Transcript School Improvement - GeorgiaEducation.org

School Improvement: Creating
High Performing Schools
This presentation is intended to accompany the
Georgia School Council Institute GuideBook
www.GeorgiaEducation.org
Progress in Georgia Schools
since 2000
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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?
www.GeorgiaEducation.org
Effective Practices School
Study
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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.
www.GeorgiaEducation.org
What Kinds of Schools?
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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)
www.GeorgiaEducation.org
The Process after Selection
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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
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Topics Discussed
 School improvement plan
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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
www.GeorgiaEducation.org
Findings: Five Common
Characteristics
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Effective
Effective
Effective
Effective
Effective
Leadership
Teaching
Use of Data
Discipline
Engagement of Community
www.GeorgiaEducation.org
Effective Leadership I
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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.
www.GeorgiaEducation.org
Effective Leadership II
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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.
www.GeorgiaEducation.org
Effective Leadership III
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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-gradelevel meetings.
Principal communicates with parents on a regular
basis.
www.GeorgiaEducation.org
Effective Leadership IV
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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.
www.GeorgiaEducation.org
5 Common Characteristics
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Effective
Effective
Effective
Effective
Effective
Leadership
Teaching
Use of Data
Discipline
Engagement of Community
www.GeorgiaEducation.org
Effective Teaching I
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Teachers understand the curriculum.
Horizontal and vertical alignment of
curriculum is evident.
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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.
www.GeorgiaEducation.org
Effective Teaching II
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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.
www.GeorgiaEducation.org
Effective Teaching III
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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.
www.GeorgiaEducation.org
5 Common Characteristics
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Effective
Effective
Effective
Effective
Effective
Leadership
Teaching
Use of Data
Discipline
Engagement of Community
www.GeorgiaEducation.org
Effective Use of Data I
Data is analyzed at multiple levels:
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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.
www.GeorgiaEducation.org
Effective Use of Data II
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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.
www.GeorgiaEducation.org
5 Common Characteristics
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Effective
Effective
Effective
Effective
Effective
Leadership
Teaching
Use of Data
Discipline
Engagement of Community
www.GeorgiaEducation.org
Effective Discipline I
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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.
www.GeorgiaEducation.org
Effective Discipline II
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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.
www.GeorgiaEducation.org
5 Common Characteristics
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Effective
Effective
Effective
Effective
Effective
Leadership
Teaching
Use of Data
Discipline
Engagement of Community
www.GeorgiaEducation.org
Effective Engagement of the
Community I
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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.
www.GeorgiaEducation.org
Effective Engagement of the
Community II
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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.
www.GeorgiaEducation.org
3 Primary Areas of Focus
The building blocks for student
achievement are:
Curriculum
 Instruction
 Assessment
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www.GeorgiaEducation.org
3 Primary Areas of Focus
Curriculum
Instruction
Teaching
and
Learning
Process
Assessment
www.GeorgiaEducation.org
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
www.GeorgiaEducation.org
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
www.GeorgiaEducation.org
What to look for at your school
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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?
www.GeorgiaEducation.org
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.
www.GeorgiaEducation.org
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.
www.GeorgiaEducation.org
What to look for at your school
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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?
www.GeorgiaEducation.org
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
www.GeorgiaEducation.org
Assessment
Common characteristics found in these schools:
 Parents understand assessment results.
 Parents understand required testing:
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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)
www.GeorgiaEducation.org
What to look for at your school
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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?
www.GeorgiaEducation.org
Effective Practices Summary
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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.
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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.
www.GeorgiaEducation.org
Effective Practices Summary
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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.
www.GeorgiaEducation.org
FYI: State Curriculum
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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.
www.GeorgiaEducation.org
Georgia’s New Curriculum
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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.
www.GeorgiaEducation.org
Georgia’s New Curriculum
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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.
www.GeorgiaEducation.org
Georgia’s New Curriculum
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Timeline:
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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.
www.GeorgiaEducation.org
FYI: Textbooks
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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.
www.GeorgiaEducation.org
Discuss
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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?
www.GeorgiaEducation.org
FYI: The School Improvement Plan
www.GeorgiaEducation.org
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)
www.GeorgiaEducation.org
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)
www.GeorgiaEducation.org
The School Improvement Plan
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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.
www.GeorgiaEducation.org
Pop Quiz
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What are three goals of your school’s
improvement plan?
Did the school meet those goals in 20042005? 2003-2004?
www.GeorgiaEducation.org
Answers
If you knew the answers, congratulations!
Few people can answer without doing
research.
www.GeorgiaEducation.org
School Improvement Process
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Where are we?
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Where are we going?
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Set goals
How are we going to get there?
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Analyze data
Select strategies
Are we there yet?
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Monitor progress
www.GeorgiaEducation.org
Setting goals and selecting
strategies requires specific,
research-based information.
www.GeorgiaEducation.org
What kind of specific information?
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Start by looking at the demographics.
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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.
www.GeorgiaEducation.org
Demographics of Georgia
Public Schools 2000-2004
2000
2001
2002
2003
2004
5 Year
Change
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%
11%
12%
12%
12%
12%
1%
Total K-12
Special Ed
FRL = Free and Reduced Lunch
LEP = Limited English Proficient
www.GeorgiaEducation.org
Demographic Trends 2000-2004
60%
50%
40%
Asian
Black
30%
Hispanic
20%
White
10%
0%
2000
2001
2002
2003
2004
www.GeorgiaEducation.org
Increase in Minority Students
1994-2004
900000
800000
700000
600000
500000
400000
300000
200000
100000
0
1994 1996 1998 2000 2002 2004
www.GeorgiaEducation.org
Increase in Students Receiving
Free and Reduced Lunch
800000
700000
600000
500000
400000
300000
200000
100000
0
1994 1996 1998 2000 2002 2004
www.GeorgiaEducation.org
Discuss
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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?
www.GeorgiaEducation.org
What other information should
be considered?
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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?
www.GeorgiaEducation.org
What should a school council
consider when reviewing and
approving the school
improvement plan?
www.GeorgiaEducation.org
Goals
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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.
www.GeorgiaEducation.org
Goal Criteria
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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?
www.GeorgiaEducation.org
Exercise
Below 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.
www.GeorgiaEducation.org
Strategies
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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.
www.GeorgiaEducation.org
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.
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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?
www.GeorgiaEducation.org
Evaluating Strategies
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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?
www.GeorgiaEducation.org
Exercise
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Bellamy High School has set the following
school improvement goal:
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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:
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Implement writing across the curriculum.
Increase the number of times students write per
week in every class to two times.
www.GeorgiaEducation.org
Plan how to include the
community
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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.
www.GeorgiaEducation.org
Discuss
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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?
www.GeorgiaEducation.org
Monitoring Progress
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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.
www.GeorgiaEducation.org
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.
www.GeorgiaEducation.org
Examples of school council
recommendations
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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.
www.GeorgiaEducation.org
School Improvement: Creating
High Performing Schools
This presentation is intended to accompany the
Georgia School Council Institute GuideBook
www.GeorgiaEducation.org