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.