Memo to:          Amherst Committee on Excellence

From:               Jere Hochman

Date:                March, 2008

Thank you for your comments.  I presented the following to the Regional School Committee on March 4, 2008.   I have responded with bullet points underneath your points.  (Note: Original ACE document text appears in blue italics.)

Amherst Committee on Excellence (ACE) Priorities

RESPONSE

That the Amherst Public Schools demonstrate a commitment to academic excellence for all children to parents, teachers, administrators, and potential job candidates.

      1.   APPLICATIONS  

Formally ask all district candidates on job applications and in interviews how they will build a culture of academic achievement and challenge children at different levels within a heterogeneous classroom.

·        This is in the hard copy of the administrator application.  The website version of this question needs to be revised.  Whereas some of the candidates for the current position responded to the written application and others to the website version, the latter will be asked to submit the additional component (see application).

·        The writing component of the principal interview process includes: 1) viewing a teaching episode and writing notes and an evaluation of the teacher; 2) writing a newsletter welcome to parents (purpose: priorities); and 3) responding to a lay person’s question about differentiation (purpose: knowledge of process and ability to explain)

·        Updating the teacher application is being reviewed as this is implemented on a commercial site. 

      2.   RECRUITING FOR DIVERSITY

Emphasize evidence of success or the potential for success in attracting, mentoring, and retaining excellent teachers from diverse backgrounds as a key component in the principal searches.

·        Committees may ask this question

·        Superintendent will include in subsequent interviews

·        This is a district issue.  Our Affirmative Action report illustrates numerous strategies in place as this is a district issue and one that begins in Human Resources as well as with principals’ efforts.

      3.   CURRICULUM DAYS – DIFFERENTIATION

·        The December, 2007 curriculum day was devoted to the topic of Social Justice.  This was a major step in reconfiguring our approach to the decade-plus effort of Becoming A Multicultural School System (BAMSS).  For those without background in this are, it would be useful to know the history.  The December date was our *recommitment* to Social Justice with a three-point effort:  Adult work on issues of race, class, and multiculturalism; introducing concepts to be infused in curriculum areas for students; and raising student achievement!  A significant component of the December 2007 was Mr. Vernon-Jones’s presentation of research-based strategies useful in raising all students’ achievement.

·        The March, 2007 elementary curriculum day was spent with a thorough review of the Language Arts curriculum guide, unpacking of standards, a review of materials, and discussion about pedagogy.

·        The December, 2006 elementary and curriculum day was spent unpacking the mathematics curriculum guide from national standards to item analyses of the previous spring’s MCAS results.  Breakout sessions included reviews of standards, guides, and pedagogy.

·        A 2004-2005 elementary curriculum day was devoted to unpacking the mathematics standards and a modeling of differentiation strategies.

·        Several “by grade level” days were spent with consultant Linda Dodge and other consultants to unpack units in Investigations elementary mathematics which includes methods of differentiation.  Follow up sessions have been scheduled for teachers this spring. 

·        Three elementary school teachers participated in Harvard’s WIDE online course on differentiation.  One was trained to be a facilitator. 

·        Middle school inquiry group have focused on differentiation and acceleration of learning. 

·        High School devotes two grading / curriculum days per year for classroom teachers to meet with specialists and liaisons to focus on strategies and goals for individual students.

·        New Teacher Orientation annually includes a component on instruction.

·        In previous years, several workshops and school-based sessions have been offered and selected by teachers on this topic.

·        Plans for improvement of instruction, planning, and pedagogy are ambitious and in development.  The majority of administrators and four department chairs who have not been trained in Research for Better Teaching are being trained this year (seven days of training).

·        Plans for a comprehensive new model for professional development plan are in development, as well. 

·        The March 17 curriculum day will be devoted to sharing strategies for successful differentiated instruction in heterogeneous classrooms.  This coincides with a more systematic plan for the upcoming year. 

      4.   WEBSITE

Update the district website to emphasize academic excellence and provide links to academic resources.

·        In process – some changes have been made. 

      5.   MIDDLE SCHOOL PROGRAM EVALUATION

Undertake a rigorous evaluation of the middle school that focuses on student outcomes and the costs and benefits of the current balance between social/ emotional and academic/intellectual considerations.  Such an evaluation would compare Amherst with other high achieving districts in Massachusetts in terms of curriculum, achievement and preparation for high school.

·        There are numerous middle school program evaluation options.  Upon hiring a new principal, the principal will develop an entry plan.  Included in this will be the formation of a first year School Improvement Plan.  A program evaluation will be a necessary component. 

      6.   CURRICULUM STANDARDS

Maintain strong minimum curriculum standards and programs at each grade level.

·        Significant progress has been made in developing K-12 curricula.  Guides have been developed in three subject areas (mathematics, English / language arts, and science).  A program evaluation has taken place in mathematics with action plans based on recommendations to be implemented immediately.  Curriculum policies have been and continue to be reviewed by the School Committee.

      7.   CHALLENGE

Develop clear policies and professional training for providing differentiated instruction in heterogeneous classrooms to children with strong preparation and/or achievement in a particular discipline.

·        Note item above.  This is underway. 

      8.   MCAS POLICIES AND PROCEDURES

Conduct a comprehensive evaluation of the policies focused on raising the achievement of children who do not reach proficient levels on MCAS or in their course-work.  Again any such study should compare performance in Amherst with that of other high achieving districts.

·        There are no district policies related to this.  MCAS performance is governed by federal and state law and regulations and we are now implementing numerous procedures and plans to elevate performance of all groups.

      9.   ACADEMIC COMPETITIONS

Provide opportunities for students to participate in organized academic events that inspire their interest such as Math Olympiads, Odyssey of the Mind, Spelling & Geography Bees, writing and performing arts competitions, and Science Fairs.  Specify faculty who can serve as advisors in these key areas.

·        Many of these are in place.  Our schools participate in and/or hold Geography Bees, JETS competition, world language contests, science fairs, and many others.  These are local school options, not district mandates.  Whereas some districts place a high priority on this and hire district coordinators to facilitate district wide competitions, we do not.  As we explore a district-wide enrichment model and program, these would be incorporated. 

That the Amherst Public Schools provide opportunities for all children to excel in mathematics and science.

     10.   MATHEMATICS POINTS

A.         Establish a goal that all students complete a rigorous algebra course by the end of 8^th grade. 

B.         We believe that a comprehensive evaluation of our K-6 math curriculum, including an examination of approaches used in other high achieving districts, is necessary to achieve this goal. 

C.         This evaluation should also consider the benefits of using a textbook.  A textbook may be particularly valuable for those who do not receive academic support at home or from tutors.

·        See response to recommendations of the Mathematics Program Review

     11.   FOUR YEARS OF LAB SCIENCE

Offer students the opportunity to take four years of lab science in high school in the core scientific disciplines (biology, chemistry, physics).

·        This is available now.  When budget conditions improve, students will be able to take academic electives (ex. doubling up on science)

     12.   AP CHEMISTRY

Provide an AP chemistry class.

·        This will be explored by the high school department chair.

     13.   SCIENCE FAIR IN EVERY SCHOOL

Hold a Science Fair at each school every year.

·        As noted, this is a school option.  There is value in a district-wide project and a science fair may be that project.  Principals will discuss this. 

Conclusions

We hope this is the beginning of a dialogue with school administrators and teachers that leads to constructive change in our schools.  Amherst has adopted the motto of "every child, every day," but true equity is only possible in a system that nurtures the intellectual potential of every child.  If Amherst can rededicate itself to a culture of excellence, we are committed to finding the resources needed to make that possible for our schools and for our children.

·        Conclusion:  The suggestions presented are indicative of concern and frustration on the part of some parents.   Issues pertain to individual students, grade levels, subject areas and others. 

·        A significant concern is that of “differentiation.”  The issue, however, is not the means but the ends:  is every student motivated, challenged, and not bored!  Differentiation of instruction is complex and a necessary component of the discussion. 

·        There are two other legitimate areas to address:  an enrichment model (a.k.a. gifted program) and grouping of students.  The former is a necessary component of our ‘next steps’ in planning.  The latter is a volatile issue, yet one that necessitates clarification. 

·        Several recommendations bring up comparisons with other districts. While we are not in a formal benchmarking study (although this is in development), we compare ourselves to other suburban districts on many issues.  There is, however, an underlying philosophical issue that deems serious discussion and in some instances, a financial reality.

·        Finally, there are several recommendations that address “p.r.” and perception.  I find this symptomatic.  Perhaps if all of the above were addressed, this issue would not be an issue.  In conclusion, two critical points must be raised:

·        Many people value the fact that Amherst does not revel in competition.  Whether it be student attire, the emphasis (or lack there of) on athletics, the inclusiveness of schools and activities, or the emphasis on social justice, the value of inclusivity is prevalent and desired.  In the ever-stressful, competitive world of education today, our culture of inclusion and opportunity is valued.   This is prominent in Amherst’s history and the infusion of the Becoming A Multicultural School System strategic plan from year’s past.   

·        Much has changed in the educational landscape in the past few years.  Attention to MCAS and federal regulations of NCLB and “making” adequate yearly progress has been addressed.  Budget cuts have affected areas that would be considered “enrichment” in other schools.  Attention has been given to aligning the curriculum in academic subject areas K-12 and aligning curricula to the state frameworks and standards.   While we attempt to preserve the character and work of an enriched, creative, hands-on curriculum, teachers have attended to and have been pressed to respond to the issues above which have shifted the conversation and focus of achievement and meaningful learning. 

·        Efforts in professional development, evaluation, curriculum writing, and new programs and models to enhance enrichment are underway and will help us achieve the balance as well as the skills of all professionals. 

·        It should be noted that I – and “Amherst” – have not been overt in presentation and publicity about academic excellence.  Perhaps because it is assumed our focus in on excellence.  Perhaps it is just assumed that we concentrate on high levels of student achievement.  Perhaps because we are dedicated to social justice and a level playing field, we downplay that which might smack of competition and sorting students, even though goals of those initiatives would be to include disenfranchised and below-proficient students into areas of excellence so that they, too, can compete in a competitive society.  Perhaps we have become complacent or have rested on our proverbial laurels of achievement.  

·        Regardless, what matters is that if one does not perceive we are focused on high levels of achievement and are not motivating and inspiring every student, we have work to do.   Your points and stance are a welcomed and necessary wake-up call.  As you can see, we have much in the works and much scheduled to address immediately.  

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