Assessment/Accountability
School and District Accountability and Assistance

Report of Fact Finding Review
Mt Pleasant Elementary School
New Bedford Public Schools

Executive Summary

The Fact Finding Team has conducted its review of the Mt. Pleasant Elementary School. During this review, the team determined that through the Performance Improvement Mapping (PIM) process, the school's staff accurately identified areas of weakness in student learning. The staff identified specific areas of difficulty concerning English language arts and mathematics for students in general. Key findings of the Fact Finding Team include the identification of areas of strength and areas needing continued and more focused improvement. These findings are the basis for the team's judgments on prospects for improvement at Mt. Pleasant Elementary School. The team determined that factors that contribute to student performance at the Mt. Pleasant Elementary School include the following:

1. School climate
2. Commitment to improvement of student performance
3. Curriculum
4. Diversity of learning needs
5. Quality of instruction and expectations for student learning
6. Professional development
7. Resources
8. Structures for evaluation and monitoring

Findings relevant to these factors are described below.

1. There has been a significant positive change in climate at the Mt. Pleasant Elementary School during the past year.
   • The leadership skills, accessibility, communication style, and active teacher support of the new principal were consistently praised by staff and parents. An atmosphere reflecting increasing trust, respect, safety, order, and discipline was observed in the building.
   • Staff expressed optimism for improved student performance. Students and teachers were eager to showcase student work products during classroom visits.
   • Staff members seek assistance concerning curriculum and instruction from the principal and other resource personnel.
   
   
   
2. Commitment to improvement in student performance by staff and students was observed.
   • All Mt. Pleasant professional staff members, as well as representatives from the central office, have participated in the Performance Improvement Mapping (PIM) process.
   • Teachers and students expressed desire and enthusiasm for further improving their work. Staff expressed increasing acceptance of responsibility for student learning.
   • Several new academic programs have been initiated over the past year.
   • District leaders have provided support to the school through participation in the Performance Improvement Mapping (PIM) process, maintenance of reasonable class size, allocation of resources, and establishment of three academic coaching positions in the school.
   
   
   
3. Comprehensive curriculum documents are not in place for all subject areas.
   • Listings of framework standards for each grade level are available for English language arts and mathematics. While a resource guide identifying methodologies, instructional activities, resources, and assessment strategies was developed for the elementary grade levels this past summer in mathematics, such guides currently are not available for other subject areas.
   • Ongoing assessment of curriculum is not in place.
   
   
   
4. Mt. Pleasant students represent a diverse learning population. Language development and application of mathematical concepts present particular challenges.
   • MCAS scores in English language arts and mathematics are substantially below district scores. Students score less well on open response questions in both areas.
   • A large proportion of the students at Mt. Pleasant come from a background of English not being their first language (FLNE).
   
   
   
5. Quality of instructional delivery and expectations for student learning varied.
   • Performance levels for Mt. Pleasant students on MCAS have been substantially below district and state scores since the onset of the test in 1998.
   • Lessons observed were mainly whole group and teacher centered. Some observed lessons lacked challenge. Limited differentiation of instruction was observed.
   • In many situations, the components of the literacy block lacked integration.
   • There is limited availability of time for grade level or subject area collaborative teacher planning.
   
   
   
6. Professional development and training require more in-depth study and scheduled follow-up to refine instructional initiatives or practices in place.
   • Quality of instruction varied.
   • Support from the principal and coaches (literacy and mathematics) is positively received.
   • Teachers expressed a need for training in the instruction of second language learners and interest in training for inclusion skills and practices.
   • Teachers expressed the need for taking more time in order to reflect and get better at what they are doing before moving on to something new.
   
   
   
7. Resources available to support teaching and learning application for a diverse group of learners are limited.
   • Availability of resources in classrooms varied.
   • Big books and books of varied levels, genres, and multi-cultural literature are limited in availability.
   • While hands on mathematics materials are currently being distributed and developed for distribution by the mathematics coach, these materials are currently limited.
   • Computer hardware and software are limited.
   
   
   
8. Formal systems or structures are not in place to assess and monitor the effectiveness of curriculum or program initiatives on student learning.
   • New programs have been initiated; but procedures to evaluate the impact of new or existing programs are not in place.
   • Timelines for on-going evaluation of curriculum or program initiatives have not been established.
   
   
   

The Fact Finding Team's judgments regarding prospects for improvement at Mt. Pleasant School are positive, but guarded. The school's administration and staff are working to address identified challenges in the areas of English language arts and mathematics. Continued progress is dependent on:

High expectations
Clear curriculum road maps
Initiatives for language development and application of mathematical concepts
Continuous evaluation and assessment of student progress
Best practice instruction
Ongoing, in-depth professional development and training
Wide availability of resources (books, materials, technology, personnel)
Evaluation and monitoring of curriculum and program initiatives for impact

Clear, detailed, and focused planning (short and long term), collaboration of all constituencies, and ownership by all stakeholders must be built upon to maintain progress and move forward in meeting the challenge of improved student learning.

More detailed information regarding key findings of the Fact Finding Team, as well as recommendations for improvement, is included in the Inquiry Section of the report.

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