Archived Information

Panel Review Report
Collicot and Cunningham Schools, Milton, 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 Collicot and Cunningham Schools on April 4 and 5, 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 schools, 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 Collicot and Cunningham Schools' review is provided in Appendix A. A detailed schedule of the panel's activities is provided in Appendix B.

The Collicot And Cunningham School Profiles

The Collicot and Cunningham are two separate schools next to one another in East Milton. Though they report their data as two separate schools, they share a common vision and have enjoyed similar results in recent years. Together the schools enrolled about 1,000 students in kindergarten through fifth grade during the 1999-2000 school year with 522 at Cunningham and 454 at Collicot. Enrollment at the two schools has fluctuated since 1998, but the schools' demographics have not been substantially altered. In 2000, approximately 90 percent of the students at the two schools were white, seven percent African-American, two percent Asian and one percent Hispanic. Minority enrollment rates were slightly higher at Cunningham, but Collicot enrolled a higher percentage of students eligible for free or reduced-price lunch. Since 1997 no more than three percent of the students at either school have been identified as speaking a first language other than English, and only in 1997 were any students identified as limited English proficient.

In 1999 (the most recent attendance data available to the panel), students missed on average five days of school per year at Collicot and seven at Cunningham, for a daily attendance rate of 97.3 and 96.1 percent respectively. In 2000, 17 students were retained in their grade, 10 (2.2% of the students) at Collicot and seven (1.3%) at Cunningham. These rates are increases over prior years. Neither school suspended students in school or out of school since 1998.

Staffing

There are 27 full-time teachers at Collicot and 34 at Cunningham. This translates into an approximate pupil-to-teacher ratio of 17 to 1 at Collicot and 16 to 1 at Cunningham. The two schools are lead by Principals Richard Gillogly, Collicot and Dore Korschun, Cunningham. Each school has its own librarian, nurse and guidance counselors. Approximately two-thirds of the full-time teachers in both schools hold master's degrees. All but one teacher was certified to teach in their current positions, and 23 (38%) of the 61 teachers at both schools possess multiple certifications. Six teachers are certified to teach French in support of the French immersion programs at these schools. Among the specialists reported are a gifted and talented instructor and music and art teachers at both Collicot and Cunningham Schools.

MCAS Results

Overall both schools received performance ratings of "High" marks on the School Performance Rating Process while "Exceeding" their overall improvement expectations during Cycle 1. These ratings reflect the fact that the schools had overall very few students scoring in the Failing performance level (2% at Collicot; 1% at Cunningham) and the majority in Proficient or Advanced (61% at Collicot; 69% at Cunningham). Scores were up in all content areas for both schools. Comparing the 1998 baseline scores to the average of 1999 and 2000, the Collicot saw the biggest gains in Science & Technology (eight points) while Cunningham made its biggest gains in Mathematics (nine points). MCAS participation rates have been high, ranging from 96 to 100 percent in all content areas since 1998. The percentage of fourth graders in special education at Collicot increased from two percent in 1998 to 25 percent in 1999 and 2000. At the same time Cunningham saw its fourth grade special education percentage drop from 13 to six percent.

Panel Reponses 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 he greatest impact at the school?

There are a number of initiatives that have contributed to the success of the Collicot and Cunningham schools. During interviews, teachers, parents and administrators talked about the interconnectedness of these programs. Although they could describe the numerous programs, they found it difficult to name those that had the greatest impact. Collicot and Cunningham staff believes that one school improvement initiative alone is not responsible for their success. According to the School Leadership Questionnaire (February 16, 2001) and interviews with faculty, "success depends on the attitude, motivation and enthusiasm of those leading the effort."

At the center of the school improvement efforts are the district's core values. Developed under the leadership of the Superintendent, these values include: high academic achievement for all students, excellence in the classroom, collaborative relationships and communication, respect for human differences, and risk-taking and innovation for education. The significance of the core values is that all improvement efforts are connected to them. For example, they form the basis of the school improvement plan, are linked to professional development and teacher observation and evaluation. Interviews with teachers, parents and administrators affirmed the relationship among the core values and improvement efforts. In one interview, teachers described how they participated in core value committees as a way to begin developing the school improvement plan.

The following is a brief description of the most frequently mentioned school improvement efforts. Details about these programs and others can be found in the School Leader Questionnaire.

Writing Across the Curriculum: The John Collins Writing Program was the first initiative mentioned in interviews with the superintendent, curriculum coordinators and principals. This program was one of the first district-wide initiatives and all teachers in the district are trained in this approach. Based on MCAS data analysis, school leaders realized that writing was an area where students needed improvement. According to the superintendent, " writing is the best test of assessment when you have to write about what you know." During observations in language-based, immersion and content area classrooms, panel review members saw current student writing samples and journals displayed. In interviews, teachers used a common language to talk about student writing, students indicated that they were required to write in all content classes and parents remarked that they see that their children's writing is improving.

Assessment Planning Team (APT): The APT is a district-wide team of principals, curriculum coordinators and teacher representatives who began by aligning the curriculum with the state frameworks. Since MCAS, the APT is responsible for doing a detailed analysis of MCAS results as soon as they are available. APT gains an understanding of students' strengths and weaknesses as identified by MCAS results and communicates those results to teachers at the school level. Curriculum coordinators extend the work of the APT through on-going meetings with teachers, developing professional development offerings, looking for instructional materials, and coordinating curriculum revisions all related to student results.

Teacher Mentoring Program: This district-wide program was created to assist new teachers in becoming part of the district's teaching community. Based on ESE guidelines, master teachers share instructional strategies and school information to new teachers. According to the school leader questionnaire and interviews with participating teachers, this program "sustains good instructional practices." In addition, interviews with curriculum coordinators and principals indicate that the mentoring program builds collaboration among staff.

French Immersion and FLES French/Spanish Program: Students can participate in one of two innovative language programs. Parents are required to choose between French Immersion or Spanish FLES by the first grade. The French Immersion program, a language acquisition program that uses content as a vehicle for learning languages, began at the Cunningham School in 1987. In 1992 French Immersion classes began at the Collicot School. The French Immersion Program begins in grade one and continues through grade twelve. Approximately half of the student population at the Cunningham School in grades 1-5 is currently participating in the program. At the Collicot School, approximately 40 percent of the students are enrolled. Research on language immersion programs has shown that students not only learn a foreign language but they achieve at appropriate levels in English as well. The first French Immersion students graduated in June of 1998 and for the past three years they have ranked the number one graduating senior in the class.

The Spanish FLES program moves students from oral proficiency to proficiency in reading and writing. Students receive three periods per week of Spanish through grade three. One grade will be added each year in the elementary school. When students reach middle school they will be able to continue studying Spanish and when they get into high school they can enroll in Advanced Placement Spanish classes.

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

All of the improvement efforts are based on the core values and a detailed assessment of MCAS results. In interviews, teachers, parents, administrators and students told how their efforts contributed to improved student performance. For example, students explained that their teachers were always available to give them extra help. One student described teachers as "strict and fun". One significant piece of data is attendance. Collicot and Cunningham students missed approximately five days on the average, compared to the state average of eleven days, evidence that students are enthusiastic about coming to school and doing well. In discussing the Writing Program, teachers, administrators and parents commented that improved student performance was linked to a whole school effort to writing. They cited evidence based on collecting and reviewing writing samples over time. Classroom observations revealed challenging content that were focused on student learning. Finally, a number of staff cited the innovative language programs as contributing to improved student results. Students in immersion programs typically perform as well or better in school than students who are learning in one language.

Underlying all discussions of student performance and the success of the Collicot and Cunningham schools was ownership of the district mission and school values. All stakeholders including administrators, teachers, parents, students and union members work in partnership to fulfill the vision for students.

How did the school set about planning its improvement initiatives?

All stakeholders are either directly involved or are represented in the school improvement planning process. The district's core values are the foundation for the planning process and the plan itself along with a detailed analysis of student results. The school improvement plan is three-year strategic plan. Teachers were organized into core value committees along with school site council members. Several teachers interviewed, including special education, art and music, indicated repeatedly that they felt very involved in the process. Even the school nurse indicated her involvement in planning.

Discussions about student progress are frequent during grade level meetings and other occasions. These important discussions about student progress and classroom practice feed into the improvement efforts. In interviews, teachers and administrators overwhelming indicated a focus on classroom practice and student learning. The point is that although there is a well-articulated school improvement planning process, school improvement and student progress is part of the culture of the schools.

How did the school implement their planned initiatives?

There is evidence that the core values are being embraced throughout the system by parents, union members, administrators, teachers and other staff. Values such as high academic achievement for all students, excellence in the classroom, collaborative relationships and communication, respect for human differences, and risk-taking and innovation for education can be seen as staff talks about and implements the improvement initiatives.

The leadership plays a significant role in the implementation of the improvement initiatives. Citing one of the core values, the superintendent indicated that she "gives freedom to her staff to run with creative ideas." The panel review team heard repeatedly that there was a climate of respect and collaboration among teachers and students, parents and teachers, administrators and union members, etc., allowing everyone to do their job. In interviews, teachers revealed that they feel supported by the superintendent, principal, curriculum coordinators and each other. Specifically, teachers said that the principals provide "the space and support" for them to teach.

The curriculum coordinators play a significant role in the schools' ability to implement improvement efforts. According to staff interviews, they are very visible in the schools. They have a number of responsibilities that link the district improvement efforts to the schools. For example, curriculum coordinators serve on the assessment planning team, communicate MCAS results to teachers, facilitate teacher meetings, search for appropriate teaching materials, coordinate curriculum revision, plan professional development based on student results, model classroom lessons, and supervise and evaluate the elementary teachers

Did the school monitor the effectiveness of the initiatives?

The use of data to monitor both student progress and program effectiveness is part of the culture of the Collicot and Cunningham Schools. Formative and summative data are used to change course if necessary. For example, MCAS results from the previous year indicated that students were having difficulty in geometry. In an interview, teachers revealed how they changed the way they taught geometry in order to help students succeed.

During a focus group, teachers explained that all of the programs are monitored informally and some are monitored formally. For example, the conflict resolution program that began as a recommendation from one of the core value committees, has been tracking student referrals during the last year. The John Collins Writing Program is monitored continuously by teachers as they look at their students' work and by the principal and curriculum coordinators who periodically review students' writing as well.

Parent feedback is an excellent source for assessing the effectiveness of school programs. In a focus group and informal conversations, parents consistently voiced their satisfaction with the programs at the Collicot and Cunningham Schools. Parents indicated that their students are "being helped by the principal and teachers." One parent with an older child in the district compared the changes in teaching styles from years past. This parent "could see the difference" in the curriculum, teaching and the quality of homework. Parents talked about "teacher warmth," the climate and school culture. They voiced the feeling "that their child was the only child in a class because of the teachers' attitude."

Student feedback is another excellent source for gauging program effectiveness. In two separate focus groups, students overwhelmingly talked about their enthusiasm for both the academics and affective climate in the school. Students had high regard for their teachers, "they are strict and fun," "they are always there to help you," and "they don't embarrass you if you need extra help." Students talked about the academic programs, MCAS preparation and the variety of extra activities such as the band and string program. The fifth grade students were particularly enthusiastic about a unit on inventions. The Invention Convention required that students research and create something new. Student inventions were displayed throughout the school.

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

The school, district administrators believe, and the panel agrees, that the improvement initiatives can be duplicated. In addition to the individual improvement initiatives, interviews with district and school staff revealed the importance of leadership. According to teachers and administrators, duplication is possible when the superintendent, principals and other leadership team members have a clear vision and focus on all children. In a focus group, parents indicated that the initiatives could be duplicated with dedicated teachers and enough money to support them.

The panel review observed more than successful improvement initiatives. Programs like the John Collins Writing Approach and Teacher Mentoring exist in other schools, evidence that these programs alone can be duplicated. What is significant is the combination of these programs against the backdrop of the district's core values and leadership. Expectations in the district are high for all students. The school and panel review team believe that replicating the initiatives is the easy part. What is most difficult is replicating the attitude that all students can learn and the collaboration that it takes to achieve that goal.

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?

Evidence from interviews, focus groups, classroom observations and school documents indicate that the leadership and staff hold a shared understanding about the reasons for the schools' success. There was remarkable consistency in the ways that staff talked about the improvement efforts. During separate interviews, teachers, administrators, parents and students referenced the district's core values, commented about the leadership, and cited specific programs that they felt impacted student learning.

The Teacher Mentor Program provides a vehicle for new teachers to become part of the Collicot and Cunningham school communities. Master teachers not only work with new teachers on effective classroom instruction, they pass on important information about the history, culture and climate of the school. One new teacher interview revealed, "Without the mentoring, I would be lost."

Finally, the curriculum coordinators play a key role in keeping the schools focused on the district's mission of high academic achievement for all students. They work very closely with both the central administration and school staff. Interviews with curriculum coordinators indicated that they see themselves as a key link to keeping the district and schools' connected.

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?

The change efforts are connected to improved teaching and learning. Interviews revealed staff members' ability to make those connections, and that the staff takes student learning seriously. Student learning is defined as more than passing the MCAS, although MCAS results are clearly important. In interviews, teachers indicated that they use the MCAS data analysis to improve their practice. One teacher indicated "she learned to teach writing better because of MCAS item analysis." In addition, classroom observations provided evidence of many of the improvement initiatives previously described, such as student journals and John Collins writing samples in science classes.

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

Without a doubt there is a district- and school-wide focus on continued improvement of student performance. The knowledge, skills and attitudes are in place for continual improvement. Finances are one of the obstacles cited in the leadership questionnaire. Although the superintendent revealed " the budget is not a pretty picture," she believes the school improvement programs can continue and be sustained because they cost no more than regular education programs. For example, the French Immersion program costs the same or less than regular education because less money is spent on materials.

The district and school have community and foundation support to help finance some of their initiatives. For example, the citizens of Milton have recently approved a 90 percent reimbursement for new school buildings. These funds will allow for the building of a new high school, a new middle school, a new elementary school and renovation and additions to the remaining three elementary schools. In addition, private donors and the Milton Foundation for Education have provided funding for textbooks and curricular materials.

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?

There is overall enthusiasm and willingness to share effective strategies and practices with other schools in the state. In interviews, a union representative and the superintendent indicated that it would be a positive "shot in the arm." Other interviews revealed that sharing strategies outside of the Milton community would be very validating. In a focus group, one teacher commented that "success breeds success." This teacher indicated that hosting others will "keep us on our toes." A few teachers indicated interest with caution. They wanted to make sure that hosting visitors would not take them away from their classrooms.

The Collicot and Cunningham schools will undergo building renovations within the next couple of years. Nevertheless the panel review team believes that the schools have the capacity to host site visits. The renovations should not be a factor in deciding if the schools are designated as exemplary sites.

Conclusion

Based on documentation review, interviews with diverse stakeholders, and classroom observations the panel review team unanimously agreed that the Collicot and Cunningham schools are using innovative approaches that can be replicated, and that the conditions are in place for these schools to serve as models of effective school improvement efforts. The district and the schools have the knowledge, skills, attitudes and strong leadership to articulate and demonstrate what works and why.

Appendix A

Team Members

Dr. Nancy Clair, Collicot and Cunningham Chairperson, Consultant for SchoolWorks, Beverly, MA

Robert Koenig, Curriculum Coordinator K-12, Harwich Public Schools, Harwich MA.

Dr. Jack Monbouquette, Collicot and Cunningham Coordinator, Accountability and Targeted Assistance, MA Department of Elementary and Secondary Education, Malden, MA.

Traci Teasley, Urban Superintendents Program, Harvard University, Graduate School of Education, Cambridge, MA.

Sharon Tucker, Technology Facilitator, Lynn Public Schools, Lynn, 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.