##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Dr. Mary Ann Sedran]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Williams Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [410 Williams Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address)

[Longmeadow]{.underline} \_[MA 01106-1925\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 413 ) 565-4260]{.underline} Fax [( 413 ) 565-4254]{.underline}

Website/URL [www.longmeadow.k12.ma.us]{.underline} Email
<msedran@longmeadow.k12.ma.us>

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

*Private Schools: If the information requested is not applicable, write
N/A in the space.*

Name of Superintendent [Dr. Thomas P. McGarry]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Longmeadow Public Schools]{.underline} Tel. [( 413 )
565-4200]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Carol Daigle]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [3]{.underline} Elementary
schools

[2]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure:
[\_\_\_\$7098]{.underline}\_\_\_\_\_\_

Average State Per Pupil Expenditure:
[\_\_\_\$7874]{.underline}\_\_\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ x \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [12]{.underline} Number of years the principal has been in her/his
position at this school.

[na]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**                                                     **7**       61        65          125

  **1**                                                     **8**       51        57          108

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**       54        62                     116          **12**                            

  **6**       63        55                     118          Other                             

                                    **TOTAL                                                   467
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [94.86]{.underline} % White

the students in the school: [0.85]{.underline} % Black or African
American

[0.21]{.underline} % Hispanic or Latino

[4.06]{.underline} % Asian/Pacific Islander

[0]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[1**.**28]{.underline} \_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 3
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 3
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        6
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    466
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0128
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.28
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[\_\_**.**6]{.underline}\_\_%

[\_\_3\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: \_\_\_[3\_\_\_]{.underline}

Specify languages French

Korean

Chinese

9\. Students eligible for free/reduced-priced meals:
[\_\_\_2**.**35]{.underline}\_\_\_%

\_\_\_[11]{.underline}\_\_\_Total Number Students Who Qualify

> If this method is not a reasonably accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
[\_\_\_6\_]{.underline}\_%

\_\_\_[28]{.underline}\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_[1]{.underline}\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[2]{.underline}\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [17]{.underline}\_Specific Learning Disability

\_[1]{.underline}\_\_Hearing Impairment \_[6]{.underline}\_\_Speech or
Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_[1\_\_]{.underline}Visual Impairment
Including Blindness

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [\_\_ 1]{.underline} \_ \_\_\_[1\_\_\_\_]{.underline}

Classroom teachers \_\_[25]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

Special resource teachers/specialists [\_\_\_12]{.underline}\_\_
\_\_\_[5]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[3]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

> Support staff \_\_\_[7]{.underline}\_\_\_
> \_\_\_[4]{.underline}\_\_\_\_
>
> Total number [\_ 48]{.underline} \_ [\_\_\_11]{.underline}\_\_\_

12\. Student-"classroom teacher" ratio: \_\_[18.68]{.underline}\_\_

13\. Show the attendance patterns of teachers and students. The student
drop-off rate is the difference between the number of entering students
and the number of exiting students from the same cohort. (From the same
cohort, subtract the number of exiting students from the number of
entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 96.02%      96.05%      96.84%      97.13%      95.67%

  Daily teacher attendance 94.7%       94.3%       92.1%       95.8%       94.7%

  Teacher turnover rate    14.2%       11.9%       4.8%        4.8%        7.1%

  Student dropout rate     0%          0%          0%          0%          0%

  Student drop-off rate    1.11%       1.57%       0.90%       0.47%       0.21%
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

Williams Middle School, Longmeadow, MA, is a grade 5 to 8 public middle
school located in a suburb of Springfield. We are committed to a
successful transition from childhood to early adolescence. We will:

> • Create an environment for learning that develops a spirit of
> inquiry, encourages personal excellence, and fosters self-esteem.
>
> • Support and encourage each individual to reach his/her potential.
>
> • Provide a highly motivated and supportive staff, and a strong,
> diverse curriculum that recognizes and accommodates individual
> learning styles.
>
> • Foster a climate of understanding, compassion, and respect.

Our efforts have resulted in being named a Commonwealth of Massachusetts
Compass School for exemplary improvement efforts. In 2001, the
MassInsight Education, an independent non-profit organization focused on
improving student achievement in Massachusetts public schools designated
Williams as a Vanguard School. We have a strong and diverse curriculum.
Our students learn the traditional academic subjects of language arts,
reading, mathematics, science, and social studies along with an
exploratory program, which includes art, music, technology engineering,
health and physical education. All classes are mixed-ability grouped
with the exception of grade 7 and 8 mathematics. A full year of high
school foreign language is taught in grades 7 and 8 while grade 6
students have an introductory program in French and Spanish. Our
outstanding performing arts program includes men's and women's choruses,
mixed choruses for grades 5 and 6, orchestra, band, and jazz band.
Academic, exploratory and performing arts classes take place during a
seven-block school day over a six-day cycle.

As a middle school with an emphasis on transition, the elementary grades
5 and 6 tend have a greater focus on skills learning while the grade 7
and 8 classes concentrate more on content. All students are placed in a
Home Based Advisory (HBA) group by grade level. The HBA groups meet
mornings for attendance, and every Wednesday for a 25-minute block to
discuss issues of importance to the grade level or school. These HBA
sessions provide regular opportunities to reinforce a climate of
understanding, compassion, and respect. Team level decision-making takes
place at the grade level teacher meetings during the school day.

Students are given multiple opportunities to reach their potential.
Extracurricular activities include the Student Council, yearbook,
newspaper, intramurals, and Variety Show for all grade level students.
Grade 8 students are also members of the very successful Mock Trial team
that often competes with high school teams.

Parents meet monthly in the Parent Activity Committee (PAC). Parent
involvement is at a very high level as measured by attendance at
volunteer efforts, Back-to-School nights, Parent Conferences, and
student concerts and performances. Administrators' grade level parent
workshops support parents understanding of pre- and young adolescent
learners.

The ten-member School Improvement Council (SIC), which includes
representation from students, parents, teachers, and the community,
serves as an advisory group to the principal and meets monthly. Using
needs assessment data, including statewide and local test results, the
SIC creates the School Improvement Plan, aligned with the district
goals. The plan includes specific yearly objectives linked to student
performance data, school climate surveys, parent satisfaction surveys,
and building improvements.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

1.  **The school must show assessment results in reading (language arts
    or English) and mathematics for at least the last three years using
    the criteria determined by the CSSO for the state accountability
    system.**

The Massachusetts Comprehensive Assessment System (MCAS) is a testing
program designed to meet the requirements of the Massachusetts Reform
Laws of 1993. The law specified that the testing program must test
[all]{.underline} public school students in Massachusetts including
students with disabilities and students with limited English
proficiency. The program must measure performance based on the
Massachusetts Curriculum Frameworks, and provide a measure of
accountability for schools and districts. Beginning with the class of
2003, students must pass the grade 10 tests in English Language Arts and
Mathematics as one condition of eligibility for a high school diploma
(in addition to fulfilling local requirements).

## Scaled scores are reported to individual students, schools, and districts. The scaled scores range include four performance levels from 200 to 280. State performance level definitions are:

  -------------------- --------------------------------------------------
  **Performance        **Description**
  Level**              

  Advanced             260-280 Students at this level demonstrate a
                       comprehensive and in- depth understanding of
                       rigorous subject matter and provide sophisticated
                       solutions to complex problems.

  Proficient           240-259 Students at this level demonstrate a solid
                       understanding of challenging subject matter and
                       solve a wide variety of problems.

  Needs Improvement    220-239 Students at this level demonstrate a
                       partial understanding of subject matter and solve
                       some simple problems.

  Warning              200-219 Students at this level demonstrate a
                       minimal understanding of subject matter and do not
                       solve simple problems.
  -------------------- --------------------------------------------------

Scores in the attached table are given for grade 8 mathematics, grade 7
English Language Arts, grade 7 English Language Arts, and grade 6
mathematics. Scaled scores for Williams in grade 8 mathematics range
from a low of 241 to a high of 251 while state scaled scores ranged from
227 to 232. Scaled scores for the other tests reflect a similar pattern.
Williams Middle School students have a participation rate of 98% or
better on all the tests given at the middle school level and
consistently score in the top 10% of the state.

Since the state does not report scores for groups less than 10 students,
we do not have official average scores for subgroups such as the
students with disabilities or students with limited English proficiency.

NOTE: The Williams faculty shared answers to the following narrative
questions at the Friday, March 21, 2003 Staff Development program.

**2. Show in one-half page (approximately 200 words) how the school uses
assessment data to understand and improve student and school
performance.**

Faculty and staff have all had Baldrige training for continuous
improvement. Teachers use the PDSA (Plan, Do, Study, Act) cycle as a
process for decision making. Every fall, each teaching team administers
a writing prompt which serves as a baseline for that grade's writing
emphasis. Students are given a post-test in the spring which evaluates
their growth in writing during the school year. Results of those prompts
are made available to students, parents, and the receiving English
teacher.

Teachers meet by grade level and subject area to review an item analysis
done by the state of each question for every subject tested on the MCAS.
This allows teachers to identify overlaps and/or gaps in the curriculum
and revise lesson plans accordingly. For example, using statewide item
analysis we found that we taught the measures of central tendency in
grades 5, 6, 7, and 8 and failed to teach any unit on weather.
Curriculum adjustments were made to correct these issues. Faculty also
perform item analysis on their own tests to determine the reliability
and validity of the questions. Teachers use rubrics and checklists as an
evaluation tool that involves students in their own self-assessment.

**3. Describe in one-half page how the school communicates student
performance, including assessment data, to parents, students, and the
community.**

Communication has been an area of significant improvement for our
school. In our newsletters, "Around the Courtyard", the faculty
highlights student achievement in both academic and extra-curricular
venues. An Open House is held during the first month of school, allowing
parents to meet classroom teachers and get an overview of the year.
Parent-teacher conferences are formally scheduled twice a year, but
teachers are available for conferences at any time. In order to ensure
positive lines of communication teachers are required to make four
parent calls per month, to discuss student performance, social issues,
or to give an update on student growth. A home-based advisory program
also promotes teacher-student relationships with that teacher often
acting as a conduit between school and home. Teachers may use e-mail as
an additional means of parent communication.

Report cards are issued quarterly. In addition mid-terms reports are
issued at the grade 7 & 8 level.

Administrators hold grade level parent meetings throughout the school
year to address a variety of parent concerns.

MCAS results and academic awards are published in our local newspapers.
Special events such as the Career Day, Cultural Festivals, and the
Variety Show are also featured in the local papers.

Students are constantly apprised of their own performance through tests,
portfolios, projects, and self-assessment using Baldrige quality tools.
Students are also able to evaluate their own performance utilizing
(Quia.com; BeyondBooks.com) Internet sites.

NOTE: The Williams faculty shared answers to the following narrative
questions at the Friday, March 21, 2003 Staff Development program.

> 4\. Describe in one-half page how the school will share its successes
> with other schools.

Williams has been designated both as a Compass School by the state and a
Vanguard School by MassInsight Education, an independent non-profit
organization focused on improving student achievement in Massachusetts
public schools. As a recipient of these awards, Williams has made a
commitment to host schools interested in our approach to high
performance and continuous improvement. During the 2001-2002 school
year, we hosted teachers and administrators from many school districts.
This school year, we hosted an additional school group. Our day-long
program and subsequent contacts include an overview of our use of data
to drive curriculum and instruction, a meeting with writing teachers to
discuss their program, and meeting with several curriculum coordinators
to discuss district wide curriculum mapping in all subject areas.
Visitors tour the classrooms and attend team meetings. Our
teacher-created Webquests are on the Longmeadow Public Schools site and
are readily available at
<http://www.longmeadow.k12.ma.us/wms/pages1/Webquest.html> for public
viewing and use.

The principal and assistant principal presented at the Atlanta
Conference of the National Association of Secondary Schools Principals
sharing Williams' best practices at a national level. They also
presented at the "Pathways to Excellence" conference in the fall of 2001
sharing best practices as a recipient of the Massachusetts Compass
School award. They are willing to continue to share their expertise.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

At Williams Middle School all students in grades 5 through 8 take
English language arts, mathematics, science, and social studies every
day. Grade 7 & 8 students choose to take either French or Spanish for
five blocks of the six day cycle. This allows students to complete the
Level 1 curriculum in either language before entering high school. Grade
6 students are offered an introductory program of French and Spanish two
times in each six day cycle. The schedule allows for one or two related
arts classes per day. The related arts classes include general music,
art, physical education, health and technology engineering. Students can
choose electives within a performing arts program that includes grades 7
& 8 men's or women's chorus, band, orchestra, and a before-school school
jazz band program.

With the help of the 1997 recipient of the Massachusetts Pathfinder
Award winner in Technology, Ms. Sandy Budreau, all classes can be
scheduled into the computer room. The class curriculum dictates how
students use technology for learning and Ms. Budreau teams with the
classroom teacher in presenting technology-aided lessons. All classrooms
are connected to the Internet, which is networked throughout the school.

Williams Middle School's curriculum is based on the Massachusetts
Curriculum Frameworks in each content area and is designed to accomplish
the expectation that all students will learn the content and skills to
prepare them for the next level of schooling. At the district level,
classroom teachers who are stipended as curriculum coordinators have led
teacher efforts to map their individually taught curriculum, using the
Heidi Hayes Jacobs model. These coordinators refined the maps and lead
others to consensus maps in each curriculum area. Six Williams teachers
are either curriculum coordinators or assistant curriculum coordinators.
During the summers and professional development days, coordinators and
teaching teams have worked to align individual teacher curriculum maps
with the state frameworks by identifying gaps, weaknesses and/or
redundancies across the grade levels. Readjustments in curriculum were
made to cover all framework topics. For example, social studies teachers
fully revised social studies curriculum in grades 7 & 8 to reflect
framework changes. All district teachers met in subject and grade level
teams to come to consensus about a taught curriculum that is aligned
with the Frameworks. These district consensus maps are
works-in-progress. Recent surveys of all k-12 teaching staff will assist
with the next mapping improvement cycle.

Williams teachers have been trained in the Baldrige model of performance
excellence. There is a constant focus on data-driven decisions that
results in high student achievement. Typical classroom boards have
postings of the class consensus rules, the daily schedule, and the
nightly homework. Many teachers are posting lesson agendas as well as
lesson objectives in student-readable language. At the beginning of the
school year, each student is given a spiral agenda notebook that
includes the school handbook as well as a daily planner for homework and
activities. Students are encouraged to record their test and quiz scores
in the agenda notebook.

NOTE: The Williams faculty shared answers to the following narrative
questions at the Friday, March 21, 2003 Staff Development program.

2.  **(Elementary Schools) Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.**

All students are exposed to a rigorous course of study in English
Language Arts. Grade level curricula are based on state standards and
are used in conjunction with district wide curriculum maps to ensure a
careful progression of skills.

A challenging vocabulary building effort is made through the literature
students read and the use of workbooks addressing Greek and Latin roots.

Students read from anthologies, trade books, and self-selected trade
books. Grammar is incorporated into the writing program and includes the
use of interactive textbooks which are available to them online, e.g.
BeyondBooks.com.

Students are evaluated periodically on reading comprehension. Those in
need of remediation are offered a place in our learning labs, where
small group instruction is provided. Before-school MCAS preparation
classes are offered for students who have failed or need improvement on
past MCAS tests.

Open-ended questions are posed regularly on homework, tests, and
quizzes, to assess the depth and breadth of reading comprehension.

Our writing program includes a progression of skills, using focus
correction and rubrics. The program concentrates on developing clarity,
detail, organization, voice and grammar conventions. Our English
Language Arts department addresses various types of writing; the main
focus in grade 7 is the descriptive essay while in grade 8, it is the
persuasive essay.

A careful analysis of our state MCAS scores allowed us to identify
strengths and weaknesses in our writing program. As a result of this
analysis, our teachers and district curriculum coordinators developed a
series of standards-aligned writing manuals to support teachers in all
subjects in writing. This has allowed all teachers to incorporate
writing assignments into their subject area. The practice of writing
across the curriculum has provided students with multiple opportunities
to strengthen their writing skills.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

Our science program offers a strong, diverse curriculum that
accommodates individual learning styles. Students develop critical
thinking skills in a learning environment that emphasizes inquiry and
discovery through the use of hands-on investigative labs. Technology
engineering offers a reinforcement of science concepts as students
produce models such as weather balloons, CO~2~ cars and rockets.
Williams students are able to demonstrate an understanding of the
natural and physical world around them using computers, (utilizing
BeyondBooks.com), interpreting charts and graphs, and using technical
writing skills to produce written labs. The science program provides a
rich learning-teaching experience. Assessments include activities that
include having students identify unknown substances as part of their
laboratory investigation.

Our science chairperson, Mr. Michael Paulin, was selected to investigate
the interaction of girls in the science classroom, under the auspices of
the Smithsonian Astrophysics Laboratory, and sponsored by the Annenberg
Foundation. Students were videotaped in the classroom setting. Analysis
of the gender study enabled teachers to identify ways to best serve and
encourage girls in the science classroom.

NOTE: The Williams faculty shared answers to the following narrative
questions at the Friday, March 21, 2003 Staff Development program.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

Williams Middle School is committed to providing successful transitions
from the elementary school to the middle school environment and from
grade 8 to the high school. Fostering continuous improvement for each
child is an important goal. This goal is achieved by intensive reading
and writing across the curriculum. Cooperative learning, for example, is
employed in many forms with rubrics and checklists allowing students to
self-assess. A variety of resources such as interactive labs,
multi-media, and manipulatives help address the varied learning styles
of our students. Teachers are well versed in differentiated learning
styles. Alternative assessments are offered which allow students to
choose the form of "proof of learning." Computers are used extensively
by all teachers, to provide instruction and sources for research, as
well as practice and support for homework.(Homeworknow.com; BeyondBooks;
Quia) A homework room and the computer lab are available on a daily
basis before school. During grade level team time, teachers create
interdisciplinary units and collaborate to plan strategies to improve
individual student learning. Three Before-School Homework Rooms are
provided for grade 6, 7, and 8 students. Teachers supervise these
students, answer questions about assignments, and provide instructional
support to them.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

Williams teachers are well represented in professional growth offerings
in the district. On the school level, the teachers and staff have been
trained in the Baldrige Criteria for continuous improvement. Teachers
continuously evaluate and revise curricula and their instructional
process. One of our teachers is a Baldrige trainer and is now offering
professional development courses on the use Baldrige tools for the
classroom. Six of our teachers have been trained by the state in
evaluating student writing for the MCAS, and have conducted workshops in
our school, training other teachers in writing assessment. Fostering
teacher leadership is an important component of the school. Our
principal has conducted workshops training teachers in the use of data
analysis. The data is used to plan curriculum, implement ideas, evaluate
the impact of the innovation, use the evaluation results to revise and
refine our instructional programs and then repeat the PDSA cycle.(Plan
Do Study Act) Our teachers have had extensive computer training. A group
of our teachers has been trained in creating Webquests, to enhance
student learning. The Webquests allow students to access school work
from home via the internet. These Webquests have also been used by
teachers in other districts.

Our teachers have created online courses that are available to their own
colleagues as well as to teachers outside the district. Williams
teachers have been trained in the use of curriculum mapping, which
allows the entire district to align to the state learning standards.

Money has been available for teachers to work in the summer developing
multi-disciplinary units and creating Home Based Advisory lessons. This
summer work allows teachers to meet by subject area, by grade level, or
by cross curricular groups.

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

**[MCAS -- MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM]{.underline}**

**[WILLIAMS MIDDLE SCHOOL]{.underline}**

**[GRADE 8 MATHEMATICS]{.underline}**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                      May         May         May         May         May

  SCHOOL SCORES                                                                      

  average scaled score               250         250         251         243         241

  At or Above Basic                  97%         99%         95%         91%         86%

  At or Above Proficient             75%         93%         75%         63%         58%

  At Advanced                        37%         35%         42%         18%         14%

  Number of students tested          100         118         102         112         138

  Percent of total students tested   100%        98%         99%         \>99%       100%

  Number of students excluded        0           3           1           1           0

  Percent of students excluded       0           2%          1%          \<1%        0

  SUBGROUP SCORES                    na          na          na          na          na

  STATE SCORES                                                                       

  average scaled score               232         233         228         226         227

  At or Above Basic                  67%         69%         60%         60%         58%

  State Mean Score                   na          na          na          na          na

  At or Above Proficient             34%         34%         34%         28%         31%

  State Mean Score                   na          na          na          na          na

  At Advanced                        11%         11%         12%         6%          8%

  State Mean Score                   na          na          na          na          na
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**[GRADE 8 ENGLISH LANGUAGE ARTS]{.underline}**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                      na          April & May April & May April & May April & May

  SCHOOL SCORES                                                                      

  average scaled score               na          256         252         250         246

  At or Above Basic                              99%         99%         100%        99%

  At or Above Proficient                         93%         88%         90%         85%

  At Advanced                                    35%         24%         10%         4%

  Number of students tested                      118         103         112         138

  Percent of total students tested               98%         99%         99%         100%

  Number of students excluded                    3           1           1           0

  Percent of students excluded                   2%          1%          1%          0%

  SUBGROUP SCORES                    na          na          na          na          na

  STATE SCORES                                                                       

  average scaled score               na          242         240         238         237

  At or Above Basic                              92%         89%         87%         86%

  State Mean Score                   na          na          na          na          na

  At or Above Proficient                         67%         62%         56%         55%

  State Mean Score                   na          na          na          na          na

  At Advanced                                    8%          5%          3%          3%

  State Mean Score                   na          na          na          na          na
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

**[MCAS -- MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM]{.underline}**

**[WILLIAMS MIDDLE SCHOOL]{.underline}**

**[GRADE 7 ENGLISH LANGUAGE ARTS]{.underline}**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                      April & May April & May na          na          na

  SCHOOL SCORES                                              na          na          na

  average scaled score               252         247                                 

  At or Above Basic                  99%         98%                                 

  At or Above Proficient             89%         77%                                 

  At Advanced                        28%         11%                                 

  Number of students tested          109         100                                 

  Percent of total students tested   99%         99%                                 

  Number of students excluded        1           1                                   

  Percent of students excluded       1%          1%                                  

  SUBGROUP SCORES                    na          na          na          na          na

  STATE SCORES                                                                       

  average scaled score               242         239                                 

  At or Above Basic                  91%         88%                                 

  State Mean Score                   na          na          na          na          na

  At or Above Proficient             64%         55%                                 

  State Mean Score                   na          na          na          na          na

  At Advanced                        9%          6%                                  

  State Mean Score                   na          na          na          na          na
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

# [GRADE 6 MATHEMATICS]{.underline}

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                      May         May         May         May         May

  SCHOOL SCORES                                                                      

  average scaled score               248         246                                 

  At or Above Basic                  94%         93%                                 

  At or Above Proficient             73%         72%                                 

  At Advanced                        29%         30%                                 

  Number of students tested          121         106                                 

  Percent of total students tested   99%         100%                                

  Number of students excluded        1           0                                   

  Percent of students excluded       1%          0%                                  

  SUBGROUP SCORES                    na          na          na          na          na

  STATE SCORES                                                                       

  average scaled score               235         233                                 

  At or Above Basic                  70%         66%                                 

  State Mean Score                   na          na          na          na          na

  At or Above Proficient             41%         36%                                 

  State Mean Score                   na          na          na          na          na

  At Advanced                        13%         13%                                 

  State Mean Score                   na          na          na          na          na
  ---------------------------------- ----------- ----------- ----------- ----------- -----------