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Caring for the Future
Story posted November 13, 2008
Results:
• Once designated "in need of improvement," the school has recently been commended by the state of New York
• 80 students enrolled in high school-level courses in 2007, up from 30 in 2001
• 28% of students participating in high school-level courses in 2007 were minorities, up from 10% in 2002
• 99% of staff approve of administrators' efforts to empower educators
"Built by the Past-Ready for the Future" is more than a school motto at Isaac E. Young Middle School in New Rochelle, NY. Built in 1925, Isaac became the iconic U.S. secondary school when Dick Sargent's painting of it appeared on the cover of the October 17, 1959, issue of The Saturday Evening Post. The changes that the school has experienced over the last 55 years mirror changes in the suburban United States.
Once a predominantly white middle class community, New Rochelle today is a diverse urban melting pot. Although 97% of the students still walk to school, the students are very different. Many are immigrants, and many face significant challenges. What hasn't changed is the school's commitment to honoring its history and recommitting its energy and resources to educating every student for the future.
Isaac Young was deemed in need of improvement by the state of New York in the 2003-04 school year. Student achievement was low, and the school had large numbers of English language learners. There were also achievement gaps between groups of students. Staff members felt that the "needs improvement" label didn't reflect the climate in the building but realized that without intensive instructional intervention, they were placing their students at risk. Principal Anthony Bongo, then the assistant principal, recalled a turning point, "a sense of urgency: we needed passion; we had to prepare our students."
Collaborative Leadership
In an anonymous survey, 99% of staff members reported approved of administrators' efforts to empower teachers. That empowerment is clearly evident in the school's literacy initiatives.
The literacy committee was formed at the teachers' request to pull together all the research-based strategies for which the school and district had previously provided extensive professional development. Those strategies had never been coordinated or made part of a comprehensive plan until teacher leadership came to the fore. The literacy committee studied the strategies and programs already in use in the building and began to integrate them into a cohesive plan with implementation guidelines. Their plan incorporates differentiated (or personalized) instruction, literacy across the curriculum, and inquiry-based learning and instruction to encourage students to bring their own experiences to the table and to seek information by questioning. The committee has evolved during the past three years to play an active role in implementing literacy instruction across the curriculum and in building teachers' instructional capacity. Staff members firmly believe that this coordinated approach to literacy instruction is the reason for improved student results.
Personalization 
"It's always about personalization- compassion, building trust, teaching students to love learning," science teacher Jack Fullerton said. "Then comes the rigor because they will demand to learn. The emphasis must be on reaching each student." Echoing that sentiment was Daniel Billups, one of two psychologists on site who, with two social workers at the school, provide support to students and families. It is our job to nurture the students enough so that they can be open to academics. Our support clears the plate so that students can learn," said Billups.
In addition to structural entities that foster personalization-such as the team and house structures, small learning communities and eighth-grade academies, and academic and career learning plans for students-teachers act as de facto mentors or advocates for students.
Curriculum, Instruction, and Assessment
Expectations and student engagement go hand in hand at Isaac Young. Counselor Martha Rodriguez believes that expectations are set high: "We push to get students ready for college. We talk about it with them from day one." The early emphasis on college is also supported by the College Board's Springboard program.
Raising expectations requires a similar emphasis on providing all students with a rigorous curriculum. Staff members have made a concerted effort to increase the number of students who take the most challenging courses, such as the high school Regents courses. In 2001, only 30 students were involved in these high school courses; this year, 80 students took these courses. In addition, more minorities are participating in these courses. Minority participation has grown from 10% in 2002 to approximately 28% most recently.
Assistant Superintendent Diane Massimo discussed some other systematic efforts that promote high expectations through well-aligned curriculum and instruction: "The curriculum is mapped; we have common learning outcomes by grade level, frequent formative assessments (which helps teachers target specific student weaknesses), and common language across content areas. The goal is for kids to have access and opportunity." Common preparation periods for teams and grade-level content teachers as well as block scheduling support these efforts.
An extensive array of electives complements these initiatives and supports acceleration in math and science. Enrichment opportunities are also available through the Saturday Academy and the 21st Century grant programs.
An Attitude of Success
Passion and pride are evident throughout Isaac Young. An attitude of success permeates every corner of the school. According to one teacher, "People feel that they own the bricks here!" Staff members agree that the improved student achievement over the last three years can be directly attributed to the adults demonstrating how much they care about the students. This caring makes students want to work for their teachers. The students take pride in the school's history and feel a sense of joy knowing that they will be prepared for whatever choices they make in the future.
"I am proud of our rising test scores...[and] rising number of students who take and excel in accelerated courses," said Bongo, "but only because these scores reflect the sum of our staff's instructional efforts and love combined with our students' determination."
For additional information, please contact:
Anthony Bongo
Principal, Isaac E. Young Middle School
abongo@nred.org
This story came to LFA's attention as a 2008 Metlife Foundation/NASSP Breakthrough School.
Story adapted with permission of NASSP from James Rourke and Marlene Hartzman's article Caring for the Future in Principal Leadership, Special Edition June 2008
Further details about this story can be found at:
NASSP's "MetLife Foundation/NASSP Breakthrough Schools: Isaac Young Profile" 2008
Copyright (2008) National Association for Secondary School Principals. For more information on NASSP products and services to promote excellence in middle level and high school leadership, visit http://www.principals.org/
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