Facing ChallengesImproving Schools

Tammie Smith

&

Steven Fitch

Courtland

High

School

Why Can’t We be a School Like That?

One Team One Goal Orientation

Great schools “row as one”: they are quite clearly in the same boat, pulling in the same

direction in unison. The best schools we visited were tightly aligned communities marked by a palpable sense of common

purposeand shared identity among staff ~ a clear sense of “we.”

Lickona & Davidson, 2005

A Straightforward Inventory

When you start with an honest and diligent effort to determine the truth of the situation,

the right decisions often become self-evident…you absolutely cannot make a

series of good decisions without first confronting the brutal facts.

Collins, 2001

Facing the Brutal Facts

Successful Schools Have a Vision ~ Why can’t we be a school like that?

Successful Schools Identify Shared Goals onAttendance, Behavior, Performance ~

Are we ready to commit to practice?

Kouzes & Posner (2007)

A Vital Element & Brutal Fact

Research…has demonstrated the effects of teachers on student achievement. Researchhas shown that there are large additionalcomponents in the longitudinal effects of

teachers, that these effects are much larger than expected, and that the least effective

teachers have a long-term influence on student achievement that is not fully remediated for up to

three years later.Sanders & Rivers, 1996

What the Data on School Performance is Saying…

Attendance RatesOn Time Graduation RatePerformance by AYP Subgroups

Economically DisadvantagedMinority PopulationSpecial Education Students

Our AYP History

Student Population 1280 1317 1281 1240

Accreditation Status(State of Virginia)

Fully Accredited

Fully Accredited

Fully Accredited

Fully Accredited

AYP Status(Federal

Accreditation)

Did Not Make AYP

Made AYP Did Not Make AYP

Made AYP

Our On Time Graduation Rate

Student Subgroup Level 2005-2006 2006-2007 2007-2008 2008-2009

Percentage Percentage Percentage Percentage

NCLB Graduation Indicator

Studentswith Disabilities

School 54 61 51 39

Division 60 55 56 52

State 42 42 44 47

Economically Disadvantaged

School 77 73 79 74

Division 70 70 72 77

State 68 68 68 71

Virginia Department of Education, School Report Card 2010, www.doe.virginia.gov

Discipline Issues

*Lack of consistency with administration*Lack of consistency with teachers*Lack of consistency results in an increase of

classroom management issues*Discipline issues within the classroom cause a

disruption in the learning process for other students

*Classroom disruptions lead to a decrease in student performance

What Does it All Say…

• We need to sharpen our focus on making the physical plant healthy again

• We need to sharpen our focus on Subgroups’ Performance , esp. in science & math

• We need to find incentives to get kids in school, esp. Special Education and Economically Disadvantaged students

• We need to have a discipline system that is fair, firm and consistent across administration and teachers

• We need to raise the level of expectations for ALL students and increase graduation rates for same

We Need Plans That:

Must be attainableMust address our concernsMust be fair and supported by researchMust follow best practiceMust empower teachers

Improvement Plan for Plant

Closed Trailers

New Stair Treads

Uniformly furnished classrooms

Upgraded computer labs

Reorganized office & library

Plan for Collaboration

Learning Suites arranged by grade level

Common work areas for teachers by grade level

Common planning by subject area

Core Subject Area Common Plan

Math

Teacher Room A-1 A-2 A-3 A-4 B-5 B-6 B-7 B-8

DONOHOE 307 Algebra FunctionsAlg I pt I DB DSH

(307)Alg I pt I DB

PLANAlg I pt I DB

Algebra IAlg I pt I DB

Alg I pt II DB Alg I pt II DB Alg I pt II DB Alg I pt II DB

ALMASSY 321 Algebra I Plan Algebra I Algebra IPLAN/

HALL DUTYAlgebra I Computer Math

VB (312) Algebra I

CLINKSCALES 305 Dept Chair Geometry pt IINC

Geometry pt IINC Geometry PLAN Geometry Algebra I Geometry

DEPEW 309 Computer MathC++ (312) Plan Adv Algebra II Adv Algebra II Algebra I pt II

INCAlgebra I pt II

INC Algebra I pt IIPLAN/

BUS DUTY

THORNE 323 Geometry AP Statistics Geometry Hall Duty PLAN Geometry Geometry Geometry

LIEBAU 313 Geometry Geometry Yearbook(363) Yearbook Duty PLAN Geometry pt II

INC Geometry Geometry pt II

MORGAN 346 Discrete Math Adv Algebra II Lunch Adv Algebra II Algebra II Adv Algebra II Algebra II PLAN

MOELLER 348 AP Calculus Plan Math Analysis Math Analysis Office Duty Math Analysis AP Calculus Math Analysis

ROSCOE313

Hall Duty Discrete Math(309)

Discrete Math(313)

Discrete Math(323)309

PETERS348

Hall Duty Algebra II(348)

Algebra II(332)

Algebra II(332)

Algebra II(348) Plan Algebra I

(332)Algebra I

(332)332

Special Education Inclusion

Special EducationTeacher Room A-1 A-2 A-3 A-4 B-5 B-6 B-7 B-8

LEGGETT 326330/154 Stop Duty

ENGLISH 9INC (326)

English 10SC (326)

ENGLISH 9INC (326)

ENGLISH 10INC (330)

English 9SC (154) Plan

ENGLISH 10INC (330)

ESCH 307350 Plan

ALGEBRA I PT I/DB

Read/Write(350)

ALGEBRA I PT I/DB

Algebra I pt ISC

ALGEBRA I PT I/DB Stop Duty

ALGEBRA I PT I/DB

EAK 305313/346 Dept Chair

GEOMETRY PT I

INC (305)

GEOMETRY PT I

INC (305)SPED Duty Stop Duty

GEOMETRY PT II

INC (313)SPED Duty Consumer Math

(346)

MORRISON 316125

WORLD GEOINC (316)

WORLD GEOINC (316)

WORLD GEOINC (316)

PlanEARTH

SCIENCEINC (125)

Stop Duty Earth ScienceSC (125)

EARTH SCIENCEINC (125)

SHOFFNER 121309

BIOLOGYINC (121)

BIOLOGYINC (121)

STOP DUTYBIOLOGYINC (121)

ALGEBRA I PT II

INC (309)

ALGEBRA I PT II

INC (309)Plan Algebra I pt II

SC (309)

LEVESQUE 350314

VA & US HIST

INC (350)

WORLD HISTORYINC (314)

World GeoSC (314) Stop Duty

WORLD HISTORYINC (314)

WORLD HISTORYINC (314)

VA & US HIST

INC (350)Plan

PENDLETON 378385

English 12INC (378)

Stop DutyENGLISH 12

INC (378)English 11SC (385)

English 12SC (385) Plan

ENGLISH 11INC (385)

ENGLISH 11INC (385)

WILLIAMS 380366/124

Resource(380)

VA & US HistSC (366) Plan

VA & US Gov't

INC (366)

ENV SCIENCEINC (124)

VA & US GOV'T

INC (366)

VA & US Gov'tSC (366) Stop Duty

Restructuring Perspective

Revisit all IEP’s

Align BIP’s with current expectations

Use “BSP” program as a net rather than a base

Physical change of teachers being isolated to being embedded

Instructional Support Teams

Collaboration among Counselor, Administrator, Social Worker

Students targeted for behavior, attendance, & grades

Pyramid of services available

Attacking Underachievers: The 44 Club

Targeted Freshman students

Exceptional teachers mentor up to 4 students

Monitor progress, mentor, & provide recognition

Discipline Consistency: Demerit System

Provides Consistency

Ties consequence to frequency and seriousness

Strong communication to students regarding expectations

Saturday School

Opportunity for additional remediation

Students can recover from test and absences

Consequence without removing services for special education students

Recidivists: The Wednesday Hang Gang

Targeted students stay with administrator

Opportunity to build relationships

Focus on academics, team building, & decision making

Improve Attendance: GTS Club

Targeted Rising 9th

Graders

Connected to Administrator/Counselor Team

Incentives & Recognition Provided

Algebra I Double Block Program

Increased time & structured learning

Smaller, collaborative setting

Keeping pace with 4 year plan

DB Alternative to Failure Program

Failure is not option

Increased level of services

Low student-teacher ratio

Uses data to pinpoint individual strength's and weaknesses

“Carrying the Mail” Program

Academically focused on students who have failed a benchmark or SOL test

Every staff “adopts” one of these students

Provides monitoring, tutoring, & incentives

Sequestered Remediation

Catches students while they are in school

Focus on one subject at a time

Use the best teachers to work with small groups

AYP Dinners

Target AYP Subgroups

Invite families, students, staff, and community

Showcase resources, achievements, and scheduling information

Site-Based In-service: Professional Development

Teachers provide input

Focus on student achievement

Collaboration with other schools

Going after technology literate teachers

Everyone performs better when they take charge of change.

It’s time to get your Leader on!

Are you ready to make something happen?

References

Aiga, H. (2007). Bombarding people with questions. Bulletin of the World Health Organization, 85 (11), 832.

Attewell, P. (2001, October). The Winner-Take-All High School: Organizational Adaptations to Educational Stratification. Sociology of Education, 74(4), 267-295. Retrieved July 6,

2009, from Academic Search Complete database.Benner, A., & Mistry, R. (2007, February). Congruence of Mother

and Teacher Educational Expectations and Low-Income Youth's Academic Competence. Journal of Educational Psychology, 99(1), 140-153. Retrieved July 8, 2009, doi:10.1037/0022-0663.99.1.140

Bui, K. (2005, Winter2005). Middle School Variables That Predict College Attendance for First-Generation Students. Education, 126(2), 203-220. Retrieved July 7, 2009, from Academic Search Complete database.

References, cont.

Curry, W., MacDonald, W., & Morgan, R. (1999, Fall99). The advanced placement program: Access to excellence. Journal of Secondary Gifted Education, 11(1), 17. Retrieved July 8, 2009, from Academic Search Complete database.

Hale, D. (2007, January). The Lowest Quartile African Americans Taking Advanced Placement Language and Literature. Clearing House, 80(3), 123-125. Retrieved July 6, 2009, from Academic Search Complete database.Including More Students in Advanced Placement Coursework.

(2005, Spring2005). Gifted Child Today, Retrieved July 8, 2009, from MasterFILE Premier database.Johnston, R. (2000, October 18). As Studies Stress Link to Scores,

Districts Get Tough on Attendance. (Cover story). Education Week, 20(7), 1. Retrieved July 7, 2009, from Academic Search Complete database.

References, cont.

Kupchik, A., & Ellis, N. (2008, January 1). School Discipline and Security: Fair for All Students?. Youth & Society, 39(4), 549-574. (ERIC Document Reproduction Service No.

EJ793355) Retrieved July 8, 2009, from ERIC database.Licht, B., Gard, T., & Guardino, C. (1991, July). Modifying School

Attendance of Special Education High School Students. Journal of Educational Research, 84(6), 368. Retrieved July

6, 2009, from Academic Search Complete database.Lickona, T. & Davidson, M. (2005). Smart and good high schools:

Integrating excellence and ethics for success in school, work, and beyond. Cortland, NY: Center for the 4th and 5th Rs (Respect and Responsibility), and Washington DC: Character Education Partnership.

Portner, J. (1998). Discipline problems linked to low scores, study says. Education Week, 18(8).

References, cont.

Roby, D. (2004, September). Research on School Attendance and Student Achievement: A Study of Ohio Schools. Educational Research Quarterly, 28(1), 3-14. Retrieved July 7, 2009,

from Academic Search Complete database.Rutchick, A., Smyth, J., Lopoo, L., & Dusek, J. (2009, March).

Great Expectations: The Biasing Effects of Reported Child Behavior Problems on Educational Expectancies and Subsequent

Academic Achievement. Journal of Social & Clinical Psychology, 28(3), 392-413. Retrieved July 8, 2009, from Education Research Complete database. Tyler, K., & Boelter, C. (2008, Spring/Summer2008). Linking Black Middle School Students' Perceptions of Teachers‘ Expectations to Academic Engagement and Efficacy. Negro Educational Review, 59(1/2), 27-44. Retrieved July 8, 2009, from Education Research Complete database.