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School Improvement: Creating High Performing
Schools
This presentation is intended to accompany the Georgia School Council Institute GuideBook
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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?
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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.
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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)
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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
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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
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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
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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5 Common Characteristics
Effective LeadershipEffective Leadership Effective TeachingEffective Teaching Effective Use of Data Effective DisciplineEffective Discipline Effective Engagement of Effective Engagement of
CommunityCommunity
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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.
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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.
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5 Common Characteristics
Effective LeadershipEffective Leadership Effective TeachingEffective Teaching Effective Use of DataEffective Use of Data Effective Discipline Effective Engagement of Effective Engagement of
CommunityCommunity
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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.
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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.
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5 Common Characteristics
Effective LeadershipEffective Leadership Effective TeachingEffective Teaching Effective Use of DataEffective Use of Data Effective DisciplineEffective Discipline Effective Engagement of
Community
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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.
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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.
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3 Primary Areas of Focus
The building blocks for student achievement are:
Curriculum Instruction Assessment
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3 Primary Areas of Focus
Curriculum Instruction
Assessment
Teaching and
Learning Process
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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
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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
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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?
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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.
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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.
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What to look for at your school
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?
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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
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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)
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What to look for at your school
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?
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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?
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FYI: The School Improvement Plan
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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)
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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)
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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.
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Pop Quiz
What are three goals of your school’s improvement plan?
Did the school meet those goals in 2004-2005? 2003-2004?
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Answers
If you knew the answers, congratulations! Few people can answer without doing research.
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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
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Setting goals and selecting strategies requires specific, research-based information.
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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.
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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
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Demographic Trends 2000-2004
0%
10%
20%
30%
40%
50%
60%
2000 2001 2002 2003 2004
Asian
Black
Hispanic
White
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Increase in Minority Students 1994-2004
0
100000
200000
300000
400000
500000
600000
700000
800000
900000
1994 1996 1998 2000 2002 2004
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Increase in Students Receiving Free and Reduced Lunch
0
100000
200000
300000
400000
500000
600000
700000
800000
1994 1996 1998 2000 2002 2004
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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?
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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?
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What should a school council consider when reviewing and approving the school improvement plan?
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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.
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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?
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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.
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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.
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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?
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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?
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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.
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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.
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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?
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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.
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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.
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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.
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School Improvement: Creating High Performing
Schools
This presentation is intended to accompany the Georgia School Council Institute GuideBook