Recognizing True School Achievement

Words of Wisdom from Educators at Five

Successful Arkansas Schools

Gary Ritter, Director, Office for Education Policy

1:00 PM-1:15 PM

Schools starting off as low performing schools can make huge gains and continue to be labeled as “failing” while schools making much smaller gains may still be classified as “successful” just because they started from a higher point on the scale.

It is possible for schools to contribute greatly to student achievement and still be identified as “failing” even though that school has made significant gains above and beyond the gains seen from other schools in the state including many schools which have never failed to make AYP.

One way for this to happen is for a school to have strong gains over what would be expected based on the school’s demographics. We will first look at the information for two such high gaining schools.

2006-2010 Math Growth

2006-2010Lit Growth

Howard 32 26

Arkansas 20 13

Difference

+12 +13

Howard FRL: 95% Enroll: 354Ark FRL: 59%

Successful making continuing gains with low-SES and minority students .

-13 Math in 2010

-25 Math in 2006

2006-2010 Math Growth

2006-2010Lit Growth

MT 44 34

Arkansas 20 13

Difference

+24 +21

+6 Math in 2010

MT FRL: 78% Enroll: 343Ark FRL: 59%Successful making continuing gains with rural, low-SES students .

-18 Math in 2006

More than twice the state’s growth.

Another issue with NCLB is that there is no incentive for schools to encourage students to move beyond proficiency. Many schools focus on the “bubble kids” and below basic students to the detriment of the students who have been labeled proficient.

A major goal of any educational policy should be to encourage growth for all students. We now highlight a school which has continually moved students from proficient up to advanced.

Salem FRL: 33% Enroll: 384Ark FRL: 59%

81

8892

96

69

83

75

8792

72

Successful making continuing gains and moving students from proficient to advanced.

+21 Math+20 Lit

+17 Math+10 Lit

One of the positive outcomes of NCLB has been the requirement to report results by subpopulation. Before NCLB, schools could hide the fact that a particular subpopulation within the school was not being adequately served by boosting the scores of the main population.

Minority students were especially likely to be a hidden, underserved population. Due to the testing requirements of NCLB, we can now identify not only those school under serving subpopulations, but recognize those who are making great achievements with these students.

Bragg FRL: 68% Enroll: 384Ark FRL: 59%

-2-4+6 -8

+1-8

Arkansas

-28

-30

-26

-28

-21

-23

GH FRL: 87% Enroll: 461Ark FRL: 59%

Arkansas

+5-5

+5

-3

+4+9

-15

-21

-15

-15

-5 -12

Outperformed all state subpopulations!

Panelists

Anesa Thompson, Superintendent, Marked Tree

Jane Stewart, Counselor, Howard ElementaryJenny Humble, Teacher, Grace Hill Elementary

Mark Scarlett, Principal, Salem ElementaryTerri McCann, Principal, Bragg Elementary

Velmar Greene, Principal, Howard Elementary1:15 PM-2:15 PM

 Your school has been identified as a high

performing school despite several demographic factors that might typically

hinder growth in other schools. How have you been so successful?

 What are some of the key components of your school culture? How did you (and your team)

develop this culture?

What is the keystone ingredient to your school’s success without which this school

could not function at the level it does?

 You have had success recruiting and develop quality teachers at your school. What do you

by way of recruitment, retention, and training for the teachers at your school that aid in the

development of high quality instruction?

2:15-2:30

Characteristics of Successful Schools and Implications for Practice

2:30 PM-2:45 PM

Characteristics of Effective Schools

After the OEP used data to narrow down our list of schools to 5, we visited each school.

Each site visit included:Observations of multiple classrooms,

cafeterias, and playgroundsInterviews with principalsInterviews with teachers and leadership teams

ObservationsSeveral common themes began to

emerge in each of these different schools despite

the fact that each had their own unique style.

1. Visible, Supportive, and Pro-Active Leadership

2. Teachers Focused on Achievement and Supported by Autonomy

3. Culture of Success Permeating Entire School

4. Collaborative Environment for Entire School Family

1. Visible, Supportive, Pro-Active LeadershipIn each of these schools, principal visibility

created an atmosphere that fostered a high standards while simultaneously providing the support necessary to achieve these standards.Greeting parents in the car rider lineServing cafeteria dutyLeading school-wide meetingsClassroom walk-throughsHigh involvement in discipline

1. Visible, Supportive, Pro-Active Leadership

Principals provide feedback and support to help teachers address weaknessesProfessional Development Follow-up MeetingsOrganization of mentors

1. Visible, Supportive, Pro-Active Leadership

The principals’ visibility enabled them to be more aware and involved in discipline issues in the school. Their visibility was cited as a motivating factor for good student behavior

“Teachers here know that if they work here, they can teach, and I’ll take care of the

discipline so they focus on the classroom.”  

2. Autonomous Teaching Driven by Data

The use of data at these schools appeared to focus educators on the achievement of each individual student, and in so-doing, enabled teachers to increase achievement of students at all different levels

[Since using data], “we are more focused on student achievement, and there is less adult

drama.”-Teacher

2. Autonomous Teaching Driven by Data

The use of data at these schools appeared to focus educators on the achievement of each individual student, and in so-doing, enabled teachers to increase achievement of students at all different levels

3. Culture of Success Permeating Entire School

Principals at these schools were very effective at creating a culture of success that was evident in the standards set for both students and teachers.

“Every child is the same in expectation level, but not in story.”

-Teacher

3. Culture of Success Permeating Entire School

It was clear that teachers did not have a sense of victimization nor apathy regardless of the type of student population at their school.

Instead, there was a sense of energy felt at all of these schools and a proactive attitude.

Issues that some might perceive as disadvantageous were considered as a challenge to tackle by the teachers and faculty at these schools. They were solution-focused, not problem focused.

3. Culture of Success Permeating Entire School•Orderly, but intellectually active, classrooms were common at each of these schools.

•Most observers would have pegged these schools as positive learning environments before seeing any graphs or tables highlighting the test score growth that has occurred over the past several years.

3. Culture of Success Permeating Entire School

While it is not uncommon to hear schools talk about holding students to high standards, it is slightly less common to hear principals discuss holding teacher to a high standard

However the principals in these effective schools held teachers to a high standard and were not afraid to address weaknesses

The careful recruitment and retention of teachers that “fit” helped ensure that the culture of success was built into the school

3. Culture of Success Permeating Entire School

All of the principals were clear that those teachers that did not fit were encouraged to find a better fit elsewhere

This emphasis on finding and keeping people that “fit” paid off both in terms of limited turnover and a culture of success

“We are do-ers here.” -Teacher

4. Collaborative Environment for Entire School Family

The recruitment and retention of teachers who “fit” the culture of school was a key ingredient to the success of these schools without which they could not have created any of the other defining features of the school.

The idea that teachers are free agents who close the door and no one knows what happens in their classroom would not describe any of these schools

4. Collaborative Environment for Entire School Family

Instead teachers at these schools actively engaged in small learning communities, grade level team meetings, and other forms of collaborative efforts

It was not uncommon for other teachers to model discipline or lessons for weaker teachers at these schools

These not only improve instruction at these schools, but also empower teachers as leaders in the school

“I feel like I am an expert.”-Teacher

4. Collaborative Environment for Entire School Family

These school leaders recognize the importance of creating a family like environment that is conducive to collaboration. School leaders facilitate this environment through hiring, prioritizing, scheduling, and structuring the school to best enable these teachers this professional opportunity.

“I can train anyone with a degree…to be an effective instructor. What I really look for in

hiring job candidates is a passion for children and a fit with our school culture.”

-Principal

Situating the Case Study Results in the Broader Research

Dr. Joshua Barnett, Arizona State UniversityDr. John Pijanowski, University of Arkansas

2:45-3:10 PM

Closing Comments

Diane Pounder

3:10 PM - 3:20 PM