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Turning Around Chronically Low-Performing Schools: Recommendations From a Practice Guide

Natalie Elder, Principal Hardy Elementary School Hamilton County Schools Chattanooga, Tennessee. Turning Around Chronically Low-Performing Schools: Recommendations From a Practice Guide. Vision. A community of life long learners Creative and abstract thinkers Fluent readers

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Turning Around Chronically Low-Performing Schools: Recommendations From a Practice Guide

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  1. Natalie Elder, Principal Hardy Elementary School Hamilton County Schools Chattanooga, Tennessee Turning Around Chronically Low-Performing Schools: Recommendations From a Practice Guide

  2. Vision • A community of life long learners • Creative and abstract thinkers • Fluent readers • Creative writers • Involvement and support of all stakeholders

  3. Mission Statement Hardy Elementary School: A School Choosing to Learn…Year Round is committed to high standards of achievement and moving students from proficient to advanced, while educating all students using a variety of instructional interventions, assessments, and data to drive best practices for teaching strategies. We will incorporate high standards of citizenship by using our character program with the support of the parents and community.

  4. 5 Year Goals • 100% of 3rd graders will be reading above or at grade level • TVAAS scores will measure annual gain of above average (B) or exemplary (A) in all subjects tested • Teacher profile (experience and education level) will mirror the district average • Student and teacher attendance will be above 95% • Parent and Teacher surveys will show 95% satisfaction

  5. Revision of 5 Year Goals • Every child is promoted from 5th grade as a strong reader, a good writer, and a skilled solver of a whole range of math problems. • Hardy is led by a visionary team of educators who are experts in instruction and data analysis. • Hardy is staffed by highly skilled, highly committed, and highly effective teachers. • Hardy benefits from the support and high expectations of elected officials, community leaders, and families.

  6. Core Strategies • Set Clear Goals • Review Data Constantly 3. Build Strong Leadership Teams 4. Invest in Effective Teaching

  7. Core Strategies 1. Set Clear Goals Every child is promoted from 5th grade as a strong reader, a good writer, and a skilled solver of a wide range of math problems

  8. Literacy Block Minimum of 90 minutes of instruction focusing on: • Phonics • Phonemic Awareness • Vocabulary • Comprehension • Fluency

  9. Teaching Strategies • Guided Reading and Writing (Small Group Instruction) • Shared Reading and Writing • Read Alouds • Individual Reading and Writing

  10. Core Strategies 2. Review Data Constantly

  11. Disaggregated Data Shows TrendsPercentage of Students Scoring Proficient/Advanced in Reading

  12. Reading/Language Arts Data

  13. Individual Grade Level Data 2006-2007 Grade % BP % P % A 3 11.0 64.8 24.2 4 27.2 61.7 11.1 5 7.0 74.4 18.6 2005-2006 Grade % BP % P % A 3 20.3 66.2 13.5 4 35.5 55.3 9.2 5 5.3 67.0 25.5

  14. Data organized by current classroom Identifies strengths and weaknesses By student By class By performance indicator Class Reorganized Data

  15. Reading assessment that measures students’ strengths and weaknesses Students are tested in August, December and May Teachers use results to group and re-group students based on student need Think Link and other assessments are used to identify strengths and weaknesses in math DIBELS

  16. 4th ThinkLink Test Results

  17. 5th ThinkLink Test Results

  18. Core Strategies 3. Build Strong Leadership Teams

  19. Provide Full-Time Consulting Teachers • Using funds from • Title 1 • PEF • Benwood • Revision: utilize modeled classroom approach • Increase the Role of Grade Level Chairs • Provide Extensive Leadership Training

  20. Core Strategies 4. Invest in Effective Teaching

  21. Quality Professional Development “As with any other profession, meeting the demands of higher accountability, new reforms, and an ever-changing world requires that teachers be constantly engaged in professional development and growth.”National Commission on Teaching and America’s Future • Lessons Learned • Making professional development a priority makes high-quality teachers a priority. • High-quality teachers make increased student achievement a reality

  22. Why High-Quality Professional Development? Teacher quality influences student learning Good—and “Bad”—teaching has lasting effects Enhancing teacher quality is an indispensable element of school reform  Traditional teacher prep programs have not prepared teachers for the urban setting Focuses on individual, collegial, and organizational improvement  Reduces Teacher Turnover  Helps to eliminate complacency

  23. Professional Development Cannot Be Considered “Extracurricular”!

  24. It’s about…the success of ALL children!

  25. QUESTIONS?

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