Union Hill Elementary School: Turnaround Practices in Achievement Gain Schools

Summary

Union Hill Elementary School in Worcester, Massachusetts, underwent a significant transformation after being identified as a Turnaround School in 2010. The school's success was attributed to four key practices: creating a vibrant community of practice, deliberate instruction, data-driven student needs assessment, and establishing a safe learning environment. Teachers and staff worked collaboratively to address academic and behavioral issues, focusing on improving literacy skills and fostering a culture of high expectations. The school's commitment to professional development and student engagement has led to a sense of pride among both students and educators.

Takeaways

• 🏫 Union Hill Elementary School, located in Worcester, Massachusetts, serves students from kindergarten through sixth grade and was identified as a Turnaround School in 2010.
• 🔑 Successful Turnaround Schools in Massachusetts implemented four key practices: creating vibrant communities of practice, deliberate instruction, using data to meet student needs, and establishing safe environments for learning.
• 👂 Carolan Kasper, a Grade 5 Teacher, found the initial low performance rating difficult but ultimately beneficial for driving improvements for the students.
• 📋 Principal Marie Morse's initial 100-day entry plan was quickly adapted based on immediate observations and data, highlighting the need for a team approach to tackle various challenges.
• 🤝 The school emphasized the importance of assembling the right team from the start, acknowledging the difficult work ahead and the lack of a predefined manual for success.
• 😞 Judy MacCloud, a Grade 5 Teacher, described the school's climate ten years prior as tough, with poor behavior being the primary focus, leading to a worsening situation.
• 🧐 Al Pettway, the School Adjustment Counselor, observed that students' behavioral issues were often a cover for their academic struggles, which they tried to hide.
• 📚 Beth Stark, a Grade 2 Teacher, noted the lack of basic literacy skills among students when she started six years ago, making reading and writing the primary focus for improvement.
• 📈 Marie implemented a calibration exercise by reviewing samples of student writing across different proficiency levels, which led to staff introspection about their expectations and standards.
• 📝 Elizabeth Burns mentioned the initial hesitancy among teachers to share student work but the eventual realization that it was crucial for growth, leading to a culture of accountability and peer support.
• 🤔 The school introduced common planning time for teachers, which was initially unfamiliar but became an essential opportunity for open discussion about job-related concerns and challenges.
• 👀 The Instructional Leadership Team identified and showcased expert teachers, encouraging observation and learning from their effective writing lessons.
• 📚 Beth emphasized the importance of using advanced vocabulary with young students and providing the right support to help them develop complex skills like inferencing and understanding character traits.
• 🚀 Despite achieving Level 1 status, there is a continued sense of urgency and commitment among the staff to strive for even better outcomes, believing in the students' capabilities.
• 🎓 The script concludes with a reflection on the pride felt by both students and teachers at Union Hill, highlighting the life-changing impact of attending a high-quality, successful school.

Q & A

What is Union Hill Elementary School and where is it located?

Union Hill Elementary School is an educational institution that serves students from kindergarten through sixth grade in Worcester, Massachusetts.

What was the status of Union Hill Elementary School in 2010?

In 2010, Union Hill Elementary School was identified as a Turnaround School, indicating it needed significant improvements.

What are the four key practices implemented by successful Massachusetts Turnaround Schools?

The four key practices are creating vibrant communities of practice, being deliberate about instruction, using data to meet student needs, and establishing safe environments for learning.

How did Carolan Kasper, a Grade 5 Teacher, initially feel about Union Hill being a Level 4 school?

Carolan Kasper found it very difficult to hear Union Hill was a Level 4 school, but later realized it was the best thing for the students.

What was the initial plan presented by Marie Morse, the Principal, and how did it change?

Marie Morse presented a 100-day entry plan developed through data analysis and teacher discussions. However, by day two, the plan was altered as they identified more issues needing immediate attention.

What was the school climate like ten years ago according to Judy MacCloud?

Ten years ago, the school had a very tough climate, with students who exhibited the poorest behavior receiving the most attention, leading to a worsening of behavior issues.

What did Al Pettway, the School Adjustment Counselor, learn about the students' behavior?

Al Pettway learned that students were acting out due to academic concerns, which they were trying to hide.

Why was basic literacy identified as a primary concern for students when Beth Stark joined the school?

Beth Stark noted that students lacked the basic literacy skills necessary to manage their education effectively, making it the foremost job to improve their reading and writing skills.

What mission did Marie and her team undertake regarding student writing?

Marie and her team made it their mission to examine writing across all grade levels to ensure that there were no pockets of low expectations and to improve the overall quality of student writing.

How did the staff at Union Hill Elementary School address the issue of low-level writing?

They conducted a calibration exercise, comparing advanced, proficient, and needs improvement pieces of writing to understand what they were accepting and to raise their expectations.

What was the role of common planning time in the school's improvement process?

Common planning time allowed teachers to discuss concerns and challenges freely, which was crucial for the team to work through the challenges together.

How did the Instructional Leadership Team identify and support teachers in improving writing?

The team identified experts willing to have other teachers observe their effective writing lessons, fostering a culture of learning and improvement.

What approach did Beth Stark take in teaching vocabulary and comprehension skills to young students?

Beth Stark used rich vocabulary and concepts like 'inferencing' and 'character traits' with young students, providing support and scaffolding to help them understand and use these terms effectively.

What is the current sense of urgency and pride at Union Hill Elementary School?

There is a strong sense of urgency to provide the best for students, and despite being at Level 1, the team continues to explore ways to engage students for better outcomes. Both students and teachers take pride in attending and working at Union Hill.

Outlines

00:00

🏫 Turnaround Practices at Union Hill Elementary

This paragraph discusses Union Hill Elementary School's journey as a Turnaround School in Worcester, Massachusetts, identified in 2010. The school implemented four key practices to improve: creating a community of practice, deliberate instruction, data-driven student needs assessment, and establishing a safe learning environment. The narrative includes insights from various staff members, including the principal, teachers, and a school counselor, who share their experiences and the challenges faced during this process. The school's initial struggles with behavior and literacy are highlighted, along with the strategies they employed to improve, such as a 100-day entry plan, a calibration exercise for writing, and a collective effort to raise expectations and improve instruction.

05:02

📈 Fostering Growth Through Observation and High Expectations

The second paragraph focuses on the school's efforts to enhance teaching and learning through observation and high expectations. Teachers were encouraged to share effective writing lessons and have their practices observed by peers. The school emphasized the importance of using advanced vocabulary with young students and providing them with the necessary support to grasp complex concepts like inferencing and character traits. The paragraph also conveys a sense of urgency and pride within the school community, with a commitment to continuous improvement despite reaching Level 1 status. The staff's dedication to realizing better outcomes for students is underscored, highlighting the school's transformation into a place where both students and teachers take pride.

Keywords

💡Turnaround School

A 'Turnaround School' is an educational institution identified for significant improvements through the implementation of key practices. In the video, Union Hill Elementary School was labeled as such in 2010. The concept is central to the video's theme, illustrating how the school overcame challenges to improve its educational outcomes.

💡Communities of Practice

Communities of Practice refer to groups of individuals who share a passion for a joint enterprise and learn from each other. In the context of the video, these communities were created to foster a collaborative environment where educators could work together to enhance teaching practices and student learning.

💡Deliberate Instruction

Deliberate Instruction is a method of teaching where educators make conscious and thoughtful decisions about their teaching strategies to meet the needs of their students. The video emphasizes its importance as part of the school's strategy to improve, with teachers being deliberate in their instructional approaches.

💡Data-Driven

Data-Driven decision-making involves using quantitative data to inform and shape educational strategies and interventions. The video highlights how Union Hill Elementary School used data to identify student needs and to guide their improvement efforts.

💡Safe Environment

A 'Safe Environment' in an educational setting means a secure and nurturing space where students can learn without fear. The script mentions that establishing such an environment was key to the school's turnaround process, indicating its importance for effective learning.

💡Level 4

In the context of the video, 'Level 4' seems to refer to a low performance rating or category that the school was initially placed in. It is used to illustrate the severity of the school's initial challenges and serves as a benchmark for the progress they made.

💡Entry Plan

An 'Entry Plan' is a strategic document outlining the initial actions and goals for a new leader or team. Principal Morse's 100-day entry plan was a critical component in the school's turnaround, although it had to be adapted quickly to address immediate issues.

💡Instructional Leadership Team

The 'Instructional Leadership Team' is a group within the school that is responsible for guiding and supporting teaching practices. In the video, this team played a significant role in identifying effective teaching strategies and sharing them with other teachers.

💡Calibration Exercise

A 'Calibration Exercise' is a process where educators review and align their expectations and standards for student work. In the video, this exercise helped staff to recognize the low level of writing they were accepting and prompted a reevaluation of their expectations.

💡Grand Rounds

In the context of education, 'Grand Rounds' is a professional development activity where teachers observe each other's classes to learn and improve their teaching practices. The video describes how this was used at Union Hill to share effective writing instruction strategies.

💡Inference

Inference in education refers to the skill of making logical conclusions based on evidence presented in a text. The video script mentions teachers using sophisticated vocabulary like 'inference' with young students, indicating the school's commitment to developing higher-order thinking skills.

💡Accountability

Accountability in an educational context means holding individuals responsible for their performance and progress. The video describes how teachers and students at Union Hill were made accountable for improving writing skills, which contributed to the school's overall improvement.

Highlights

Union Hill Elementary School in Worcester, Massachusetts, was identified as a Turnaround School in 2010.

Turnaround Schools in Massachusetts implemented four key practices: creating vibrant communities of practice, being deliberate about instruction, using data to meet student needs, and establishing safe environments.

Carolan Kasper, a Grade 5 Teacher, found the identification of Level 4 as the best thing for the students.

Principal Marie Morse presented a 100-day entry plan based on data and teacher discussions, which had to be revised quickly due to unforeseen issues.

The school faced a tough climate with behavior concerns, which were found to be linked to academic struggles.

Teachers at Union Hill lacked basic literacy skills in students, which became the primary focus for improvement.

Marie emphasized the importance of high expectations and the need for introspection regarding the level of student work being accepted.

A calibration exercise was conducted to assess the level of student writing across different grades, revealing a need for higher standards.

Teachers were initially hesitant to display student work but later embraced it as a means for growth and accountability.

The school adopted common planning time to discuss and address concerns, which was initially unfamiliar to the teachers.

Instructional Leadership Team identified expert teachers to showcase effective writing lessons and invited observations from peers.

Teachers were willing to observe and learn from each other to improve writing instruction.

Beth Stark emphasized the importance of using advanced vocabulary with young students and providing the right support for them to grasp complex concepts.

The school maintained a sense of urgency and a commitment to providing the best for students, despite achieving Level 1 status.

Union Hill Elementary School's team works hard to explore different ways to engage students for better outcomes.

The school aims to provide a life-changing, high-quality educational experience that both students and teachers can take pride in.

Transcripts

NARRATOR: Union Hill Elementary School serves students in kindergarten through sixth grade

in Worcester, Massachusetts.

Union Hill was identified as a Turnaround School in 2010.

Massachusetts Turnaround Schools that made significant improvements implemented four

key practices.

These schools created vibrant communities of practice.

They were deliberate about instruction.

They used data to meet student needs.

And they established safe environments in which to learn.

Union Hill Elementary School illustrates how successful turnaround schools implement these

key practices.

Carolan Kasper, Grade 5 Teacher: Turning Level 4 was very difficult to hear, as a teacher,

but it ended up being the best, best thing that could have happened for the students

here.

Marie Morse, Principal: Originally, I presented a 100 day entry plan.

It was developed by looking at data, talking with teachers, looking at different documents,

and, by day two, the plan we had developed was shot.

We saw many issues that needed to be addressed all at once.

It included a clear vision, it included safe and orderly school, effective instruction,

formative assessment issues.

Because of the numerous challenges we did have to tackle everything as a team.

It was critical to get the right people from the very beginning.

They all knew we were in for very difficult work, and also realized there was no manual

about how to get this work done.

Judy MacCloud, Grade 5 Teacher: The school itself, about ten years ago, was a very, very

tough climate.

The �students that got the most attention were the students that had the poorest behavior,

and hence it seemed to make behavior get continuously worse and worse.

Al Pettway, School Adjustment Counselor: There were a lot of behavior concerns within the

school as well as in the classroom overall.

And so once I got to know the kids well, what I learned is that the kids� behaviors, they

were acting out because they were having some academic concerns.

I think the kids tried to hide that.

Beth Stark, Grade 2 Teacher: When I first started here 6 years ago, I was teaching first

grade at the time, and I think it was across the board though, that students just did not

have even the basic literacy skills that they needed, to really tackle and manage their

education, so our foremost job at that time, was with getting kids to read and write effectively.

Student: A-F-T, shaft.

Two policemen came by and stared at Mrs. Lambchop.

Marie: We made that our mission, to go look at writing across all grade levels, just to

make sure that it wasn�t pockets, that we weren�t jumping to conclusions.

So I chose to go back to some experiences that I had at a prior school, which was a

high performing school where student writing was always the center and focus of all of

our professional development.

I asked for three copies of�advanced work, proficient work, and maybe a or needs improvement

piece.

And we called that it a calibration exercise.

It was very eye opening to my staff to see that this was what we were accepting and it

was very low level.

So it actually caused introspection and reflection upon whether we truly had high expectations.

We already knew the work wasn�t where it needed to be.

But now we had to dig in: What do we do about it?

Elizabeth Burns, Grade 3 Teacher: At the beginning some teachers were hesitant to put up students�

work.

But we decided that, in order for them to grow, they needed to see what was expected

of them and what good writing looked like.

We also decided we were going to put up not-so-good writing, and say �how can we all help this

person improve on this writing?� Without identifying a person�s name.

And it really held them accountable for their writing.

For them to seek out from their peers and not just the teachers, �How can I make this

better?

Will you help me make this better?�

Marie: And that is when the magic seemed to happen.

Everyone became aware of the fact that it was on us to make this happen and make this

shift.

So we began as a team to work through these challenges.

Valerie: Sophia is sweet.

Cecelia, you said she was kind?

Because she did not yell?

And another time what did she do to show kindness?

Marie: We found that common planning time, which was originally something foreign to

our teachers, was an opportunity to speak richly and freely about concerns and challenges

that were presenting in the job.

Elizabeth: Within the Instructional Leadership Team, we identified experts that were willing

to have other teachers come and view their writing, view lessons they had set up that

worked well and produced great writing.

We found teachers who were willing to go and observe.

Everybody really was willing to go and observe.

So we had a specific intent when we did the Grand rounds.

Beth: When we are making inferences about character traits, what kind of clues does

the author give us?

What�s one clue, Zamari?

Beth: Sometimes people are surprised by the type of vocabulary that we use with children

as young as seven or eight years old, but what I�ve found is that language is very

powerful for kids, they are primed right now, to pick up every word that we use with them,

and own it, if you use it effectively and repeatedly with them, and even words like

inferencing, character traits, if you give them the right support and the right scaffolding,

and you give them great examples and practice it with them, children as young as this age

will pick up all those skills as well.

Student: �What word do you think we should use?� ��Kind, caring, smart, and � grateful�.

Marie: There has always been a sense of urgency at this school.

The team that we have working here want the very best for our students.

And even though we�re Level 1, there�s still a lot of room to grow.

We believe our students are bright, capable, and smart and we continue to work hard to

explore different ways to engage our kids so that we�re able to realize even better

outcomes.

It�s such an important, life-changing experience to attend a high-quality school, a school

of success.

Kids today are proud that they go to union Hill, and teachers are proud that they work

here.