Assessment/Accountability
School and District Accountability and Assistance

Report of Fact Finding Review
Dr. William R. Peck Middle School
Holyoke Public Schools

Executive Summary

In the course of the Fact Finding Review at the Peck Middle School, the team determined that through the Department of Elementary and Secondary Education's Performance Improvement Mapping process, the school has accurately identified particular areas of weakness in student learning. Specifically, the school identified each area of math for all students, as well as English Language Arts for special education and limited English proficient students. The team's analysis of student performance data revealed similar trends.

In examining Peck's programs and practices in all areas of inquiry, the team determined that factors that contribute to the current levels of student performance can be summarized into four areas:

1. the absence of a systematic approach to monitoring curriculum implementation;
2. the quality of classroom instruction;
3. the need for greater coordination among Peck administrators, and the lack of focus of school leadership on developing a school vision, including a well-specified plan and a means for evaluating program effectiveness; and
4. insufficient classroom-level support for all teachers serving all programmatic populations.

The team priority findings are described below:

1. In general, classroom instruction at Peck is of low quality.
   • The limited variety of instructional methods and strategies does not meet the diverse learning styles and needs of Peck students.
   • Across the school, the quality of instruction negatively impacts student learning. In many classes, teachers do not engage students in productive learning activities that encourage or require the development of critical thinking and problem-solving skills. Teachers infrequently check for students' prior knowledge of the subject or understanding of the expected activity, and seldom utilize effective questioning techniques or provide sufficient context or closure for classroom lessons.
   • Teachers' low expectations for student achievement impede student progress in becoming independent learners. The majority of teachers observed have not established effective classroom routines nor do they effectively address inappropriate classroom behavior.
   
   
   
2. Although the district provides a clearly documented curriculum, the school does not have a systematic approach to monitor curriculum implementation.
   • The district has a documented curriculum in ELA and Math that clearly articulates standards for student learning and identifies examples for instructional practices and student assessment. The curriculum guides, however, need to be updated.
   • There is no comprehensive or systematic process in place in the building to assess the effectiveness of the school's program implementation and its impact on student performance.
   • Teachers do not consistently implement the district curriculum.
   
   
   
3. The need for greater coordination among Peck administrators, and the lack of focus of school leadership on developing a school vision, including a well-specified plan and a means for evaluating program effectiveness, impedes school improvement efforts.
   • Although the administrative leadership at Peck collectively has the skills necessary for improving classroom instruction and student achievement, they have not organized themselves in such a way that makes such desired outcomes likely.
   • The school has not yet articulated a clear, compelling vision for how to improve the specific learning gaps in student achievement.
   • The potential of the important changes that have been initiated is undermined by insufficient communication between administrators and teachers, between the school and parents, and within the administrative team.
   • The school does not yet have a coherent, well-articulated improvement plan and has not established a means for evaluating the effectiveness of its existing academic program.
   
   
   
4. Although the school has made some promising changes in the school structure and schedule, the school does not yet provide sufficient support for all student populations and teachers serving all programmatic populations.
   • With the creation of the House system, the school has created an organizational structure that supports collaborative work across grade levels and increases instructional time.
   • Peck does not have a have a school-wide vision for professional development and has not yet developed a systematic approach for utilizing its professional development resources.
   • While the school is piloting some promising programs that target specific student populations in need, the school's recent improvement efforts do not provide sufficient instructional support for all teachers, particularly those serving limited English proficient students.
   
   
   

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