Emerging and Sustaining Practices for School Turnaround () is a description of practices that appear to contribute to schools’ ability to produce and sustain rapid growth in student achievement. Benefits to the Beverly School District from implementing this recommendation will include consistency in teachers’ capacity to deliver effective instruction, to use data from assessments to adjust instruction to the needs of their students, and to provide students with the interventions they need. Curriculum and Instruction 3. The district should develop a system for continuous curriculum review, alignment, and revision. A. Building on the curriculum work that is already in place, the district should establish a consistent system and schedule for the continual improvement and alignment of curriculum, with oversight from one or more district-level administrators. 1. A curriculum review cycle should be established in order to ensure that all curriculum is up to date. 2. Horizontal and vertical alignment should be part of the districtwide approach to curriculum. 3. A consistent approach to school improvement may involve a reorganization of administrative duties in to provide direction and oversight in developing, updating, and aligning K-12 curriculum. Recommended resources: ESE’s Curriculum Units provide exemplars that could be useful as the district develops its systematic approach to curriculum. (The units can be accessed by request at .) Supplemental presentations () provide more information about the units. ESE’s Quality Review Rubrics () can support the analysis and improvement of curriculum B. The district should ensure that a system is in place to oversee the new electronic program, and to ensure the effective use of this mapping as a hub of decision-making. 1. should be continual support from an administrator who has a clear understanding of and insight into the intricacies of the mapping process. 2. Professional development should be provided so that teachers can maximize the effectiveness of the tool.
The team observed 57 classes in the district: 15 at the high school, 12 at the middle school, and 30 at the 5 elementary schools. The review team analyzed multiple data sets and reviewed numerous documents before and during the site visit, including: Student and school performance data, including achievement and growth, enrollment, graduation, dropout, retention, suspension, and attendance rates. Data on the district’s staffing and finances. Published educational reports on the district by ESE, the New England Association of Schools and Colleges (NEASC), and the former Office of Educational Quality and Accountability (EQA). District documents such as district and school improvement school committee policies, curriculum documents, summaries of student assessments, job descriptions, collective bargaining agreements, evaluation tools for staff, handbooks, school schedules, and the district’s end-of-year financial reports. All completed program and administrator evaluations, and a random selection of completed teacher evaluations. Site Visit Schedule Monday 4/29/2013 Tuesday 4/30/2013 Wednesday 5/1/2013 Thursday 5/2/2013 Orientation with district leaders and principals; interviews with district and principals; document reviews; interview with teachers’ association. Interviews with district staff and principals; review of personnel files; teacher focus groups; parent focus group; and visits to Beverly High School and Briscoe Middle School for classroom observations. Interviews with town or city personnel; interviews with school leaders; interviews with school committee members; visits to Centerville, Hannah, and North Beverly elementary schools for classroom observations. Interviews with school leaders; follow-up interviews; district review team meeting; visits to Beverly High School and Briscoe Middle School and Cove Elementary School for classroom observations; emerging themes meeting with district leaders and principals.
unrounded numbers. Graduation rates have been rounded; percent change is based on unrounded numbers. B8: Beverly Attendance Rates, 2009-2012 School Year Ending Change 2009-2012 Change 2011-2012 State (2012) 2009 2010 2011 2012 Percentage Points Percent Percentage Points Percent All Students 95.2% 94.8% 95.2% 95.6% 0.4 0.4% 0.4 0.4% 94.9% Notes: The attendance rate is calculated by dividing the total number of days students attended school by the total number of days students were enrolled in a particular school year. A student’s attendance rate is counted toward any district the student attended. In addition, district attendance rates included students who were out placed in public collaborative or private alternative schools/programs at public expense. Attendance rates have been rounded; percent change is based on unrounded numbers. Table B9: Beverly Suspension Rates, 2009-2012 Group School Year Ending Change 2009-2012 Change 2011-2012 (2012) 2009 2010 2011 2012 Percentage Points Percent Percentage Points Percent In-School Suspension Rate 3.5% 7.3% 1.4% 1.7% -1.8 -51.4% 0.3 21.4% 3.4% Out-of-School Suspension Rate 3.4% 3.9% 3.9% 3.4% 0 0% -0.5 -12.8% 5.4% Note: This table reflects information reported by school districts at the end of the school year indicated. Suspension rates have been rounded; percent change is based on unrounded numbers.
By Grade Span None Partial Clear & Consistent Overall (0) (1) (2) # % Demonstrates knowledge of subject & content. ES 0 3 27 (0) 4 47 MS 1 2 9 (1) 7 12 HS 3 2 10 (2) 46 81 Communicates clear grade-appropriate learning objectives aligned to state standards. Applicable ELL language objectives are evident. ES 4 5 20 (0) 14 25 MS 5 2 4 (1) 11 20 HS 5 4 6 (2) 30 55 Uses appropriate & varied strategies matched to learning objectives & content. ES 1 8 21 (0) 9 16 MS 4 5 2 (1) 18 32 HS 4 5 6 (2) 29 52 Requires inquiry, exploration, application, analysis, synthesis, &/or evaluation of concepts individually, in pairs or in groups to demonstrate thinking. (circle observed skills) ES 8 8 13 (0) 22 40 MS 6 3 2 (1) 13 24 HS 8 2 5 (2) 20 36 Uses varied questioning techniques that require/seek thoughtful responses & promote deeper understanding. ES 7 7 17 (0) 18 33 MS 7 1 2 (1) 13 24 HS 4 5 5 (2) 24 44 Implements appropriate & varied strategies that meet students’ diverse learning ES 1 6 23 (0) 14 25 MS 6 4 2 (1) 13 23 HS 7 3 4 (2) 29 52 Paces lesson to engage all students & promote understanding. ES 2 6 20 (0) 8 15 MS 1 4 5 (1) 14 26 HS 5 4 6 (2) 31 58 Conducts frequent formative assessments to check for understanding & inform instruction. ES 0 10 20 (0) 7 13 MS 1 5 5 (1) 17 30 HS 6 2 7 (2) 32 57 Makes use of technology to enhance learning. ES 9 7 12 (0) 21 40 MS 6 2 4 (1) 10 19 HS 6 1 6 (2) 22 42 (Please see next page)
Learning By Grade Span Evidence None Partial Clear & Consistent Overall (0) (1) (2) # % Students are engaged in productive learning routines. ES 0 4 25 (0) 5 9 MS 0 9 3 (1) 18 32 HS 5 5 5 (2) 33 59 Students are engaged in challenging academic tasks. ES 3 6 21 (0) 10 18 MS 3 7 2 (1) 18 32 HS 4 5 6 (2) 29 51 Students assume responsibility for their own learning. ES 4 7 20 (0) 11 19 MS 2 6 4 (1) 17 29 HS 5 4 6 (2) 30 52 Students articulate their thinking or reasoning verbally or in writing either individually, in pairs or in groups. ES 5 8 17 (0) 18 32 MS 4 4 3 (1) 12 21 HS 9 0 6 (2) 26 46 Students’ responses to questions elaborate about content & ideas (not expected for all responses). ES 18 1 11 (0) 32 63 MS 6 1 1 (1) 3 6 HS 8 1 4 (2) 16 31 Students make connections to prior knowledge, real world experiences & other subject matter. ES 10 6 14 (0) 16 29 MS 1 4 6 (1) 13 24 HS 5 3 6 (2) 26 47 Students use technology as a tool for learning &/or understanding. ES 15 6 8 (0) 32 57 MS 12 0 0 (1) 9 16 HS 5 3 7 (2) 15 27 Student work demonstrates high quality & can serve as exemplars. ES 12 7 7 (0) 30 58 MS 9 2 1 (1) 10 19 HS 9 1 4 (2) 12 23