panelists that they would be more clearly delineated by May 2001.

Additional information on the outline of the Magnet Improvement Plan includes a realistic (but vague) timeline, keyed to the incomplete progress indicators. Columns list "Resources" and "Person's Responsible" which reflect the school leader's intention to distribute responsibility for implementing the plan by including a broad range of contributors.

Detailed benchmarks and checkpoints for monitoring the impact of school initiatives on student achievement are not well defined in the current plan. As yet, there does not appear to be a close connection between daily or regular classroom assessment and efforts to monitor growth in student proficiency. This is a complex step, but it will provide significant depth to the Magnet School Improvement Plan.

As with many comprehensive improvement plans, the Magnet School Plan contains a large number of programs, some of which will be new to the school, but many of which will be continuing from current efforts. In almost all cases, the success of the strategy depends heavily on the commitment of the faculty and school leaders to the plan and belief in their own success. In its present configuration, the staff and the Interim Principal at Magnet Middle School express strong belief that the new Improvement Plan will be implemented and a genuine confidence that the plan will lead to greater student success. Any change in the current powerful combination of teachers and principal could diminish the likelihood that the plan will achieve its intended goals.

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?

Panel Review members concur with staff, parents and students that the Interim Principal offers the sound instructional leadership, effective management, and high quality interpersonal skills necessary to move the school toward improved academic achievement. In the short time she has served, the Interim Principal has taken steps that have had a significant impact on students and teachers and implemented changes in school processes that have created positive changes in school climate.

Testimonials from teachers, students, and parents attribute dramatic changes at Magnet Middle School to the efforts and qualities of the Interim Principal. She recruited and hired additional staff to reduce class sizes and moderate demands on existing arts teachers. Students report that new desks and tables have replaced damaged ones and teachers finally received money for classroom library materials that had been requested months before but not made available until the Interim Principal's arrival. Participants in the Parent Focus group explained during the site visit that they now "have a voice" in the work of the school. They described the school as "parent-friendly" since the appointment of the new Principal. Parents cited one instance that demonstrated her outreach to them: at a recent Open House, the Interim Principal gathered parents together in the school cafetorium to share with them her vision for the future of the school. While not remarkable in itself, this was the first time in their recollection that an Open House was begun as a whole community meeting. Parents said the most dramatic gesture was when the Principal spoke to the gathered parents in both English and Spanish, sending a welcoming signal to the many Spanish-speaking parents of Magnet Middle School students.

Remarks from teachers indicate a significant change in the school climate and professional regard since the Interim Principal's appointment. Staff members agree that she is the "best thing" to have happened to Magnet in many years, and that faculty are "100% behind" her efforts. Teachers feel "students smile more" at school in part due to effective discipline policies attributed to the appointment of a highly respected veteran teacher as Interim Vice Principal. Discipline changes include assigning staff to monitor hallways between and during classes, and requiring students to have hall passes. Both policies reduced the amount of time students spend out of class. Professional regard between the staff and the Principal is attributed to the process designed for development of the new School Improvement Plan. Similar to parents' comments, teachers explain that their responses to plans for school policies are respected. They have the sense their feedback is not only solicited but actually heard.

The Principal described the process she has used during her short tenure as the school's instructional leader to become familiar with the strengths and weaknesses among the faculty. She visits classrooms regularly, and during these visits is able to identify any staff needing immediate assistance. In such cases she has arranged for them to visit other classrooms to observe "best practices" in order to better prepare them to meet the demands of a diverse student population. She also has recruited suitable staff to participate in relevant professional development over the summer and to bring their new learning back to train their colleagues. In her visits, she has identified some staff needing additional support in order to meet the demands of a diverse student population. She expressed disappointment that permanent staff are not available for all positions in the building and intends to pursue the teachers she needs to meet the needs of Magnet students.

In its present configuration, the leadership at Magnet School for the Arts is responsible for numerous positive changes in the physical resources at the school. To the extent the Panel was able to determine during its brief visit, the Interim Principal can also be credited with significant positive change in the attitudes of teachers, students and parents toward the school and toward school improvement. The existing leadership structure has brought change to the school and has enlisted the commitment and engendered the loyalty of many stakeholders in order to achieve the vision of excellence for their school.

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

The Magnet Middle School for the Arts faculty are genuinely supportive of the recently completed School Improvement Plan.

Under the leadership of the Interim Principal, the faculty have been intimately involved in the creation of the Improvement Plan. The cycle of feedback from SIP team to cluster teachers and responses from cluster teachers to SIP team is credited by one teacher with "removing the mystery" from student data analysis and school goal setting. Another teacher described how their exposure to the detailed MCAS results during one session revealed a clear gap and an "easy" solution to address weaknesses in vocabulary among Magnet students. Several teachers described their renewed commitment to examination of their own practices and sharing of new strategies with cluster colleagues. Teachers who have been chosen or volunteered to represent their cluster at regional curriculum workshops express sincere pride in their ability to contribute to the school's progress.

In several instances, the Panel became aware of changes that have already taken place at Magnet in part due to the staff experience with the Improvement Plan development process. The system of sharing minutes of cluster meetings throughout the school has brought the staff together in unexpected ways. One teacher described how she noticed a discussion in another cluster meeting about which she had information to share. Her conversation with a teacher in that other cluster led to plans for further collaboration in their subject areas, even though they are on different grades. Unified Arts teachers explained that the sharing of minutes allows them to be more familiar with topics covered at all the grades, and opens the door for them to identify where it would be suitable to create integrated lessons with the subject area teachers.

The process of producing the new Magnet School Improvement Plans has been inclusive and open, and has inspired broad professional interaction among the staff. Overall, interviews with Magnet School faculty revealed a sense of pride in who they are and a sense of optimism in what their school can be. More importantly, the Panel was impressed with the faculty's commitment to expending the energy and time necessary to implement the strategies included in the Plan

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

Overall, the Holyoke School District is well-informed about the needs of Magnet Middle School for the Arts and is providing adequate support to meet the needs of teachers and students. As reported by staff and administrators, the current level of district support has increased significantly over previous years.

The district provides both financial and personnel support to the Magnet School. The Superintendent reported the recent allocation of $16,000 for additions to classroom libraries at Magnet. Teacher surveys and the school's own analysis indicate the absence of a school library is perceived as a serious impediment to school improvement, and the new allocation represents the district's effort to alleviate the lack of a school media center. The district also supported the Interim Principal's hiring of staff to fill open positions currently existing in the school's budget but not yet staffed. An additional clerical position beyond the current budget was added to assist the Vice Principal at Magnet with student attendance data. Additional data at a higher level of detail will allow the school and the district identify the impact of class attendance on student performance.

The district has made a number of program commitments to support projects at Magnet and other Holyoke Middle Schools. Magnet is in the first year of its three-year association with Turning Points, a program that addresses the needs of middle schools in developing curriculum suited to middle grades students and enhancing school structure to support collaborative teaching. GEAR-UP and LINKS are receiving ongoing support from the district, and the Magnet Improvement Plan relies heavily on these projects to address important student and school needs.

Several district-level personnel have been valuable in developing the Magnet Improvement Plan and will be essential in seeing the plan faithfully implemented. The District Director of Program Assurance and School Accountability has worked in concert with the Interim Principal to design the process used to construct the new draft of the Magnet School Improvement Plan. This process is credited by the Magnet school staff with fostering an enhanced climate of professional dialogue and encouraging staff investment in the success of the Plan. The District Curriculum Director, along with the newly hired Middle School Academic Coordinators are listed in the Plan as responsible for supporting and monitoring implementation of many of the instructional strategies designed to address student and teacher needs. Detailed plans for deployment of the Middle School Academic Coordinators were not yet available at the time of the visit, so the Panel is unable to judge the probable impact on student achievement. Ongoing internal review will be needed to monitor the effectiveness of their work.

In addition to program and personnel support, the Holyoke District Professional Development plan commits district funds to provide the activities essential to successful implementation of the Magnet Improvement Plan. The Plan identifies a need for school year and summer programs to build on teachers' skills in content area knowledge as well as broadening their capacities to support English language learners within the mainstream classroom.

Conclusion

The School Improvement Plan developed by the staff and school leaders at Magnet Middle School for the Arts is comprehensive and thorough in its analysis of student and teacher needs. It identifies strategies that are likely to bring about improved student performance and reflects a recognition of the interdependence and complexity of change initiatives. Its timelines are realistic, and it will be enhanced when specific benchmarks and intermediate checkpoints are defined to track progress at frequent and regular intervals as the plan moves forward.

The staff at Magnet Middle School for the Arts are enthusiastic supporters of the new School Improvement Plan, and have begun to invest the time and energy to move the plan from words on paper into classroom practice. The current configuration of personnel, specifically the staff and Interim Principal, represent a powerful relationship that taps into their common desire to provide a quality learning experience for the students in their care. The Holyoke School District is providing the financial resources and personnel necessary to support the implementation of the Magnet Middle School Improvement Plan.

Appendix A

Team Members

Jason Kingston, Panel Coordinator, MA Department of Elementary and Secondary Education, office of Accountability and Targeted Assistance

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

Kathleen O'Connor-Abrams, Panel Member, Vice Principal, Chelsea High School, Chelsea, MA

Terri Caffelle, Panel Member, Curriculum Director, Shrewsbury Public Schools, Shrewsbury MA

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.