Archived Information

Assessment/Accountability
School and District Accountability and Assistance

Panel Report
Compass School Candidate Review
Norrback Avenue School-Worcester 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 these schools to share their expertise with other schools in the Commonwealth.

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. Schools who chose to apply submitted information on the initiatives they have undertaken to improve student performance, initiatives they had identified as having the most positive impact on student achievement results. 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 March 13, 2002 site visit review of the Norrback Avenue School in Worcester. 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 Norrback School review is provided in Appendix A. A detailed schedule of the panel's activities is provided in Appendix B.

Norrback Avenue School Profile

The Norrback Avenue School is one of thirty-nine elementary schools in Worcester. The Norrback is a Pre-K-grade 6. In 2001, Norrback enrolled 557 students 56% of whom were white, 28% Hispanic, 13% Black, and 2% Asian. Nineteen percent of the students have a first language other than English (FLNE), and thirteen percent of the students are Limited English Proficient (LEP). Fifty-one percent of the student body qualified as low income, qualifying the Norrback for a School-Wide Title I program.

A redistricting preceded the 1999 opening of the Norrback Avenue School resulting in a change of an enrollment of 182 students in 1999 to 475 students in 2000. The school gained an additional 82 students in 2001. The percentage of students qualifying as low income has remained stable over the past four years at approximately 51%. The percentage of students whose first language is not English (FLNE) has declined from 34%in 2000 to 19%in 2001. In 2001, the school's daily attendance rate was 94.7, with students absent an average of 9.5 days per year. This daily attendance rate reflected a decline from 96.3 in 1999. The retention rate has increase from 1.5 in 1999 to 5.5 in 2000 as compared to the State at 2.6.

Staffing

Norrback's 557 students are taught by 46 full-time teachers, including teachers assigned to general education, special education, ESL, bilingual education, and basic skills and remedial education. The teacher/student ratio is 21:1. The administrators include Principal, Assistant Principal, five school-wide Title I staff, 1 guidance counselor, 2 long-term substitutes and 1 school psychologist. Six teachers are teaching on a waiver. Of the 46 full-time teachers, eighteen have multiple certifications, and twenty-eight hold Master's Degrees.

MCAS Results

Norrback's Cycle 1 (1998-2000) performance category was "Low," but the school "Exceeded" its improvement expectations. The school has demonstrated overall improvement between 1998 and 2001, decreasing the percentage of all fourth grade students scoring in the Warning category from 44% to 11%, and increasing the percentage of students scoring in the Proficient and Advanced category from 4 to 39% in Grade 4 ELA.

Although the school increased the percentage of students scoring in the Warning category from 28% to 31%, there was also an increase in the percentage of students in Proficient and Advanced from 12% to 19% in Grade 4 Math.

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?

Based on test data, principal and staff surveys, the school improvement plan, observations and interviews the Review Panel determined that the Norrback School's improvement initiatives could be replicable in similarly constituted schools.

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

The school identified two chief initiatives central to improved student performance:

• Adoption of a comprehensive, systemic focus on literacy, with special emphasis on the writing process.
• Development and implementation of Communication as the school's magnet theme.

These efforts are supplemented by alignment with the Massachusetts Curriculum Frameworks, an affirmative school culture and cultivation of a vibrant parent-community outreach approach.

Norrback's literacy approach is comprehensive and gives special attention to the needs of early literacy development. All teachers employ a balanced literacy strategy, with teachers of the primary grades using the Developing Literacy First program. Reading Recovery support is provided in first grade and Title1 services are delivered in language arts for grades 1-3. The Collins Writing Process is strongly endorsed by teachers and has been uniformly adopted throughout the school.

The school's Communication theme is equally comprehensive and structured in strands addressing public speaking, drama and media literacy in grades K-3. Telecommunications is introduced in grade four and desk-top publishing in grade five. Sixth grade pupils utilize the building's television studio to apply all previously learned skills in assorted productions, including a daily newscast throughout the school.

1. Does the available data support the school's reported impact in the area intended?

Staff evaluation and MCAS results over the past three years confirm that solid growth in student performance has occurred. Overall, the school's 4th grade MCAS improvement scale has exceeded improvement expectation of 4-6 points, increasing 6 -7 scaled score points through the year 2000. From the baseline year of 1998, performance at advanced and proficient levels has sharply increased, most notably in English/Language Arts. Leadership and staff surveys and other reports highlight the school's planned integration of writing in all content areas as a key catalyst for improvement. Further evidence of the impact of the writing process can be seen in the 2001 MCAS composition results. In both topic development and writing conventions, Norrback scored more favorably than the district and state. Similar results surfaced in the open response questions on the test.

Written documents and interviews also credit improved school performance to the adoption of the Communication theme. Teachers indicated that the media literacy strand of the theme has had a positive on students as critical readers, writers and more skilled public speakers.

Based on documentation outlining district support for literacy and interviews with the Superintendent, Principal and teachers, the team concluded that alignment of the school's and the school system's visions and shared leadership have been critical to the success of Norrback's efforts.

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

1. How was the decision made to adopt the key initiatives?

Interviews with the faculty involved in establishing the Communication theme supplied the Review Panel an account of the model's beginning.

In conjunction with Norrback's designation as a magnet school, the staff was charged with developing an overriding theme. During the 1997 school year staff, school council, parents, community members, superintendent and district personnel began to research Communication as the cornerstone activity. It was believed that this theme would coalesce well with the district's literacy initiatives, allow for an effective community component and take full advantage of the technology assets in the school's new facility. The literacy initiative was developed through staff assessment of student reading and writing proficiency and MEAP data supporting the need to address a broad range of language arts skills.

2. Who was involved in the process?

Interviews with the principal, teachers, site council, superintendent and parents revealed that the theme's adoption process was highly collaborative. Administration, instructional staff, site council, local business/government representatives and district personnel joined a very active, motivated core of parents. As a result of the Panel's sessions with these focus groups it was evident that the principal's leadership was essential to the process of endorsing the magnet theme and literacy priority, first with a small core of stakeholders and later with a progressively larger percentage of the faculty.

The principal expanded the implementation, developed a thoughtful recruitment process, and thereby fostered complete buy-in from all participants. Based on interviews, the elements that best supported this process were the mutual trust, honest feedback, efficient communication and pervasive sense that people's work and opinions were valued. The coordinated literacy initiative was also strengthened by the school district's philosophy and its technical, financial and personnel support. Teachers and the superintendent cited the principal's skill in hiring committed staff, effective use of subcommittees in drafting school improvement plans, willingness to take risks and discontinue use of things that didn't work--as leadership behaviors that moved the process forward smoothly

3. What was the sequence of events and timeframe for the process?

Groups charged with developing the Communication theme met several evenings a month, frequent afternoons and periodically during the school day. Brainstorming sessions were aimed at establishing the concepts, goals and building blocks of the Communication theme. Contacts were made with other schools employing this theme. Internet research was conducted. Dr. Renee Hobbs, a literacy consultant with expertise in communication, was contracted during the first year to coach the staff three hours a month on strategies to incorporate the Communication theme throughout the total curricula. A group traveled to Kansas City to observe how implementation was evolving in their selected schools. This process was completed for the opening of school in 1999.

Training and immersion in process writing had been inaugurated several years earlier and refinements to that work coincided with the theme development. Initiatives had been established at the district level to support the view that literacy is the focal point of all learning. Staff assessment of 1998 MCAS, Iowa and SAT 9 results led to the adoption of literacy as a schoolwide initiative.

4. At what stage of implementation is the program now?

The school is currently in its seventh year of the John Collins process writing. Site based professional development continues to be implemented with regular visits from Collins consultants. Classroom observations and talks with teachers reveal that ongoing staff development has contributed to a broader knowledge of instructional methodologies. Portfolios are diligently maintained both for the Collins work and a separate district portfolio targeting the evaluation of various types of required writing tasks. There is a current expansion of strategies and practices to provide additional focus on writing activities specific to math, science, and social studies. Music, art, physical education, computer and technology specialists closely plan and coordinate work with homeroom teachers. The responsibility for students' writing has been assumed by the entire faculty and has become an important part of the school's culture

Staff and leadership interviews describe many community partnerships formed from the public speaking, publishing and media production facets of the Communication theme. Affiliations with local and statewide television stations have developed, with reading as the centerpiece of the presentation. Teachers interviewed noted benefits from professional development provided by the technology and computer staff and the applicability of that training to varied literacy activities. Students in grades 3-6 are offered after-school MCAS tutoring four times a week from January through the exam period. Teachers report significant improvement in language arts performance for students in regular attendance.

5. How does the school monitor the effectiveness of the key initiatives?

Staff interviews specify multiple procedures to gauge the effectiveness of key initiatives. MCAS and SAT 9 results are analyzed on a regular basis. The principal, assistant principal and part-time curriculum coordinator (Reading Recovery teacher) meet regularly to discuss various aspects of MCAS. Assessments to monitor student progress on a continuous basis include text unit tests, Curriculum Based Management practice, teacher developed assessments, student portfolios, and parent feedback. The Teacher Assistance Team is a well-established forum that meets twice weekly to address academic difficulties of particular students. The principal evaluates student writing portfolios three times annually and examines all report cards and interim reports quarterly. Two faculty meetings a month center on assessment of curriculum and student progress. Common planning time and after school meetings enable teachers at each grade level to work collaboratively. Consultation between regular education staff and bilingual and special needs faculty occur in both structured and informal settings to sharpen the evaluation of student performance. The level and nature of parent participation in the life of the school also serves as an evaluation mechanism. There are numerous district benchmarks in the domains of teacher preparation, community collaboration, organizational effectiveness and student achievement. These supply further guidance for individual and collective assessment.

6. What are the next steps for sustaining, expanding or refining the program/practice?

All interviewed faculty articulated the need for increased emphasis on improving math education, particularly numeracy. This conclusion was reached through staff data analysis and direct classroom experience and will be Norrback's next major thrust. Plans are in place to extend Developing Literacy First to the intermediate grades and to refine the instructional blueprint of the two way bilingual program. The Science Through Experimentation Program (S.T.E.P.) is a constructivist approach to learning, with analytical thinking and oral and written communication at its core. It is presently taught to fourth and fifth grade students and will be introduced to sixth grade students next year. On the basis of discussion with all focus groups, there is an emerging need to involve more bilingual parents in school activities and their children's education. Efforts are underway to bring bilingual representation to the school council. Retention has been increased in kindergarten and grade one to prevent struggling students from losing too much ground. The effectiveness of this policy will be examined. Disaggregation of MCAS information demonstrates the need to upgrade the performance of low income and Hispanic students. The principal hopes to increase the scope of media literacy activity.

The climate of accomplishment is fostered by numerous student recognition events that include quarterly academic achievement assemblies and student of the month class breakfasts for honorees and their parents. The Summit Club is an ongoing character building practice that recognizes and reinforces positive student behavior. Upper grade students will continue daily newscasts for the building. Norrback has been selected as a showcase school for the television program, Reading Between The Lions. This provides a meaningful reading connection between home and school. There are valuable teacher mentoring opportunities the administration hopes to expand. The writing program will continue to address the "language" and standards of all curriculum areas.

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

School personnel strongly believe that these initiatives are feasible in comparable schools. They have a clear view of the connections between the change process and improved pupil achievement. The consistent point, uniformly stated during the visit, was that instructionally relevant, site based professional development, data analysis, and self-assessment are the foundations of any improvement process- and are not unique to Norrback. The school council, administrators and teachers know that the alignment to state frameworks, sharing of best practice, and a belief in the sustainability of the pivotal initiatives, have led to improved student performance. Additionally, the superintendent, principal and staff observed the benefit in paralleling individual professional development plans with school and district goals. Our panel feels that their judgment is thorough and accurate.

Common responses from all visitation participants is that Norrback's literacy and Communication initiatives can be replicated because they embody a few very basic concepts and practices: a concentration on what's best for children; genuinely shared decision making; lots of professional talk; strong district support; high expectations and common standards of performance by the full school community. Teachers acknowledge that they are the beneficiaries of enlightened leadership and a thankful parent force that praises the accessibility and responsiveness of all school personnel.

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

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?

Scrutiny of assessment data, surveys, classroom visits and focus group interviews suggest a common understanding of the change process and the relevance to improved teaching and learning. In its actions, language and attitudes the Norrback staff reflects the approach to improvement shared by the superintendent and principal. The approach is "firm" about where the school needs to be and "flexible" in the method of reaching the goal. Empowerment has contributed to building based change that propels individuals, clusters and total staff. It has created a heightened level of investment.

The Massachusetts Department of Elementary and Secondary Education's open-ended staff narrative survey asks teachers to describe obstacles overcome to effect improvement and how adjustments to the teaching practice have improved student work. A review of this document demonstrates a common improvement vocabulary among teachers: positive language to students (an ingredient in all report cards); a warm environment; widespread collaboration; a uniform understanding and acceptance of school goals and standards of performance. Further evidence of the school's ability to explain its success is the fact that teachers are thrilled to be at Norrback. Many teachers actually requested transfers from elsewhere in the district. Teachers also described a sound induction culture, noting both structured and informal forms of collegial support.

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?

Based on a guiding commitment to the school improvement plan and systematic monitoring of student work - the staff has an excellent perspective of what they have done to bring about improved learning. Interviews and a review of Department of Elementary and Secondary Education surveys, persuade the Panel that staff appreciates the association between change initiatives and improved teaching and learning. Specifically, the staff recognizes changes to curriculum, new instructional strategies, assessment, data analysis, increased use of technology and site-based professional development, to be the underpinnings for initiative successes. On the strength of observations, interviews and data examination, the Panel believes that staff perceptions associating the implementation of initiatives to student progress is valid.

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

Interviews with the superintendent, principal, assistant principal and teachers validate the professional culture at the school. There is a healthy degree of professional development at many levels and different forms. The principal and staff believe that the initial, successful process of collaboration used to generate the Communication theme, is now institutionalized at Norrback. All but three of forty six teachers are certified to teach their subject. Two thirds of the staff have advanced degrees. No substantive population shifts or proposed facility changes surfaced during our discussions.

D. Does the school appear to have the capacity to host future visitations?

The Norrback School is well prepared to host additional visiting teams. The principal drafted seamless schedule changes to accommodate our visit. The facility is beautiful and ideally equipped to provide a glimpse of what's possible in a school building and houses a proud energetic and giving staff. Classrooms are large, bright and configured to routinely nurture collegiality. While the new building facilitates action on the initiatives, it is very important to note that they successfully launched their work in a substandard facility.

The Panel observed students in classrooms, the cafeteria, hallways and focus groups to be respectful, self-directed, purposeful and happy. School tone is extremely mellow and productive. Interactions between children speak to an appreciation of diversity and tolerance. Student work is attractively displayed in classrooms and corridors and reflects curricula relevance, high standards and creativity. We recognized the interconnectedness of curriculum in much of the material.

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

Varied types of evidence uncovered during the team visit raise no reservations about citing The Norrback Avenue School as a Compass School. Data and document scrutiny, observations and interviews suggest a school with a vigorous curriculum, understanding of its objective, and a conviction that all children can learn well. There is wide and enthusiastic parent and community support. The school's leadership is inspired, collaborative, thoughtful and thorough. The building and instructional program are efficiently managed and would represent the Compass concept well.

Appendix A
Team Members

Karen S. Angello, Ph.D., Consultant, Massachusetts Department of Elementary and Secondary Education
Nick Feldman, Consultant, SchoolWorks
Karen Matheny, Title I Director, Framingham, MA
Bev McCloskey, Elementary Principal, Foxborough, MA
Margaret Kelliher, Curriculum Management, Springfield, MA

Appendix B
Compass School Panel Review Visit Schedule

All activities take place at the school.