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Terrier House boasts unique education model

Terrier House History Teacher Robert Pettengill instructs students during a cooperative group activity. Reminder Publications photo by Katelyn Gendron
By Katelyn Gendron

Reminder Assistant Editor



WEST SPRINGFIELD When ninth grade students in the Terrier House at West Springfield High School refuse to complete their homework assignments, Vice Principal Maria Silvestri says to their teachers, "Stop giving them homework," adding, "Is homework actually enhancing the learning experience?"

The philosophies at the Terrier House have become unique to the West Springfield School District. The house was formed by the school district three years ago to combat the profound drop out rate, low test scores and overall disinterest in education. The Terrier House exemplifies a model for transitioning the approximately 360 eighth grade middle school students into productive, active and successful members of the high school community through faculty teaming and student input on educational practices.

"Studies have shown that if you lose ninth graders, you lose them forever," Silvestri said about the need to successfully transition middle school students into the high school community.

Silvestri explained that she is not against homework; the house's discipline philosophy dictates that if students are not completing their assignments "they owe it in another way," she said. Students are required to stay after school, not for "detention" but for a "development session" so that they may "vent" about their frustrations and work with Steve Silluzio, a Terrier House biology and physics teacher and administrative intern, to complete their assignments, Silvestri explained.

Silluzio explained that this is the first year for this discipline model and he has had "full cooperation from teachers and zero complaints from parents." He said during the development sessions he reviews each student's goals for the school year, has them write reflections about their student-teacher relationships as well as complete their assignments. "It calls on students and teachers to be reflective," Silluzio said.

Since the inception of the Terrier House, Silvestri said the number of external suspensions have decreased, Massachusetts Comprehensive Assessment System scores have increased in the double digits and improvements have also been made in students' midterm and final exam scores.

The teaching and support model of the Terrier House is similar to that of those at middle schools: teachers are divided into teams to which they are responsible for a certain number of students as well as goals for their academic and social advancement.

Teams Alpha, Bravo and Delta have divided the house's 16 teachers with approximately 120 students, each with their own sets of goals in conjunction with the Terrier House mission: "To empower students, families and school faculty to develop educational policies that foster learning, recognize diversity, build community and provide an equal opportunity for all students to succeed."

"This is what education should be. Teachers working together to help each other and the kids," Peter Gillen, an English teacher and member of Team Alpha, said. He added that teaming in the high school setting allows the faculty to bridge gaps in individual instruction for a broader, diverse education.

Gillen explained that the diversity amongst the student population promotes a variety of individual needs but that his goal is for the students who leave his classroom to "walk out with a common language."

Gillen, who has been a teacher at the Terrier House since its inception, said the model has seen a steady, successful progression over the past three years. "We've really honed in and tried to perfect the mission," he said. We've really turned into a well-oiled machine."

Principal Peter Dufresne explained that the addition of Silvestri as assistant principal in the house's second year has allowed the model to "take a quantum leap forward."

"She came to us with a wealth of experience with this type of [educational] model," he said. "Now it has truly brought the instructional level to a new high."

Dufresne explained that Silvestri ensures that house faculty are held accountable to the mission and goals set forth each academic year, which have produced increased student productivity.

"We have excellent teachers because they believe in the philosophies of the Terrier House," Silvestri said. She explained that each faculty team meets one period per day to discuss their goals for themselves and their students; the house meets as a group once per week and students are also included in house discussions. Such goals for this year include to "foster a collegial atmosphere, develop interdisciplinary units and identify at-risk students early."

Students such as the 12 members of the Terrier House Student Leadership Team work closely with the teachers in order to enhance the philosophies, mission and house model.

"They're our sounding board and our student voice," Silvestri said, adding that the house has modified their mission this year in conjunction with student input.

Silvestri explained that the house also encourages student involvement in the community. The Student Leadership Team comprised of students nominated by teachers at the beginning of the school year who demonstrate strong leadership skills has designed a set of goals for community involvement this year. Such activities include a fashion show fundraiser to take place on May 9, a meeting with State Rep. James Welch in order to achieve a new or refurbished high school and a snow shoveling crew for the elderly and disabled.

Brandon Lodi, a member of the Student Leadership Team, said he finds the hands-on learning experience with teachers extremely beneficial to his educational development.

"They want to help," he said of Terrier House faculty. "My past experience has been, 'You got a 'D?' Too bad. Your problem.'" Lodi explained that the teachers at the Terrier House are far more invested in his success than previous instructors.

Vincent Costanzi, member of the Student Leadership Team, stressed the importance of gradually intergrading eighth grade middle school students into the high school population. He said the team will take it another step further for next year's class by painting the house walls with "Paw Prints" to which each incoming ninth grader will be partnered with a former Terrier House 10th grader for acclimation and support.

For more information about the Terrier House or the upcoming fashion show fundraiser, go to www.terrierhouse.org. The Fashion Show will take place on May 9 at 6 p.m. The cost is $22 per person.