Archived Information

Assessment/Accountability
School and District Accountability and Assistance

Panel Report
Compass School Candidate Review
Fuller Middle School - Framingham Public Schools

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 ideas, effective practices, and models for success. The program is intended to provide a means for the se schools to share their expertise with other schools in the state.

Based on the School Performance and Improvement Ratings issued in January 2001, and continued and/or significant improvement on the 2001 MCAS test results, the Department identified 175 schools that exceeded their expectations for improvement and invited them to participate in the program by applying for consideration as candidates to serve as 2002 Commonwealth Compass Schools. Of the 84 schools who chose to apply by submitting information on the initiatives they have undertaken to improve student performance that they think have had the most positive impact on their results, seven high schools, eight elementary schools, and three middle schools were selected as finalists and scheduled for an on-site review to determine their willingness and capacity to serve. Data and information gathered from the applications and the review process of these schools will be published in a report this fall.

Schools selected to serve as 2002 Commonwealth Compass Schools 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 the visiting team based on their May 1, 2002 site visit review of the Fuller Middle School in Framingham, MA. The purpose of this report is to assist the Commissioner in determining which schools from among those visited will be designated to serve as Compass Schools 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. In the process of answering these questions, the report focuses primarily on the initiatives that the school identified in its application as having had the most positive impact on student performance.

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 Fuller School review is provided in Appendix A. A detailed schedule of the panel's activities is provided in Appendix B.

Fuller Middle School Profile

The Fuller Middle School is one of three middle schools in Framingham. In 2001, the Fuller enrolled 1006 students within a Grade 6-8 configuration. This represents an increase in enrollment of over 100 students since 1998. The student body is 74 percent white, 16 percent Hispanic, 6 percent African American, and 4 percent Asian. Approximately one-third of Fuller students (30%) is eligible for free or reduced school lunch, and approximately 17 percent of students receive Special Education services. The school reported that 39 percent of its students spoke a first language other than English, which represents an increase from 31 percent in 1998. Students identified as Limited English Proficient have increased from 17 percent in 1998 to 38 percent in 2001. The Principal attributed increases in these student sub-groups to the reassignment of students to a third newly opened middle school in Framingham.

In 2000 (the most recent attendance data available to the panel), the daily attendance rate at the Fuller Middle School was 93.3 percent. Students missed an average of twelve days per school year, a rate that has remained steady over the last three years. The retention rate at the Fuller Middle School was 0.4 percent in 2000 with four students being retained in grade. Out-of-school suspensions decreased in 2000 when 62 students were suspended out of school. The out-of-school suspension rate declined to 6.1% in 2000 from the 9.2% rate in both 1998 and 1999. The number of student exclusions saw a dramatic decline in 2000 when one student was excluded from school. The number of exclusions in 1998 and 1999 was nine and eleven respectively. The rates for inschool suspensions have fluctuated from a rate of 7.5% in 1998, decreasing to 5.5% in 1999 and climbing back to a 7.6% rate in 2000. Seventy-seven students received in-school suspensions in 2000.

Staffing

Fuller Middle School students are taught by 86 full time teachers for an approximate pupil-to teacher ratio 11 to 1. There are seven teacher aides. Average class size at all grade levels is approximately 18 students. . The school administration consists of the Principal, Juan Rodriguez, and two assistant principals. The support staff also includes three guidance counselors and four literacy specialists. Approximately two-thirds of the Fuller faculty (53) hold master's degrees. The school reported that a total of 10 full time teachers were not certified to teach in their current positions or have received waivers on certification. Approximately one-fourth of the faculty (20) has been hired during the last two years.

MCAS

The Fuller Middle School's overall performance category for Cycle I was "Low" and the school met or exceeded its improvement expectations for 1998-2000. Overall Grade 8 MCAS scores revealed an increase of 5.7 points in the average scaled score from a 225.3 baseline in 1998 to a 1999/2000 average of 231 and further increased to a 2001 average scaled score of 234.5. Results in English Language Arts from 1998-2001 demonstrated a significant steady increase in the number of eighth graders scoring in the Proficient/Advanced performance levels as well as a decline in numbers within the Failing/ Warning Performance level. The number of students in the Warning performance level decreased from 24% to 13%. In 2001, approximately two-thirds (62%) of Fuller eighth graders scored in the Proficient/Advanced performance level, an increase from the 1998 baseline of 41%.

Grade 8 MCAS results in Mathematics fluctuated from 1998-2001. The percentage of student scoring in the Proficient/Advanced performance levels increased from 26 percent in 1998 to 28 percent in 2001. The number of students scoring in the Warning/Failing performance level declined from 50 percent to 42 percent.

Panel Reponses To The Key Questions

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

Yes. The Fuller school community has developed core values, goals, initiatives and systems that drive the school improvement efforts. Adherence to the core values has secured a school climate where faculty, administrators, parents and students work together to achieve academic and social success for all students. Some improvement efforts are already being replicated within the district.

A. Which improvement initiatives have had the greatest impact on student performance results?

At the center of the Fuller Middle School's school improvement efforts are three core values --- respect, responsibility and results ---- that were developed collaboratively by the Fuller school community. Commitment to the core values has fostered a school climate where stakeholders including faculty, administration, parents and students, are respected, are responsible for school improvement efforts, and are held accountable to achieve results. It is the school climate that catalyzes enthusiasm, ownership and focus and allows for the development and sustainability of the improvement initiatives.

Within this climate, the school has collaboratively developed five improvement goals. The significance of the improvement goals is that all improvement efforts are connected to them. For example, they form the basis of the school improvement plan, are linked to professional development and to resources. The first three goals are academic and they cut across curricular areas. They include specific measurable statements targeted to student improvement of study skills, writing and reading. Goal four centers on maintaining and improving parent partnerships, and goal five focuses on maximizing education opportunities for all students. All of the goals are measurable.

The most frequently mentioned school improvement initiatives are the middle school model, school-wide study skills, school-wide focus on writing, school-wide focus on reading, and mentoring of new teachers. These initiatives are well developed and documented. Teachers and students in all programs including bilingual, ESL and special education, are included in all of these school improvement efforts. This is significant as consistency across programs was cited frequently as a factor impacting the school's success in advancing student achievement during interviews with faculty and administrators. Detail about these programs can be found in the program and services report submitted to the Department of Elementary and Secondary Education and other school documents.

Middle School Model: The Fuller Middle School has successfully transitioned from a junior high school to a middle school in collaboration with the district's commitment to a middle school concept. Four years ago, the district supported a middle school task force. In interviews, the principal indicated that the school had elements of a middle school philosophy before the district task force; however, the district leadership was invaluable in supporting the school's transition plan. Over a three-year period, the school phased in teaming, common planning time, flexible scheduling, heterogeneous grouping of students, and an emphasis on differentiated instruction. In interviews, teachers cited these elements as fundamental to increases in student achievement. Moreover, the school has embraced the whole child philosophy of the middle school approach as evidenced by the collaboration of guidance staff in assisting with the improvement efforts. Each grade level has a bilingual guidance staff member that participates in team meetings. In interviews, a guidance staff member indicated, "We play a complementary role in the school improvement efforts. We bring the mental health side to the school goals."

School-Wide Study Skills: The Study Skills Teacher and Student Handbook is the manifestation of the first academic goal of the school improvement plan and an integral part of the Fuller school academic program. The purpose of the study skills goal is to develop academic skills that cut across the curriculum to assist students to become independent learners. During the school year, teachers and students focus on developing study skills in each subject area. A detailed curriculum map articulates the study skills for each content area and how they will be assessed. Each student receives a copy of the Study Skills Handbook. During the first trimester of the school year, students evaluate their current study skills and set study skills goals. At the beginning of the third trimester, students reflect on those goals and schedule a student-teacher conference. At the end of the school year, students re-evaluate their study skills and reflect on the skills and strategies that were most helpful to them. In interviews, students and parents mentioned aspects of the study skills handbook that were helpful. For example, one parent indicated, "I didn't know my son was an auditory learner." The superintendent and district curriculum coordinator indicated that the study skills curriculum has already been exported to other schools in the district.

School-Wide Focus on Writing: Another initiative that cuts across the Fuller school curriculum is writing. It is the second academic goal in the school improvement plan and is integrated into the study skills curriculum. Each member of a team, including each special area teacher, is responsible for having students complete one form of writing (persuasive, expository, literary and expressive) per quarter. Evidence of the writing process must accompany the final product and student work is graded through the use of established criteria for each form of writing. All students have writing portfolios that house a collection of their work. Teachers receive substantial professional development in the writing process and the school-wide literacy specialists --- one attached to each grade --- coach teachers who need assistance. During interviews, teachers across content areas indicated the importance of writing in their teaching. One teacher commented, "The writing goal is not just talk. We have students writing a lot and we assess their writing with the same criteria." In interviews with students, one student said, "We write a lot; different kinds of essays too." Panel review members saw much evidence of student writing displayed in classrooms and hallways.

School-Wide Focus on Reading: Reading is the third academic goal. Like the previous goals, it cuts across the curriculum and is featured prominently in the study skills curriculum and classroom practice. School-wide, students and teachers participate in a sustained silent reading period of at least 20 minutes per week. In addition, students keep a personal reading log in their study skills handbook. Students are encouraged to read a range of books in the languages that they speak. In addition to supporting teachers in writing, the literacy specialists play a key role in supporting reading instruction. The literacy specialists coach teachers who need assistance, and deliver in-house professional development. Moreover, the librarian is a key staff member promoting literacy and supporting the school's improvement efforts. In interviews, the librarian cited ways that he supports teachers and students in meeting instructional goals. In separate interviews, teachers affirmed the importance of the librarian. Teachers indicated the importance of reading instruction in increasing students' comprehension and desire to read more.

New Teacher Mentoring: In interviews, school and district administrators and teachers mentioned the challenge of inducting newly hired teachers to the Fuller Middle School. To address this challenge the school has developed a teacher-mentoring program. New teachers are paired with veteran teachers for a year not only for instructional support but to be coached in the "school culture." In learning about the core values, school goals and school improvement efforts, new teachers contribute to sustaining school initiatives. In an interview, a first year teacher indicated the importance of the relationship with her mentor teacher, "I've learned so much through my mentor; she is invaluable." According to the district curriculum director, the new teacher-mentoring program is another initiative that has been exported to other schools in the district.

B. How did the school plan their improvement initiatives and put them into practice?

During interviews and in written documents, the principal highlighted the essential elements involved in planning, implementing, evaluating and sustaining improvement efforts. The first is the importance of ownership. The principal emphasizes the "we" in all that occurs at the Fuller Middle School, meaning that teachers, parents and students have full ownership in the change process and that the wealth and expertise in the building is tapped extensively. The second is a common language. In order to facilitate communication with the school and among the broader school community, consistency of language to describe the improvement efforts is key. The third is focus. All of the school improvement efforts are focused on the school-generated core values and goals. Professional development, fundraising and additional resources are funneled to the improvement goals. The fourth is time and patience. School improvement efforts are purposeful and incremental. They are based on an iterative process of continual and systematic assessment, analysis, action and reflection. This cycle takes time. The final principle is simplicity. The school community agreed on common strategies that cut across the content areas that allowed the school to meet the state, district and school standards while permitting creativity and innovation.

In interviews, the principal described the school improvement process that began eight years ago when he came to the school. The first step was a two-year process of creating the school culture by developing a school vision with the staff. The school community met frequently over time to define the core values and develop the school vision. Once the core values were established, the principal embarked on a "relentless" campaign to educate the broader school community. Parent meetings, community meetings and new teacher orientations included discussions of the school vision and core values.

Once the core values and school vision were firmly ingrained in the school community, the next phase of school improvement efforts began. This included developing improvement goals and putting strategies in place to achieve these goals. According to the Leadership Report, the school met its improvement goals over a three-year period. Based on an analysis of assessment data and a careful consideration of the frameworks the faculty and administrators decided upon the academic goals --- study skills, writing, and reading. Selecting these three goals has significance because they cut across content areas assuring buy-in from all staff. The faculty met extensively to build understanding and establish benchmarks for each grade and subject area. A consistent language about the process, instructional practices and assessments was developed in order to communicate with the larger school community. Many structures were put into place to facilitate communication such as parent newsletters, newspaper articles and community meetings, to name a few.

At the same time that the school was making changes, the district implemented the middle school philosophy changes. The district provided workshops on flexible grouping, block scheduling and differentiated instruction. Teachers attended these workshops and extended their learning through summer work that focused on assessing, analyzing, reflecting and refining the curriculum, instruction and the change process. In 2001, progress on the school improvement goals was demonstrated in students' writing portfolios as students showed improvement in their ability to write paragraphs and longer compositions and MCAS scores in English language arts improved.

The school improvement efforts continue. Now that structures and systems are in place for improvement efforts in literacy, the school has begun to draft a math improvement goal. When asked if the school can sustain these improvement efforts, the principal responded, "We will sustain these efforts" because the structures and processes for change are not people-bound. In an interview, a teacher responded, "We have just begun" to make the positive changes for student success.

C. Does the school think these initiatives can be successfully replicated in similar schools?

Yes. There is significant evidence that another school can replicate many of the school improvement initiatives, processes and systems in place at Fuller Middle School. First, the study skills curriculum and the teacher-mentoring program have already been exported to other schools in the district. Second, the other major initiatives and programs have sufficient documentation. For example, the ESL program has clearly articulated benchmarks for ESL levels to show progress and transition into an all-English curriculum. Finally, there are sufficient numbers of staff that can articulate the stages and challenges of the change process.

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

Yes. The school community has a common language and shared understanding of the school improvement efforts and school change process. Moreover, there is an unwavering, school-wide commitment to and focus on continued improvement for all students.

A. 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?

Having a shared understanding and common language to describe the change process and the specific initiatives and programs is one of the essential supports for the improvement process. During interviews, all staff including the guidance counselors, school psychologist and the librarian were able to articulate the core values, goals and improvement initiatives. In interviews, teachers across content and program areas were very specific in their descriptions of their roles and responsibilities in promoting study skills and literacy development. Evidence of consistency and a shared language are found all over the school, from posters on the writing process to word splashes in classrooms.

B. How effectively do leadership and staff articulate the connections between specific changes and improvement initiatives they have implemented, and the gains made in student achievement?

A number of staff members are well versed in the connections between specific changes in the academic program and gains in student achievement. For example, in the ESL program, benchmarks were developed to guide decisions for student movement among the ESL levels. There is more clarity among the ESL levels so teachers can target instruction. As a result of these refinements, 98% of the 8th grade ESL students who took the MCAS passed the English language arts test.

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

The school has a strong commitment and focus on accomplishing their improvement goals. All district resources, professional development and improvement efforts must be connected to these goals or the principal will not approve them. In interviews, one parent who is a PTO member stated that under the principal's leadership, all PTO funding efforts are targeted to the school's goals. Thus far the PTO has funded teacher mini grants for the literacy materials and the development of interdisciplinary units.

The core values --- respect, responsibility and results --- are highly visible: They are in classrooms, on the cover of the student and faculty handbooks and the Fuller Family Press, the monthly parent newsletter. In interviews, administrators and some teachers commented on the importance of the school's core values as a point of departure for school improvement efforts. Students were able to describe their interpretation of the school's core values. One student said, "If you respect something and you are responsible, you will get good results."

The principal describes one of his roles as building a resource base and funneling support where needed. He has secured both internal and external resources to accomplish the school improvement goals. Internally, the principal has secured resources for literacy specialists and guidance staff from the district. Externally, the principal embarks on a relentless outreach effort. The Fuller Middle School has secured partnerships with The Massachusetts Bay Community College, Wellesley College, Northeastern University, community senior centers and local businesses. The college partnerships provide teaching and guidance interns to the Fuller School. Local businesses support the school store.

D. 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? Does the school leader and involved staff communicate effectively both orally and in writing how and why it carried out its strategies for improvement?

Yes. During the panel review visit, staff, students and parents were able to articulate their roles and responsibilities in specific improvement efforts and the change process in general in their own words. Many of the teachers and administrators have experience sharing effective strategies as they do much of their own professional development in-house. In addition, staff has presented Fuller strategies at major conferences such as the National Association for Bilingual Education (NABE).

E. Are there any reasons why the school should not be used as a Commonwealth Compass School?

No. The Fuller Middle School represents a successful school with a highly economically, linguistically and culturally diverse student and staff population.

Appendix A
Team Members

Geri-Lyn Ajemian, Ed.D. Coordinator, Massachusetts Department of Elementary and Secondary Education, Malden, MA
Nancy Clair, Ed.D. Panel Chair, Consultant, Schoolworks, Beverly, MA.
Simon J. Conlon Vice Principal, Morton Middle School, Fall River, MA.
Dael Angelico-Hart, Ed.D. Principal Melrose Public Schools, Melrose, MA.

Appendix B
Compass School Panel Review Visit Schedule

All activities take place at the school.