Assessment/Accountability
School and District Accountability and Assistance

Report of Fact Finding Review
Roger L. Putnam Vocational Technical High School
Springfield Public Schools

Executive Summary

In the course of the Fact Finding Review of the Roger L. Putnam Vocational Technical High School, the team determined that the school has accurately identified the specific areas of student learning deficiencies, namely, reading comprehensions and complex language usage. The same deficiency is linked to poor performance in English language arts and mathematics, particularly as language skills are required in responding accurately to short answer and constructed response questions in both ELA and mathematics assessments.

In examining the Putnam programs and practices across all areas of inquiry, the team determined that factors influencing poor student performance can be summarized into four areas:

1. the academic curriculum and instructional practices do not provide sufficient support for the acquisition of complex language and the enhancement of reading comprehension for the current student population;
2. supervision of instruction and the monitoring of curriculum implementation is sporadic and unsystematic, allowing gaps in student opportunities to acquire essential knowledge and skills
3. the development of a consensus among staff and faculty about the primary areas of student weakness is lacking, as is the mobilization of effort toward a concerted attempt to improve reading comprehension and enhance the acquisition of complex language among all students; and
4. the lack of appropriate facilities, technology, equipment and other resources to support the academic and vocational programs, along with district policies that hinder school efforts to implement critical changes.

The team's findings are described below.

1. The Putnam academic program as mandated by the district does not meet the needs of the currently enrolled students. Measures of student achievement including the ITBS (Iowa Test of Basic Skills) the TABE (Test of Adult Basic Education) indicate that, on average, students entering Putnam perform at the sixth grade reading level. The district mandated curriculum assumes ninth grade skills.

   • Scores of Putnam students on the 2001 and 2002 ELA Grade 10 MCAS and other assessments indicate deficiencies in the areas of reading comprehension, language use, and composition.
   • Scores of Putnam students on the 2001 and 2002 Mathematics Grade 10 MCAS and other assessments indicate deficiencies in all areas - number sense, patterns, relations and function, geometry, measurement, statistics and probability. Scores on open response and short answer questions reflect deficiency in reading comprehension, language use and composition.
   • Instructional materials provided by the district for regular education, special education and bilingual education students are not always appropriate for students performing below grade level.
   • In many cases, instructional practices currently in use do not address the significant language needs of students in all subgroups in the different content areas.
   • The curriculum at Putnam is not coordinated across and within grade levels and academic areas and between vocational and academic programs.
   • As presented during the Fact Finding visit, Nov. 12-15, the Putnam Improvement Plan does not adequately address the need for modifications to the educational program to address the reading comprehension deficiencies of Putnam students.
   
   
   

2. At present, there is no effective system of regular supervision and evaluation of instruction at Putnam. In addition, there is an absence of a coordinated professional development plan to insure that all teachers have the skills and knowledge to support the needs of students enrolled at the school.

   • Instruction in the academic areas varies in quality, in many cases contributing to limited levels of challenge for students of all ability levels. Instruction in the vocational areas offers more regular opportunities for students to engage in problem solving and higher level thinking.
   • Supervision of instructional quality is sporadic and uncoordinated, and does not appear linked to the learning needs of students.
   • There is no apparent link between the district's professional development programs and the specific professional growth needs of teachers at Putnam.
   • As presented during the Fact Finding visit Nov. 12-15, the Putnam Improvement Plan does not adequately address the need for focused monitoring of instruction and integration of professional development activities designed to address the reading comprehension needs of Putnam students.
   
   
   

3. Putnam does not yet have a collaborative working culture among administrators and among staff focused on a common goal of improving student learning.

   • Knowledge and skills among experienced administrators and staff have not been mobilized to supply the needed support for the many management and academic needs at Putnam.
   • Teaching load at Putnam varies widely among the instructional personnel at Putnam, creating gaps in available course offerings and leading to inappropriate student assignment to classes.
   • Improved communication and more efficient deployment of staff would enhance prospects for improved student achievement at Putnam. As presented to the Fact Finding Team during the Nov. 12-15 visit, the current plan does not address leadership and personnel allocation concerns.
   
   
   

4. The district's de facto social promotion policy coupled with its failure to provide essential technology, equipment and instructional materials for the Putnam academic and vocational programs limits the possibility of success of the Putnam Improvement Plan.

   • The district's failure to sustain the recently adopted Putnam admission policy assures that the low achievement and interest levels of incoming Putnam students will remain an issue to challenge the school's improvement efforts.
   • Failure to provide needed computer technology to the level available in other district schools and the neglect of vocational equipment needs serves to reinforce the gaps in opportunities to learn for Putnam students.
   • The Putnam Improvement Plan submitted to the Fact Finding team on Nov. 12 is silent on the possibility of increased district provision of essential resources. District personnel offered verbal support for increased flexibility, but little optimism on the likelihood for increase financial support for Putnam.
   
   
   

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