Archived Information

Report of the School Panel Review of the
Saltonstall School, Salem, 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 Saltonstall School on March 26/27. 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 Saltonstall School review is provided in Appendix A. A detailed schedule of the panel's activities is provided in Appendix B.

Saltonstall School Profile

Saltonstall is the third largest of Salem's seven K-5 elementary schools with 424 students enrolled in 2000. The student population has increased 14 percent since 1997. The demographics have also shifted since 1997 with the percentage of Hispanic students dropping from 30 to 21 percent as the white percentage increased from 68 to 75. In the same time frame, the percentage eligible for free or reduced price lunch fell from 40 to 23 percent, those speaking a first language other than English fell from 33 to 17 percent and those identified as Limited English Proficient declined from 23 to 12 percent.

In 1999 (the most recent attendance data available to the panel), students missed on average 6 days of school, for a daily attendance rate of 96.8 percent. This was the highest rate in Salem. The school retention rate has fluctuated above and below the state average since 1998, but the three-year average (1.7%) is below the state average. Suspension rates have also fluctuated. The 1998 to 2000 three-year in-school suspension rate was 2.6 percent, while the three-year out-of-school suspension rate was 0.6 percent.

Staffing

Saltonstall's students are taught by 33 full-time teachers for an approximate pupil-to-teacher ratio of 13-to-1. The school also employs a principal, a nurse and a parent center coordinator and one other coordinator. The staff also includes four bilingual specialists, an ESL teacher, an art teacher, and a music teacher. The school did not provide information on the certification status or educational background of its teachers.

MCAS Results

Overall MCAS results rose substantially in 1999 followed by smaller gains in 2000. 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, seven points in Mathematics, and seven points in Science & Technology. In 2000, nine percent of students scored in the Failing performance level in English Language Arts, 10 percent in Mathematics and five percent in S&T. The percentage of students participating on the ELA portion of the MCAS has declined from 97 to 89 percent since 1998, mostly because Limited English Proficient students were exempted in the latter years.

Panel Responses To Key Questions

Key Question 1: Is This School Using Effective Improvement Initiatives That Could Be Replicated In Other Similarly Profiled Schools?

The Saltonstall School has had tremendous success with many of its approaches to teaching students and running a school. These ideas and practices, ranging from employing specific methods to recruiting parents to be more involved, could be recreated in another similarly profiled school. It must be noted, however, that the school and district personnel interviewed by the panel agreed that the success of these initiatives is dependent on the collaboration of all stakeholders, careful planning, adequate time, comprehensive training and district support.

Which improvement initiatives have had the greatest impact at the school?

In interviews, the superintendent and faculty agreed with the principal's answer to this question in the School Leader Questionnaire. The improvement initiatives that have had the greatest impact at Saltonstall are 1) a collaborative professional culture, which laid the foundation critical to the success of all their initiatives; 2) year round and extended day schedule; 3) multi-age classrooms; 4) a commitment to the Multiple Intelligence Theory; 5) authentic assessment; and 6) an integrated approach to bilingual education.

The school is run as a partnership between the administration, parents, teachers, and the Salem Teachers Union. All stakeholders have a voice and are encouraged to be involved. The culture at Saltonstall is one that encompasses an allegiance to high standards, trust that permits professional risk-taking, a willingness and desire to collaborate, and a shared understanding of the philosophies on which the school is grounded. Throughout the day, the panel found a common theme emerging from conversations with the faculty, parents, and administration at this school: Saltonstall's success is largely due to their commitment to working together as a community.

The teachers are at the Saltonstall School by choice and are highly dedicated to the success of their students. They meet regularly in teams to discuss lessons, student achievement, ideas and pedagogy in an effort to examine and evaluate their work. Seeking opinions, input and support from colleagues regularly, no one does anything in isolation. In addition to after-school faculty meetings, teachers meet for two hours every Friday morning to plan interdisciplinary projects, partake in training and/or discuss individual student progress or issues. During this time, students attend "Friday Club," six-week sessions of special interest classes led by paraprofessionals and volunteers. Since parents organize and manage this activity, the staff can focus completely on their work.

Parents are an integral part of the Saltonstall community. In the building, there is a Parent Center that contains many amenities to make parents feel welcomed. It is designed to "wrap around" each individual's needs and to assist parents in accessing support. The facilitator of the center coordinates the delivery of services of all descriptions to families and serves as a support to students, parents and teachers. There are many services and programs that encourage and foster parent involvement, including two Portfolio Nights (with 100% parent attendance), volunteering opportunities, letters sent home requesting help, teacher conferences, goal-setting meetings in which students and parents establish specific goals, a weekly newsletter in Spanish and English, and schoolwide events to demonstrate student learning at the end of each academic session. In interviews with administrators and teachers, it became apparent to the panel that the school wants to build a relationship with all families and is willing to meet them on whatever level is possible and comfortable for them.

Both the school day and school year are longer than those of other schools in Salem. The day consists of eight hours and the year begins with the others in Salem but ends during the last week of July. Instead of over two months of vacation at a time, they have a week or two spread every six or seven weeks throughout the year. This calendar was designed to afford opportunities for planning and in-service training, improve the amount and quality of time teachers spend with students, maximize learning time, and minimize review time. Uniformly, the teachers told panel members that this is one of the most effective improvement initiatives at the school. During each of the two-week vacation sessions for students, the first week can be used for intensive instruction for students in grades two through five who require the extra help. Teachers work during these sessions on a voluntary, rotating basis and are paid to do so. This time can also be used for group and/or individual planning and for teachers to observe other schools about which they want to learn.

All classes at the Saltonstall School are multi-age classrooms (K/1, 2/3, 4/5). The school chose this approach with the belief that students are more likely to move forward at their own pace; that the bonds and understanding between teachers and the children and their families increase when students stay with the same group for two years; and that multi-age grouping builds a sense of community among students, a constant flow of leading, following and cooperating.

Since 1995, the school has based its instructional practices on the Theory of Multiple Intelligences. Having researched Howard Gardner's ideas extensively, the founders of the Saltonstall adopted his theory that there are eight areas of intelligence: verbal/linguistic, musical/rhythmic, logical/mathematic, visual/spatial, bodily/kinesthetic, intrapersonal, interpersonal and naturalist. The school is thus committed to an integrated approach to art and Music education, inquiry based science, interdisciplinary curriculum and an active learning approach where students do the work of scientists, historians, writers and mathematicians. Classroom visits confirmed the fact that curriculum and instruction at the school speak to each of the types of intelligence and that children are given opportunities to exhibit what they know through a preferred means.

In order to make learning more meaningful and to increase the amount of time students spend working in each discipline, teachers integrate the curriculum in a variety of manners. Every six to seven-week school sessions is unified by a school-wide theme. The objective of each lesson is to teach in a way that helps children make connections among topics in each subject, being careful not to force skills and concepts into units that do not make sense.

A lot of reflection on the part of teachers, administrators and students exists at this school. Just as teachers are constantly viewing and reviewing their work, students are asked to do the same. All students in grades K-5 use portfolios to develop their academic goals for the year, to collect work that demonstrates what they have learned, and to understand what they need to do to learn more. The students present their portfolios to their families twice a year, therefore taking ownership of their learning. Teachers also use developmental assessments, rubrics, exhibitions and narratives to demonstrate what the students know. Founded on the belief that assessment should not rank and sort students but help them celebrate and reflect on what they know, the school does not use letter grades on report cards. Instead, each student's skills are labeled as having been developed, in the process of being developed, or not yet visible. Detailed comments follow each discipline area, giving parents a clear picture of their child's progress.

The ESL population at the Saltonstall is approximately at the city average, which is 25%. The bilingual committee meets on an as-needed basis in order to discuss individual case studies brought forth by the bilingual and integrated teachers. All teachers are encouraged to be trained in the MELA-O course to further their understanding of ESL students. The cluster approach the school uses is grounded in the theory that some subjects need to be taught to children in their own language while others do not. All the TBE (Transitional Bilingual Education) classes at the Saltonstall partner with another class for art, music, physical education and math. As each student's English proficiency increases, the amount of time they receive instruction in their native tongue decreases. There are three levels of integration in the TBE program, each containing a set of criteria for determining whether students are ready to progress into the next level. The school uses this approach because they believe it establishes all students as belonging to a larger group, enabling bilingual students to participate in non-bilingual classes as equals while still receiving the support they need to understand fully what they are learning.

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

The panel team agreed, after conversations in interviews and focus groups, as well as after visiting classrooms, that students at the Saltonstall School are achieving success as a result of the comprehensive redesign approach the school has taken. The administration, staff, district and parents are working together toward the same goals. They are collaborating with and supporting one another and are completely focused on teaching and learning. While they have realigned their curriculum with the Massachusetts Curriculum Frameworks, regularly provided MCAS practice and completed in-depth analyses of test scores, a large part of their success is the result of their willingness to examine and reinvent how they organize the school and how they teach.

The extended year and day schedule provides the time needed to accomplish the objectives established by the whole school community. The teachers told the panel how much they value the time to work together, to plan, to be trained, to assess their own work, and to communicate with colleagues, parents, and students. They have the opportunity to work closely with those students who are struggling or simply needing some extra support. The schedule also makes it feasible for teachers to visit other schools or to participate in professional development opportunities. Furthermore, in conjunction with the multi-age classrooms that allow students to remain with the same teacher for two years, the extended year and day enable families and teachers to form meaningful relationships that center around helping children succeed.

The principal stated in the questionnaire, and the faculty conceded in focus groups, that their multi-faceted approach to assessment has given them a significant amount of data about how students learn. The portfolios, rubrics, standardized tests, progress reports and other assessment tools provide teachers with a full picture of each student. They are then able to tailor instruction to suit the individual needs of their students while holding high standards. Although the school recognizes its obligation to prepare students for success on standardized tests, panel members uniformly concluded that the students' improvement on the MCAS seems almost to be a coincidental aftermath to their curriculum and instruction rather than the driving force behind them.

The teaching at the Saltonstall School is developmental and based on Howard Gardner's 'Multiple Intelligence Theory'. There was clear evidence of this in the panel's classroom observations, ranging from lessons in science, math, Spanish, art and writing. Teachers stated they base their lesson plans on multiple intelligence theory because it helps all children come to deeper understandings of difficult topics. The material in each course was introduced through multiple avenues such as videos, worksheets, songs, dance, rhymes, acting, pictures, etc. In one kindergarten class, students came to comprehend the organization of the planets and the role of the moon and the sun by "acting out" each part, thereby using the bodily/kinesthetic intelligence.

How did the school set about planning its improvement initiatives?

The improvement initiatives at the Saltonstall School were originally planned by the Committee for the New School at the Saltonstall through its work in 1993 and 1994. The Superintendent, school leaders, teachers, parents, community members and Salem State College personnel joined to form a "break-the-mold" school that addresses diversity. Since that time, sub-committees made up of representatives from all involved groups were established to focus upon each component of the school. All programs and philosophies have been researched extensively, and the school maintains clear documentation on each. Furthermore, the Saltonstall school council regularly reevaluates its commitment to the tenets of the philosophies adopted by the school.

The current School Improvement Plan was developed by the school council and then given to the faculty for feedback. In staff meetings, teachers refined the goals and sent the Plan back to the school council for approval before its delivery to the Superintendent. The SIP is constantly revisited during the school year and is a living document that drives instruction. It contains the measure of attainment of previous goals, as well as new goals for the current year. Teachers with whom the panel members spoke could not only produce it immediately but were also very familiar with its contents.

How did the school implement its planned initiatives?

The document the school provided on Saltonstall's history states that community and administrative support have been present throughout the planning and beginning implementation stages of the school, and that grant-writing and other revenue-seeking continue. Before its opening, the school offered training to anyone interested in the multiple intelligences theory. The planning team provided one week of training for parents, one week for teachers and one week for administrators.

The hiring process took one year, but it resulted in a group of teachers who believe in the philosophies from which the Saltonstall evolved and who are enthusiastic, capable and committed to the success of their students. The teachers are there because they chose to be there. They appreciate the environment where their voices are heard, as well as the support and guidance they receive from school leaders and peers. In all interviews and focus group discussions, panel members heard genuine excitement and pride about being part of the Saltonstall from the staff, parents, Central Office and students.

Did the school monitor the effectiveness of the initiatives?

The school has monitored the effectiveness of its initiatives and continues to do so systematically. At the district level, there is in-depth analysis of MCAS scores that is given to the principal who shares them with the faculty. Central Office personnel form teams with teachers from all over the district to look at state frameworks and realign their curriculum. They have established a standardized template that includes curricular themes and benchmarks for grades pK-12. District-wide standardized testing is also administered. In addition to the MCAS, the Terra Nova is given to grades 3, 6 and 9 to flag students who need targeted assistance; the Supera is given to Spanish-speakers; the Stanford Diagnostic is given to third-graders; Development Reading Assessment is administered to grades K-3; and K1 Inventory is given to all Kindergartners.

At the building level, there is on-going monitoring of student work using rubrics and benchmarks similar to the Framework benchmarks. Teachers share student portfolios and discuss progress and evaluation in an effort to maintain high standards. Students are also involved in the assessment of their portfolios so as to encourage ownership of work. The detailed analysis of student achievement on report cards requires teachers to think deeply about each child's accomplishments and challenges and offers other teachers and parents valuable information to provide targeted support.

The school council and faculty revisit the goals set in the School Improvement Plan in the middle of the year to determine the degree of attainment. At this time, they discuss whether these goals are still viable and pertinent and adjust them for the following year as necessary. The panel team felt that nothing is stagnant at the Saltonstall; there is constant movement toward improvement as the staff is aware that circumstances and needs change. An example of this flexibility is with the Everyday Math program where the school realized that multi-age grouping was causing students to have gaps in knowledge. They accommodated the demands of this program by going to straight-grade instruction in math.

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

The superintendent, principal and faculty all agreed that the answer to this question is a "complicated yes." The panel learned in interviews, focus groups and written materials that the Saltonstall School is the product of months of intense research on pedagogy and methodology; a dedicated group of people who are committed to the success of the school, support from the district, and contributions from all stakeholders. One cannot simply superimpose or tack on the initiatives to an existing program. Success is dependent on ample time to determine how the strategies can address the needs of an individual school and to train staff to use them effectively. Furthermore, there needs to be a unified commitment to redesign the approach to teaching and learning and running a school. Finally, once systems are in place and are proving to be successful, the panel and staff agree that one must continually review success and remain open to new ideas.

Key Question 2: Are The Conditions In Place For This School To Serve As A Model Of Effective Practices And Successful Improvement Initiatives?

The Saltonstall School could, based upon its ability to articulate ideas and its experience hosting local, national and international visitors, serve as a good model for other schools. Staff communicate consistent messages about how they have helped students improve their performance and are passionate about sharing their success.

Do leadership and staff have a shared understanding and use common language to describe the changes/initiatives that have led to improvements in teaching and learning?

Yes. Throughout the day, in all settings, panel members heard teachers, administrators, students, and parents talk about the initiatives of Saltonstall as they are anchored to the common vision of the school: that all students are gifted and talented and can learn. There is visible evidence among stakeholders and within the physical building of what is referred to as "Saltonstall Pride: Caring, Effort, Teamwork and Responsibility." Everyone with whom the team spoke is knowledgeable about the programs, the philosophies and the strategies the school has adopted---even the students. When asked to give specific examples of how the Multiple Intelligences Theory applies to lessons, students, teachers and Salem State College student teachers could all give the panel members valid responses. The same occurred when these groups were asked about the benefits of extended year and day, multi-age classrooms, the bilingual program and the use of portfolios as tools for assessment.

When asked what one initiative had the greatest impact on student improvement, all staff members agreed that while it is the combination of all of them, it is the collaborative culture of the school that facilitates their success. They explained that without the cooperation and support they find among themselves, as well as from the Central Office, none of the initiatives would be effective. Faculty members acknowledge that the Saltonstall is a close-knit community that often feels more like a family than a school.

The panel learned in teacher focus groups that the faculty consists of a combination of new teachers and those who have been there since the school opened in 1995. New staff members are chosen through a process that involves entire grade level teams, parents, school council members and the principal. Since new teachers are not expected to be experts in multiple intelligence theory, multi-age grouping or interdisciplinary curriculum, the school provides ongoing training in these areas, as well as ensures they have the support and guidance of veterans through observation and supervision.

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?

There is definitely a whole school approach to improvements made in teaching and learning; all teachers are equipped with the knowledge necessary to understand why they are doing what they are doing. In interviews with individuals, as well as in focus groups, the panel found the leaders and staff able to articulate clearly the connections between specific initiatives and student achievement. The formal and informal discussions in teams about student work generate ample opportunities for teachers to examine the strategies they use and how they impact student learning.

The Director of Curriculum stated that there are written materials available for schools to view, and the school also has kept documentation of all the research behind the selected initiatives. Furthermore, the School Leader Questionnaire was specific and clear in its presentation and explanations, demonstrating the leader's ability to present the work of the school in a manner that can be easily followed.

The school council, faculty and parents clearly articulated the connections between implemented changes and improvements made in teaching and learning. They believe all their initiatives are tied to their mission to know students completely---how they learn, where their talents lie, where they come from, etc. When asked to elaborate on specific initiatives, leaders, teachers, parents and students could do so naturally and knowledgeably.

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

The Saltonstall School, one of seven K-5 schools in the district, has had an increasing enrollment since 1997. In this period, the percentage of minority students, low-income students and Limited English Proficient students has decreased significantly. The school council members attribute this change to the controlled choice application process whereby students are accepted by one of the following criteria: first, racial balance; second, sibling preference; third, proximity to the school; and finally, a general lottery. The increase in enrollment and the changes in demographics require the school to review regularly its programs to ensure they continue to meet the needs of their students.

It was evident to the panel that the Saltonstall is a reflective community that is constantly evaluating its practices and modifying them to meet new challenges while sustaining its overarching goals. Student work is constantly being examined, displayed and celebrated. Teachers give freely of their time to work together in pairs, in teams, in clusters and with students. All the work done by the school, from curriculum design to narrative report cards is driven by the common objective to continue student improvement.

The district supports the school's initiatives, as evidenced in the panel's interviews with the Superintendent, Assistant Superintendent and school council, as well as in articles about Saltonstall supplied to the team. While the Superintendent stated that the extended day and year initiatives were expensive, he acknowledged that it was well worth the money. The Central Office provides professional development around district initiatives such as First Steps and Everyday math. All teachers have eight early release days (half school and half district) and five full days (one school and four district). Moreover, the staff receives 15-16% beyond the salary of other Salem school staff.

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?

Yes. The Saltonstall is willing, able and ready to host site visits and to share effective strategies and practices with other schools. The building contains both the physical space and the amenable population necessary to accommodate visitors. In its six years of operation, the school has had numerous local, national and international visitors. School systems come to observe regularly and Project Zero, with its focus on the multiple intelligence theory, steers groups of educators to Saltonstall. There is a standard packet with detailed information about the school for any interested party, and the Director of Curriculum told the panel that there are abundant written materials for schools to review.

Appendix A

Team Members

Jason Kingston, Coordinator for the Panel Review, Department of Elementary and Secondary Education, Office of Accountability and Targeted Assistance, Malden, MA

Dominique Astier, Chairperson of the Panel Review, SchoolWorks, Beverly, MA

Diana Roy, Team Member, National Board Certified English Teacher, Ludlow, MA

Patricia Poska, Team Member, Lead Instruction Facilitator, Lynn, MA

Hazel Grenham, Team Member, SPED Director, Chelsea, 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.