Promising Practices Project:

Ten Strategies from High Growth Schools

Mary ChorewyczMarian Heinrichs

Kent Pekel

Office of Research and DevelopmentApril 2005

PromisingPractices

Involve ParentsIn RaisingStudent

Achievement

Extend Instruction inKey Subjects During the

Day

EnhanceInstruction

WithVolunteers

Pull InRather than

Pull Out

Build aCulture ofRespect

Extend theSchool Day

& Year

Students know where they

stand &Where they’re

headedSpeak the

Same Language& Move inThe sameDirection

SetHigh

Expectations

Differentiate InstructionBased on StudentNeeds

1. Set High Expectations

We make sure that our children are in an academically rigorous environment, no

matter what their skill level

High expectations for everyone – staff, students, and parents

2. Let Students Know Where They Stand and Where They’re Headed

Students are tested on the Scholastic Reading Inventory (SRI) every eight

weeks. They know the score needed to move to the next level and motivated to

work hard to achieve that score.

3. Extend Instruction in Key Subjects during the School Day

We have extended the math period to 70 minutes – we have added 15 minutes for

skill building and test preparation. Our reading program is a consistent 90 minute block; this is sacred time with no pull outs.

Everyone in the school does it.

4. Differentiate Instruction Based on Student Needs

Every child is tested for reading level at the beginning of the year; by week three, we know what skills children have and what they need. Each child is taught at their level. There is a

constant assessment of students and the analysis drives the instruction.

Our math lead watches the kids on a daily basis to see where they could use more help. She will put together small groups of kids who need to

develop the same skill.

5. Pull in Rather than Pull Out

We don’t separate ELL; many of the students have the same characteristics as ELL, they have the same needs. We teach

all students as ELL and group by ability. There are no pull outs; all students benefit from having two teachers in the room; ELL teachers are in the room for reading and

writing.

6. Extend the School Day and Year

Almost all our students from grades second through sixth attend ALC and summer school; the classroom teachers are the

same teachers in these programs

7. Build a Culture of Respect

We all follow the same rules for behavior. We have a great environment for learning; we encourage compassion; all teachers are involved with every kid and deal with any child in front of them. We

hold kids to a high standard of conduct; no swearing, for example, and we model what we expect of them. It takes the pressure off when I

don’t have to deal with behavior issues.

8. Involve Parents in Raising Student Achievement

The school places an emphasis on building and maintaining relationships with families. Families are supported and expected to be

involved in their child’s education.

9. Enhance Instruction with Volunteers

We have partnerships with Century College, 3M, and the Mayor’s Initiative. The college

students get a full day orientation in remedial reading and writing class (service

learning approach); AmeriCorps coordinates this. For many of our students

this is an important connection; positive adult time is really necessary for some of

these kids.

10. Speak the Same Language and Move in the Same Direction

Teachers collaborate and know what each other are working on. The IB-PYP and Readers’ and Writers’ Workshop are

consistent with each other. Everyone gets involved. Students also have a voice. We build community in the classroom – kids

feel honored for what they know. The principal empowers teachers so we have

ownership; she is the “head teacher”.

Summary & Next Steps

The strategies of Promising Practices are best practice.

Promising Practices is a process, not an end product

“Focus on What Works” – Dr. Harvey