Archived Information

Assessment/Accountability
School and District Accountability and Assistance

Panel Report
Compass School Candidate Review
Methuen High School - Methuen 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 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. These schools were invited to apply 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 April 23, 2002 site visit review of the Methuen High School. The report will 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, including the school's application to serve as a Compass School. The panel then visited the school to meet with school leaders, staff, parents and students and visit classrooms 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 Methuen High School review is provided in Appendix A. A detailed schedule of the panel's activities is provided in Appendix B.

Methuen High School Profile

Methuen High School is one of five schools in the Methuen Public Schools and the only high school in the district. The school enrolled approximately 1,783 students in 2001, and the school reported that 80% of the students were white, 15% Hispanic, 4% Asian, and 1% Black. For 3% of the students, English is not the first language (FLNE) as compared to the state percentage of 13%. Thirteen percent of the students qualify for free or reduced-price lunch, as compared to the state average of 25%. The 2001 reported enrollment is an increase of 178 students since 1998, and the principal reported that as of January 30, 2002, the enrollment was 1,868 students.

The school attendance rate reported for 2000 was 89.9%, a decrease of 4.6% from 1999. This attendance rate is below the district attendance rate (93.6) and the state rate (93.9). The 2000 retention rate of 8.7 exceeds that of the district (3.2) and the state (2.5). The 3-year retention rate is 6.6. The dropout rate for 2000 was 1.1 as compared to the state (3.5). The 2000 in-school suspension rate of 29.2 exceeds that of the district (10.1) and the state (4.9), as well as the out-ofschool suspension rate (15.9) exceeds that of the district (6.5) and the state (6.1). There were no exclusions in 2000.

Staffing

Methuen High School's staff includes one principal, one vice principal and two assistant principals, seven guidance counselors, three librarians, one long-term substitute, three psychologists, 105 teachers and eleven teacher leader/curriculum facilitators. All three librarians are certified as library/media specialists and instructional technology specialists and one math teacher and one foreign language teacher are not certified in their area of assignment. Of the entire staff, 54 have multiple certifications, and 101 have Master's Degrees. Thirty-five of the staff have worked in the school for 15 or more years, and 66 of the staff have worked in the school for five years or less, although some represent a wide range of prior teaching experience.

MCAS Results

Methuen High School "Met" improvement expectations in Grade 10 ELA and "Exceeded" improvement expectations in Mathematics, for Cycle 1 (1998-2000), and the overall improvement rating "Approached" expected targets.

The percentage of students in the Failing/Warning category between 1998 and 2001 decreased from 35% to 16% in ELA and from 58% to 24% in Mathematics. Methuen High School demonstrated overall improvement between 1998 and 2001 with the percentage of students scoring in the Proficient and Advanced Categories increasing from 26% to 44% in ELA and from 16% to 36% in Mathematics.

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?

In the judgment of the review team, the Methuen High School community has a shared vision and mission to improve student achievement through the implementation of effective improvement initiatives that could be replicated in other similarly profiled schools. A four-year curriculum design process and a focus on improving instructional practices, nurtured by professional development and supervision, have contributed to the school's success.

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

Several initiatives in particular have directly contributed to this steady improvement in MCAS scores: regular curriculum revision, the nurturing of a culture that supports high achievement, continual outreach to parents, and an extensive professional development program focusing explicitly on improving instruction.

Although a regular curriculum design process was implemented nearly six years ago by the district there is no prescribed district curriculum nor is there a mandated K-12 curriculum. Therefore, it is the responsibility of the school principal and the staff to write curriculum for each subject and grade level in the high school. Each summer, teams of teachers at Methuen High School collaborate for three weeks to revise curricula and align it with the Massachusetts Curriculum Frameworks. In a four-year cycle that addresses a different grade level each year, these teams use item analysis of MCAS data as well as feedback from teachers to redefine learning outcomes, specify instructional activities, and improve classroom assessment tools. For example, as a direct result of MCAS, the course sequence in mathematics was adjusted to eliminate basic math, make Algebra 1 available to all students, and move geometry to the sophomore year. To assist teachers to implement the new curricula, some of the summer curriculum time is devoted to crafting lesson plans that address new outcomes through differentiated instructional activities

A school culture that supports high achievement has been nurtured through structural improvements that increase communication and collaboration. The principal has articulated an emphasis on academic achievement and then focused the process through shared problem-solving and decision-making as evidenced by teacher interviews and surveys. There are many examples: the interdisciplinary School Improvement Team provides opportunities for teachers to make decisions on a wide range of issues; department chairs are considered instructional leaders and are assigned in all instructional areas; experienced teachers mentor new teachers; teachers share concerns and effective practices in regularly scheduled department and grade level meetings; Special Education teachers team teach in inclusion classes and collaborate during the summer curriculum sessions.

Families have been encouraged to support high student achievement through a range of activities from open houses to the principal's informal summer coffees. In addition, through meetings run by the PTO and the Guidance Department, parents are invited to share their own insights concerning school improvement initiatives.

A district professional development program has provided teachers access to sequenced, graduatelevel courses specifically designed to help them reflect on and improve instruction. "Understanding Teaching I and II" apply the knowledge base from Saphier and Gower's "The Skillful Teacher" to offer teachers a repertoire of practical classroom strategies.

A second strand of professional development, compatible with "The Skillful Teacher", focuses specifically on lesson design for all learning styles. Based upon Bernice McCarthy's 4-MAT model of the natural cycle of learning, its four components foster collegial lesson planning that supports student's diverse learning styles. Teachers shared with the panel that they felt that this professional development together with its software has helped them differentiate their instruction to include all learners.

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

The Methuen High School's Annual Operating Plan (AOP) for 2001-02 lists priorities that represent a blending of district and school goals. These include preparation for NEASC (New England Association of Schools and Colleges) re-accreditation at the end of October 2003; improving communication between the school and the community; improving student achievement and providing a safe learning environment.

The Methuen School District, in focusing on school improvement initiatives, has for several years provided a strong and respected professional development program and summer opportunities for curriculum revision and development work.

In l998 a new principal was hired who began to utilize resources made available by the district and combine them with a structural reorganization that decentralized decision-making. In interviews and focus groups, teachers indicated that this change in leadership required the staff to rethink how to do their job, to develop individual and departmental goals, to map out clear expectations in the curriculum and to share the curriculum's relevance with each other. Teachers, parents and students agreed that the principal "walks the walk" and has set as well as modeled high expectations for everyone. During the past four years 50% of the faculty was replaced through retirements and some staff departures. The restructuring of the high school reflects stakeholder ownership as noted through focus group interviews of administrators, teachers, students, and parents.

At this point in its progress, the departments responsible for the curriculum in each content area are at various stages of development. The math, English and foreign language departments have made the most comprehensive progress. While all subject areas have aligned with the MA frameworks, these three departments have added common lesson plans have been interfaced with the 4MAT model. There are department- designed assessments, and accommodation has been made for diverse learning styles. Teachers and administrators report that the improved design and use of assessments has been very beneficial. As an example, the principal states in the Compass School Application that teachers and department chairs carefully scrutinize MCAS data using score reports provided on the MCAS CD-Rom. In the English Department, these scores have been matched with students' courses, final grades, and teachers, and then sorted in various ways to help identify patterns of need.

The school administration and teaching staff monitor accountability and student progress in a variety of ways. This includes the development of a list of grade level exit skills. The department heads review plan books every two weeks for content, strategies and examples of assessment and are returned with comments. All departments have uniform mid-term and final exams and some chapter tests. The principal and department heads review grades on a quarterly basis. The district has begun administering Terra Nova, a standardized external norm-referenced test, for grade 9 to measure the progress of those students.

The principal stated that the school will continue scheduling the three-week summer curriculum workshops using MCAS and other testing data to continue making refinements in teaching and learning practices. Work will continue on developing school wide assessment rubrics to complement those already produced in English and math. Much of this work will be assisted by the new focus on meeting re-accreditation requirements.

C. Does the school think these initiatives could be successfully used in similar schools? Why?

The administration, faculty and staff are eager to share any aspects of their school improvement work with other schools, especially those with similar characteristics.

What follows is a partial listing (followed by a short description of the activity content) of some of the professional development activities that have already been prepared for possible demonstration. The panel reviewed these documents and discussed them during interviews with teachers and administrators.

1. Curriculum Design Workshop
   Continuous cycle for curriculum development
   Matching local curricula to the Massachusetts Curriculum Frameworks
   Eight-step curriculum design process and template
2. Learning Styles Workshop and Classroom Demonstrations
   Objectives-based lesson planning: beginning with the end in mind
   Lesson planning for four learning styles and right/left brain hemisphericity
3. Assessment Workshop and Models
   Purposes of assessment: formative and summative
   Decision-making for summative assessment
   Assessing for higher-order thinking
   Designing rubrics and performance task lists
4. Lesson Observation Workshops for Supervisors
   Using "The Skillful Teacher" parameters to analyze a lesson
   Effective coaching and peer-coaching strategies
5. MCAS Item Analysis Workshops
   Using the MCAS CD-ROM to extract data
   Item-analysis matched to curriculum outcomes
   Planning curriculum and instruction with MCAS in mind

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

Conditions are in place for Methuen High School to serve as a model of effective practices and successful improvement initiatives. Staff responses to survey questions indicate that they understand and can articulate the strategies that the school is focused on for improving achievement. Continuous efforts are made to include parents and students in the improvement process. There is a culture of continuous learning, reflection and feedback that is guided by the school leadership.

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?

The strong and articulate leadership at Methuen High School has inspired the staff to excel in its commitment to the school and its initiatives. Staff members are able to describe the instructional program and processes in a way that is enthusiastic and reflects a school culture that embodies a model of shared leadership where all points of view are heard and considered. Both staff and principal see the school as a work in progress and look toward continual improvement. Staff is committed to raising the bar for all children including SPED and English language learners.

Methuen High School has had a 50% turnover in staff within the past two years. Newly hired teachers are expected to make a commitment to the professional development initiatives in place and are evaluated, in part, on that response. A strong teacher-mentoring program pairing experienced teachers with new teachers within the same department has helped in making the transition smoother for new teachers.

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

Methuen High School teachers take very seriously their involvement in the structured professional development offered by the district. They recognize the connection between data analysis, curriculum development, instructional strategies and student improvement.

The school replaced a semester block schedule with a year-long schedule that allows for continuity and depth of instruction in 60 minute classes, and allows teachers to diversify their instructional practices.

There is a common instructional language spoken by the teachers, students and parents taken from the "Skillful Teacher" model of executing a lesson. Teachers, students and parents were able discuss the structure of a lesson: the agenda, an opener, activators and summarizers.

The new principal has decentralized the decision-making process and in focus groups and interviews teachers reported that collaboration and collegiality have increased and are evident in departmental meetings, grade level meetings and the teacher-mentoring program.

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

The school principal expressed appreciation for the ample financial support provided by the district throughout the past several years. Extensive purchases of new textbooks, test preparation materials, and technology have assisted teachers with instruction. Additionally, the district continues to commit substantial resources to curriculum revision and professional development. Staffing has been increased, resulting in a reduction of class size to an average teacher-student ratio of 1:22 (Compass School Application). A plan for total renovation of Methuen High School has been completed, and now the District administration is seeking funding for the work.

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?

Methuen High School appears to have the capacity to host visiting teams of educators. The commitment to students and learning was evident to all members of the Panel Review team during the visit. The school was structured around the open-classroom model so there are no classroom walls, only dividers. Yet, there was a climate of order, respect and purposeful work being done as the panel conducted classroom observations and visited most areas of the school building.

School personnel have indicated that they are available to provide workshops or host visitors from other districts interested in learning how they have worked toward improving curriculum, instruction and assessment.

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

The panel found no reasons why Methuen High School should not be used as a Commonwealth Compass School. The staff and leadership have the commitment, facilities and enthusiasm to disseminate information about their process and practices to other educators. The school has the strong support of the district office in continuing its improvement initiatives. The team agreed that the school administration, teachers, students and parents were united in the common goal of improving student achievement.

Appendix A
Team Members

Karen S. Angelo, Chairperson, Consultant, Massachusetts Department of Elementary and Secondary Education, Malden, MA
Joe Trunk, Team Member, Consultant, SchoolWorks, Beverly, MA
Cindy McNally, Team Member, Assistant Superintendent, Brockton, MA
. Maureen Scala-Freeman, Team Member, Teacher, Medford, MA
Sharon Tucker, Team Member, Instructional Technology Coordinator, Lynn, MA
Daniel Dobbins, Team Member, Teacher, Attleboro, MA
Hazel Grenham, Team Member, Director of Pupil Services, Chelsea, MA

Appendix B
Compass School Panel Review Visit Schedule

All activities take place at the school.