Archived Information

Panel Review Report
Orleans Elementary School, Orleans, 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 Orleans Elementary School on April 4-5, 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 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 Orleans Elementary School review is provided in Appendix A. A detailed schedule of the panel's activities is provided in Appendix B.

Orleans School Profile

Orleans Elementary, the only public school in this Cape Cod district, enrolled 300 students in grades pre-kindergarten through fifth during the 1999-2000 school year. The student population has declined 15 percent since 1997, but the attrition has not substantially altered school demographics. In 2000 the school reported that 97 percent of its students were white and that 13 percent of the students were eligible for free or reduced price lunch. Since 1997 no more than one percent of the students have spoken a first language other than English, and no student has been identified as Limited English Proficient.

In 1999 (the most recent attendance data available to the panel), students missed on average eight days of school, for a daily attendance rate of 95.5 percent. In 2000, two students (both kindergartners) were retained in their grade, and the school reported no suspensions or exclusions.

Staffing

The school's students are taught by 28 full-time teachers, for an approximate pupil-to-teacher ratio of 11 to 1. The central staff consists of Principal Gail M. Briere, a school psychologist, and a nurse. Of the 28 full-time teachers, 20 (71%) have attained at least one master's degree. All of the teachers are certified to teach in their current positions, including 15 (54%) with multiple certifications. Among other notable entries, the school librarian also serves as a gifted and talented instructor, two teachers are certified as instructional technology specialists and two others have science teaching credentials. There are two special needs specialists listed as well as four generalists with special needs certification.

MCAS Results

Overall MCAS results showed strong, steady improvement over the past three years, highlighted by an eight-point jump in Mathematics between 1998 and 1999. In comparing the 1998 baseline score to the average of 1999 and 2000, the school raised its scores by four points in English Language Arts, nine points in Mathematics, and six points in Science & Technology. In 2000, four percent scored in the Failing performance level in English Language Arts and in Mathematics but none were Failing in S&T. In the fourth grade in 2000, 16 special education students represented 29 percent of the class, and all but three of the 16 participated on the test.

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 the greatest impact at the school?

The Orleans Elementary School has numerous effective improvement initiatives that could be replicated in other schools. It is important to place these initiatives within the broader context of the school and community. While Orleans Elementary is part of the Nauset Regional School District, it is the only elementary school in Orleans and is governed by its own school committee. All stakeholders interviewed (i.e. teachers, parents, administrators, school committee, and community members) recognize the benefit of both the school's size and class sizes. The school's population, PK-5, is 265, and several School Council members expressed that enrollment is dropping because young families cannot afford to live in Orleans. In August 1999, the school committee voted to maintain class sizes of 13-17 in grades K-3. At the fourth and fifth grades, administrators try not to exceed 20 students per class. They also appreciate the generous support of the community, which has always voted in the school's budget. According to the Massachusetts Department of Elementary and Secondary Education's 1999 report of per pupil expenditures, Orleans' all day programs cost per pupil was $8,097 while the state average expenditure was $6,692.

There is a wealth of human resources for a school of 265: a full time Title I teacher who works with grades K-2 (.4 supported by Title I, .6 by local funds); a full time Basic Skills teacher who works with grades 3-5; and 8 locally funded educational assistants (1 clerical, 1 who works with a child on a 504 plan, 1 for grades K-2 special education, 3 for grades 3-5 special education, 2 who provide services to students with intensive special education needs, and a .8 kindergarten assistant). Title I also funds a full time educational assistant. The school obtained a class size reduction grant, which funds a tutor approximately 200 hours a year, and an all-day kindergarten grant, which funds 2 .45 certified teachers. There is also a .6 speech teacher, .3 occupational therapist, and a full time guidance counselor/psychologist.

Teachers report that they are fortunate to have many parents and community members who volunteer in a variety of capacities. Senior citizens read to the school children. The art teacher alone relies on 50 volunteers who provide an extra set of hands during class time, help with displays, chaperone trips to a local museum, and bring food for special events. An active Parent Teacher Committee organizes a 5-week Winter Enrichment program, which provides numerous after school courses twice a week, and raises about $12,000 a year, all of which is turned back to the school to support the educational program. For instance, this money has funded a guest printmaker who has taught classes at the school.

Given what many would consider ideal working conditions, it is understandable that the faculty is stable and experienced. There are few teaching vacancies at the school. A fourth grade teacher reported that she is in her seventh year there and is the faculty member with the least seniority.

Panel members recognize that the combination of factors described above contribute significantly to student success at Orleans Elementary School. However, panelists focused their efforts on identifying those improvement initiatives that could be replicated in districts whether or not they have the same level of support. They identified seven initiatives:

1. Lengthening of the teachers' school year and school day
2. Teacher empowerment, collegiality, collaboration
3. Staff participation in data analysis
4. Curriculum guides/benchmarks
5. Early Literacy initiative
6. Writing across the curriculum
7. Inclusion

The district's focus on student achievement and instructional improvement resulted in a 3-year contract that included lengthening the teachers' work year and day. The graduated lengthening of the teachers' school year (185 workdays in 1999-2000, 187 workdays in 2000-2001, 189 work days in 2001-2002) provides more time for professional development. In the 2000-2001 school year, there are 6 in-service days. Four of them are district-wide or school-based. A district Professional Development Council, consisting of teachers and the Director of Curriculum and Instruction, plans activities that respond to teachers' and educational assistants' expressed needs. Two of the in-service days are considered "flex days," to be scheduled by teams of teachers using guidelines developed by the District Professional Development Council. The lengthening of the teachers' school day (7-1/4 hours in 1999-2000, 7-1/2 hours in 2000-2001, 7-3/4 hours in 2001-2002) provides up to one and a half hours beyond the student day of 6-1/4 hours. Teachers can aggregate their hours and develop their work week schedule beyond the student day to suit their personal needs. The Superintendent stated that the district trusts that teachers will use the time for collaboration. By paying teachers for additional time, administration legitimizes the long hours teachers are already spending on the job.

Teacher empowerment and collaboration were themes that panelists heard repeatedly at Orleans Elementary School. School Council members expressed that collegial collaboration is superior among staff members. The Superintendent of Schools stated that the latest teacher contract negotiations emphasized providing time for teachers to work together. As discussed in the preceding paragraph, they built time into the teacher workday and year for teachers to work together and expected them to collaborate. Fourth grade teachers confirmed that they meet at least weekly after school to plan together and to examine the state curriculum frameworks to determine how best to meet the standards. They also meet over the summer to develop a yearly plan. Teachers stated that everyone is interested in working as a team. For example, third grade teachers ask fourth grade teachers what students need to be ready for grade four. Specialists (e.g. art, music, P.E. library, technology teachers) meet with classroom teachers to plan interdisciplinary connections. Hallways displayed multidisciplinary projects connected to their study of ancient civilizations, Native Americans, and colonial America as well as "design and build" projects connected to their technology theme. Professional development councils at the school and district levels plan in-service days, and in many cases, teachers lead the activities (e.g. Effective Teaching Unit Design). Teachers participate voluntarily on numerous school-based committees. A theme committee meets annually to plan a school-wide theme, which is the focus of learning experiences during the last 5 or 6 weeks of school. Teacher empowerment is also exemplified by the leadership roles that some play as curriculum coordinators in the building. In that capacity, they keep updated on their content area's curriculum framework, disseminate subject matter information to colleagues, act as resources, demonstrate in classrooms, make budget recommendations, and support teachers at their varyn levels of expertise.

Teachers reported that they have been involved in the analysis of data prior to the administration of the MCAS. However, the process used to analyze the 2000 MCAS scores was described as the most useful because it involved all staff, thus heightening awareness of MCAS expectations throughout the building. As a result, even specialists reinforce core subject content in their classes. For example, the music teacher teaches the physics of sound, reinforcing science concepts, and when students are learning fractions, he teaches them how fractions apply in the field of music. The MCAS 2000 analysis process also identified areas within the core subjects that need improvement and developed recommendations to improve student achievement at all grade levels, K-5. The MCAS analysis took place during two of the district's four in-service days. One teacher stated that full faculty involvement has resulted in everyone owning the test. The Director of Curriculum observed that the involvement of teachers in MCAS analysis is responsible for changing teachers' instructional planning.

The principal and teachers reported that the district's K-5 mathematics and K-8 technology curriculum guides are documents that have helped guide instruction. One teacher stated that the new math guide has replaced all of the district's math documents and although it is a work in progress, teachers use it. Over 40 teachers served on the summer math "Benchmarks committee." They itemized the standards under each math strand, identified benchmarks corresponding to each standard, matched units and pages from the math text, Investigations, which is used district-wide, with each standard, indicated where teachers would need to supplement with other materials, and listed vocabulary that should be taught in each unit. A similar format was used to create the technology curriculum guide, substituting learning experiences and connections in place of textbook units. Curriculum coordinators and the principal indicated that curriculum revision is an ongoing process and other committees are also aligning the district's curriculum to the Massachusetts Curriculum Frameworks using a similar format. Interviewees noted that the alignment of curriculum to the state frameworks, the usefulness of the guides to teachers, and the adoption of the math program, Investigations, have contributed to improved teaching and learning. Three years of training in inquiry-based instruction made a significant impact. In the words of one teacher, the math program has moved the faculty from a focus on algorithms to a focus on inquiry and teaching children how to explain their math thinking. The program has not only changed the way teachers teach math but also improved their assessment of students' understanding.

One of the highest priority areas in the district's strategic plan is early literacy. The principal indicated in the School Leader Questionnaire that Orleans Elementary has implemented an Early Literacy Initiative to support the strategic plan goal of improving student achievement in that area. To that end, the school has declared reading, writing, communication and mathematics the primary instructional focus in grades K-2. Primary classes have a daily 2-hour uninterrupted block of time devoted to literacy and one hour devoted to math. A key component of the initiative has been intensive teacher training in literacy assessment and instruction interventions. Teachers administer the Dynamics Indicators of Basic Early Literacy Skills (DIBELS) and a locally constructed Literacy Benchmarks Screening Assessment tool three times a year prior to scheduled parent conferences and share results with parents at those conferences. Once teachers have scored the assessments, the principal meets with grade level teams and specialists to identify students at risk and determine who will work with small groups to provide remediation. Any child considered at risk receives an extra ten minutes a day of phonemic awareness by the classroom teacher or a specialist. As a result, one teacher commented, "We are definitely catching [students] earlier." Other features of the initiative include the use of Open Court, a phonic-based program, across all grade levels, and the identification of 4 core classics per grade that are the focus of literature study.

Another priority of the district's strategic plan is to improve student achievement by continuing its initiative in writing process. Teachers reported that they focus on writing both within English language arts classes and across the curriculum. They use LINKS strategies across all grade levels and therefore build students' writing skills in a sequential way. A primary teacher stated that they write every day in her classroom. The district has provided training in the use of LINKS strategies and writing templates. Team members saw evidence of LINKS in use in classrooms (e.g. templates, teacher use of LINKS vocabulary such as topic sentence, detail, and clincher during a writing lesson, and Connecting Words poster displayed on walls). Teachers stated that they provide students with frequent practice writing open response questions, and writing samples were on display throughout the school. Teacher surveys confirmed that numerous teachers engage students in writing on a daily basis. A grade 4 teacher shared long composition assignments used at that grade level. Students also reported that they conduct research and write reports and are able to choose their own subjects about which to write on weekly writing assignments. Classroom observations revealed students using a rubric to evaluate a writing sample and writing their math thinking to solve problems. The unified approach to teaching writing is utilized across disciplines.

The practice of inclusion results in reducing pupil teacher ratios in already small classes at Orleans Elementary. Panel review members observed numerous classes in which students with special needs were receiving instruction within the regular classroom. In a grade 3 classroom, children were broken into small, mixed ability groups for reading. The teacher asked for volunteers to work with the Basic Skills teacher, who took 6 students. In other classes, Title I, Basic Skills, special education teachers and/or educational assistants provided assistance to any child who needed help, and observers could not identify which students required the support services. There was evidence of teachers differentiating instruction for students of varying abilities. In a grade 5 classroom, students were working on an independent math task. The teacher separated the class into two groups and asked the class the difference between the two groups. Children responded that one group works a little faster than the other. While one group had fewer examples to complete, both groups worked on the same content.

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

It is difficult to separate those initiatives having the greatest impact at the school because continuous improvement is embedded in everything teachers and administrators do there. Teachers, administrators, School Council and school committee members articulated a clear focus on teaching and learning. The Superintendent of Schools stated that the district's four-year strategic plan commits to improving student achievement. He acknowledged that when teachers are involved in data analysis and identification of improvements needed, there is ownership of results. This focus by teachers at every grade level has resulted in curriculum revision and improved instructional practice.

School personnel indicated that Orleans Elementary has always been a high performing school. MCAS baseline scores from 1998 were substantially higher than the state average (5 points above the state average in English Language Arts, 9 points higher in Mathematics, and 11 points higher in Science and Technology). The Department of Elementary and Secondary Education summary report indicates that by 2000 the gap had increased to 8 points in English Language Arts, 17 points in Mathematics, and 13 points in Science and Technology. The school's guidance counselor/school psychologist/coordinator of special education stated that the school used the Iowa Test of Basic Skills and California Achievement Test prior to MCAS and that teachers were involved in individual and item analysis of these test results. The Superintendent of Schools also reported that the district has a history of using achievement scores to drive curriculum revision and instructional improvement. He said their MEAP scores have always been high.

The tradition of careful attention to data analysis has continued in the era of MCAS. The principal and teachers stated that the collaborative process of examining MCAS results, that took place during two professional development days with all faculty, resulted in identifying gaps in the instructional program. Teachers at all grade levels took responsibility for targeting specific skills at their respective levels to address weak areas. The district has also institutionalized use of informal assessment data. Teachers in interviews and focus groups, for instance, indicated that the early literacy assessment tools developed within and adopted by the district help them plan and implement immediate and deliberate interventions for those students who show weaknesses in specific areas.

The principal, math curriculum coordinator, and teachers attribute high math MCAS scores to the Investigations program because it requires students to think about complex questions, interpret data, and explain their problem solving process in writing. The problem solving they do during math class is more similar to the kinds of problems that are on the MCAS test than the content covered in their previous program, and so students enter the test-taking situation with more confidence.

Interviewees expressed overwhelming consensus that other conditions within the school contribute to ongoing school improvement. The fact that the school is small and everyone knows each other helps to build a strong sense of community. The wealth of human resources allows for small class sizes where students get individual and small group instruction. Active parents and community members who take pride in their only elementary school and a school committee and town which support a generous school budget year after year provide an enriched school environment where a can-do attitude prevails.

How did the school set about planning its improvement initiatives?

The school's improvement efforts are guided by the district's strategic plan, which articulates improved student achievement as its highest priority. Some initiatives are district-driven and some school-based, but faculty always play an integral part in the planning process. For example, each year the School Council generates ideas for a School Improvement Plan (SIP) focus based on needs within the school. They have made a conscious decision to have an academic focus every year. However, the Council wants staff support, and so the principal and teachers take the Council's suggestions to the faculty to gain support and gather specific ideas for implementation.

Teachers volunteer to serve on both school-based committees, such as the theme committee where they plan learning experiences connected to the school-wide theme, and district-wide committees, such as the math benchmarks committee, where they articulated benchmarks to match state math standards. Some teachers also serve on the Professional Development Council where they plan the various in-service and staff development offerings for the year. Teachers pointed out the easel in the faculty room where they were brainstorming ideas for professional development for the next academic year. In all cases, teachers who served on committees spoke about seeking input from colleagues and/or communicating their group's work in faculty meetings or informal conversations.

The provisions of the current contract for teachers to work up to one and a half hours beyond the student school day allows time for teachers to collaborate with colleagues on issues around teaching and learning. This time has made collaborative planning an expectation that has a direct impact on what teachers and students do on a daily basis.

How did the school implement their planned initiatives?

Implementation of planned initiatives relies on the professionalism and collegiality of an experienced group of teachers who are empowered by professional development, opportunities to assume leadership roles in a variety of capacities (e.g. trainers of other teachers, curriculum leaders) and shared decision making (e.g. school themes, professional development offerings). Teachers stated that there has always been a continuous focus on teaching and learning, and therefore they see current school reform efforts as part of an ongoing change process. Their initiatives, both district-wide and school-based, continue the focus on instruction and help to perpetuate a learning organization. In teacher interviews and focus groups, teachers expressed that they came to Orleans Elementary School because of the close-knit, family environment and the collegial and professional atmosphere. One veteran teacher said, "We all talk and work together. There are no cliques. It's a loving and caring group everybody loves their job." School committee members highlighted the degree of coordination within the district and the collaboration among faculty.

Administrators expressed that they trust faculty to implement initiatives because they are given time to collaborate and ongoing training and building level curriculum leadership to support new ideas. As one teacher said, everyone is interested in working as a team. Furthermore, teachers appeared to have ownership in improvement initiatives and are eager to implement them because they help improve teachers' daily practice.

Did the school monitor the effectiveness of the initiatives?

Teachers communicated that they are flexible about implementing new programs. They recognized that change takes place over time. One teacher articulated their routine for monitoring the implementation of initiatives: "Year one we dabble in it, year two we eliminate what doesn't work, year three we supplement it with other things that work." While there is no formal process for monitoring the effectiveness of improvement efforts, another teacher stated that the fact that an initiative continues means it is successful.

School Council members stated that during the course of the school year, the School Council reviews the SIP to determine if they are on track, if they need to make modifications, or reconsider the scope of their goal. For instance, this year they have already decided to maintain the school-wide theme of technology for a second year. They see the need to continue to build the technology program, integrate technology across all subject areas, and train teachers and parents so that they can support children in the effective use of technology as a learning tool.

Because everyone's focus is on student learning, the examination of data on a regular basis also acts as a means of monitoring the effectiveness of initiatives. If student learning is improving, teachers know that instruction is effective. The early literacy initiative is a case in point. Since they administer the assessments three times a year, they examine student growth over time and make adjustments and modifications for individual students based on their individual performance. The concentrated effort on MCAS analysis at the building level is another way in which the school monitors student performance. By identifying gaps in learning, they have strengthened their instructional program by identifying the grade levels at which specific target skills will be taught.

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

All stakeholders conceded that while improvement initiatives may be able to be duplicated, they exist within a school culture that has evolved over years of focused collaboration. School Council members recognized that there is extraordinary stability and collegiality among an experienced faculty. The small school and class sizes contribute to a secure family atmosphere, and strong parent and community involvement and support enrich the school program. School committee members mentioned the socioeconomic level of students' families and the value they place on education contribute to the school's success. Interviewees also mentioned the benefits of a coordinated curriculum provided by district leadership and the unified vision articulated in the strategic plan. These factors play a major role in establishing a context in which the school's improvement initiatives exist. For this reason, teachers in particular were hesitant to state whether initiatives could be duplicated. One teacher commented that "it's the people, not so much the programs" that make the difference at Orleans Elementary.

Those qualifiers stated, the school felt that many of their programs and initiatives could be used to improve student performance in other schools. Programs such as the Investigations math and LINKS strategies can and have been used successfully elsewhere. Other initiatives developed locally, such as the Early Literacy assessment tools and the professional development course in Effective Teaching Unit Design, can be used to improve instruction. Practices such as data analysis, the articulation of benchmarks, lengthening the school day and year, and the use of personnel to create a low pupil-teacher ratio are utilized in other effective schools. How this school has implemented such best practices is worthy of examination not necessarily to duplicate but in order to learn how a school (and district) has articulated its beliefs about effective schools and maintained its commitment to teaching and learning.

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?

Panel members found that everyone at Orleans Elementary (e.g. teachers, parents, the principal, community members, school committee members, and the superintendent) communicated a unity of purpose. They are involved in the school to help students learn and provide them with the tools to help them succeed. All described the school as a collaborative setting that invites learning because the focus is on student achievement. Students told panel review members that the school is like a family, and parents and teachers reiterated that feeling. The panel sensed that everyone in the building was an integral part of the school program. Teachers and the principal, for instance, spoke with fondness about a custodian who had recently passed away. He had been the resident photographer of the school's themes; a teacher shared scrapbooks of the photos he took of students' theme projects.

The professional employee contract, which provides for an extended school day and year, gives teachers time to work together on a regular basis. They meet on at least a weekly basis, during which time they develop shared understandings. The "flex time" requires that they work with colleagues on a project of their choice related to their teaching and thus establishes a norm of collegiality and collaboration. There is little turnover in this stable staff and therefore little need to inculcate newcomers into the culture of the school. However, several teachers sought positions at Orleans Elementary because of the high degree of professionalism, collaboration and family atmosphere. One teacher stated that when she began teaching at the school the veteran teacher at her level took her under her wing and helped her along in her first few years.

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?

Members of this learning organization were quick to admit that a combination of factors have accounted for improvements in teaching and learning. The school leader questionnaire acknowledged that the district's clear emphasis on instructional improvement and student achievement has contributed to the school's success. However, teachers and principal also expounded upon specific initiatives that have made a difference in the instructional program: careful analysis of data, an early literacy program that focuses on informal assessment and immediate intervention strategies, curriculum aligned to state frameworks, and programs, such as Investigations, that provide inquiry-based learning experiences similar to open-ended questions on MCAS.

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

Again and again, stakeholders communicated the district-wide focus on student achievement. The current teacher contract provides funding for professional development and for time added on to the school day and year. The superintendent told panel members that Orleans Elementary teachers have always spent long hours at the school beyond the student day. Teachers are committed to learning and growing and have focused their efforts on improving their teaching so that they can help students improve their learning. The contract acknowledges the time they put in on a daily basis.

Everyone in the community appears to be supportive of the elementary school. The town has always passed the school budget. Teachers conceded that they have received the kind of support necessary to "let kids fly," such as small class size, low pupil-teacher ratio. They have also appreciated the new standards that have re-focused them on student learning in each subject area. Working as a team appears to be a way of life at the school and is what draws teachers to Orleans Elementary. The unified focus on improving instruction and student achievement is the signature of the school.

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?

Orleans Elementary School staff would look forward to sharing their best practices with other schools. The principal commented that she is a good organizer and would want to maximize visitors' experiences at the school. However, she would empower the teachers who would put together a meaningful learning experience for visitors. She envisions visits that would include a tour of the school, observations of classes as well as conversations with staff members.

A school committee member described the school entryway as an inviting space that draws visitors into the school. Panel members concurred and were awed by the natural light, the hallway "galleries" of artwork, and the Cape Cod-like architecture that make the school visually stand out. Because of a declining enrollment, the school has space available for meeting areas and for flexible uses and would easily accommodate visiting groups. The wealth of human resources on staff as well as a large and active group of volunteers would allow for visitations to occur without disrupting the teaching and learning, the faculty's top priority.

Appendix A

Team Members

Helene Bettencourt, Orleans Panel Coordinator, MA Department of Elementary and Secondary Education, Office of Accountability and Targeted Assistance, Malden, MA

Dr. Susan A. Rubel, Orleans Panel Chairperson, Consultant for SchoolWorks, Beverly, MA

Eileen Kenny, Assistant Superintendent for Elementary Education, New Bedford, MA

Joanna McInnis, Director of Elementary Curriculum, grades 3-5, Revere, 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.