Archived Information

Panel Review Report of the visit to the
Rafael Hernandez School, Boston, 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 Rafael Hernandez Elementary School on March 28 - 29, 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 Hernandez School review is provided in Appendix A. A detailed schedule of the panel's activities is provided in Appendix B.

Rafael Hernandez School Profile

Rafael Hernandez is one of 72 elementary schools in Boston, though only seven others share its K-8 grade configuration. In 2000, the school enrolled 400 students, 79 percent of whom were in grades K-5. Hernandez identified 63 percent of its students as Hispanic, 22 percent as African-American, and 15 percent as white. The school reported that 75 percent of its students were eligible for free or reduced-price lunch and 54 percent spoke a first language other than English. The school has one of the highest percentages (48%) of Limited English Proficient students in the district.

In 1999 (the most recent attendance data available to the panel), the school's daily attendance rate was 95.9 percent, with students missing an average of seven days per school year. Only thirteen other Boston schools had higher attendance rates. In 2000, 2 students received out-of-school suspensions, and one student was excluded more than 10 days. Seven students were retained in grade in 2000.

Staffing

Hernandez's students are taught by 29 full-time teachers for an approximate pupil-to-teacher ratio of 14-to-1. There are also 17 teacher-aides in the school. The central staff consists of Principal Margarita Muniz, an assistant principal, a director of instruction, a part- time paraprofessional librarian, and a part-time nurse. Of the 29 full-time teachers, 14 (72%) have attained at least one master's degree. The school reported that 21 (72%) of its full-time teachers were certified to teach in their current positions. Four of the teachers have multiple certifications and 10 (34%) have bilingual certification.

MCAS Results

Although the Hernandez's Cycle 1 overall performance category was "Low", the school "Exceeded" their overall improvement expectation by achieving a 1999/2000 average score that was 6.2 points higher than its baseline score. The school increased the overall percentage of students scoring in the Proficient/Advanced performance levels from eleven to 28 percent, and decreased the percentage of its students scoring in the Failing performance level from 31 to 26 percent. No more than four 4th graders at the Hernandez were identified as receiving special education services since 1998, but all participated on the MCAS. In addition, all of the 4th grade LEP students, representing at least 40 percent of the class each year, have participated on the MCAS.

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?

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

Exactly which single initiative had the greatest impact on the Hernandez School is a matter of speculation. What is clear is that sound instruction is at the heart of Hernandez's students' success. The catalyst for many changes was the adoption of the Expeditionary Learning model for instruction in 1992. Based upon our visit to the school, organizational and programmatic changes undertaken by the faculty and school leaders were the mechanism for bringing about changes in instructional focus and teaching practice.

In a focus group, one teacher remarked about the difficulty of singling out one reason for their success, "All of these things go together. We believe that all of these things will improve students' achievement in the long run. It is the interaction between the child and the teacher that is essential. That interaction occurs during good, quality instruction. The other pieces support that by having us focus on instruction."

Therefore, the panel concluded that two types of "initiatives" were likely responsible for the improvements at the Hernandez school. First, organization structures and academic programs adopted by the school played an important role in setting the stage for improving student performance. Second, teachers' commitment to learning, particularly their adoption of effective instructional practices has played the most direct role in improving students' MCAS scores.

Five key changes at the Hernandez School contribute to students' improvement on the MCAS. (It is important to note that many of these features predate the school's preparation for the MCAS.)

First, the unique, two-way bilingual program itself seems to provide an anchor and identity for the school - a vision shared by the principal, faculty and parents. During an interview, one teacher remarked that the program "is the glue that holds all the programs together." Students receive instruction in both Spanish and English throughout the year. Students rotate between Spanish-only teachers and English-only teachers approximately every two weeks in the upper elementary grades. In the early elementary grades, bilingual teachers alternate the instructional language during the week. The principal purposely selects new teachers based upon their willingness and ability to contribute in this setting. The sharing of students in the two-way program requires extremely close collaboration among teachers in order to make transitions between languages seamless. During focus group discussions, students said they liked the two-way program, and expressed pride in learning two languages. Documents submitted by the school for this review indicate that students are making especially impressive gains in language achievement in both Spanish and English.

A second organizational feature of the school is the looping of teachers through two consecutive grade levels. Looping occurs at the K-1, 2-3 and 4-5 levels. In the School Leadership Questionnaire (SLQ), the principal attributed some of the success of students to this feature. In a focus group, teachers remarked that looping contributes to "constant reflection of what good instruction looks like." Due to the fact that teachers teach different grades in different years, out of necessity they share more curriculum material and consult with one another regarding instructional practices. This need to collaborate promotes a shared sense of responsibility for the curriculum rather than a feeling of isolation for teachers at one particular grade-level. Looping also contributes to a teacher's ability to know their students well. This familiarity helps him or her begin "real teaching" much sooner in the year than non-looping classes, and to tailor their instruction sooner to meet the individual needs of each student.

A third organizational feature of the school that undoubtedly contributes to student success is a weekly, 90-minute block of common planning time. According to teachers in interviews and focus group discussions, this time is used to review the past week's assignments and to examine students' work - a practice that will be discussed below.

The fourth organizational feature that contributes to student success is teacher's participation in study groups. In focus groups and interviews, teachers consistently attribute the success of their students to faculty commitment to participation in the study groups. The study group, like the common planning time, allows teachers an opportunity to collaborate. Unlike the common planning time, however, the study group activity might also involve parents, and might address a topic that is not unique to one particular grade cluster. For example, one study group developed an instructional guide (from a text, Mosaic of Thought) for providing students with explicit instruction in comprehension. Another group, which included parents, explored the process of second-language acquisition in the early grades. An important outcome of study-group activities, teachers reported, was a common language for teachers, students, and parents about learning and instruction.

Finally, various constituents mentioned a number of programs at the Hernandez School as contributing to the students' improved MCAS scores. These programs include: Expeditionary Learning Model; a school-wide literacy program that includes Writer's Workshop; and the TERC mathematics curriculum. Each of these programs helps sustain teacher's strong commitment to improving instructional practice and is supported by the collaborative structures found in the school. Each program was selected because of its match with the priority areas in the School Improvement Plan (SIP), thus each program is clearly connected to the overall vision held by faculty and administration at the school.

Effective Practices: In responses to the SLQ, the principal attributes student's improved MCAS performance to effective instructional strategies. Likewise, during a focus group, teachers attribute students' improvement to effective instructional practices. These instructional practices have emerged from an impressive array of professional activities that occur during the summer months and throughout the year (e.g., 8-day summer institute, study groups, common planning times).

Focusing on student work. Given the opportunities to collaborate, teachers told us that they engage in several activities that improved instructional practice. For example, during summer institutes, teachers plan the coming year's "expeditions" for students around curriculum themes that are linked to the MA Curriculum Frameworks. During a parent focus group, parents expressed the belief that teacher's instruction during the "expedition" was complex, integrated, required students to think carefully, to problem-solve, and prepared them for MCAS. As part of the planning for next year's expeditions, teachers also construct common standards for evaluating student projects. This process requires teachers to consider questions about expectations, quality, and what type of instruction will be needed to help students meet high standards.

During common planning time, teachers report that one important activity is to construct scoring rubrics for student writing. This process involves creating an assignment, specifying objectives and tasks, and then identifying areas in which students will need specific instructional support. Teachers also report that focusing on student work is a frequent activity of study groups. In these settings, teachers identified qualities of "good work" and discussed ways of helping all students achieve high standards.

Critical examination of one's own practice. In interviews and focus groups, teachers, the principal, and the school's instruction coach describe how teachers frequently observe in each other's classrooms. Teachers also describe how one colleague might be the focus of intensive professional development, which is then turned into opportunities to model and teach their colleagues. Teachers use videotape of instruction in study groups to examine instructional practices. These activities were mentioned several times in regard to the literacy program adopted by the K-8 faculty. Teachers feel free to observe and be observed, and explained how this process led to improved practice and to the evolution of a common language for talking about instruction. As one teacher put it, "There's a lot of risk-taking here" and the risk-taking has enhanced the learning experience for the students at Hernandez.

Leadership that stays focused. Another effective practice that has contributed to student success is the school leader's focus on the priorities stated in the School Improvement Plan. In a focus group, teachers described the principal as standing by the plan, and not changing programs/initiatives in mid-stream. The teachers explained that the principal has high expectations for program implementation, and exhibits a willingness to arrange circumstances to help teachers achieve the school's goals. This practice in turn inspires the teachers to devote the necessary effort for the improvement without fear that their energy will be wasted.

How did the school set about planning its improvement initiatives?

What steps did the school leadership take? At the Hernandez School, the principal is the person primarily responsible for creating and initiating the plans that are at the root of the improvement initiatives. This does not seem surprising given that the changes that resulted in improved instructional practice are primarily organizational in nature. Without the endorsement of the principal, few organizational changes could have been made. With her endorsement, however, few obstacles could not be overcome, including limits of time and resources. One teacher described the principal as "a warrior for the school," and a parent described her as "the captain of a ship" meaning that the principal would solicit financial support from partners (e.g., Mellon Bank, Bentley College), work very long hours, and orchestrate the schedule in order to support the instructional changes that were occurring.

The exact steps that lead to the implementation of summer institute, common planning time, study groups and improved instructional practice are less clear. The adoption of Expeditionary Learning was a catalyst for the summer institutes, and the work required for this type of teaching required significant increases in the amount of common time available to teachers. The change in instructional approach required time to collaborate, and the principal is effective at finding time and resources to give teachers this opportunity.

Who was involved? The principal worked with the leadership team to define school goals. The 2000-2001 SIP indicated that the Director of Instruction, Assistant Principal and whole-school change coach (Leadership Team) were participants in the planning processes. In addition, the Boston Public Schools district leadership provided a framework by requiring the Hernandez plan to address Six Essentials components. The principal herself receives on-going support at the district level. One district-level administrator described support activities for building principals that included collegial learning about data analysis for decision-making, and opportunities to study important issues with other principals.

The principal and leadership team developed the SIP, which was directed toward achieving S.M.A.R.T. (Specific, Measurable, Attainable, Relevant, Timely) goals. The principal and teacher then finalized the SIP by agreeing on the goals for the coming year. Teachers had little input into the planning process itself, but all those interviewed were thoroughly acquainted with both the plan's language and intent, and expressed ownership of the goals. Parents also were informed about the SIP, but believed the plan was fairly complete by the time they became involved. They felt the plan could be changed if they had strong objections to components of the plan.

What was the sequence of events? It is difficult to specify a sequence of events due to the fact that many of the initiatives that appear to be responsible for the improvements in MCAS scores pre-date the test. What is clear is that the adoption of Expeditionary Learning Model provided the catalyst for teachers' focus on instruction and student achievement. The dual language focus of the Hernandez School is a defining characteristic that links to all of its programs.

How did the school implement their planned initiatives?

The principal and teachers at the Hernandez School used the existing structures / organizations in the school, and a variety of strategies to implement their initiatives:

• Summer Institutes to plan the coming year's expeditions and to create evaluation standards;
• Common planning time;
• Flexible scheduling to get professional development opportunities to teachers earlier rather than later in the school year;
• Provided one teacher with intensive training and coaching, and then used this teacher to model instructional techniques for colleagues who were also learning instructional strategies;
• Support new teachers throughout the process of induction; become immediately involved in the school's reform efforts;
• After an extended period, use instructional interventions as a portion of the teachers' evaluation;
• Leadership groups (e.g., in mathematics) meet to assess how the curriculum implementation is going;
• Teachers attended national conferences;
• Parents included in some professional development opportunities at the school's expense;
• Student work is used to modify instruction in a manner consistent with their goals (teacher interview), "We look at the work we do, find what we need to do better, find things to do and then do it";
• Limit implementation of programs to a few initiatives that are consistent with school goals;
• Keep a log of "positive" parent correspondence, that includes calls and notes home with good news, in order to increase parent buy-in;
• Cluster meetings at the district level provide the principal an opportunity to practice collaboration with colleagues and to focus, as principals, on issues related to teaching and learning.

Did the school monitor the effectiveness of the initiatives?

In the judgment of the panel members, the school is very effective at monitoring the impact of their improvement initiatives. Based on teacher comments and comments during an interview with the Director of Instruction, there is an understanding between principal and teacher around the developmental continuum for change in instructional strategies. The Director and principal (both of whom share evaluation responsibilities) recognize that in order for teachers to improve their instructional practice, they need information, support and time. Teachers, with the assistance of their colleagues and the Director of Instruction, assess the effectiveness of instruction and work to improve teaching and learning. Once sufficient support has been provided, the teacher's evaluation is tied to implementation of specific actions associated with the initiative.

In general, interviews with teachers, principal, and even children all suggest that self-assessment is an essential component of the vision of teaching and learning. The structures that exist in the school bear this out because they provide teachers with opportunities for continual self-assessment (e.g., discussions about looping, evaluation protocols, study groups, peer observation). One teacher responded to this question by saying, "Teachers are reflective and scholarly about what they do" which indicates a high standard for professional practice. Teachers also felt that assessment of instructional practices was non-threatening, and intended for improvement.

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

Yes, members of the school community felt that anybody could do what he or she has done, but with a few caveats. The principal said that other schools could improve student performance if administrators and teachers learn, use and support the best instructional practices (e.g., examining student work, peer observation, on-going professional development related to instructional practice). The principal is quick to credit the dedication of the teachers who, as we heard, often went above and beyond the normal requirements of a teaching contract with the district. The teachers likewise credit the principal's dedication, hard work, and creativity in supporting their common vision of excellence for the Hernandez School.

The district representative agreed that other schools could do what the Hernandez has done, but stressed the importance of an effective principal at the school. "These two schools [referring to Hernandez & Mason] had no extra funding. They have the same populations. Look what they've done! It takes effective leaders - principal who are hustlers - who look for creative ways to find resources to get the vision accomplished."

During interviews, teachers also expressed the cautious optimism expressed by the principal and district representative. One teacher said, "It will take a long time to see the outcomes we are seeing now." Another teacher said that three things were necessary in order to do what the Hernandez has done: (a) a balanced, school-wide literacy program because it provides a common language among teachers; (b) on-going professional development in regular meetings, like the study groups because improving one's practice takes lots of time and collegiality, and (c) a recognition that the individual teacher in the classroom is the key because having high expectations of the teacher (and time and support to meet expectations) translates into high expectations for the students - everyone has a "can do" attitude.

Another teacher was less optimistic that the success of Hernandez could be replicated. She said, "Teacher motivation takes a lot of time [to develop]. They need to be devoted to the vision, and they need a beacon. Too much change at once is very difficult. Another principal might not be able to get the same level of commitment from the teachers." Another said, "All the practices are a product of good, long-term commitment. It can't be done overnight." Other teachers echoed the opinion about how much hard work is required to "make it all work" at the school, and acknowledged that the degree of buy-in might be difficult to achieve in another setting.

Team members concurred with the opinion of the teachers. The ability of other schools to have the same level of success experienced at the Hernandez School is dependent on both practices and commitment. The practices of the principal and teachers of the Hernandez School (e.g., peer observation, focus on instruction, looping, dual language program) would not be successful unless the community believed in the utility of the actions and believed that they too could implement them successfully.

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?

Yes, the panel concluded that the principal and faculty do have a shared understanding and common language to describe their activities. We found consistent use of terms and coherent, articulate descriptions of programs in each of the interviews and focus groups (i.e., parent, teachers, and principal) and between interview comments and the SIP. Each of these evidence sources spoke consistently about Expeditionary Learning Model, the school-wide literacy program, Mosaic of Thought, constructivist teaching, and high expectations for students and teachers. The principal described her efforts to hire new teachers who shared the vision of the school. Teachers expressed great confidence that their principal would find time for them to continue cultivating a common understanding of effective instructional practice. Even students reported an awareness of the hard work their teachers were doing, and expressed a desire to return their teacher's dedication by working hard every day and doing well on the MCAS. Classroom observations confirmed that students were knowledgeable about the purpose and process of their learning activity.

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?

Leadership and staff are very articulate about the processes and structures implemented at their school. A re-examination of question 1A & B will confirm this conclusion. The connection between these changes and students' improvements on MCAS, however is less clear and harder to articulate. Hernandez faculty and administration set out primarily to improve students' knowledge and ability to think. Improvements in MCAS scores was a happy coincidence, but was not the main focus of their initiatives. During a parent focus group, one father said, "Expeditionary Learning fosters analytical thinking, note taking, observing, recording, teaches team work. I think it is very good. I would hate to have MCAS get in the way of that."

Teachers believe that students have improved because teachers' instructional practices have improved. "I don't know what it is exactly. I think it is the community. Teachers feel safe to take the time to learn what we're teaching, and focus on our content. The kids see this consistency across the grade levels."

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

Absolutely! Interviews with the Principal and the Director of Instruction indicate that the entire infrastructure of the school is devoted to improving student performance - the SIP, professional development, common planning time all support teachers in their efforts to improve instruction, which in turn, influences student's performance. It should be noted, however, student performance at Hernandez encompasses much more than MCAS alone. The principal, teachers, and even students all value intellectual risk-taking. Curiosity is valued above performance. One teacher said, "We aren't being driven crazy by the MCAS."

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?

The school does appear to have the capacity to host visits and present/lead discussions with other teachers and administrators. The SLQ described previous activities of this nature. These activities included (a) teachers making presentations at a national conference; (b) teachers publishing their own research on the Expeditionary Learning web site; (c) serving as a site for a documentary on Expeditionary Learning; and (d) teachers' and students' familiarity with hosting visitors to their school.

In a pre-visit meeting, however, the principal warned against "drive-by" visitors, and those who are not serious about school improvement. This seems to indicate a willingness to host visits by others, but only those truly committed to taking the time to understand the relationships among the key components of the Hernandez School.

Appendix A

Team Members

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

Doug Hamman, Panel Chairperson, RMC Research, Portsmouth, NH

Cheryl Despirt, Panel Member, Principal, Springfield Public Schools

Margaret Kelliher, Panel Member, Curriculum Specialist, Springfield Public Schools

Michael Pabian, Panel Member, Principal, Somerville Public Schools

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.