Assessment/Accountability
School and District Accountability and Assistance

Report of Fact Finding Review
Maurice A. Donahue Elementary School
Holyoke Public Schools

Executive Summary

The Maurice A. Donahue Elementary School is a school in transition. District and school leadership are engaging staff in essential reflection, planning and training to impact teaching and learning in the areas of English/language arts and mathematics. However, evidence suggests central causes for low performance remain in the areas of curriculum and instruction, as well as leadership and planning. Specifically, issues of district oversight, instructional leadership, professional development, student expectations, and targeted assistance for special populations are of greatest concern. Donahue leadership and staff demonstrate high levels of effort and commitment to the school improvement process. As a result, with focused attention to causes of poor performance identified below and use of the school's distinct assets, the prospects for improvement at Donahue are promising.

I Curriculum and Instruction

Reasons for Low Student Performance

• Teachers at Donahue demonstrate a wide spread of instructional skill - from exemplary to unacceptable, with the core falling in the breadth between. Many present instruction that lacks intellectual rigor and does not stimulate high levels of student engagement.

• Many teachers appear to be planning instruction without sufficient use of ongoing, standards-based assessments or analysis of student work to inform instructional decisions.

• Many regular education teachers at Donahue do not draw from an effective set of instructional strategies for modifying and differentiating instruction to meet the needs of all learners, including English language learners (ELL) and special education students. Instead, many appear to aim whole class instruction toward the weakest levels, creating an overall climate of low expectations for students.

• The district and school have not identified and addressed the specific needs of their English language learners and special education students and assessed whether these needs are currently being met within the regular education classroom.

• Donahue's grade K-6 staff is delivering instruction without the guidance of current district curriculum guidelines and critical alignment reviews to inform their planning and curriculum development.

• Student time on English/Language Arts (ELA) and mathematics appears to be shortchanged by daily scheduling decisions within the classroom and ineffective structuring of transitions within the school.

Prospects for Improvement

• Donahue staff demonstrates pockets of instructional skill and strategy that could, when identified and utilized as exemplars of effective practice, offer the school clear potential for improvement.
  
  
• School staff demonstrates commitment to and investment in well-supported district initiatives in ELA and mathematics.

II School Climate

Prospects for Improvement

• Donahue is a caring school, where children, staff, and administrators appear to be safe, supported, and respected. As a result, Donahue offers an appropriate environment for student and teacher risk taking as members of the school approach new practice and learning.

III Organizational Structures and Management

Reasons for Low Student Performance

• The staff at Donahue is working to improve student literacy without sufficient availability of diverse reading material, at both the classroom and school levels.
  
  
• Professional development initiatives and supports within the district, especially in ELA, are uneven, with district support at grades K-2 and 6-8, yet little at grades 3-5. This results in lost momentum for improvement that would be evidenced in MCAS tests at grades 3-5.
• District-based teacher observation and evaluation tools do not sufficiently reflect the state's Principles of Effective Teaching, specifically in areas of weakness at Donahue, including: "Effective Planning and Assessment of Curriculum and Instruction," "Effective Instruction," and "Promotion of High Standards and Expectations for Student Achievement."

Prospects for Improvement

• The recent district-funded hiring of a school librarian, commitment to the rejuvenation of the school's library program, and limited purchase of school library books provide important support for the school's ELA achievement goals.

• Under the school's current leadership, Donahue has begun critical discussions about school improvement and is building a culture and initial structures that could be used to support collaborative work and the sharing of best practice.

• The school leadership's recruitment of a broad-based PIM team has created momentum for development, built interest in data-based decisions, and introduced new attitudes for school improvement at Donahue. The role of the PIM team could be further developed to establish a decision making leadership team within the school.

• The district has provided high quality professional development and coaching for K-2 in ELA and for grades K-5 in mathematics that is now evident as emerging practice in some classrooms at Donahue.

IV Leadership and Planning

Reasons for Low Student Performance

• Despite Donahue's aspiring motto, "Dare to Be the Best," leadership has failed to create a careful articulation of how high expectations translate to students' academic achievement or to teachers' professional practice.
• The school principal has underdeveloped instructional leadership skills and has not provided sufficient or effective supervision for improvement of instructional practice.
• While district leadership has implemented critical curriculum, professional development, and support initiatives, as well as organizational changes, inadequate oversight, support, and accountability for implementation have resulted in depleted or ineffectual curriculum supports within Donahue.

Prospects for Improvement

• The school has developed regular communications with the parent community through a monthly curriculum newsletter and an English/Spanish school newsletter. These tools provide essential outreach to the broader school community and create new avenues for parent education and engagement in support of student learning.

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