BIDDEFORD — Last fall, Margaret Pitts started her first year as the principal of Biddeford Primary School, and initiated a number of changes. Though it took staff some time to adjust, both they and Pitts say the new ideas have led to improvement.

The first thing she did, said the principal, was change the structure of the student day. Where students used to get off the bus and start the day with a morning recess that was eliminated.

“I feel students need to start the day with structure and a smiling face,” said Pitts. Now students arrive at school and go straight to their classroom.

In addition, she has initiated common rules and expectations throughout the school.

Pitts said she thinks that the structural changes have led to a marked improvement in student behavior.

In the last academic year, there were more than 1,000 office referrals for behavior problems, she said. This year to date, there have been only about 200.

The principal also tacked changes in instruction.

One of the biggest, and most challenging, changes for classroom teachers to make was how they taught reading.

When Pitts arrived, most BPS teachers were using “Basal readers,” with all students reading the same story at the same time.

Under their new leader, teachers now teach students at their own level.

In her class of 20 students, said second grade teacher Krysten Gorrivan, she has 10 different reading levels.

Some other changes include teaching “calendar math” so students are drilled on things like telling time, making change, and other basic but important math skills; and keeping third grade students in their classroom with their homeroom teacher for most of the school day rather than having different instructors for different subjects.

“I’ve always learned you need one adult at that age,” said Pitts.

The principal said the changes have born fruit. By looking at a number different assessments and test scores, she said, students are performing significantly better.

The data about students that is collected is also shared with classroom teachers so they can use it to inform how they teach.

Under Pitts, teachers not only have more access to student data, but also were taught how to use it, said Gorrivan, which has had a positive impact.

Through utilizing testing and assessment data, “rather than shooting from the hip, now we know where students are,” she said.

Teachers use data to formulate instruction and interventions for students, said Gorrivan. In addition, more classroom assessments are being performed, she said, to keep track of students’ progress.

By meeting with students each month and assessing their reading level, “kids are moving much faster,” said Gorrivan. And because they see their growth, “students are much more confident,” she said, and “much more willing to take risks” regarding their education.

At first, doing things differently wasn’t easy for teachers, said Gorrivan, “but we’re seeing the results now.”

Changes in instruction, which have led to student growth, have brought about a more positive attitude at the school, said special education instructor Deb Jaime.

But this attitude isn’t all instruction-based, she said.

While Pitts paints the big picture, she doesn’t micro-manage, and that allows teacher to take more ownership of what they’re doing, said Jaime.

She doesn’t micro-manage students either, said Jaime. She has high expectations for them ”“ and they live up to them.

In addition, Pitts “rewards kids to help them make good choices, and says thanks when they do,” said Jaime. She rewards and shows her appreciation to teachers also, said Jaime.

“I think the changes are good for BPS,” she said.

— Staff Writer Dina Mendros can be contacted at 282-1535, Ext. 324 or [email protected].