Www.GeorgiaEducation.org School Improvement: Creating High Performing Schools This presentation is intended to accompany the Georgia School Council Institute

www.GeorgiaEducation.org

School Improvement: Creating High Performing

Schools

This presentation is intended to accompany the Georgia School Council Institute GuideBook


Progress in Georgia Schools since 2000 Many schools in Georgia have shown

remarkable progress in student achievement since the A+ Reform Act of 2000 and the No Child Left Behind Act of 2001.

What are these schools doing to be successful?

Is there a common set of behaviors at these schools that can be replicated elsewhere?


Effective Practices School Study 47 schools were selected by the Georgia

School Council Institute (GSCI) based on performance and/or gains over a 3 year period.

Selection was based on an analysis of test scores in all grades, subjects, and demographic subgroups.

Similar school analysis was based on student demographics.


What Kinds of Schools? Rural, suburban, and inner city Wealthy communities to very poor communities Small schools (190 students) to large schools

(2500 students) Old schools (built in 1936), new schools, and

schools with half the population in portable classrooms

Community schools and district-wide schools Three high schools, four middle schools, forty

elementary schools (ranging from K-2 to K-8 and everything in between)


The Process after Selection

Contacted the Superintendent Requested additional data Conducted a full day visit Visited classrooms Toured the school and grounds Face-to-face interviews with a

variety of stakeholders


Topics Discussed School improvement plan School leadership Staffing Curriculum Staff development Staff leadership roles School council role Staff-parent interaction and communication School atmosphere Student, parent, and staff expectations School priorities and goals for the future


Findings: Five Common Characteristics

Effective Leadership Effective TeachingEffective Teaching Effective Use of DataEffective Use of Data Effective DisciplineEffective Discipline Effective Engagement of Effective Engagement of

CommunityCommunity


Effective Leadership I Superintendent is key to providing an

environment that allows the principal to be successful.

Leadership comes from the principal. Principal is allowed to assess the needs

of the school and make changes. Principal is willing and able to make

tough or unpopular decisions. Principal is totally involved with

instruction.


Effective Leadership II Principal is very visible and visits

classrooms on a regular basis. Principal provides verbal and written

feedback on classroom visits. Principal understands and can articulate

the curriculum. Principal attends teacher training and staff

development. Principal can determine if student work is

meeting the standard.


Effective Leadership III Principal can model quality classroom

instruction. Principal conducts staff meetings as a

learning opportunity for staff. Principal uses regular memos and e-mails

instead of staff meetings to relay information to staff.

Principal attends grade-level and cross-grade-level meetings.

Principal communicates with parents on a regular basis.


Effective Leadership IV Principal encourages parents to visit the

school. Principal develops programs, processes, and

events to involve parents. Principal values parent and community

involvement. Principal plans for regular communication with

parents. Principal is an encourager and motivator. Principal has high expectations of all students

and staff.


5 Common Characteristics

Effective LeadershipEffective Leadership Effective Teaching Effective Use of DataEffective Use of Data Effective DisciplineEffective Discipline Effective Engagement of Effective Engagement of

CommunityCommunity


Effective Teaching I Teachers understand the curriculum. Horizontal and vertical alignment of

curriculum is evident. Grade-level planning Cross-grade-level planning and communication Examining curriculum at the previous and

subsequent grade-levels Teachers use curriculum as the basis for

instruction and textbooks as a resource.


Effective Teaching II Teachers instruct, evaluate, remediate,

and enhance. Teachers value time on task. Teachers communicate regularly with

parents. Students are provided additional and

alternative opportunities to learn: after school, Saturday school, summer school, intercessions, and tutoring.


Effective Teaching III Teachers share best practices and have

common planning times. Teachers have comprehensive, planned,

meaningful staff development. Teachers are trained on effective

strategies and use varied teaching techniques.

Teachers use activities that motivate and engage students.



Effective LeadershipEffective Leadership Effective TeachingEffective Teaching Effective Use of Data Effective DisciplineEffective Discipline Effective Engagement of Effective Engagement of

CommunityCommunity


Effective Use of Data I

Data is analyzed at multiple levels: Student level test analysis allows for

targeted assistance for students. Classroom level test analysis allows for

targeted staff development. Grade level test analysis allows for

targeted grade level staff development. School level test analysis allows for

school- wide staff development.


Effective Use of Data II Staff is not threatened by data. Staff is fully trained in data analysis. Staff understands the importance of

data. Staff supports data analysis. School has planned approach to use

data. School analyzes many kinds of data,

not just achievement-related data.



Effective LeadershipEffective Leadership Effective TeachingEffective Teaching Effective Use of DataEffective Use of Data Effective Discipline Effective Engagement of Effective Engagement of

CommunityCommunity


Effective Discipline I All students are the responsibility of all

staff. Staff demonstrate on a daily basis that

they care for the students. Staff knows and communicates regularly

with students and parents. School is student-centered. Staff, students and parents take pride in

and responsibility for the school. Sense of community exists.


Effective Discipline II A school-wide discipline plan exists. Entire staff supports and follows discipline

plan. Parents and students understand and

support discipline plan. Expectations are posted in each

classroom. Students are expected to respect adults. Adults are expected to respect students. Teachers handle the majority of discipline.



Effective LeadershipEffective Leadership Effective TeachingEffective Teaching Effective Use of DataEffective Use of Data Effective DisciplineEffective Discipline Effective Engagement of

Community


Effective Engagement of the Community I

Communication is planned and frequent.

Multiple ways are used to communicate.

Parents feel comfortable communicating with the school.

Two-way communication with teachers is prompt and readily available.


Effective Engagement of the Community II

Active, involved and visible school councils and parent organizations exist.

Parents understand what their children are learning and how they can help.

Parents are regularly invited to school for a variety of activities.

The community supports the school with business partners and volunteers.


3 Primary Areas of Focus

The building blocks for student achievement are:

Curriculum Instruction Assessment


3 Primary Areas of Focus

Curriculum Instruction

Assessment

Teaching and

Learning Process


Curriculum

Common characteristics found in these schools:

Focus on academic achievement Clear curriculum choices have been

made Frequent assessment of student

progress with multiple opportunities for improvement

Emphasis on writing


Curriculum

Common characteristics found in these schools:

External evaluation Curriculum is a separate document

from the textbook Textbooks are a resource, not the

curriculum Assessments measure student’s

knowledge of standards, not the content of the textbooks


What to look for at your school

Are curriculum standards posted in the classroom?

Can students state what is being learned? What curriculum resources are being used? How is implementation of the curriculum

monitored? How is new curriculum being implemented? What professional development do

teachers receive?


Instruction

Common characteristics found in these schools: Teachers create instructional groups within

the classroom to fit students’ academic needs.

Teachers make efficient use of time. Teachers carefully orient students to lessons. Teachers provide clear and focused

instruction. Teachers regularly provide students with

feedback and reinforcement regarding their performance.


Instruction

Common characteristics found in these schools: Teachers review and re-teach as necessary

to help all students master learning the material.

Teachers use strategies to help build students’ critical thinking skills.

Teachers use effective questioning techniques to build basic and higher level skills.

Teachers give high-needs students the extra time and instruction they need to succeed.

Teachers monitor student progress closely.



Do teachers use a variety of instructional strategies?

Do teachers receive staff development on instructional strategies?

Do teachers have time for planning? Do teachers meet regularly for cross-grade-

level planning? Do teachers participate in collaborative

planning? How do teachers evaluate instruction?


Assessment

Common characteristics found in these schools: Teachers assess student progress regularly. Teachers use alternative assessments as

well as traditional tests to evaluate individual student strengths and weaknesses.

Results of assessments are used to guide instruction.

The purpose of assessments is understood. Results of assessments are posted


Assessment

Common characteristics found in these schools: Parents understand assessment results. Parents understand required testing:

Criterion Referenced Competency Tests (CRCTs) Georgia High School Graduation Tests (GHSGTs) End of Course Tests (EOCTs) National Assessment of Educational Progress

(NAEP) Norm Referenced Tests (NRTs)



Are periodic assessments given rather than just a final test?

Are pre and post tests used? How are assessment results used?

Is instruction adjusted based on test results?

What evidence do you see of the results?


Effective Practices Summary Effective leadership supports effective

teaching. Effective teaching leads to higher levels of

student achievement. There is no “magic bullet”- just hard work. The building blocks of effective schools are

curriculum, instruction and assessment. The focus is mastering, not covering, the curriculum. The focus is on what students learn, not on what

teachers taught. The focus is on using the data, not on testing.


Effective Practices Summary When students are engaged in learning,

discipline is not a problem. Parents want to help their children succeed in

school but often do not know how. Parents need to be engaged in the school

improvement process in order for it to be sustainable.

Communities support schools they think are working hard to improve student learning.


FYI: State Curriculum The State Board of Education is

required by law to develop a statewide basic curriculum including the competencies that all students must master before completion of high school.

Local boards of education must adopt the state curriculum or one that exceeds the state standards.


Georgia’s New Curriculum Georgia Performance Standards (GPS) is

the revised curriculum currently being phased in over the next several years.

Performance standards state what a student is expected to know and how well a student must perform.

The curriculum being phased out (QCC) was based solely on what a student is expected to know.


Georgia’s New Curriculum There is a two-year implementation

period for each subject and grade. In Year 1, systems receive training on

the new curriculum. In Year 2, systems implement and will

be assessed on the new curriculum through the CRCTs, End of Course tests, and High School Graduation Test.


Georgia’s New Curriculum Timeline:

In 2005-2006, it is Implementation Year 1 for Math in grades K-2 and 7, and Science in grades 3-5.

It is Implementation Year 2 for English Language Arts in grades K-12, Math in grade 6, and Science in grades 6, 7, 9-12.

The complete Phase in Plan for GPS is available at www.gadoe.org.


FYI: Textbooks

The state of Georgia maintains an approved list of textbooks.

Local school systems select textbooks from the approved state list.

There is a budget cycle for purchasing textbooks – usually every 7 years.

State assessments measure students’ knowledge of the state curriculum, not the content of the textbooks.


Discuss What does your

community need to know about curriculum, instruction, and assessments to understand and support the school’s efforts?

Who is responsible for making sure parents are offered this information?

What can the school council do to facilitate this process?


FYI: The School Improvement Plan


Role of the School Council

The school principal shall…develop the school improvement plan and school operation plan and submit the plans to the school council for its review, comments, recommendations, and approval. O.C.G.A. § 20-2-86 (r)(4)


New in 2005 Legislation

As part of its review of a school improvement plan, the school council at each school is authorized to request and receive data from the school relative to the school’s utilization of an academic coach and whether such use of an academic coach has led to increased academic performance. O.C.G.A. § 20-2-215(e)


The School Improvement Plan School improvement plans are usually

written to cover a three-to-five year period.

The plans should be reviewed and updated annually.

All stakeholders should understand the goals of the school improvement plan, what progress is being made, and how they can support it.


Pop Quiz

What are three goals of your school’s improvement plan?

Did the school meet those goals in 2004-2005? 2003-2004?


Answers

If you knew the answers, congratulations! Few people can answer without doing research.


School Improvement Process Where are we?

Analyze data Where are we going?

Set goals How are we going to get there?

Select strategies Are we there yet?

Monitor progress


Setting goals and selecting strategies requires specific, research-based information.


What kind of specific information?

Start by looking at the demographics. What changes are occurring? What implications do those changes

have for student achievement? Does the school improvement plan

reflect these changes?Consider these three questions as you view the next four slides.


Demographics of Georgia Public Schools 2000-2004

2000 2001 2002 2003 2004

5 Year Change

Total K-12 1,391,579 1,412,665 1,437,294 1,496,012 1,486,125 94,546

Asian 2% 2% 2% 2% 3% 1%

Black 38% 38% 38% 38% 38% 0%

Hispanic 4% 5% 5% 6% 7% 3%

White 55% 54% 53% 52% 51% -4%

FRL 43% 43% 44% 45% 46% 3%

LEP No Data 4% 4% 4% 4% 0%

Special Ed 11% 12% 12% 12% 12% 1%

FRL = Free and Reduced Lunch

LEP = Limited English Proficient


Demographic Trends 2000-2004

0%

10%

20%

30%

40%

50%

60%

2000 2001 2002 2003 2004

Asian

Black

Hispanic

White


Increase in Minority Students 1994-2004

0

100000

200000

300000

400000

500000

600000

700000

800000

900000

1994 1996 1998 2000 2002 2004


Increase in Students Receiving Free and Reduced Lunch

0

100000

200000

300000

400000

500000

600000

700000

800000

1994 1996 1998 2000 2002 2004


Discuss What possible impact

might these population changes have on test scores?

What changes have taken place in your school?

Are demographic trends considered in your improvement plans?


What other information should be considered? Look at standardized test scores and see

how different student groups perform. Is attendance or tardiness an issue at

your school? What are the discipline issues? How many students are in upper level

classes? What are the demographics of special

education, gifted, honors, and advanced placement classes?


What should a school council consider when reviewing and approving the school improvement plan?


Goals

Goals specifically define the targeted improvement.

What do you want to accomplish in terms of student outcomes, by when, and how will progress be monitored?

Data-based research should be the basis for each goal.


Goal Criteria Is the goal measurable? Is the goal clear and specific? Does it relate directly to student

achievement? Is the goal linked to a year-end

assessment or other standards-based assessment?

Is it annually updated to reflect an increase over the previous year?

Is it written in simple, understandable language?


ExerciseBelow are two sample goals. Evaluate them against the criteria. Are they appropriate for a school improvement plan?

Increase the percentage of students passing the Georgia High School Science Test by 10 percentage points in 2006.

Students will demonstrate effective problem solving skills.

100% of parents will attend parent-teacher conferences.


Strategies Strategies are selected to meet each school

improvement goal. The goal is the destination, and the strategies

are the vehicles to get there. When selecting strategies, consider the

resources needed, including funding, staff development, and evaluations.

An excellent strategy that can not be fully implemented is more likely to cause frustration than to create positive change.


Evaluating Strategies

These are the questions to ask as a plan is being developed. Once the plan is in place, strategies do not need to be re-evaluated if the goals are being met.

Are the specified actions different from the current way things are being done?

Do the strategies specify actions to be taken?

Are there any barriers to implementing the strategies?


Evaluating Strategies Do the strategies directly address the

goal of increasing student achievement? Do the strategies focus on curriculum,

instruction, assessment, and school organization that will directly impact student achievement?

When implemented, will the strategies directly impact student learning?


Exercise Bellamy High School has set the following

school improvement goal: By spring 2006, increase the percentage of

students passing the Georgia High School Writing Test by 12 percentage points.

2 strategies have been suggested. Evaluate these strategies against the criteria: Implement writing across the curriculum. Increase the number of times students write

per week in every class to two times.


Plan how to include the community

Use communication channels to build community awareness of and support for the school’s goals.

All the stakeholders should understand the goals of the school improvement plan, what progress is being made, and how they can support it.


Discuss How many parents at your

school could name a goal in your school improvement plan?

How can the school council help communicate the school’s improvement plans and progress?

Has your school council approved the school improvement plan?

Does your school council monitor the progress of the plan?


Monitoring Progress If the goals are being met and the goals are

still appropriate, then no changes are needed. When making changes consider the intended

and unintended results. Who will be affected? Can those affected be made a part of the

planning process? Any change to the plan should be as well

thought out as the original plan.


Additional Information

The Georgia School Council GuideBook has more detailed information on reviewing the school improvement plan and includes a goal review worksheet and a checklist for monitoring progress. See Pages 1.5-1.9.


Examples of school council recommendations Precede parent-teacher conferences

with a workshops for parents. Hold Science and Math Nights with

activities for each grade level across subjects.

Have a “Read In” for families in media center for reading and educational games.

Communicate to all parents the importance of daily on-time attendance.


School Improvement: Creating High Performing

Schools

This presentation is intended to accompany the Georgia School Council Institute GuideBook

Documents

Www.GeorgiaEducation.org School Improvement: Creating High Performing Schools This presentation is intended to accompany the Georgia School Council Institute