John Monfredo: First Innovation Schools Starting Their Second Cycle

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Saturday, September 13, 2014

John Monfredo, GoLocalWorcester MINDSETTER™

One of the items taken up at the School Committee was the approval of the five original Innovation School models for their second three-year cycle. In 2011, the Massachusetts Department of Education came out with a proposal for the creation of innovation schools within the public schools.

The concept was to give innovation schools more autonomy and flexibility than regular public schools. Unlike a traditional public school, an innovation school has autonomy in one or more of the following areas: curriculum, budget, school schedule or calendar, staffing, and professional development. The autonomies were all spelled out in their application for approval from their district. Unlike charter schools, innovation schools in each district are authorized locally and the school committees are responsible for overseeing them. It’s important to note that Worcester led the way with more innovation models than any other school district.

Worcester is first innovation pioneer group included Chandler Magnet School, Goddard Scholars Academy, Goddard School of Science and Technology, University Park Campus School and Woodland Academy. The cycle was for three years and therefore the schools just recently came before the school committee to give their report and asked for the models to continue. The school committee supported their efforts and moved to renew their models for an additional three years.

A quick snap shot of their school centered on the following:

Chandler Magnet School has been focusing on a dual language program starting in the kindergarten and working to strengthen their language arts program.

Goddard Elementary has had many partners such as Clark University and United Way. Their focus has been on a strong language arts program with wrap around services to their parents and children.

Woodland Academy‘s school wide focus has been to show measurable growth in students’ abilities to read with understanding at grade level across the all areas of the curriculum.

University Park Campus has a vision that all students will be college, career, and citizenship ready. 

Goddard Scholars Academy, an academy within Sullivan Middle School, became a grade six to eight academy with its goal to be the school of choice for highly motivated and academically advanced students in the City of Worcester.

All five have lived up to their mission and more

Chandler Magnet School’s dual language program has been truly innovative for they have engaged students who are dominant in Spanish and those students dominant in English to integrate and master another language. In addition, the school will be moving to a full-day pre-school program tied into the dual language concept. Students in the first innovation years will be moving on to a dual language program in grade four. Communication with the parents has been a key piece and the dual language program has shown an increase in family participation.  Also, the importance on staff development and planning has been a key to their success. The school has continued with their strong partnership with Worcester State University and with the Latino Education Institute.

Goddard Elementary has continued with their commitment to educate all children with a purpose and support each child in reaching readiness for college and career. In their mission they stated that they do this with through innovative teaching methods that foster intellectual curiosity and promote the values of an engaged community. Proposed changes include a full-day pre-school and expanding literacy partnerships with the Worcester Public Library and with the Worcester Educational Development Foundation.

Woodland Academy has attempted to be a one stop shop for its students and families.  Emphasis at the school has been on emotional, academic and the health needs of the students. They believe in a cradle to college philosophy and do have a very thriving full-day pre-school program that has prepared the students for readiness and learning. Literacy has a strong presence at the school with plenty of writing across the curriculum, uninterrupted blocks of time for literacy and math and, guided reading. This year the school is looking to expand their reading program with a home-school recreational reading program. Their wrap around services to parents and the students have been a strength for it has continued to make a difference in three areas: emotional growth, better health, and an improvement in academics.

University Park Campus has the strong presence of Clark University to assist them with resources and add master teachers (Students from Clark’s Masters Program) to help students.   College attainment is encouraged for every student and the school puts an emphasis on high expectations for all students.   With continued partnerships within the community, the students are prepared for a successful transition to college and beyond. Assessment wise, UPCS has continued to make progress for their scores in math in advanced and proficient showed an increase.

Goddard Academy has continued with its promise and its success has generated a waiting list for parents wanting their child to attend this Academy. Admission to the school is predicated on the students’ academic success based on test scores. The idea of having three grades 6. 7 and 8) certainly has given the academy an opportunity to have students and parents develop ownership for the program and gives options to parents whose children are advanced in their studies. Having three grades has given teachers that extra year to work with the students to master all forms of communication and to add additional rigor to their program. It also allows for the staff to build a strong relationship with its students. In addition, the arts for the students have been enhanced with the additional year and their school band and chorus has been exceptional. Every student in the academy plays an instrument. The school has a strong professional development program and an effective teacher led program.

Let’s wish all of the schools continued success as they enter the next three-year cycle. We hope that they continue to meet the educational needs of each child where he or she is and continue to give them all the support necessary to be successful both in and out of the classroom. 

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