The Challenge
For Winchendon Public Schools (WPS), 2003 was a pivotal year. After undergoing an intensive review by the now-defunct department of Educational Quality Assurance (EQA), the Massachusetts Board of Elementary and Secondary Education voted to label the district as underperforming. The decision was based on the EQA's evaluation, which was in part spurred by WPS's failure to make adequate yearly progress (AYP) for district subgroups under the federal No Child Left Behind law. According to the board, WPS required improvements in curriculum and instruction, involvement from the community, and student support services.

However disheartening, the designation created an opportunity for WPS administrators to take stock of the district and generate plans for improvement. They developed a district turnaround plan (DTAP) and school improvement plans (SIPs), which they have used over the past five years to steadily reform WPS.

By partnering with the Educational Development Center (EDC), a nonprofit organization that works with schools to implement improvement plans, and by utilizing its DTAP and SIPs, the district has made progress in all the board's mandated areas for improvement. Currently, the WPS curriculum is aligned to state standards, instructional practices are data-driven, teachers use specific classroom strategies that are measurable, and a number of new programs that foster community and student support have been set in place.

About the District
Winchendon Public Schools is located in the north-central region of Massachusetts near the New Hampshire border. The district educates approximately 1,700 students in four schools: a pre-K for three- and four-year-olds; two elementary schools, one for grades K–3 and another for grades 4–6; and a middle high school for grades 7–12. Of the student population, 30 percent is low-income.

Step One: Create an Action Plan
Once the board of education designated WPS as underperforming, district leaders were required to develop a plan to turn the district around. Consultants from the Massachusetts Department of Education helped direct a process called Performance Improvement Mapping (PIM), an intensive school planning model that the district used to create its DTAP and SIPs.

"PIM is a very lengthy, very reflective ten-step process," said Jane Ripley, director of curriculum and instruction for WPS. "For us, even though it involved a lot of time and effort, it was well worth it because it enabled us to take a step back and really dig deep and look at ourselves."

The DTAP and SIPs created a basic framework from which WPS could systematically approach reforming the district. "It identified specific action steps, assigned responsibilities, and included deadlines," explained Dr. Peter Azar, superintendent of Winchendon Public Schools. The turnaround plan set out goals to develop a comprehensive instructional program with an investment in teachers' professional development, provide students with programs to support social development, and open lines of communication with parents and the community.

To help implement these plans, the district partnered with the EDC, which provided an advisor to work with WPS. Her first approach was to develop a network of teacher-leaders that could effectively use data to inform instruction as well as lead their own improvement efforts.

Step Two: Build Teachers' Capacity as Effective Leaders
Capacity building is an essential part of the initiative to reform the district's instructional program. As part of the turnaround plan, WPS staff created strategic plans for classroom improvement and mastered skills to be effective leaders.

In the strategic planning process, district administrators implemented new elementary instruction programs in math and language arts and crafted a professional development plan. Under guidance from the EDC, Winchendon staff established methods to monitor teachers' implementation of the new instructional plans and even created a new math assessment to track student progress. In addition, they created a framework for integrating cognitive demand of instructional tasks in the classroom. Each step was reinforced by clearly stated expectations, strategies for fidelity, and plans for future revision.

"The school improvement plan prescribed strategies for teachers to use in their classrooms to address specific gaps in learning," explained Valorie Miller, director of instructional services. "We also developed a list of data necessary to confirm the use of strategies. That information was then used in grade-level meetings and discussions regarding student achievement."

After setting a framework for instruction, district staff was trained to be effective teacher leaders. At each K–6 grade level, a teacher was assigned to lead analysis of MCAS data and ongoing assessments, as well as help determine instruction priorities. For the middle high school, department coordinators set goals in alignment with the SIP and DTAP, coached teachers through an observation and feedback cycle, and lead instruction-focused monthly department meetings.

Step Three: Targeted Professional Development
Professional development is the next stage of the district's turnaround plan. Designated professional development days for teachers are used to analyze MCAS data and study teaching theory. WPS has also begun to collaborate with neighboring districts.

In addition, the district provides graduate-level courses in teaching skills and differentiated instruction. This teaching approach takes into account the varying learning styles, knowledge-bases, and interests of students.

"We placed a lot of emphasis on developing lessons with the differentiated instruction philosophy as a foundation," said Dr. Azar. "We used it before our turnaround plan, but it continues to be a building block of the instruction plan."

In addition, central office administrators received leadership training through the National Institute of School Leadership (NISL). The program focuses on the theory and practice of standards-based instructional leadership, and includes lessons in strategic thinking, team building, and ethics. According to Dr. Azar, the training has had an impact on the WPS community.

"We focus on formative and summative assessments, making them an active part of what we do every day," said Dr. Azar. "We also create as many opportunities as possible for teachers to talk about teaching and learning, and how changes can make an impact on student performance. These practices were part of the NISL training, and enhance our plan."

Step Four: Proactive Outreach to Parents and Community
An important piece of the puzzle in WPS's turnaround plan was to strengthen the lines of communication between the district, parents, and the community. Teachers and administrators have taken a multifaceted approach to seeing this objective through.

First and foremost, teachers contact parents via phone more often to discuss students' performance. "The teachers have become more proactive in outreach to parents, which is an important way to bring them into their children's learning," said Dr. Azar. Two years ago the district began using a voice messaging service called Global Connect to contact the homes of all enrolled students and staff. "We use it to advertise either school-related issues, grade-related issues, or districtwide issues," said Dr. Azar. "It's been extremely well received. People finally feel as though there is a way they can get accurate information in a timely manner."

The district also redesigned the school calendar to work with parents' schedules. "We've been tinkering around with it, trying to find the best times and the best ways to bring parents in for conferences," explained Dr. Azar. "We want to be sensitive to their needs around early dismissal days and special development days."

The district has also taken specific steps to reach out to the greater community, utilizing a variety of media. WPS administrators share updates with local newspapers, use local access television to talk about school programs, and have increased the number of presentations made at School Committee meetings. The School Committee, the elected district governing board, has also visited local organizations including the Lions Club, the Council on Aging, and community churches. The goal is to use as many channels as possible to reach a wider audience. "In a community this size, there's no one vehicle that gets to everyone," said Dr. Azar.

Step Five: Promote Social and Emotional Development
Another key initiative WPS outlined in its district turnaround plan was to provide students with social and emotional support. In line with that goal, the district launched two new programs—the Safe Haven Club and the Winchendon Project.

The Safe Haven Club is an organization that gives students a forum for open discussion. They meet in groups with a faculty advisor and their classmates to talk about delicate issues on a regular basis. In creating the club, the district wants to show that an open and honest exchange is valued, and that students are supported.

"Young adults need to have a place to go to talk about things that are sensitive to them," said Dr. Azar. "It touches upon what you might see across the country, including gay and lesbian issues and cultural and racial issues. The reason we call it the Safe Haven Club is because it's exactly that—it's a safe haven for kids to speak."

The Winchendon Project is a program that provides students with resources for behavioral and health services. "Growing up and becoming a teenager is hard," said Dr. Azar. "There are a lot of things that happen to kids that informs the decisions they make. We wanted to provide support for them and their families."

Launched with a grant from the Health Foundation of Central Massachusetts, the program offers school-based behavioral health services provided by mental health and substance abuse clinicians. Coordinated through the middle high school's school-based health center and with parent consent, therapists are available for students to discuss issues that take place inside and outside of school.

In part, the Winchendon Project was developed as a response to the demand for services from the health center. WPS educators believe that the services offered by the program will be similarly well utilized.

Conclusion
In April 2008, the Massachusetts Board of Elementary and Secondary Education voted to remove WPS from underperforming status. The board recognized the district's progress in aligning curricula to state standards, its use of data to inform instruction, and its change in culture as grounds for withdrawing the label.

"I am absolutely pleased with the board's decision," said Dr. Azar. "The staff and community definitely feel a sense of pride as a result."

In the past two years, the district has made AYP in all categories, which means it is no longer required to take action under NCLB. Student test scores on the Massachusetts Comprehensive Assessment System have remained consistent, and in many cases have improved.

Dr. Azar believes the change in district culture has been a key part of its success. "The staff feels that their point of view is valued, everyone comes to the table with a vote, and we are united in our vision for improvement."

WPS has made steady progress, but the district will continue working hard to sustain its efforts. The DTAP and SIPs are living documents, which will evolve with the district's changing needs. Currently, the DTAP is in its third edition, and Dr. Azar reports it is much more focused than previous versions, promoting an ongoing reflection of curriculum, instruction, programs, and procedures.

"Our achievements are a team effort," said Dr. Azar. "Everyone came together and focused on developing our turnaround plan and they continue to build on it."