Archived Information

Report of the School Panel Review of the
Reay E. Sterling Middle School, Quincy, 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 Sterling Middle School on April 2-3, 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 Sterling School review is provided in Appendix A. A detailed schedule of the panel's activities is provided in Appendix B.

Sterling Middle School Profile

The Reay Sterling Middle School is the second smallest of Quincy's five middle schools. In 2000, the school enrolled 302 students in grades six to eight, of whom 80 percent were white, eight percent Asian, six percent Hispanic, five percent African-American, and one percent Native American. Forty-two percent of the students were eligible for free or reduced-price lunch in 2000, and no students were identified as speaking a first language other than English.

In 1999 (the most recent attendance data available to the panel), students missed on average 13 days of school, for a daily attendance rate of 92.7 percent. The school reported that there were no student dropouts and no student exclusions that year. In 2000, 17 students (5.6%) received one or more out-of-school suspensions and 24 (7.9%) were suspended in-school one or more times. In addition, the school reported that three students (1.0%) in grades 6-8 repeated a grade in 2000.

Staffing

The school's students are taught by 35 full-time teachers for an approximate pupil-to-teacher ratio of 12 to 1. The central staff consists of Principal Earl Metzler, one assistant principal, two guidance counselors, a nurse, a librarian and a school psychologist. Of the 35 full-time teachers, 30 (86%) are certified to teach in their current positions, 11 (31%) possess a master's degree, and 11 (31%) have multiple certifications.

MCAS Results

Overall MCAS results rose steadily over the past three years, with gains registered in each content area each year. In comparing the 1998 baseline score to the 1999 and 2000 average, scores were five points higher in English Language Arts, two points higher in Mathematics, and six points higher in Science & Technology. In 2000, four percent scored in the Failing performance level in English Language Arts, 35 percent scored in Failing in Mathematics, and 36 percent scored in Failing in Science & Technology. MCAS participation rates for all students have varied between 96 and 100 percent in all content areas for all three years. However, the participation rate for special education students dropped from 100 percent in 1998 to 64 percent in 2000 in all three content areas.

Panel Responses To The Key Questions

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

Sterling Middle School is beginning to see improvement in student performance that could be directly linked to the initiatives it has implemented during the past three years. In interviews with the staff, the panel was able to identify the areas on which the school has concentrated, although there appears to be little documentation explaining the strategies and why they were chosen. These ideas and methods, ranging from changes in curriculum to the employment of a block schedule that allows for teamwork could be recreated in another similarly profiled school. It must be noted, however, that the school and district personnel acknowledge that it is still too early in the process of this school's reform to determine the long-range benefits of its practices. Furthermore, the implementation and success of these initiatives are dependent on the collaboration of all stakeholders, adequate time, and district support.

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

After reading the School Leader Questionnaire and School Improvement Plan, as well as interviewing the staff, parents, and students, the panel was able to identify four major initiatives that are having a great impact at Sterling: 1) changes in leadership and governance, 2) changes in schedule and management, 3) changes in school climate, and 4) changes in programs and services. While the order of these does not necessarily reflect their importance, school and district personnel agreed that all strategies are anchored to the strong and dedicated leadership of the new principal.

1. During the school closing and consolidation period of the 1980's, Sterling absorbed the population of a neighboring middle school, which was a traditional rival in sports and academics. This led to a tumultuous period during which the rivalries became magnified. Sterling faced a number of challenges both in school and in the community where it was perceived as an unsafe place where children received an inferior education. Contributing to the difficulties was the fact that the building was housing twice the number of students it once had. In their effort to deal with their problems, the school joined the Accelerated Schools Movement, a Stanford University program that expects that learning will happen if all students are exposed to the same high quality curriculum. Sterling went through an intense self-assessment process in which many systemic problems were discovered and began to be addressed.

The current principal was appointed in 1997, after having served at the school as assistant principal and teacher. His overarching goal was to see Sterling Middle School become a safe and friendly place where all students have access to high quality learning. To this end, he concentrated on attitudinal changes on the part of faculty, students and the community. Fostering an atmosphere of trust, professional risk-taking and staff-based decision-making, he made teachers active participants in his quest for school reform.

Initiatives such as the block schedule, interdisciplinary curriculum, after-school programs, subject and vertical teams, and SPED integration were all teacher-driven. In focus groups and interviews, it was clear to the panel that the faculty feels motivated by the administration to seek alternate, effective practices and supported and guided by them in their implementation.

The principal and assistant principal, when they began working together as a team in 1997, believed it was imperative to revitalize the school council. They restructured it to reflect the Accelerated School model and the business configuration of the Arbella Insurance Company, one of their primary grant sources. Now, the school council represents all school-affiliated groups, meets once a month, discusses issues that affect the school, reviews current and new initiatives, and makes decisions on a variety of matters. Teachers receive not only approval and recognition for their efforts but also support and direction when requested.

It was evident during the panel's visit that the administration holds high expectations for themselves, teachers and students. Teachers meet regularly in teams and with the principal and assistant principal. Because no one works in isolation, there is constant conversation about, review of, and accountability for what is happening.

There is a process in place to handle the situations that arise, and the consistency by which it is carried out promotes justice and security. Parents stated that while safety was once a major issue at Sterling, it is no longer a concern because the administration responds immediately to problems.

A new middle school was built in 1999, alleviating the problem of overpopulation and group rivalry. The enrollment went from 534 to 302. The district gave teachers the choice either to stay at Sterling or move to the new building. Many who had come due to the merger in the 1980's chose to go back to their original neighborhood. This gave the principal the opportunity to recruit staff who reflects his vision of the school.

2. Three years ago, the faculty investigated block scheduling as a way to serve their students' needs better. In 1999, they implemented a block schedule in which the seventh and eighth-graders have ninety-minute periods on a day one/day two model. Sixth-graders maintained their 45-minute classes to ease their transition from elementary school. The panel learned in focus groups and interviews that this new schedule laid the foundation for numerous strategies and instructional methods that occur at Sterling, such as teamwork, project-based learning and interdisciplinary curriculum.

Throughout the day, the panel found a common theme emerging from conversations with the faculty and administration at this school: the significant impact teamwork has had on the success of Sterling Middle School. While some form of collaboration has always existed here, the block schedule allows for more regular meetings together. To encourage integrating curriculum, math and science teachers share a block, language arts and reading share a block, and world language and social studies share a block. In grade-level teams, with leaders who set an agenda, teachers plan interdisciplinary projects, discuss lessons, look at student achievement, share ideas in pedagogy, and discuss individual student progress or issues. Without being coaxed, all teachers interviewed spoke about how beneficial it is to them to be part of a team. One teacher said in an interview, "no one goes stale because we are part of a reflective, supportive, collaborative group."

3. It was clear in the School Leader Questionnaire and in veteran staff interviews that attitudinal change was a significant objective for Sterling Middle School. They wanted students, teachers, parents, and the city to have faith in the quality of education and the quality of daily life at Sterling. Everyone agreed, however, that the only way to alter the community's perception was to address what was happening IN the school. There is evidence of positive change throughout the building, ranging from signs with confidence-building messages to the caring, nurturing staff members who are clearly dedicated to helping their students succeed.

Some of the previously mentioned initiatives have had an impact on school climate. The grade-level teams unite teachers and provide a sense of cooperation and collaboration. The block schedule minimizes the time students spend in halls and thus cuts down on disruption. It also facilitates concentration, group work and time for individual support. Also, the rapid reaction of the administration when dealing with disciplinary or other issues prevents problems from festering, or worse, spreading.

There are several programs in place to instill school pride and self-confidence in students. These include a Spirit Assembly before Thanksgiving where ex-students who are currently at the high-school come in to share their experiences; a Drama Club that exhibits student talent on a cable television show, at a preschool and at a Senior Community Center; and "fly-up" days where fifth-graders come for a full-day orientation to ease their transition into sixth-grade.

The parents in focus groups told the panel that the school opens its doors to the community and encourages them to come see what is happening. Sterling has become part of a "back fence network," where neighbors talk to one another about the positive changes they witness at or learn about the school. This has helped to improve its reputation in the city.

4. Teachers and leaders have implemented a number of programs and services to improve student achievement. Some of these occur during the academic day, others take place after normal school hours.

There is a five-year plan to integrate all SPED students into regular classes. Currently, there is a resource room for sixth-graders, inclusion classes in seventh-grade social studies and science, and all-subject inclusion for eighth-graders. A seventh-grade and an eighth-grade SPED specialist follow students to their classes and give teachers strategies that help teach children with learning differences. These specialists also have an office where students can come for extra help.

The guidance counselors play a pivotal role at the school. They run anger management groups, serve as the point people for contacting parents when issues arise, and foster nurturing and trusting relationships with students. They also provide support to teachers who all act as advisors to 12 children. In these groups, seventh and eighth-graders meet to discuss academic and social issues.

The principal deemed it important to integrate technology into all curricula in an effort to improve student achievement in this area. All teachers were asked to create a lesson that incorporated technology so as to identify those individuals with a certain level of expertise. In a "train-the-trainer" model, teachers then shared their knowledge and guided individuals to use technology in a way that was meaningful in their courses. This practice is being used actively as was evidenced in various classroom visits.

The Drama Club is an integral part of the Sterling community. Students who show signs of talent in theater are encouraged to partake in the program. This year, approximately 60 sixth-graders, 25 seventh-graders and 20 eighth-graders are involved. The seventh and eighth-graders meet from 2:30-5:30 twice a week, but it is considered part of their regular school day. Students and their parents must sign a contract to show their commitment, and their participation is dependent on good grades. The Drama Club is visible in the community through their Cable show and their community service. They also produce several performances for their teachers, parents and peers throughout the year.

The school is working diligently to align the curriculum with state frameworks and to prepare students to take the MCAS. Recent departmentalization has allowed teachers to concentrate in their area of expertise. In interviews, staff told the panel that they not only meet in grade-level teams but also in vertical teams. The latter grouping enables teachers to identify and address gaps in curriculum. They also find ways to integrate MCAS practice into instruction. The school believes that this interwoven network provides teachers with a comprehensive understanding of what students have learned and what needs to be taught.

Sterling's commitment to improving student achievement goes beyond the regular classroom day. The guidance department has organized a Saturday school for children who need extra support. While anyone can attend, the counselors encourage the participation of certain students by calling families at home. Teachers have also initiated a voluntary after-school program for homework and tutoring, and they run this center for no compensation. Furthermore, students can take free MCAS preparation courses after school through the city's "Winter Scene" program. These "Prep for Success" classes are funded by an Academic Support Services grant and are specifically designed to help middle school students attain their highest possible MCAS scores.

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

Throughout the day, the panel saw evidence of student motivation to succeed, faculty commitment to teaching and learning, and administrative dedication to improvement. In focus groups, students clearly articulated their respect and appreciation for their teachers. Since they feel the faculty cares about them, both as students and as people, they strive to excel in both roles. The teamwork they observe among the school personnel sets the tone for collaboration and support among themselves. They realize it is impossible to "fall in the cracks and become invisible" at Sterling, because "someone is always there to catch you," said one student.

The block schedule facilitates integrated curriculum, which gives meaning to the material presented. It gives teachers more time to do projects, to conduct student-centered classrooms and to work with students who need extra help. Furthermore, teachers have ample common meeting time in which to discuss curriculum alignment, gaps in learning and how to address them, and problems affecting individual students.

The atmosphere of the school is warm, caring and supportive. Parents and students unanimously told the panel that safety is not an issue at Sterling. Everyone enjoys coming here and feels part of a "large family." They attributed this comfort and security to the leadership team's quick response to any sign of trouble. Also, since the faculty makes the effort to know students and their families, the children are less apt to misbehave.

How did the school set about planning its improvement initiatives?

The School Leader Questionnaire and interviews indicated to the panel that Sterling Middle School underwent significant changes in organizational structure and culture since the hiring of the new leadership team. Aware that the school was sliding into a chaos that impeded student success, the principal rolled out a plan that drastically altered how they were delivering services to children. He retained and hired teachers who were dedicated and enthusiastic and who were willing to play an active part in the school's reform. This faculty embarked on a series of team meetings that generated improvement initiatives, some like the SPED inclusion founded on research, others driven by individual quests to find better ways to meet students' needs. These proposals were brought to the school council. Upon approval, the school carefully and systematically began to implement the initiatives. Currently, most of the schedule, management, climate, and service changes are in full effect; the SPED integration is steadily extending to include all seventh-graders and eventually, perhaps, sixth-graders.

How did the school implement its planned initiatives?

The primary factor in implementing the planned initiatives was to ensure that there was a whole-school acceptance of these strategies as ways to improve student performance. All stakeholders were involved in the planning process through the various meetings and in their representation on the school council. Several systems are in place to support school personnel as they employ or partake in the initiatives: staff development days, workshops, assemblies, training, meetings with teams and administration, and a mentoring program for new teachers.

The faculty has two early-release days a month, one is school-based and one is district-based. These are generally used for curriculum alignment with state frameworks, grade-level expectations and data analysis. The district uses Test Whiz to identify citywide strengths and weaknesses and shares them with school staff. Teachers are also required to attend professional development workshops led by the Directors of curriculum once a month, sessions for training in technology, and other school-based training that arises out of need.

Did the school monitor the effectiveness of the initiatives?

Sterling Middle School has begun to look at the effectiveness of its initiatives. However, it is too early in the process to make definitive determinations. The panel saw many indications that there is a lot of reflection among the staff about what they are doing. In focus groups and interviews, teachers and leaders could give specific examples of the benefits of block schedules, teamwork, effective management, etc. and these are cited throughout the report. While there is much anecdotal information available with regard to the results of the school's changes, the staff is not yet able to produce hard data on them. With time, the panel agrees that if the steady improvement continues, the school will be better equipped to monitor the effectiveness of the initiatives.

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

The school staff and school committee members acknowledge that some of their initiatives are dependent on district support and contractual language. They do concur, however, that there are initiatives that can be replicated. At Sterling, there is a unified commitment to redesign the approach to teaching and learning and running a school. All stakeholders are involved in decision-making and contribute to the school reform process. This, according to staff and district personnel, is the key to their success. All programs and methods, from SPED inclusion to integrated curriculum, are anchored to the collaboration of the faculty.

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

The panel agreed, after reading the School Leader Questionnaire, interviewing school and district personnel, and visiting classes, that the conditions are in place for Sterling Middle School to serve as a model of effective practices and successful improvement initiatives. Administrators, teachers, parents and students clearly articulated common reasons for student achievement. Everyone with whom the team spoke was enthusiastic about and confident in the learning that is occurring. Moreover, the building has the capacity to host visitors, and the school community is welcoming and eager to share their experiences. Nonetheless, the process is still in its early stages and not enough time has elapsed to monitor and document its effectiveness.

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 principal, assistant principal, faculty, parents and students have a shared understanding of the changes that have led to improvements in teaching and learning. The principal was given the authority to hire new faculty and selected teachers who reflect his vision for the school. Systems are in place to induct staff into practices and to offer all faculty support and guidance. The faculty at Sterling is there because they believe in the initiatives that are being implemented. It was evident to the panel, after speaking with teachers in a variety of settings, that they are all committed to providing a nurturing, caring, safe place for children, but that they demand high standards from themselves, as well as from their students.

How effectively do leadership and staff articulate the connections between the specific changes and improvement initiatives they have implemented, and the improvements made in teaching and learning?

While the administration and faculty were able to speak in detail about the various initiatives, the panel did not feel that connections between specific strategies and improvements have yet been made. Their movement in that direction, however, is evident in their constant reflection and review of practices. More time is needed to give the school enough data from which to identify the strengths and weaknesses of their programs.

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

Yes. It was evident to the panel from the School Leader Questionnaire, interviews and classroom visits, that there is a school-wide focus on continued improvement of student performance. Everyone at Sterling is invested in the success of the school, and everyone has faith in the teaching and learning that is happening. Teachers regularly examine their work in grade-level and vertical teams to ensure they are meeting the needs of their students. The faculty stated and demonstrated they are comfortable with and respectful of each other. The support and encouragement they receive from one another and from the leadership team enables them to take professional risks in an effort to reach students.

The Superintendent agreed that this school has made tremendous progress in their plan to improve their performance, their environment, and their reputation. The district will continue to support these efforts through professional development opportunities, site-based management, and curriculum coordinators who provide a variety of workshops and assistance to teachers.

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 building that houses Sterling Middle School contains both the physical space and the amenable population necessary to accommodate groups of visitors. The staff is willing, able and excited to share its experiences with others. The panel found the climate warm and inviting and felt the positive effects of a close community with common goals. The only limitation in their ability to assist another school in improvement planning is their lack of written documents to link specific strategies to student achievement.

Appendix A

Team Members

Margarita Laboy, Coordinator for the panel, Department of Elementary and Secondary Education, MA

Dominique Astier, Chairperson of the panel, SchoolWorks, Beverly, MA

Robert Boule, Panel Member, Quadrant Manager, Worcester, 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.