![](media/image1.jpeg){width="3.5952755905511813in"
height="1.2118110236220472in"}***Joseph Rodman West Elementary
School***, in northwest Washington DC, enrolls 270 pre-kindergarten
through sixth grade students. More than half of all West students
qualify as low-income. One in five students has limited proficiency in
English and one in ten students has been identified as having special
needs. West's student population is approximately 73% African American,
25% Hispanic, and the remainder other ethnicities. In 2003, West
Elementary students well exceeded state and district averages at all
grade levels on the Stanford 9 exams in math and reading. In the same
year, 82% of sixth grade students were at or above proficient in
reading, and 74% at or above proficient in math.

Most students dress in the school colors, blue and white, are
exceptionally polite, and appear proud to attend West Elementary.
Classes typically begin with a unison chant of the school slogan: "At
West, we can learn, and we will learn." Both teachers and administrators
stress the school's family-like environment. "All the teachers belong to
all the students," the ESL teacher explained. "We care about all of
them. It's not like, 'he's not in ESL and I don't care about him.'" The
school counselor and teachers affirmed that the faculty and staff want
everyone to succeed. Veteran teachers make time to help new teachers
acclimate. Cooperation, not competition, is expected.

The neighborhood surrounding West is relatively stable. Many students
remain at West for their entire elementary school careers. A number of
students are the children of former West students; parent involvement is
high. As middle and high school students, West graduates often return to
do community service. Many West students have lofty professional goals,
seeing themselves as lawyers, doctors, engineers, reporters, even an
archaeologist.

Student work graces the foyer of West's administrative offices, and
photographs of current and former West classes cover the hallways and
gymnasium walls. (Originally designed as a middle school, West has both
a gymnasium and cafeteria). Built on the open space model, the nearly
76,000 square foot school was considered "state of the art"---computer
ready---at the time of its construction in 1978. Bookcases and dividers
rather than walls separate classroom areas.

![](media/image2.jpeg){width="3.4133858267716537in"
height="2.6535433070866143in"} West's teachers spoke positively about
the school's open space design; many attributed much of the school's
favorable atmosphere to it. "Open space makes it easier to get help,"
the sixth grade teachers explained. Because they can overhear what is
going in other classrooms, teachers are able to contribute their
knowledge or expertise to classes other than their own. The openness
also holds teachers to a high standard, they noted: "There's nowhere to
hide." Teachers spoke with distaste of traditional "closed door"
classrooms and added that the open space design teaches students to tune
out noise and remain focused in the face of distractions.

West typically maintains two classrooms for each grade level, although
the current third grade classes are combined into one class, which is
team-taught by a certified teacher and a paraprofessional. The staff at
West

Elementary comprises a few new and many veteran teachers. Two current
West teachers came to the school through Teach for America. Based on its
population, the school employs 1.5 special education teachers and one
ESL teacher. A school psychologist works with students three days a
week. Beginning with pre-kindergarten students, the school follows an
inclusion ESL model, with additional pull out classes for identified ESL
students. There is one self-contained special education class for
fourteen students. Other identified students with disabilities are
integrated into the regular classrooms. Collaboration among teachers is
encouraged and practiced, and West has both formal and informal
mentoring systems for new staff. Teachers at each grade level take part
in weekly common planning periods. West teachers attend the district's
four annual day-long workshops and participate in 15 hours of
professional development approved by the principal.

West Elementary adheres to DCPS standards and curriculum choices,
available on the district website, *www.K12.DC*, and reviewed every five
years. The school supplements these with materials and programs such as
*The Letter People*, *Bridges*, *Fast Forward*, and *In2Books*---a
reading program, recently expanded to include 3^rd^ and 4^th,^ and 5^th^
grade students, that matches students with professional and business pen
pals. All students are challenged to read 30 books outside of school
each year. The school librarian is working towards a 20:1 book to
student ratio to meet the needs and interests of all students in a range
of subjects.

![](media/image3.jpeg){width="3.604330708661417in"
height="2.8771653543307085in"} In addition to the core curriculum,
students at West receive instruction in music, physical education,
library skills, and computer applications. Students also choose from a
variety of athletic and non-athletic after school activities;
approximately 60% of students participate in some non-academic activity.

The use of technology in all facets of education is one of West's unique
features. A few years ago, West received two DC education awards, which
the school used to invest in technology. Today classrooms are equipped
with television monitors and VCR players for distance learning through
ITFS (Instructional Television Fixed Service) and closed circuit
programming. The day at West begins with a broadcast by the West News
Team over closed circuit TV. Students attain the highly desirable spots
on the news team by excelling at their schoolwork.

"Our school is a global village," Principal Richard Bachman said. "We
have the ability to communicate our vision and come together. We use all
media to get our message across, video, audio. Our vision is that
***Everybody's Best Means Success***---***We can learn and We will
learn***."

West has two computer labs, one wireless, for computer-related
instruction and student self-assessment. Frequent ASL (Auto Skills Lab)
and LightSpan sessions allow students to work on math and language
skills at their own levels and paces, independent of other students and
with immediate feedback. West's computer specialist also conducts
classes in accessing online information and word processing,
spreadsheets, and other applications.

West Elementary's budget is based on the total number of attending
students, those receiving free and reduced price lunches, and the number
of ESL and special education students. Since DC school budgets require
Congressional approval, West's budget is typically not confirmed until
October 1---hampering the School Restructuring Team's ability to set
appropriate school goals and objectives each year. When the budget
allows, West offers enrichment and summer school programs. However,
budget cuts recently cost West an art and a pre-kindergarten teacher.

> ![](media/image4.jpeg){width="4.072834645669292in"
> height="2.622047244094488in"}

The primary catalyst for change at West Elementary has been Richard
Bachman, now entering his eighth year there. With his arrival, the
school rapidly adopted and integrated digital technology into all
aspects of the school's operation. He trained his staff in analyzing
student test scores and refocusing instruction, and created a series of
templates, available online, for student performance plans.

When Principal Bachman arrived, "the tone and climate of West were not
good": more than 50% of students were achieving at or below basic level,
he said. He challenged teachers "to look at why and what they are
doing," and began an ambitious program to make the school safe,
congenial for faculty. He goal, he said, was to make sure that the
school staff of dedicated men and women who have a common goal---***to
do what is best for our** **students***---and always looking for ways to
achieve these goals.

An early step was to raise expectations. "We have high expectations for
climate, instruction, excellence. It may sound a little military, but
kids need structure," explained Principal Bachman. He enjoins students
to "keep it blue"---to treat the school, each other, and themselves,
with respect.

Principal Bachman converted two underused storage spaces into dedicated
areas---one a computer lab and the other a teachers' lounge. To make
parents feel welcome, he established an open door policy. "This is a
public building, public school," he said, "Parents needed to take
ownership of it." He has four parents on his board who speak for parents
and convey West's messages back to the larger community of parents.
Teachers stay apprised of school developments through monthly updates
from the principal.

![](media/image5.jpeg){width="4.284645669291338in"
height="2.2007874015748032in"} Mr. Bachman's greatest impact has been in
establishing an organizational system that requires, as one teacher
said, that they "get organized, make a plan, and stick to the plan." Mr.
Bachman's intense organizational structure helps keep the school on
track even when he is gone, as he was for surgery over the winter. "Mr.
Bachman is very organized, he knows what he wants and how to make it
happen," noted another teacher.

To address the school's low test scores, Principal Bachman initiated
daily 30-minute periods of test-taking preparation in language arts and
mathematics for all students. Teachers coach students in both academic
skills and test-taking strategies. Ongoing evaluations of teachers' and
students' work and regular monitoring of student progress reinforce the
culture of high expectations.

Despite the fact that "I didn't come in and start sweeping," Principal
Bachman faced resistance from some veteran teachers. Some teachers
resisted the adaptation to digital technology. Others balked at the
test-taking preparation period and being held accountable for their
students' achievement. "The first year it didn't go well and there was
rebelling," he recalled. A number of teachers left. His teaching force
today is committed to the changes Principal Bachman initiated, and "new
faculty coming in know the school is doing something right, so they buy
into the school from the start," explained a teacher.

West Elementary faculty members devote the first month of the school
year to setting the climate for instruction, assessing student
achievement, and creating goals and plans for each student. "In October
every teacher creates a profile for every student's strengths and
weaknesses." Principal Bachman said, "The plan for each student becomes
the teacher's contract with me." This transparent record of student
progress and teacher reports lets the principal use data---all students
at West are tested---objectively. "Fewer than 5% of our students are
below basic performance: our goal is to grow or maintain this
excellence," he said.

The school philosophy is "assessment dictates instruction." Every
teacher and every child has a portfolio, which is examined at midyear
and at the year's end. Student portfolios include student test
performances, journals, and class work. Weekly student assessments
provide immediate feedback for both students and teachers. Principal
Bachman also receives regular assessments of student progress. All
teacher reporting forms are available online so there are "no excuses."
Principal Bachman noted that his school is unique, "a step ahead" in
doing teacher portfolios.

All the DC district data are also online. Principal Bachman uses the
district content standards and pacing charts with each teacher. His goal
each year is to "bring up one or two \[students\] to the next level, and
not let anyone drop." Mastery matters," said Principal Bachman: "Would
you want an untrained dentist working on your mouth?"

Joseph Rodman West Elementary is on a successful trajectory. Of the 114
elementary schools in DC, Mr. Bachman said, "we are doing as well as
those schools with fewer than 2% free and reduced price lunch students."

The open space design facilitates cooperative interactions among
teachers and administration. The administration tries to keep channels
open for teachers to share and receive advice, and "openness improves
everyone's teaching," explained the school counselor. Some three
quarters of West faculty attend the monthly early morning chats the
school counselor hosts where teachers raise issues and concerns. The
meetings build collegiality and confidence, she said, and observed that
teachers who have been at West longer are sometimes reluctant to try new
things, while the newer teachers frequently have fresh ideas but benefit
from experienced guidance.

Teachers uniformly spoke of the school's climate as familial. Explained
a sixth grade teacher, "We . . . help each other through bad days,
trouble with students, lessons that aren't working like we'd hoped." A
fifth grade teacher added, "The teachers here collaborate. They help
each other meet high expectations." Teachers appeared comfortable
learning from each other. They share resources when they discover
something that works, they reported, and ask for help from teachers in
different grades as needed. The ESL and Special Education teachers spend
time in classrooms helping students---and struggling students attend ESL
lessons or special education classes for extra help.

Teachers also credited the administration and PTA with providing
support. "They want to make sure you have every resource that you need,"
a teacher said. West provides eight in-building professional development
days a year, based on surveys of teachers, Principal Bachman said. This
year's goal is learning to integrate technology into instruction more
effectively. Teachers can and do lead professional development sessions.
In addition to the eight on-site days, teachers take fifteen hours of
professional development annually through a central professional
development institute. They may choose what they want to learn. The
district has also trained West staff members in a seven-step behavioral
plan. The principal maintained that teachers should not have to spend
much time on behavior management if students are kept interested in
learning.

Besides formal professional development, the school schedule
accommodates weekly common planning time (teachers share recess duty to
create more common time, a solution they suggested and Principal Bachman
affirmed). Even that is still not enough, according to some teachers,
and meetings continue after school in order to prepare students for the
next grade they will enter. Common planning time also serves to keep
non-grade level teachers informed of student progress. For example, the
ESL teachers receive feedback from everyone who works with their
students, enabling them to see how those students are performing in
other classes.

Teachers regarded Richard Bachman as extremely supportive, buying books
like *Who Moved My Cheese* and other materials for them all. Early in
his career at West, Principal Bachman converted an unused room into a
pleasant teachers' lounge where teachers eat, sit, and talk together.
The teachers care a lot and will do whatever it takes to help each other
succeed, said the sixth grade teachers. It's "like a family," explained
a fourth grade teacher: "Families really value their children's
education." Teachers described West through metaphors such as stepping
stones, of gardens ("a flower blooming") and caterpillars. Students at
West go "from cocoon to a butterfly," explained a teacher, "and when you
transform, you're on top of the world and can land anywhere."

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height="2.813888888888889in"}