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Comprehensive School Improvement. Hot Topics: UsableResearch Series.Southeastern Regional Vision for Education (SERVE),Tallahassee, FL.Office of Educational Research and Improvement (ED),Washington, DC.Oct 91RP9100201095p.

Southeastern Regional Vision for Education (SERVE),345 S. Magnolia Drive, Suite D-23, Tallahassee, FL32301-2950.Reports - Descriptive (141)

MF01/PC04 Plus Postage.*Effective Schools Research; Elementary SecondaryEducation; Higher Education; *Improvement Programs;*School Effectiveness; *School Restructuring; StateProgram;Alabama; Florida; Georgia; Mississippi; NorthCarolina; South Carolina

The Southeastern Regional Vision for Education(SERVE) provides information on re-designing curriculum andinstruction in schools, re-defining roles and responsibilities ofschool staffs, and promoting changes to address the needs of theSoutheast's grcwing and diverse student population. SERVE offers aseries of publications entitled "Hot Topics: Usable Research," whichfocus on issues of present relevance and importance in education inthe region and act as guidebooks for educators. This "Hot Topics"expands the meaning of school improvement to include concepts ofrestructuring. Twelve characteristics of effective schools whichprovide the framework for this issue of "Hot Topics" include: cleargoals, school-focused improvement, strong leadership, highexpectations, focused program of instruction, collaborative decisionmaking, individual and organizational development, order anddiscipline, maximized learning time, parent/community involvement,incentives/rewards for academic success, and careful and continuousevaluation. Each of these characteristics is addressed in the firstsection of this document, along with individual school researchapplications from the Southeast and the nation, The second sectiondescribes steps and procedures for implementing school improvementefforts. Section 3 describes current and planned state-sponsoredschool improvement programs in Alabama, Florida, Georgip,Mississippi, North Carolina, and South Carolina. A list of names andaddresses of other regional agencies and organizations involved withschool improvement is included, as well as self-assessment forms.(LAP)

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Reproductions supplied by EDRS are the best that can be madefrom the original document..

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HOT TOPICS:

Usable Research

p.m(

pmf

ciwi1 COMPREHENSIVE SCHOOL

IMPROVEMENT

SERVESouthEastern Regional Vision for Education

Florida Department of Education345 S. Magnolia Drive, Suite D-23Tallahassee, Florida 32301-2950

October 1991

U.I. DEPARTMENT OF EDUCATIONOff CO of Educational Reimport and Improvement

EDUCATIONAL RESOURCE4 INFORMATIONCENTER IERICI

This document has bean reproduced asreceived from the potion or organizationoriginating itMinor changes hays bee made to improvereproduction quality

Points of Vow of opinions stated inihisdocirment do not necessarily represent officialOERI position or PolICY

This publication was produced in whole or in part with funds from the Office of Educational

Research and Improvemeni, U.S. Department of Education, under contract #RP91002010.

2 weir NUM MU 111111 r

ABOUT SERVE AND THE HOT TOPICS SERIES . . .

SERVESouthEastern Regional Vision for Educationis the new education laboratory forthe southeastern United States. Funded by the U.S. Department of Education, SERVE is acoalition of educators, business leaders, governors and policymakers who are seekingcomprehensive, lasting improvement in education in Alabama, Florida, Georgia, Missis-sippi, North Carolina and South Carolina. The laboratory provides leadership, support, andresearch to assist state and local efforts in improving educational outcomes. All services,publications, research packets and other materials are avcilable at no cost.

SERVE offers a series of publications entitled Hot Topics: Usable Research. These research-based publications focus on Issues of present relevance and Importance in education inthe region, and are practical guidebooks for educators. Each is developed with input fromexperts in the field, is focused on a well-defined subject and offers useful information,resources, descriptions of exemplary programs, and a Hs of contacts.

Several Hot Topics will be developed by SERVE each year. The following Hot Topics arenow either presently available or under development:

New Roles for Teachers and Principals: Developing Schools for the 21st CenturyAppreciating Differences: Teaching and Learning in a Culturally Diverse ClassroomProblem-Centered Learning in Mathematics and ScienceIncreasing Female and Minority Participation in Mathematics and ScienceParent and Community Involvement in Earl 'Thildhood Education

SERVE provides many regional services. Field representatives for each state respond tolocal needs and identify exemplary programs. Other assistance and materials include thefollowing:

An Educational Clearinghouse for information searches on any subject in education,An electronic bulletin board to Increase communication and networking throughoutthe region,A Sharing Success program to highlight and publicize exemplary programs,A series of policy briefs and research briefs to assist legislators and educators informulating progressive education policy,Conferences and video materials to bring policy makers and other education stake-holders together and to share relevant information on a regional basis, andContracted Research and Development projects throughout the region.

Based at the University of North Carolina at Greensboro, SERVE also has offices in Tallahas-see, Fla., Atlanta, GA., and at Delta State University in Cleveland, Miss. To request singlecopies of Hot Topics, to join the mailing list, or for more Information about SERVE, write orcall:

SouthEastern Regional Vision for Education (SERVE)345 S. Magnolia Drive, Suite D-23Tallahassee, FL 32301-2950Toll free 800-352-6001

TABLE OF CONTENTS

ABOUT SERVE AND THE HOT TOPICS SERIES ili

TABLE OF CONTENTS v

INTRODUCTION vii

ACKNOWLEDGEMENTS ix

SECTION I - WHAT DO EFFECTIVE SCHOOLS HAVE IN COMMON? 1

00 SECTION ll - HOW DOES A SCHOOL INITIATE AND IMPLEMENT ASCHOOL IMPROVEMENT PLAN? 33

SECTION III - STATE-SPONSORED SCHOOL IMPROVEMENT EFFORTS 45

SECTION IV - RESOURCES--WHERE TO GO FOR HELP 61

0. SECTION V - APPENDIX 75

SECTION VI - BIBLIOGRAPHY 89

v 4

INTRODUCTION

The purpose of comprehensive school improvement is to facilitate better learning by allstudents. The goals are to improve academic achievement and student attitudes towardlearning, increase critical thinking skills, and promote greater satisfaction by the generalpublic in what the school is accomplishing. School improvement is for all students. Ittouches every aspect of school organization, including its administration and curriculum,elementary and secondary, alternative, vocational, and special education, and extendseven outside the school to involve the larger community. The goal of school improvementis to see that better learning occurs in the most effective and meaningful manner possible.

School improvement means different things to different people. For some it is any changefor the better. For others, it involves an ongoing, systematic process of improvement thatbecomes institutionalized in the school. In the current literature, school improvement isoften described as restructuring. Restructuring is a fundamental, systemic change in theway schools do business. It is a rethinking of the entire educational process, from the wayschools are organized to the way the curriculum is designed. This HOT TOPICS expands themeaning of school improvement to include concepts of restructuring.

Research has identified a number of strategies for school improvement. This HOT TOPICSbegins with strategies based on the "Effective Schools Research.° Research on effectiveschools began with the work of Ronald Edmonds in 1979. Since then, dozenc otresearchers have verified characteristics or conditions that seem to be prem. It whenschools are effective in bringing about significant gains in student achievement. Thesegains are independent of race or the socioeconomic condition of students.

Twelve characteristics of effective schools will provide the framework for this HOT TOPICS.These characteristics are well documented in the research literature and provide a broodframework for planning. Although each has the potential to contribute to improvedstudent learning, the main strength of the characteristics is in their cumulative application.When the school is looked upon as a total learning environment, the entire institutionbecomes the focus for improvement -- thus the focus on Comprehensive SchoolImprovement.

This HOT TOPICS provides information on re-defining roles and responsibilities of schoolstaffs, re-designing the school's curriculum and instruction to actively engage students andpromote higher-order thinking as well as basic skills, and promoting changes to addressthe needs of the Southeast's growing and diverse student population. The challenge foreach school is to determine, in collaboration with the school district and the broadercommunity, its current needs, and strive toward the ultimate goal of improved learning forall students.

vii

The following characteristics have been selected to represent a framework that can beused for Comprehensive School Improvement.

1. Clear Goals2. School-Focused Improvement3. Strong Leadership4. High Expectations5. Focused Program of Instruction6. Collaborative Decision Making7. Individual and Organizational Development8. Order and Discipline9. Maximized Learning Time10. Parent/Community Involvement11. Incentives/Rewards for Academic Success12. Careful and Continuous Evaluation

Each of these characteristics will be addressed in detail in Section I. along with examplesof individual school research applications from the Southeast and the nation.

Section II describes practical steps and procedures which schools can use to Initiate andimplement school improvement efforts. As noted by Lezotte (1982), the effective schoolsresearch should not be viewed simplistically as a 'recipe; but rather as a framework forsystemic, long-term improvements. Resources and self-assessment forms are provided.Since a major focus of SERVE is to broker exemplary programs and practices, names andaddresses are provided (Sections IV and V) of other regional agencies and organizationswhich can provide information and assistance in school improvement.

Section III describes current and planned state-sponsored school improvement/reformprograms in the states in the SERVE regionAlabama, Florida, Georgia, Mississippi, NorthCarolina and South Carolina. Despite severe financial stresses, states in the Southeastarecommitted to school reform, accountability, and restructuring for better schools.

It is the hope of the Laboratory that you will use the information in this document to initiateor isxpand improvement efforts in your school or district. You are encouraged to makecopies of enclosed materials which you find useful. If you are interested in obtaining mul-tiple copies of this Hot Topics for a conference, or for school/district-wide distribution,SERVE will supply you with a free camera-ready copy.

ACKNOWLEDGEMENTSmom

HOT TOPICS: COMPREHENSIVE SCHOOL IMP2OVEMENT was prepared with the help of a RegionalReview Panel consisting of State Department of Education school improvement coordinators fromeach of the SERVE states. These educators were brought together at a SERVE School ImprovementForum where each member described school Improvement reforms in his or her state. Informationprovided by the Review Panelists about programs and schools in their states greatly enhanced thefinal product.

Regional Review Panel Members:

Patricia McLaney, Coordinator of Effective Schools, Alabama Department of Education

Dr. Wafter McCarroll, Deputy Commissioner for Educational Programs, Florida Department ofEducation

Dr. Ida Boker, Deputy Commissioner for Human Resource Development, Florida Departmentof Education

Dr. Luther Rogers, Director, Office of Organizational Development and Educational Leader-ship, Florida Department of Education

Dr. Jim Conkwright, Director, Program Development, Georgia Department of Education

Dr. Gerald Hasselman, Bureau Director of School Improvement, Mississippi State Departmentof Education

Dr. Carolyn Cobb, Director, School Improvement and Development, North Carolina Depart-ment of Public Instruction

David Potter, Education Associate, Office of Policy Research, South Carolina State Depart-ment of Education

An ecrher version of this publication was developed by the Florida Department of Education(DOE) with the help of an advisory committee composed of school and district administra-tors actively involved in comprehensive school improvement.

Advisory Committee Members:

Jim Croteau, Executive Director, Planning and Policy Development, Leon CountyRon Early, Policy Coordinator, Governors OfficeGeri Introcaso, Chair, Florida School Advisory CommitteeNancy Livesay, Coordinator, SERVEing Young Children Project, SERVEJ.P. Lutz, Director, Elementary Education, Lee CountyWilliam Manning, Director, Elementary Education, Santa Rosa CountyFrank Petruzielo, Associate Superintendent, Dade CountyRose Marie Ratts, Director, Elementary Education, Orange CountyEugenia Thomas, President, Florida PTA

ix

ACKNOWLEDGEMENTS

Other Contributors included:

Cynthia Fields, Secretary, Florida DOEThomas Holland, Program Specialist, Office of Organizational Development and

Educational Leadership, Florida DOEBob Howell, Director, DMsion of Vocational Education, Florida DOEGlenda Johnson, Publications Design Specialist, SERVEStephanie Kadel, Research Assistant, SERVEDorothy Routh, Deputy Director, SERVELee Shiver, Chief, Bureau of School Improvement and Instruction, Florida DOE

Hot Topics: Comprehensive School Improvement was written and produced by:

Joseph Foliman, Research Associate for Communications, SERVEBrian Curry, Policy Analyst, Office of Policy Research and Accountability, Florida DOERalph Vedros, Associate Director, SERVE

What Do Effective SchoolsHave in Common?

1. Clear Goals

2. School Focused Improvement

3. Strong Leadership

4. High Expectations

5. Focused Program of Instruction

6. Collaborative Decision Making

7. Individual and Organizational Development

8. Order and Discipline

9. Maximized Learning Time

10. Parent/Community Involvement

11. Incentives/Rewards for Academic Success

WHAT DO EFFECTIVE SCHOOLS HAVE IN COMMON?

1. CLEAR GOALS

Every plan for comprehensive schoolimprovement should have the sameultimate goalsTo Increase studentachievement and school communitysatisfaction by ensuring that the primaryfunctions of the school are teaching andlearning. Principals and teachers ineffective schools work together to identifyschool needs, and then develop, publish,and disseminate a statememt of theirgoals and philosophy. The entire schoolcommunity (students, teachers, staff, andparents) is informed of, and committedto, these goals. The goals serve as thefoundation for comprehensive schoolimprovement efforts.

The primary goals of schoolimprovement efforts are enhancedstudent achievement and schoolcommunity satisfaction.

Principals and teachers collaborate toconduct needs assessments anddevelr v )ar school goals.

Principals and teachers understandand are committed to school goals.

School goals and mission arecommunicated to all administrators,teachers, students, and parents.

School goals are used as guidelines inplanning educational objectives andactivities.

(Brookover 1979; Edmonds 1979; Lezotte1935; Lipham 1981)

The Mission

Stated simply, the mission of schools isteaching and learning, and school goalsare high academic and otherachievement, and satisfaction of allparticipants. Just as every child can learnand improve, so every school can betterteach its students, refine its curriculum/instructional strategies, cind improveattitudes. Effective schools never losesight of these basic tenets, and provideregular assessments of their programs andlearner outcomes to determine wherethey are in respect to them. Strategiesare changed or adapted over time tomeet changing needs.

Research affirms that teachers andprincipals in effective schools believe allstudents can master their academic work,and say this in their mission statements.These educators are committed to seeingtheir students learn to read, solveproblems, and succeed academically.Teachers and principals in effectiveschools express their expectations clearly,so students and parents understand thathigh academic standards have beenestablished (Brookover 1979; Lee County1985). Schools that reach broadconsensus on their goals andexnectations are more likely to besuccessful (Purkey & Smith 1983).

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10

Dyn mite10

Most schools have goals, and there is generally little difference between thegoals of successful and unsuccessful schools. But effective schools discussand arsess their goals constar4: "Academics. Attitude. Athletics. Artistry.Those are the goals at Chula Vista High School. These four At of excellenceare extolled everywhere, all the time at the school. They are stressed in lettersto parents and students and are discussed with students at assemblies. Eachweek students are cited for excellence In academIcs, attitude, athletics, orartistry. Teachers display posters emphasizing the four A. Excellence isconstantly stressed in all phases of school life."

Souit.:e: Good Secondary schools: What Makes Them Tide? U.S. DOE, 1985

Rallies for Academic Success

At Lincoln City Hlgh School In Lincolnton, Georgia, the school holds aca-demic pep rallies which involve both student and community leaders. Thepurpose of the rallies is to communlcate to students that academic successis hlghly valued by the school and community.

Lincoln County High also has an Academic Booster Club, whose primarypurpose is to advance and encourage high standards of achievement in allacademic areas.

Source: Heller, Dawn. Winning Ideas from Winning Schools, 1989.

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2. SCHOOL-FOCUSED IMPROVEMENT

Just as each student is different, so everyschool is unique, with its own particularcharacter, strengths, and needs. It isnecessary, then, for each school toinstitute a self-assessment of its presentcurriculum and other practices to Identifyareas on which to focus improvement,and develop goals based on its individualneeds.

Indtcators

Through surveys and subsequentanalyses, the school principal, alongwith teachers, staff, parents and othersassess the school's strengths and areasneeding improvement.

A written statement of the school'sbeliefs and goals is developed,focusing on improving studentachievement. Strategies are devisedto address areas needingimprovement.

A long-term (3-5 year) school-wideimprovement plan is developed,providing guidelines andrecommendations for goal setting,plan initiation, implementation,evaluation, review, andinstitutionalization.

There is support for the school-wideinitiative at the district and state levels.

(Block 1983; Brookover et al. 1979; Farrar& Flakus-Mosqueda 1986; Hunter 1979;Lee County 1985; Levine 1983; Purkey &Smith 1983; Putter 1981)

Conducting a Self-Assessment

Effective schools develop improvementplans which reflect actual school needs(as opposed to "wants"). Individualteachers and principals are in the bestposition to observe the performance oftheir siudents, and any comprehensiveschool improvement plan must includethem. Purkey & Smith (1983) have notedthat schools require "considerableautonomy in determining the exactmeans by which they address theproblem of increasing studentperformance."

Typically, schools planning improvementform a representative group or teamwhich will lead improvement efforts in theschool. And while the school principalshould play a critical role in any schoolimprovement plan, there have beencases in which faculty memberssucceeded in implementing successfulprograms even when support from theprincipal was tenuous (Farrar & Flakus-Mosqueda 1986). The group determinesareas of focus, and conducts a survey orassessment of school curriculum, facilities,instructional strategies, morale, parent/community relations and other aspects ofschool life.

Strategy for Improvement

Having set clear goals, the principal, facultyand advisory committees work together todevelop a long-range plan forimplementaVon. They must agree on areaswhere changes are needed. Thisagreement, as noted by Baker (1990) andothers, should be based on actual needs"as revealed by collecting and analyzingdata of the school learning climate." Thereis no qu!ck fix to improving schools. Short-term strategies will, at best, bring about onlyshort-term improvement Typical

5

improvement plans require several years toachieve full inVementation, and district andstate support play a major supporting role inthis process. There are several ways in whichthe district and state can assist in school-based it nprovement:

Providing technical assistance,support, training and staffdevelopment.

Offering incentives to schools pursuingimprovement, such as grants andextra equipment.

Giving information about otherimprovement efforts.

Authorizing waivers of state and/ordistrict regulations which hinderinnovative ideas for improvement.

Assessing school improvement efforts.

Providing direct staff support for schooland classroom efforts.

Establishing rewards for effectiveschools and comprehensive schoolimprovement.

(Bachelor 1982; Behr 1981; Enochs 1979; Farrar& Flakus-Mosqueda 19e Levine 1982;Niedermeyer 1981; Purkey & Smith 1983;Squires 1983; Stallings 1981)

There are a few questions that everyoneinvolved with comprehensive schoolimprovement should consider, both indi-vidually and on a school-wide basis:

1. Do you Ike where you are?2. Do you Ike what you do?3. Do you Ike how you do It?4. Are others satisfied with what you do?

You should be able to answer "yes" to allthese questions. If you cannot, part ofyour improvement efforts should addressthese areas.

61 3

Dynamite

An early stage of the Connecticut program involved conducting a needsassessment, but teachers we; hesitant to discuss school problems. There waseven more reluctance to reveal these problems to outsiders. The solution wasan anonymous survey which *broke the ice," and initiated substantivediscussion. Noted one faculty member, "Prior to the needs assessment,pecple were afraid to say what the problems were. The needs assessmentgave us the chance to say anonymously what we felt. Later, the problemswere being discussed openly in faculty meetings" (Farrar and Flakus-Mosqueda 1986).

tek,

Schools in Pearl School District in Mississippi target Improvement and develop-ment efforts for each new year to address weaknesses identified by teachers andprincipals at the end of the previous year.

For example, at the end of one year, weak performance in math and high drop-out rates were determined to be main areas of concern. The following fall staffdevelopment was geared to improving math scores and reducing dropout rates.New programs for at-risk students from second grade through high school wereimplemented. Additional resources were spent on new math manipulatives forelementary students, and Eisenhower funds were focused on math workshops.

School communications to parents and the community placed emphasis onhelping parents help their children with math and to stay in school. Teacherssupported the program because they had helped Identify the problems anahelped suggest solutions for them. The result; math scores improved and dropoutrates decreased by 50 percent.

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3. STRONG LEADERSHIP

The effective schools research has shownconsistently that, as stated by Block(1983), "leadership from the schooladministration (is) a critical incident"leading to school improvement andsuccess. In most cases, it is the schoolprincipal who fills this role, providingguidance, supervision, resources andsupport both instructionally andadministratively.

Indicators

The Principal,

Establishes cleor, high standards forinstruction and performance, andmakes sure that all teachers, students,and parents know them.

Monitors classrooms and supervisesinstruction.

Provides time for teachers to plantogether.

Provides feedback to support andrecognize successful academicperformance.

Confers with teachers abouteducational issues and policies.

Promotes staff development toenhance teachers' skillsespeciallytraining targeted toward programgoals.

Hires new teachers who will besupporters of school Improvement.

Models effective supervisory andteaching practices and isknowledgeable of educationresearch and practice.

Protects learnin time from disruption.

Makes sure appropriate resources areavailable.

Supports staff in implementing newIdeas and dealing with parents.

Frees teachers from unnecessaryadministrative paperwork.

Shares and delegates responsibilitiesso teachers have input in schooldecisions.

Creates a positive learningenvironment at the school.

Establishes procedures in written form.

Resolves conflict fakly andconsistently, through communication.

Serves as public relations liaison for theschool Improvement plan to the localcommunity.

(Block 1983; Edmonds 1979; Farrar & Flakus-Mosqueda 1986; HEW 1978; Levin 1983; Lezotte1982; McKee & McKlnney 1985; New York SDE 1974;Purkey & Smith 1983; Rutter et al. 1979; Squlres et al.1981; Stalllngs 1981; Venezky 1979; Weber 1971;Wynne 1980)

"Principal" Role

Effective schools have effectiveprincipals. It would be difficult tooverstate the Importance of theprincipal's role in any school Improvementeffort, for the principal occupies a"strategic position in the schoolorganizational structure for developingand maintaining a school climateconducive to learning.' (Block 1983). Asthe chief officer of a school, the principalmust lead by visible example.

Effective principals are actively involvedin formulating the school improvementplan, Once a plan is adopted, theprincipal makes clear to all teachers,

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4.

DYNAMITEIDEAS

"Vara Clisby had her hands full whon she took over Artesia High School in Lakewood,California. It was filled with gangs; one fourth of the students were absent on anygiven day; test scores were low. As the new principal, Mara Clisby laid down the lawright off the bat: no more gang fights. She moved her desk Into the girl's bathroomand held meetings and counseling there, just to stay visible. She convincedteachers to ask more of students, and students to ask more of themselves. It worked.The gang problems disappeared. Average daily attendance rose to 99 percent.Eighty percent of the students now go to college compared with 54 percentbefore."

Turning0

a School Around

Source: U.S. DOE 1985

students, and parents what the standardswill be (Edmonds 1982). An effectiveprincipal participates actively in planimplementation, roaming the halls andvisiting classrooms frequentlywith aspecific purpose in mind. Smock (1986)found that "principals of effective schoolstend to spend most of their time out oftheir offices, and in classrooms. Whilethere, they are primarily concerned withinstructional matters."

The principal should be knowledgeableabout teaching practices and Issues, andregularly demonstrate them for teachers.Observation and criticism of teachersshould always be coupled with advice asto how teachers may instruct moreeffectively. Positive feedback is anirnportant component of principalmonitoring, and successful teachersshould be acknowledged and rewarded.The principal must keep classroominterruptions to a minimum by employingeffective scheduling techniques thatreduce disruptions, and by using theintercom only when absolutely necessary.

Shared decision-making is a critical partof any school improvement effort. Theprincipal lets staff know that their voice inschool decisions is welcome and wanted,

moms,and staff are more committed to policiesto which they have contributed (Squires1983). Roland Barth (1988) found thatsuccessful principals are able to enlistteachers in providing leadership in theirschools. This capacity to shareleadership, he notes, allows the latent,creative powers of teachers to bereleased. Sharing responsibility also freesthe principal to spend more time andenergy on improving instruction. Sharingresponsibility breaks down barriersbetween staff and administrators, andfosters intellectual exchange (Purkey &Smith 1983).

Effective schools have principals whoprovide teachers with the resources theyneed to Implement their curriculum. Theyuse Innovative strategies in applying forgrants and other funds, and work withdistrict and/or state officials to garnersupport for their programs. And whilethese principals give their teachers avoice in school decisions, they retain adecisive role in policies and shield theirteachers from excessive paperwork andother distractions.

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4. HIGH EXPECTATIONS

Teachers and administrators believe theycan create a climate in which all studentscan learn and improve. Teachers letchildren know they are capable of goodwork and that It will be expected of thermStudents feel they can positively affecttheir futuresthat, as Squires et al. (1983)noted, "hard work is more important tosuccess than luck."

Indicators

Staff and administrators believe everystudent can learn, and that everystudent can improve.

Staff development activities thatunderscore the educability of allstudents are offered

Grouping practices and programsthat identified some students as lowachievers are modified orabandoned.

Everyone in the school communityknows the part they will play, and allare committed to improvement.

The school provides opportunities forstudents to demonstrate responsibility.

Teachers assign appropriatelychallenging homework, and expectstudents to complete it with a highlevel of success.

(Berliner 1979; Block 1983; Brookover & Lezotte1979; Coleman 1966; Edmonds 1979; Good1979; Lee County 1985; Levine 1983;McCormack-Larkin 1985; McKee & McKinney1215,i.EQK _120

Expectations for Learning

In effective schools, the belief that allstudents can learn serves as "thefoundation for school-wide policies andpractices whose results are directlyrelated to the desire for increased studentachievement and Improved positive self-concepts . . Academic goals are clearlystated, and expected norms ofachievement and progress for all subjectareas and grade levels are defined. Thebelief that all students can learn mostoffen becomes a self-fulfilling prophecywhen the qualities present in well-taughtand well-managed classrooms becomeschool-wide characteristics" (Murphy1982, in Lee County 1985). Teachers mustbelieve they have the ability to teachtheir students what they need to know,and ihat all students can master the skillsthey teach (Smock 1986).

The landmark 1968 study, Pygmalion Inthe Classroom, by Rosenthal andJacobsen, demonstrated that whenteachers had low expectations, even ofhigh achieving children, thoseexpectations became a self-fulfillingprophecy and the students performedpoorly. While it is necessary andappropriate to recognize differences, andhave different expectations of high andlow achieving students, 'what remainsinappropriate are expectations based onrace, sex, cleanliness, appearance,participation in class, or English usage,rather than on sound educationaljudgmenr (Eaker 1984, in Lee County1985).

Effective principals are nevercontent Just to identify problems.Their diagnosis is alwaysaccompanied by the collegialoffering of alternative ways toteach that particular content

--Ronald Edmonds.

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In effective schools, teachers andprincipals verbally and behaviorallyexpress the belief that all students canachieve regardless of socioeconomicstatus, race, or past performance (Milleret al. 1985). These schools have policiesreflecting confidence in their students,expecting them to do well, and utilizingsound instructional practices whichrecognize students' individual needs (LeeCounty 1985).

pframiteIdeas:

Dalton Junior High School in Dalton, Georgia, uses a school motto to encouragecharacter: "If It's to Be, It's Up to Me." Teachers have high expectations of theirstudents and demonstrate it in their interactions with the students. Students aretaught to analyze what they do and how it affects others. The school follows upwith a Time-For-Self room and a self-referral policy for students.

Source: Heller and Montgomery, Winning Ideas from Winning Schools: RecognWngExcellence, 1989.

NitYksir40 dlik,

"Accelerated Schools" to Motivate D'isadvantaged Studen 1)

Stanford professor Henry Levin studied current intervention models foreducationally disadvantaged students, and found they reduced learningexpectations of both the children and their educators. The low status of theseprograms, combined with their focus on endless repetition of material through drffiand practice, bored students, made them feel inferior, and produced only modestresults.

Levin's "Accelerated Schools" model, which has been adopted on a trial basis bya number of states, creates a learning atmosphere which is "characterized byhigh expectations and a high status for the participants." The curriculum is fast-paced, actively engages the child's interest, and requires extensive involvementby teachers and parents. Parents are also asked to set high educationalexpectations for their children, to encourage reading and to support their success.

Source: Levin, Henry M. "Accelerated Schools for Disadvantaged Stuclonts.- EducationalLeadership, March 1987,

5. FOCUSED PROGRAM OF INSTRUCTION

Instructional programs in effective schoolsfocus on the achievement of clearlydefined and displayed objectives.Commonly stressed is student acquisitionof basic skills, particularly reading andmath skills. Effective schools implementprograms to help students with learningdifficulties, and adapt their curriculumand instructional strategies to individualclassroom needs (Levine & Stark 1981).Once basic skills are mastered, successfulschools focus on higher order/criticalthinking skills. The curriculum is well-planned and designed to providecontinuity across grades and subjects.

Indicators

Goals of instruction are clear, agreedupon, and communicated toteachers, students, andparents.

Systematic plans are developed toupgrade student proficiency in basicskills.

Extra personnel and resources areallocated to combat student learningdifficulties.

Curriculum plans are coherent andcoordinated among staff. Staff arefamiliar with instructional proceduresand know what skills are to be taught.

There is continuity of instruction acrossgrades.

Teachers re-teach priority coursecontent until students demonstratethey have learned it.

Teachers divide their classes Intofewer, larger groups, utilizing objective

criteria.

Instructional activities are previewed;students are given clear written andverbal directions; key points ofinstructions are repeated; studentunderstanding is checked.

Homework is regularly assigned andgraded.

There Is systematic development ofhigher order/critical thinking skills oncebasic skills are mastered.

Classroom assessments of studentperformance match learningobjectives.

(Behr 1981; Block 1983; Blumberg 1980;Brookover et al. 1979; Doherty 1981; Edmonds1979; Jorgenson 1977; Letthwood 1982;Mc Gowen 1979; Niedermeyer 1981; NY DOE1974; NYC Board of Education 1979; POK 1980;Sarason 1971; Spartz et al. 1977; Venezky &Winfield 1979; Walberg 1984; Weber 1971; Wilson1981)

Clear instructional Goals

Instructional programs in successfulschools are straightforward, well-understood, and clearly articulated toeveryone involved At the elementarylevel, the program usually stresses theteaching of basic skills in reading, writing,and mathematics. Sleeter and Grant(1986) found that in effective schoolsinstructional programs are designed tohelp students "understand the worldaround them and the circumstances inwhich they live." They note that contenttaught In effective schools serves tovalidate the perceptions and experiencesof students, helping them develop thenecessary conceptual tools andinformation bases to think constructivelyabout their world.

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Dynamite Ideas:Broward County, Florida s Coalition of Essential Schools Project

The Coalition of Essential Schools is a partnership devoted to strengtheningstudent learning by reforming school priorities and simplifying its structure.Embracing the nine principles of the Coalition of Essential Schools developed byDr. Ted Sizer, tec 1, students, parents, and administrators are restructuring theway schools opf. The program selects private and public schoolsnationwide to work with staff at Brown University translating the principles of thereport into individually-tailored working models.

Progressing slowly with the philosophy that "less is more," the four BrowardCounty Nova Schools spent three years preparing for implementation. NovaMiddle School, for example, began with a steering committee, five teachers,and 100 students. Teachers and administrators went to workshops at BrownUniversity to learn the principles. They wrote curriculum and formed cohesive,supportive work teams to carry through the Sizer philosophy.

Nova Middle School made a commitment to five of the nine principlesdescribed by Sizer in his book, Horace's Compromise: The Dilemma of theAmerican High School (1984). These five principles are the driving force in theevolving program: personalization, student-as-worker, intellectual focus, masteryby exhibition, and collaboration. Decisions about issues relating to theseprinciples were made using a participatory management approach allowingstudents, teachers, and administrators to work together on committees asequals.

Implementation of Coalition principles takes many forms. For example, threeteachers might be assigned to work collaboratively on one course integratingart, English, and social studies. The objective is to integrate the disciplines,attending to basic skills and knowledge required to connect the three. Studentsdevelop higher order critical and creative thinking skills, independent study skills,and an ability to utilize resources outside the classroom. An Inter-disciplinaryapproach, team teaching, individualized lessons, projects, research and anEssential Thinking Lab facilitate implementation.

As a result, students have learned to read, think and generalize in ways that gofar beyond their peers of similar abilities. Faculties have grown along withstudents, with teachers becoming facilitators of learning more than disseminatorsof information. Daily conversations and collaboration have broke.1 the isolationof teaching.

Source: Restructuring Education: The Florida Experience. DOE, 1988.

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NakEtynamiteIdeas: Applying Basic Skills to Real Situations

Caloosa Elementary School in Cape Coral, Florida, implemented a program of schoolimprovement utilizing the effective schools research as a foundation. Two areas offocus in the plan were ensuring students master basic skills, and challenging them withactivities which were enriching as well as interesting. Atter several years of concen-trated efforts to help students master the basics and bring up their standardized scores,Caloosa's teachers turned to the next challenge: the application of basic skills to "reallife" situations. Within the school students and staff created their own city government,a postal system, a bank, a department store, a publishing company, and a restaurant.Students participating in these activities are able to reinforce their skills in a challengingand meaningful hands-on environment.

Visitors to the school can dine in a dimly-lit cafe where potted plants and classicalmusic provide ambiance and where you will be seated by a student maitre d'. Thestudent bank has everything but real money. Students make deposits, write checks,balance accounts, and hold a variety of positions from teller to chairperson of theboard. There are four postal "zones" in the school sewed by the school's own postalservice, and students correspond with each other, school staff, and local retired teach-ers. Students run for "mayoral" positions in each of the school's four districts, and are

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voted on by their peers, who use computer-generated registration cards. There isactual campaigning, with posters, speeches, and 1V spots generated and producedon school grounds and shown on the school's closed-circuit system.

Source: Lutz et al. "The Caloosa School: A Model for Success.° Principal. March 1987.

Teaching What Students Need

Successful schools focus on teachingstudents the knowledge and skills theyneed to function once they are out ofschool. These areas are simple, clearlydefined, and reinforced at all levels.Students must demonstrate mastery ofskills before they move on, and are giventhe time, attention, and resources theyneed to achieve their goals. Teacherspresent instruction in a coherent, effectivemanner in which objectives are pre-sented, demonstrated and practiced bystudents until learned.

Henry Levin (1987) cautions that "simplyraising standards without making itpossible for disadvantaged students tomeet them is more likely to increase theirdropout rate than to improve theireducation." Successful teachers have

11.111111==1the skill and flexibility to adaptinstructional programs to fit the needs ofindividual classes and students. Theprogram of instruction is coordinated anddesigned to follow students as theyadvance through school. Continuousassessment of both student progress andprogram applicability allows teachers tosee the program's effectiveness, and toidentify areas requiring improvement. "Aplanned curriculum, appropriate tostudent needs, is the basis for classroomplanning, providing instruction andevaluating student learning- (Lee County1985).

Research indicates a positive correlationbetween effective schools and theregular assignment of appropriatelychallenging homework. The relation istrue across class and racial boundaries.Walberg (1984) found that "homeworkthat is graded and commente 1 upon has

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Schools in Robeson County, North Carolina use Innovative computer instructionalprograms to teach both basic and advanced math and English to their students. RexRennert School and St. Pau Is Middle School use the CCC (Computer CurriculumCorporation) program with students from Kindergarten through the eighth grade.Federally funded through Chapter 1, the CCC program Is designed to help at-riskstudents enhance basic and higher order skills in reading and math. Siudents visit theschool's computer lab a minimum of five times a week for 45 minute periods. Thestudents work on their own individual academic levels as ascertained by the initialplacement mode program of the computer. A certified and highly trained teachercoordinates the program along with the collaborative efforts of the students' regularclassroom teachers.

At Red Springs Middle School, at-risk fifth and sixth graders participate In the HOTS(Higher Order Thinking Skills) program. Developed by Stanley Pogrow of the Universityof Arizona, the HOTS program uses computers along with teacher-directed, Socraticdialogue and drama to teach students higher order thinking skills. These skills arereinforced and used by the students' regular classroom teachers to ensure mastery andintegration in all academic areas.

three times the effect of (i.e., thrice morepredicfive of learning than)socioeconomic status. Stated anotherway, Walberg soys that doing lots ofhomework is much more effective, for allchildren, than not doing it.

In Design for Effective Schools in LeeCounty (1985), the authors provide adescription of effective teacher planningpractices that is worth quoting in detail:

Planning involves the selection,management and evaluation ofinstructional materials which will beused to help Introduce, reinforce, orexpand student understanding of thecontent. Effective use of materialsInvl Ives knowledge of the materialsplus preparation and arrangement ofthe materials. The materials must beready, available, and easy to use. Theappropriateness of materials isevaluated by considering the learners

In the class, the format of the class, thecontent covered, and the timeallotted for instruction.

South Carolina has formed a curriculumCongress to examine present state cur-ricula and make recommendations fornew and progressive curriculum frame-works. See Section

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6. COLLABORATIVE DECISION MAKING

ompre.,ens.w sc .00 mprovemeninvolves the entire school structure, soprincipals, teachers, advisory committees,teachers' unions, parents, and studentsshould participate to some degree in theplanning and decision-making process.As Thomas Sergiovanni and John Moorewrite in Schooling for Tomorrow (1989),"the model of an individual whounilaterally 'runs' a school no longer worksvery well." Schools wanting to improverecognize this and develop many kinds ofleadership among the school community.Teachers, for example, are the criticalcomponent in the delivery of instruction ina school, so their input in decisionsinvolving curricula is vital.

Indcators

Teachors, parents, unions, committees,and students with a stake in thedecision-making process are morecommitted to school improvement,and more supportive of improvementplans they help develop.

Sharing responsibility reduces the loadon any individual, so that thedeparture or failure of one persondoes not result in disruption ofimprovement efforts.

Barriers between principals, teachers,unions and parents are broken downas leadership and responsibility areshared.

Teachers relate more directly andfrequently with one another throughtheir roles as committee members andcoordinators.

Principals delegate responsibilities andspend more time with instruction-related activities.

New ideas and different opinions arevoiced through shared decision-making.

(Armor et al. 1976; Berman & McLaughlin 1977;Deal et al. 1977; Glenn 1981; Hargrove et al.1981; Little 1981; NY DOE 1974; Purkey & Smith1983; Serglovanni & Moore 1989; Trisman et al.1976)

COOPERATION

Cooperation is a key ingredient atsuccessful schools. The challenge andscope of comprehensive schoolimprovement demand teamwork to beeffective. From their review of schooleffectiveness studies conducted in 35states, Bancroft and Lezotte (1982)concluded that establishing a school-based improvement team composed ofteachers, adminisrators, and parentsaccelerates school improvement.Administratols in effective schools seem tohave relinquished the notion thatcoordination requires rigid control fromthe top down. Teachers who work withthese administrators recognize andsupport the need for coordination andacknowledge that they should no longerfunction as independent agents in theirclassrooms. These role perceptionsprovide the framework in effectiveschools for the school-based teams whichcooperatively manage schoolimprovement planning andimplementation.

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Begun in 1987 as a pilot project designed to attract and retain good teachers, SBM/SDM has given Dade County, Florida schools the option of developing unique, self-tailored approaches to education. Charged to "change attitudes, to dream, takerisks, imagine, trust, and be accountable," participants received training to learn theskills and procedures that make shared decision-making work.

Decision-making is decentralized from the district to the school level, and schools haveunprecedented control over how funds are spent, staff is allocated and Instruction isorganized. The district encourages schools to break old molds and create newopportunities. Principals, staffs and teachers join together to solve problems anddevelop new and creative projects to meet the needs of students. Many aspects ofschools have been redesigned, including types of textbooks used, structure of theschool day, delivery of Spanish Instruction, and the way in which teachers are hired.

The success of the initiative is clearly a product of cooperation at many levels. Theschool board and union, for example, agreed at the outset to waive district regulationsand labor contract provisions standing in the way of individual school improvement.With regulatory control reduced, teachers have been more inclined to devote timeand energy to shaping their work environments.

Dade's SBM/SDM schools receive the same funds as non-SBM/SDM schools. SBM/SDMschools do not report to area superintendents, but are organized into *feeder pafferns"of elementary, middle, and high schools with one "lead" principal. Participatingteachers report greater satisfaction with their profession, and their schools areexperiencing significant improvements in student achievement, discipline, andcurriculum and lesson planning.

Since 1978, all schools in South Carolina have been required to establish schooladvisory committees. With the 1984 passage of the landmark Education irnprovemertAct, the councils were re-named and took on new responsibilities. The new SchoolImprovement Councils serve as advisory commiffees to school principals, and theirpurpose is to help improve the quality of education at the local level. Councilscollabor)te with school staff and administrators to assess school needs, develop andimplement a three-year school improvement plan, and monitor and evaluate successin reaching plan goals and objectives.

Council membership must Include,

Two teachers elected by the faculty.Two parents elected by the community,Two students elected by their peers (high school), andOther members to represent the larger community.

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But there are additional ways in which parents, teachers and stuLients can getinvolved with school councils. An example of student involvement in schoolimprovement takes place at Manning Hign School. Ten percent of the student body--100 studentsserve as the 'Committee of 100," where they play an active part as aresource and feedback mechanisnIto the formal School Improvement Council.According to Principal John Bassard, the students brought a fresh perspective to theCouncil, and "provided us with a broader base of information and ideas that hashelped make our school even better.'

Source: South Carolina SCAP, 'TIPS from School Improvement Training Conference,1986.

The School Council Assistance Project was created in 1978 to provide support toschool improvement councils, and today provides a wide range of services to SchoolImprovement Councils. Located at the University of South Carolina College ofEducation, the Project offers workshops, training programs, video and print resourcesand technical assistance. The Project also conducts research on schoolimprovement council issues. For more information, contact:

The School Council Assistance ProjectCollege of Education, University of South CarolinaColumbia, SC 29208 Phone 803-777-7658

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7. INDIVIDUAL AND ORGANIZATIONAL DEVELOPMENT

Comprehensive improvement in schoolsrequires altering peoples attitudes andbehaviors as well as providing them withnew skills and techniques. In order toInfluence an entire school, developmentshould be focused directly on schoolgoals and should be school-wide ratherthan specific to individual teachers orsubjects. Staff development Is guided bythe goals of the school as expressed Inthe school's improvement plan, and isclosely related to the instructionalprogram. Staff development plans shouldbe based on the expressed needs ofteachers revealed as part of the processof collaborative planning and collegialrelationships (Armor et al. 1978; CaliforniaDOE 1980; Glenn 1981; Levine & Stark 1981;Venezky & Winfield 1979, in Purkey & Smith1983).

While the effective schools research doesnot enumerate Indicators of staffdevelopment, there are six commoncomponents of most staff developmentplans, as exemplified by a successfulprogram at Eastern Michigan University:

Awareness, Readiness, Commitmentpresentation to school staff; vote oncommitment to participate; electionof staff development planningcommittee or team.

Interactive Needs Assessmentperformed by planning committee orteam.

The Plan and Its Approvaldevelopment of project plan byplanning committee; approval of planby local policy board.

Implementation of plan by schoolstaff.

Reporting and Evaluation.

AdoptionInteractive assessment ofneeds; completion or adoption of it asongoing by school staff.

Source; National Center on Teaching andLearning, Eastern Michigan University.

School-wide Professional Development

Effective schools employ what Fullan(1990) terms "Institutional development,"as opposed to individual training.Professional development plans in suchschools are designed around schoolimprovement goals. Therefore, changesin effective schools are institutional, andbring Increased capacity andperformance for continuousImprovement. Finding that everyeff3ctive school in their study employedactive staff development, Levine andStark (1981) reported that the "Intensiveand ongoing emphasis" on staffdevelopment in these schools was"virtually a defining characteristic of theirmode of functioning." The Phl DeltaKappan report (1980) on exemplaryurban elementary schools noted thattraining was most effective when it was"targeted toward specific school orprogram goals." Research by Vallina(1978) reached a similar conclusion,finding that principals in successful schoolsgave priority to classroom carryover frominservice training.

At Brookwood High School in Snellville,Georgia, the school sponsors anannual Staff Development Night andinvites noted speakers to challengeand motivate the school faculty(Heller and Montgomery, 1989).

Since the beneficial effects of targetedstaff development are not In dispute, It isinstructive to examine some specific staffdevelopment plans in the region whichmay serve as models for other districts. Aswith the shared decision-making modelsdescribed in the previous section, manydistricts have gone well beyond effectiveschool models in their restructuring efforts.

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41,namiteateas: roundation for Development '

Schools in Tupelo County, Mississippi have received the largest gift from a privateindividual in the history of public education, and plan to use the funds to establish afoundation for teacher development and restructuring for shared decision-making.The owner of Hancock Fibers gave $3.5 million to Tupelo County schools, and thedistrict plans to establish a Learning institute and a new developmental arm toestablished programs. Says Superintendent Mike Walters, 'We have between 400 and450 teachers and we plan to spend $1 million a year on teachet development."

Teachers will be encouraged to learn and apply state-of-the-art pedagogy, and thedistrict will pay for teachers to travel to national conferences and conduct sabbaticalsto improve their teaching and instruction. In addition, teachers will (al givenleadership and management training, and Superintendent Walters envisions thatteachers will 'restructure the district based on their professional development." Thedistrict is also contributing to the program.

And what prompted a multi-millionaire to give such a sum to a small school district?"We asked him to," says Walters.

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Established in August 1987 as a joint project of the Dade County, Florida Public SchoolsBureau of Professionalization and the United Teachers of Dade, DATA is designed tostimulate professional growth among expeeanced teachers. A nine-week program ofseminars and clinics run, planned and operated exclusively by and for teachers, Aroutgrowth of the movement to professionalize teaching in the county, DATA enablesteachers to conduct research projects, develop teaching units, and share teachingstrategies to stimulate growth and personal creativity.

DATA operates within the context of the Dade County Public Schools and is housed intwo trailers at Miami Beach Senior High School (MBSHS). Ten "resident" teachers--experts in their respective dIsciplines--are imported to DATA from various public schoolsin the county to serve as facilitators and mentors to DATA participants. Is.esidentteachers also act as part of the MBSHS faculty; they teach high school classes for threeperiods each day and serve as liaisons from DATA. More than just teaching well,residents must be able to break down the teaching expedence in order to explain itand act as mentors to the twenty teachers known as "externs" who participate eachnine weeks. The externs conduct research projects, develop teaching plans, tradeteaching strategies, and become computer literate.

A cadre of carefully selected exemplary teachers known as "adjuncts" replaces theextern teachers at their school sites. Five days of the nine-week period are devoted tomaximizing articulation between the DATA extern and adjunct teachers. BecauseDATA is not operated as a separate entity, but meshes with the MBSHS staff, all fackitypi,are invited to attend DATA workshops and seminars as their schedules permit. CATAvprofessional resources ale also shared whenever possible.

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8. ORDER AND DISCIPLINE

Schools and classrooms which are orderly,clean, friendly, and democratic result inhigh achievement. Effective schoolshave clear, firm, and consistent rules ofconduct which are published and taughtto every student. Teachers and studentscare about their scho'l's appearance,and participate in keeping it clean andneat.

Indicators

Discipline is clear, firm, and consistentlyenforced.

A written code of conduct specifiesacceptable student behavior,discipline procedures andconsequences.

Students, parents and staff know therules. Students and staff receive initialtraining and periodic review of keyfeatures.

The code of conduct is developed bythe staff, who are committed toenforcing if.

Teachers maintain classroom disciplinewithout threatening or resorting tophysical enforcement.

Students feel safe from dangers whichcould distract them from learning.

Rules are perceived as fair, even whennot uniformly popular.

The focus is on positive reinforcementof good behavior.

School facilities are kept clean andmade reasonably attractive.

Damage and acts of vandalism areattended to immediately,

(Brookover 1979; California SDE 1977; Crockeret al, 1977; Daffa et al. 1976; Larkin 1985;Madden 1976; Michigan SDE 1974; New YorkSDE 1974; Puffer 1979; Stallings 1981;Thompson 1967; Tikunoff et al. 1981; U.S. DHEW1978; Weber 1971)

Environment for Learning

Edmonds (1979, 1982) reported that aschool must have an orderly, safe, clean,and otherwise pleasant environment foreffective learning to take place. Ineffective schools thers is an orderly,purposeful atmosphere which Is free fromthe threat of physical harm. The climate isnot oppressive and is conducive toteaching and learning (Edmonds &Lezotte 1982, in Smock 1986). Successfulschools take stock of the physical anddisciplinary situations at their schools, andfaculty and staff work together to identifyareas for improvement. A written code ofconduct is produced based on thiscollaboration, and is distributed andexplained to students and parents. Rulesare taughtnot merely announced.Together, effective schools have apositive atmosphere like the highachieving school described in a studyconducted for the Maryland Departmentof Education (1978):

The school gives an immediateimpression that it is "being run," asopposed to "running." There Is anair about the school that suggests ithas a direction, a point of view,and an orientation. One of thethings that immediately impressesthe visitor is that there are very fewchildren in the halls and those whoare there seem to be going abouttheir business in an orderly fashion.The halls tend to be clean andthere is a general air about thebuilding that it is being cared for.The bulletin boards are neatlydone and reflect projects going onin the school.

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The disciplinary focus at Shiloh Middle School in Lithonia, Georgia is on helping stu-dents '*develop self-control, self-respect and respect for others and their property."Teacher teams work to develop a Discipline Management Plan which applies to everyclassroom, thus establishing continuity. The school also has a "First Fight Offender"program, which offers counseling for students involved in first-time fights and givesthem a forum to examine feelings about, and alternatives to, fighting.

Source: Heller and Montgomery, Winning ideas from Winning Schools: RecognizingExcellence, 1989.

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School age and size matter less than the commitment of the school population tomaintaining and caring for the school facility (Edmonds 1979). Successful schoolspromote a positive physical appearance and Involve both students and staff in deco-rating and landscaping. When student work decorates hallways and doors, studentsrecognize that what they do is valuable, and are less prone io committing acts ofvandalism. Furthermore, when students hold positions of responsibility in the schoolsetting, they are more likely to feel that the school "belongs to them," and disciplineproblems decrease (AEL 1986).

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When Jeff Miller took over as Principal of W.R. Thomas Jr. High in Miami, drugs were a:9al problem in and around the school, and unkempt school grounds reflected thelow priority on school imagt. and pride. Miller's first priorities were restoring order andpride in the school. Students facing suspension were given the option of working toimprove school grounds. Funds were shifted to enhance landscaping, and schoolservice clubs were required to perform school or community service. These initiativesmade the school a much more attractive place for learning, and students felt prideand ownership in their service roles. In addition, those facing suspension were able toprove themselves in a positive alternative to out-of-school suspension.

A strong, clear, and consistently enforced code of conduct was established. Se-lected students served on "Tiger Patrols" in the halls before and between classes toincrease student security and responsibility. Prevention and intervention classes weregiven to all students, teaching drug avoidance, latchkey coping skills, and dealingwith abusers, addicts and alcoholism. The classes helped students, and also helpedthe school identify students who needed further intervention so they could be referredto outside agencies and treatment centers. Results of these policies include a 50percent reduction in disruptive incidents, and no expulsions for two years in a row.

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Two schools in Anniston, Alabama, demonstrate how every school can and shouldrespond to Its unique needs and strengths, even when schools operate under the samesystem and guidelines.

Recognizing 1) Behavior

10th Street Elementary School and Anniston Middle School conducted assessments atthe end of the a recent school year, and both discovered that student discipline (or alack thereof) was a problem which was interfering with teachers' efforts to teach.Using an established district approach, the two schools decided to address the disci-pline problems by placing an emphasis on recognizing appropriate behavior instead ofdevoting a great deal of energy to discipline and punishment. Each school foundsuccess in Its own way.

At 10th Street Elementary, teachers teamed up to develop strategies and programs toaddress the discipline problems. A number of awards and other means of recognitionwere developed for students who displayed appropriate behavior and work habits,including field trips, outside play, parties, and certificates. A Student Hall of Fame wasestablished with names and photographs of exemplary children; teachers made apoint of recognizing good behaviors and giving out stickers or other small items; theprincipal made impromptu visits to classrooms and rewarded children. The programyielded a 52 percent reduction in discipline referrals.

Anniston Middle School's Assertive Discipline Plan also rewarded students for goodbehavior, giving them free homework coupons, and getting a local bank to donatesavings bonds to students. Anniston Middle also rewarded students with field trips, andused Its cluster structure as a way to further recognize good students. The 1,100-studentschool is divided Into nine clusters; each of which is almost like an Independent schoolwhere students stay together and with the same teachers all year long. Under thisarrangement, says Principal Jackie Sparks, "Each child gets more recognition. Some-how, some way each student is going to be recognized" every day. Clusters have theirown individual newspapers, and each issue contains the name of every student in therespective cluster. Parents are divided into corresponding Parent Cluster SupportGroups, further helping to provide additional attention to students who need it.

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9. MAXIMIZED LEARNING TIME

"How teachers manage availableclassroom time is more important than theactual number of minutes colocated forinstruction" (Block 1983). In a nationwidesurvey involving more than 600 variables,"engaged time" (the number of minutesthat students spend actively involved inspecific subject matter) showed thesingle strongest relationship to studentachievement (Stallings & Kaskowitz 1974).Effective schools employ many strategiesto enhance classroom learning time andprotect it from excessive disruption.

Indicators

Classes start and end on time.

Interruptions are avoidedgeneralannouncements are limited to non-instructional time.

Transition time between classes andactivities is reduced.

Teachers provide specific objectivesand immediate feedback.

Teachers budget time accurately sothat students spend more time ontask.

Student pull-outs are minimized.

Absentee rates are lower for bothstudents and teachers,

Class time is structured to focus oncontent.

Teachers foresee difficulties andadapt instruction to students' abilities.

(Block 1983; Brookover et al. 1982; Lee County1985; Purkey & Smith 1983; Spartz et al. 1977;Sau Ires et al. 1981)

Time on Task

In effective schools, teachers spend moretime actively teaching, give less "busywork" to students, and generate morelearning-related activities (Brookover1977; Brundage 1980; California SDE 1978;& Spartz et al. 1977, in Block 1983).Classes start quickly and purposefully, andteachers have assignments, materials andsupplies ready for students when theyarrive. Teachers "structure class time andlearning experiences to focus on contentthrough a variety of instructionalexperiences. These experiences areplanned carefully and presented withclarity. The teacher leads or directs theinstruction but provides interactionopportunities (Brophy 1983). Practiceactivities are related directly to thecontent and structured so that studentsexperience success with meaningful tasks(Berliner 1982; Purkey & Smith 1983).Group learning activities are varied,purposeful and ordered. Materials areappropriate for the learning task,organized, and easily used. Proceduresfor class participaton and practice workare well defined,

"Effective teachers monitor group andindividual work to reduce off-taskactivities and misconduct. Off-taskactivities are limited by efficient pacingand smooth transitions. Studentmovement during activities is minimized.Seatwork is limited, and assistance isreadily avallabk from the teacher orother designated helpers. Feedback andreinforcement for correct responses arespecific and frequent (Brookover et al.1982). Assignments are planned to bechallenging but not impossible orfrustrating. Students are encouraged tocontinue working since they know thatthe teacher has planned classwork sothat it can be completed. The level ofdifficulty of tasks is varied" (Lee County1985). Finally, the principal and teachersplan to minimize class disruption byscheduling appropriately.

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Restructuring for Maximized Learning

Bolton Middle School (West Linn, Oregon) has made systematic efforts to reducedisruptions of instructional time. There is a daily seven-hour Instructional day (longerthan the high school) with the only non-instructional time being 30 minutes for lunch/recess and 11 minutes for a midmorning break. This schedule (with seven periods of 46minutes) was developed by a staff committee trying to maximize academic learningtime. Whenever there are school assemblies, the school uses an "X" scheduleclassesmeet, each losing about five minutes. In this way, students do not miss a class inexchange for an assembly. The school no longer takes lunch countsinstead the foodservice estimates. Requests to see students are sent directly to teachers, and in themteachers are asked to send students between classes, at break, lunch, or after school.Daily bulletin announcements are limited to the beginning of second period. Studentsare not dismissed early to travel to athletic games. Additionally, teachers receivefeedback from the principal regarding at-task and academic learning time data in theclassroom.

Source: Wilson, Bruce L., Places Where Children Succeed. Philadelphia: 1987.

10. PARENT/COMMUNITY INVOLVEMENT

Research suggests that the key tosuccessful parent participation is parent-initiated involvement as opposed toparents getting Involved only whennotified about a problem with theirchildren. Parents of students in effectiveschools are concerned about theirchildren's schoolwork and school.

Schools which are successful In improvingachievement actively encourage andassist parents to help their children masteressential skills, particularly with regard tohomework. Effective schools welcomeparents and meet with them often,providing parents with various options forbecoming involved in schoorngespecially in ways that support theinstructionai program (Armour 1976; Block1983; Brookover et al. 1979; California SDE1977; Cotton 1980; Edmonds & Frederiksen1979; Fetters et al. 1968; Fisher et al. 1980;Gig Roth & Brookover 1975. Levine & Stark1981; New York SDE 1974; Wilson 1981).

Indicators

The mission and goals of the schoolare communicated regularly toparents.

Parents are well-informed of schoolpolicies and rules.

Opportunities for involvement arediverse, and communicated clearly toparents.

Schools provide guidance to parentson helping their children masteressential skills.

Schools are open to use by thecommunity,

There are active parent-teachergroups, volunteer programs, and/orparent education programs.

Parents and members of thecommunity play a role in makingschool decisions.

Parent satisfaction with their childrens'school and schooling is high.

(Armour 1976; Brookover et al. 1979, 1982;California SDE 1977; Cotton 1980; Lee County1985; Levine & Stark 1981; Lezotte 1982; NewYork SDE 1974; PDK 1980; Walberg 1984; Wilson1981)

Parents as Partners

Effective schools develop and maintain apositive relationship between themselvesand parents (Block 1983). They recognizethat students spend the majority of theirtime away from school, and appreciatethe great Influence parents have onthem. Herbert Waiberg (1984) calculatedthat the twelve years of 180 six-hour dayschildren spend in elementary andsecondary schools add up to only "13percent of the waking, potentially-educative time during the first 18 years oflife." Effective schools communicateschool goals to parents so that parentsmay understand and support the missionof learning and teaching at the school.

Doing regular, appropriately challenginghomework Improves performance, andsuccessful schools encourage parents tomake sure students do their assignmentsby suggesting such strategies as providinga quiet place to study away from atelevision, setting aside a rtgular time forstudy and asking about schoolwork. Suchschools assist parents to teach theirchildren at home.

Effective schools make parents feelwelcome, and the range of ways in whichparents can participate is limited only by

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Murray County Schools in Georgia have developed Family Support Teams for theparents of at-risk pre-schoolers. The goals of the program are to enhance parents'ability to enrich their children's learning environment, to foster in parents a positiveattitude toward school, to improve the children's language development and raise thepercentage of students who are promoted to First Grade. Each family support teamworks with ten families, using a schedule of alternating home visits and schoolworkshops. Activities have bean developed to occupy and engage the children duringthe home visits and workshops, and the visits and workshops continue throughoutkindergarten.

Teachers at Stemley Road Elementary In Alabama are rearranging their schedules tomeet with parents, instead of the other way around. In addition, if parents cannotmake it to the school, the teachers will go to the children's homes to meet with theparents. Every classroom in the school has a mailbox outside the door, used by studentsand teachers for regular correspondence within the school. Adapting the mailboxes toparent involvement, the teachers place notes about ways in which visiting parents canvolunteer in their classrooms. When the red flag on the box is up, the teacher welcomesparents to come into the classroom to help out.

their Initiative and commitment:

As members of advisory committeeshelping to formulate school missionand goals.

As members of school shareddecision-making teams.

As volunteers on various schoolprojects and functions.

As tutors or guest lecturers at theschool.

By taking over classes for inservicedays.

By taking training in how to read to orteach their children.

By holding the same high expectationsfor their children cs does the school.

By visiting the school and getting toknow teachers and administrators.

8 By familiarizing themselves with theschool's improvement program.

By working with the school to achieveagreed-on goals.

Two-Way Communication

Lee County's school improvement plan(1985) stresses the importance ofcommunication for involving parents andmembers of the community in what itterms *successful collaborative effortsaimed at forwarding the school's mission.-Parents who are actively involved increating and implementing schoolimprovement will be more committed toschool goals. Effective schoolscommunicate with parents in many ways,through handbooks on school mission andrules, letters, newsletters, surveys,meetings, and phone calls. Schoolprograms are reported to the media, andsome schools have a news-liaisonmember on the staff who Is In charge ofcontacting media about events at theschool.

Effective schools make special efforts toinclude parents In school life, and provideways for them to participate, including:

Inviting parents to serve on schooladvisory committees and have avoice in school decisions.

Holding regular, informal discussionswhere parents and students are

27

34

MO.M.

Invited to express their concerns toschool officials.

Encouraging an active parents'group.

Offering classes for parents on how toteach or read to their children.

Providing a room in the school for useby paients.

Allowing parents to walk through thebuilding.

Making periodic visits to pupils' homes.

Holding regular parent conferences.

Providing transportation for parents toschool meetings.

Adjusting hours to meet with workingand single parents.

The task of teaching children what theyneed to know to function effectively insodety is the responsibility of parents aswell as teachers. When parents, s :hools,and the community work together aspartners to foster student learning, thecombined efforts result in greaterteacher, parent, and student satisfaction,and help lead to better achievement.

triamite'Ideas:

Floridat Red Carpet Schools

The Florida Commissioner of Education is conducting a Family Involvement Campaign toraise public awareness of the Importance of family Involvement in the success of achild's education. A major component of the campaign is the Red Carpet Schoolsprogram, which recognizes schools that welcome parents, and serves as a frameworkfor schools which need to work on family involvement "Being a Red Carpet School issynonymous with being 'parent friendly,' with a welcoming atmosphere and plenty ofopportunities for families to get involved," says Commissioner Betty Castor.

Schools must be nominated for the Red Carpet honor by a parent group such as aSchool Advisory Committee or Parent/Teacher organization. Nominated schools mustmeet specific criteria which Include conduc Nng a survey of parent attitudes, openingschool facilities for community use, providing opportunities for parent education, Includ-ing parents in school decisions and providing opportunities for family involvement in thelearning process.

Schools are judged by a DOE subcommittee which reviews involvement policies andinterviews school personnel The subcommittee then awards the designation, or makesfurther suggestions for Improvement so that schools can reach designation status. Suc-cessful schools receive a congratulatory letter, a Red Carpet floor mat, a certificate anda decal. Most schools conduct a special announcement or celebration ceremony, andthe Commissioner has attended many ceremonies. So far, over 1200 schools havereceived the Red Carpet Schools designation.

MIMII11111110

28

1 1. INCENTIVES/REWARDS FOR ACADEMIC SUCCESS

Excellence in achievement and behavioris recognized. Requirements for awardsare clear, with evaluations based onstandards rather than on comparisonswith peers. Awards are set at differentlevels of performance so that all studentswill have opportunities for success andrecognition. Teacher excellence Is alsorecognized, with student achievement animportant criterion for success. Bothformal and informal recognition ore used,and at least some awards are givenpublicly.

Success by students and teachers Isrecognized.

Rewards are given for both academicand non-academic achievement.

Rewards are given both formally andinformally.

Standards for rewards are explicit, andmost rewards are not competitive butrather based on achievement ofstandards.

Parents and news media are notifiedof student success.

Rewards serve as incentives forachievement.

(Brophy 1980; Emmer 1981; Evertson 1981;Hunter 1977; Rosswork 1977; Rutter 1979;Walker 1976)

Value of Rewards

Recognition and rewards serve severalpurposes In effective schools. Theyacknowledge demonstratedachievement, provide incentives forsuccess, raise student self-worth andmorale, promote school spirit andcohPsiveness, and teach children thatthey have significant control over theirsuccess. Successful schools give awardsfrequently, but always base them onochievement of established criteria sothey will not become so common as tolose their incentive. Awards are given notonly for good grades, but In many areasso that every student in the school has theopportunity to be rewarded for success.

Recognition Is given both formally andinformally in effective schools. Methodsof formal recognition include assemblies,intercom announcements, letters toparents, write-ups in local and schoolnewspapers, television reports, andthrough awards. Formal awards rangefrom certificates, medals, field trips, prizes,and passes and discounts to localbusinesses and events, to special schoolprivileges. Informal recognition Is also veryimportant, and Brookover (1979) foundthat In effective schools, "student successis built into lessons, and teachers provideconsistent rewards for demonstratedachievement.' In effective schools,rewards serve both as daily and long-termincentives and boosters of morale.

29

36

7L'-miteI as:

. a

When new principal Alan Graham arrived at Suwannee High School in Live Ook,Florida, he Invited teachers and students to speak with him and share their opinionsand concerns. One student a rising senior whose grades were mediocre, toldGraham one reason school did not mean much to him was that in eleven years hehad never received a single award. Asked to name an area in which he deservedrecognifion, the student replied that he was rarely absent and had never been latefor a class in high school.

Graham instituted Suwannee's Positive Action Program, or PAP, to recognize thistype of achievement as well as exemplary academic and athletic performance.Under PAP guidelines, students accrue points through numerous behaviors andactivities: high attendance, punctuality, good conduct, making the honor roil,community service, most improvement etc. To encourage responsibility, thestudents must take the inifiative to identify where they wish to be recognized, andhave their teachers and parents "sign off" affirming their success in respectiveareas. The award for Most improved Student cannot go to someone already onthe honor roll. Instead it recognizes the efforts of k: ds who are not normallyrewarded. Various point amounts are given for different activities, and studentsearn awards and prizes based on their total points.

Students are recognized in many ways, some of which are quite creative. There isa quartedy assembly where PAP students are announced, a PAP bulletin board HstsPAP winners (there is a contest to design the buliefin boardthe winner gets PAPpoints, as does the designer of a PAP bumper sticker), and parents are notified ofPAP winners. As students earn more points they can choose from a variety ofrewards: they can earn spedal parking privHeges close to the building, underclassstudents can leave the campus for lunch (this is very popularnormally only seniorshave this right), and the highest scorers can opt out of a nine-week's test. Thereare other, surprise awards and assemblies, as well as special dances and field daysfor PAP winners. Over a third of the student body participates in the program.

12. CAREFUL & CONTINUOUS EVALUATION

Student achievement, and overall schoolimprovement efforts are monitoredcarefully and frequently. Progress is notedand made public. Activities are modifiedand refined as necessary to improveperformance and the instructionalprogram (Block 1983; Edmonds 1979;Purkey & Smith 1983; Squires et al. 1983;Weber 1971).

Indicators

e,

Assessments are coordinated:classroom, school, and district effortsmesh.

Assessments match learningobjectives.

Periodic reports are made to thecommunity.

Alignment between assessments andcurriculum is checked and Improvedsystematically.

Multiple assessments are used: norm-and criterion-referenced tests, teacherand school-designed tests, portfolios,surveys of teacher, student, andparent attitudes.

Students are given preparation andpractice in test-taking.

(Block 1983; Edmonds 1979; Lee County 1985;McCormack-Larkin 1985; Purkey & Smith 1983;Squires et al, 1983 Weber 1971)

The Measure of Success

"In effective schools, students are able todemonstrate that they have learnedwhat the school wanted them to learn"(Lezotte 1984). Frequent monitoring of

Improvement efforts is essential to thedevelopment and maintenance of aneffective learning climate. Schoolimprovement programs are gauged inmany ways: surveys of teachers, parents,and students measure level of satisfactionwith progress; conferences offeropportunity to express feelings aboutefforts; and, multiple methods ofassessment are used to quantify changesin performance. Effective schoolssystematically assess studentachievement by using nationallyvalidated measures, criterion-referencedmeasures, standardized tests, and locallygenerated curriculum-based measures.

Evaluation . should take many formsteacher observations, review of workbookand homework assignments, classroomquizzes and tests, oral questioning,computer games and quizzes, statestudent assessment tests and/or specifiedachievement tests. Frequent monitoringkeeps students focused on appropriatetasks in learning and conveys themessage that thcse tasks are Important tomaster . Frequent monitoring of studentprogress requires an instructionalmanagement system (Lezotte 1984) . .

Simply stated, an instructionalmanagement system includes: (1)identifying what is to be taught, (2)presenting the material to students in anappropriate manner, (3) assessingstudents' learning of the material, and (4)re-teaching, if needed, or moving toother material if achievement issatisfactory" (Lee County 1985).

31

33

D iteIdebso

a a S.

John F. Kennedy School in South Bend, Indiana, uses a full range of means to monitorthe progress of students. Student progress is continuously monitored through amultiple-factor system by: (1) reviewing results of all test scores including the CMS; (2)principal-teacher conferences; (3) Houghton-Mifflin Reading Management(Computer) System; (4) parent-teacher conferences; (5) team meetings; (6) teamleader meetings; (7) classroom observations; (8) teacher records; and (9) individualStudent Reading Progress Scores maintained in the principal's office. Student progressis also reported in the form of NCE growth scores, for the total school and for eachstudent.

Authentic Assessment

West Oxford Elementary School in Oxford, North Carolina is in the process of implement-ing a school-wide restructuring program involving multi-aged and non-graded class-rooms. To meet district and state accountability requirements, the school developed apilot assessment Instrument--Authentic Learning Assessment (ALA)--which will be admin-istered to exiting students during the Spring. Each child will be "rated' according to ascale which reflects where that child is performing In relation to expected age levelproficiency. Components include: portfolio, task performance, parent survey, andratings of state math and communication skills assessment Instrument.

Lezotte (1984) states, "You should be verysure that Aat gets measured are the thingsyou care most about. What we find in mostschools Is that the only things they aremeasuring right now are cognitive things -reading, math, etc. But there are a wholehost of other educational outcomes that weare Interested In and that we work to teachto our students." Effective schools utilizemultiple assessments to get the best andbroadest picture of student achievement. In6xcessful schools, assessments aredesigned to measure progress towardschool mission and goals. Md effectiveschools never forget that It is the use, not justthe collection, of assessment data that iscritical to school success. The school staffmust not only administer tests, but alsoanatyze the results and use them to improvetheir practice (Wison 1987). Recently,Chester Finn made a noteworthydeclaration of what the outputs of an

4effective school should be:

1. All students are learning.

2. All students, regardless of race, sex, orsocioeconomic status, are learningand improving.

3. Students are happy and satisfied withtheir school and the education theyare receiving.

4. Parents are happy and satisfied withtheir children's school and education.

In each case, Finn argues that theseoutputs must be demonstrated throughclear, objective evidence (PDK 1990).

32

3 9

HOW DOES A SCHOOL INITIATE AND IMPLEMENTA SCHOOL IMPROVEMENT PLAN?

Initiation

Planning/Goal Setting

I Implementation

Review

Institutionalization

HOW DOES A SCHOOL INITIATE AND IMPLEMENT A SCHOOLIMPROVEMENT PLAN?

This section of the HOT TOPICS details stepsand tools necessary for actually creatingschool improverrint: organizing schoolimprovement teat ns, developing acfionplans, and implementing and evaluatingthose plans to Improve schools.

Several models for school improvement havebeen reviewed in developing this section.Differen: models may identify the steps withother names, but successful schoolimprovement programs generally proceedthrough five stages: Initiation, planning/goal-setting, implementation, review, andinstitutionalization.

INITIATION

The first stage of the change process isinitiation. At this time a schoolimprovement team is formed, its chargeclarified, and there is some agreement ona shared vision of an improved school. Thefollowing is a list of tasks necessary tocomplete the initiation stage:

1. Form school improvement team2. Clarify charge/Develop initial shared

vision3. Agree on planning process4. Consider using an outside consultant

(Odden & Anderson 1986; Loucks-Horsley &Cox 1989; Harvey & Crandall 1988)

/ 1. The School Improvement Team

The success of a school improvement effortis directly related to the success of schoolteams in initiating, planning, implementing,reviewing and institutionalizing theprogram.

A typical school improvement team mightinclude the following:

principal and/or assistant principal

department or grade-level chairpersons

teacher representatives elected orselected by the faculty

parent representatives/advisorycommittee members

one or two students

superintendent or a district-leveladministrator

school board member

business partners

The Role of the Team Is to:

provide leadership for all stages ofschool Improvement efforts

promote united efforts--a building-wide integration of attitudes, goals,policies, and procedures promotinglearning

help members and decision-makersenhance effectiveness

collaborate in problem solving

According to The InstructionalLeadership Team (AASA 1989), teamsvary from site to site, but all teams havesome essential elements. They:

meet regularly (weekly, monthly,every six weeks)

are of a workable size (dependingon school and district size)

work collaboratively forimprovement

have sufficient authority to makedecisions affecting schoolimprovement efforts

" 41

School teams bring together ideas andpeople to create and maintain effectiveimprovement strategies. Each teammember uses knowledge, skills, andattitudes to become a more effectivededsion-maker, spokesperson and changeagent (AASA 1989).

/ 2. Clarify Charge/Develop InitialShared Vision

In this step the team clarifies in a general waywhat it wants to do. Members must consider:

what kind of a roles they are willing toplay

their expectations

the mission of the school and how well itis presently being accomplished

It is important for the schod improvementteam to develop a vision of what its improvedschool will look like. The team should:

visit schools involved in schoolimprovement

create a slogan or motto to articulatethe vision

garner community and school support

develop a sense of commitment to theimprovement effort

of 3. Agree on a Planning Process

There are several planning models available.The school improvement team shouldconsider options and select a model which isapplicable and fiedble enough to beadapted to IndMdual school needs.

44,..$4,.W" rif.z.,:),:Nk

0\x,., o

krk.-s

ES'

outside consultants on a regular basis, whileothers never do. Advantages of involving anoutside consultant in the school improvementprocess include:

focused attention and an unbiasedopinion

neutrality and fair, ess

ability to balance power groups andmediate contentious issues

Potential disadvantages in involving anoutside consultant indude:

high consultant fees

varying reliability and willingness ofconsultant to spend adequate time atthe school

Cautions in Initiating the Plan

School improvement teams should becautious concerning the following:

the amount of time dedicated toInitiation

conflicts with district or union policies

trying to do everything all at once

ignoring ongoing improvement efforts

addressing real problems, not justsymptoms

compatibility with the rest of thecurriculum

.4. :,..::;:i.:.:!::.:Z.S:::,%}.v.;;;;;!.}:.:....}:.

1/ 4. Consider Using an Outside Consultant

Many larger districts have their own"consultants" who play the role of outsidefacilitator on special projects. In smallerdistricts and schools, the project may behandled by an "Insider." Many districts use

36 4 2

PLANNING/GOAL SETTING

The second stage of the process is planning/goal setting. Planning should int,lude thefollowing steps:

1. Problem definition/needs assessment2. Goal setting3. Establishing criteria for the solution4. Problem soMng5. Identifying resources and constraints6. Drafting an Action Plan

/ 1. Problem Definition/Needs Assessment

The first step In the planning/goal setting stageis to identify problems to be addressed In theschool improvement effort. At this time ateam collects data about schoolaccomplishments and needs forImprovement. Improvement teams mightconsider the following data sources to helpthem define problems and needs of theirschool, and the direction of theirimprovement efforts:

classroom observationstest scoresparent, teacher, and student surveys(Harvey & Crandall 1988)

0110N: At YOUR SCIIOOLW

After collecting data, the team should:

conduct a reliable and valid needsassessment

anatyze the results

package results clearly and concisely

disseminate results to faculty, staff, andothers

An alternative strategy some schools haveused is to start with a "strengths assessment"rather than reviewing needs. Identifyingstrengths and successes can infuse a degreeof excitement into the improvement process(Loucks-Horsley & Hergert 1989).

Regardless of what process is used to assessthe needs of the school, all researchers ofschool improvement agree on one thing;DO NOT SPEND TOO MUCH TIME ONASSESSMENT. Assessment is not an end initself, and Is of no value unless acted upon.

1 2. Goal Setting

When the assessment process is complete,goals should be set. The goals of theschool improvement effort should reflectwhat the school will look like after changeshave been made. The following Is anexample of how to set goals:

Defining Goals and Expectations

Before setting any goals, ask yourself twoquestions:

1. What knowledge, attitude, orbehav!oral changes do I want to seeachieved by whom?

2. What do I want my classroom, school, ordistrict to look like when implementationis complete?

To clarify your answer to the secondquestlon, Imagine you're hovering overyour school in a helicopter. What you see isa close-to-ideal version of the new activity(for instance, use of microcomputers). Nowask yourself:

1. What is going on in the classroom?

2. How Is the room organized?

3. What materials and equipment areavailable or in use?

4. Who is working with whom?

37 4 3

5. What are the teachers doing?

6. What are the students doing?

Source: School Improvement: A Resource& Planning Guide. Wisconsin Department ofPublic Instruction, 1988.

/ 3. Establishing Criteria For the Solution

Solutions will be varied and take differentforms. They could be materials andequipment, communication procedures,training, inservice workshops, or anycombination of these. Establishing criteriafor selecting solutions helps the team:

realize what is important to their vision

establish standards for evaluatingdifferent options

estimate costs

understand how the solution fits withdistrict philosophy and resources

rate the possible solutions as to theirvalue

narrow choices

de-select inappropriate solutions(Loucks-Horsley & Hergert 1989)

/ 4. Problem SoMng

In this step the team selects specificsolutions contributing to the shared vision ofthe school. It will be helpful to the successof the program if the school Improvementeffort is built upon already existingprograms and practices at the school. Asthe team works on solutions to problems, Itwill have to decide whether to:

replace a program or practicesupplement something already in placeprovide training, or consider other options

(Loucks-Horsley & Hergert 1989)

5. Identifying Resources andConstraints

A variety of resources, both Internal andexternal, will be necessary to Implement aschool Improvement plan. Those resourcesare most often in the form of technicalassistance rather than funding. Inidentifying solutions, the schoolimprovement team will need to:

be aware of resources and the possibleconstraints on them

understand budgets and bLz4getcategories

possibly establish their own budget

consider political realities of workingwith the school board and thecommunity

They will also need to understand that notall resources are monetary. In schoolimprovement efforts, one non-monetaryresource which has been identified asextremely important is timetime forplanning, for inservice, time to be releasedfrt iormal responsibilities.

It is important to tie solutions to classroompractices (Loucks-Horsley & Hergert 1989).It should also be remembered that, at thispoint, the process is still developing and theteam should be flexible enough to makechanges as elements of the schoolImprovement process are reconsidered.

1 6. Drafting an Action Plan

After setting goals and completing aschool self-assessment, the improvementteam must devise a plan of action toimplement positive change. Planning howa solution will be implemented is a criticalcouncil responsibility. The improvementteam should be involved for severalreasons:

Implementation usually requires a seriesof detailed steps. Team membersshould all be aware of what steps are tobe taken, why, and by whom.

improvement Teams are usually com-posed of "Idea" people and "detail"people. This is definitely the time for thedetail people to contribute their talents.

It is easy for people in groups tr) assumesomeone else is taking the necessarysteps to put group decisions into effect.Complete implementation planningrequires all parties to take responsibilityfor clarifying exactly who is to accom-plish the needed action.

Planning may reveal flaws in solutionsthat require modification or consider-ation of alternatives by the Teams.

State the measurable objective and/orpurpose of the plan. Be as specific aspossible. Include a beginning date anda target date for completion.

List the assumptions the team is makingin developing the planthe things itbelieves to be true, but does not havefull information on.

List the tasks or action steps that will betaken to achieve the objective. If somemust be taken in sequence, list them inorder.

Establish beginning and completiondates for each action.

List the individual or individuals who willbe responsible for seeing to it that theaction is completed.

List those whose support is required orwho must be informed about an action.

Identify the resources (money, person-nel, time) that will be required to com-plete the plan.

Identify the outcomes expected.

Identify various means of documentingthe activity and/or evaluating its effec-tiveness.

Source: Hansen 1989

394 5

IMPLEMENTATION

This is the stage when the vision becomesreality. The team should begin toorchestrate and coordinate activities,strategies, and tactics at the school level.Implementation will give teachersopportunities to practice what they learn,give administrators chances to engage inplanning, and help develop a commonschool Improvement language. Steps inthe implementation stage are:

1. Creating awareness for others2. Training and staff development3. Ongoing support4. Self-assessment, coaching and feedback

/ 1. Creating Awareness for Others

Once the school improvement team haschosen an improvement strategy, it shouldbe communicated to others. The samequ'Jstions asked by the team membersduring the initiation stage will have to beanswered again for the rest of the facultyand staff. It would be a mistake to beginimmediately with some kind of trainingwithout having the rest of the school "buyinto" the plan. To gain support of the restof the faculty and staff, the team may use:

slide-tape shOws

open houses

newsletters

individual briefings

(Loucks-Horsley & Hergert 1989)

/ 2. Training and Staff Development

'

/ 3. Ongoing Support (MBWA)

Individuals begin to acquire behaviors andskills which will play a major role in schoolimprovement. As faculty and staff begin to

utilize their training, ongoing support w 'II benecessary. The improvement team canhelp by providing this support. Harvey &Crandall (1988) suggest using an approachtermed "management by wanderingaround," or MBWA. If used correctly,MBWA can be one of the best toolsavailable to school Improvement leaders(Loucks-Horsley & Hergert 1989), Some ofthe things the team can be aware of asthey do MBWA are:

the use or non-use of new materials

successful Implementors

those having trouble

complaining or negative remarks

logistical probbms (space, equipment, etc,)

classroom management problems

Team members should be diplomatic intheir use of MBWA. Teachers will be havinga difficult enough time dealing withchanges taking place. It is important to benon-judgmental and supportive of teachersas they attempt to bring about change inthe school.

/ 4. Self-assessment, Coaching, andFeedback

The concepts of self-assessment andcoaching Involve the *guided practice" ofnew behaviors by the faculty as they beginto implement the school Improvementprocess. Research shows that It has bothpedagogical and psychological benefits.Self-assessment, coaching, and feedbackcan help teachers and staff:

avoid developing poor, ineffectivehabits

avoid the feeling of being alone in thechange process

acquire a sense of whether they are"on the right track" (Loucks-Horsley &Hergert 1989)

40

REVIEWING PROGRESS

It is important to review continually theprogress of improvement efforts; identifyingproblems, strengths, successfulimplementors, and other factors critical tosuccess of the plan. The steps of this stageof the school Improvement processinclude:

1. Monitoring2. Refining the program3. Formative and summative evaluation

II 1. Monitoring

Though informal procedures like MBWA areImportant, it is necessary to carry out moreformal monitoring activities. This will makethe process more accountable. Asimproved academic achievement will bethe cornerstone of any Improvement effort,multiple assessments of performanceshould be utilized. In addition, questionsabout how people are adapting to thechanges, what they are doing differently,their roles, and the process need to beasked.

One way to find out how people arefeeling, and about their concerns aboutthe program, is to have them write aresponse to open-ended questions aboutthe school Improvement process. Thiscould be done in a few minutes at ameeting. There also might be a suggestionbox.

iNFORMA.aal

2. Refining the Program

It is inevitable that any school improvementeffort will encounter difficulties and requirechanges. If a particular idea does not workas intended, it will be necessary to makeadjustments. Changes and refinementswith new innovations should be carried outwith caution, as elements of a programthat fit in one classroom may beinappropriate in another. It will be the task

of the school Improvement team to keepup with how staff and faculty areimplementing, and reacting to,components of the program.

It 3. Formative/Summative Evaluationand Outcomes

Understanding the hows and whys ofprogram outcomes requires formativeevaluation throughout the implementationof the project. Formative evaluation isongoing during development of theprogram, and provides the Improvementteam with evaluation information useful inrevising and fine tuning improvementefforts (Worthen & Sanders 1987).

Summative evaluation is conducted duringthe institutionalization stage. It indicateswhether or not the school has realized itsgoals and desired outcomes, and providesparents, teachers, students, the community andothers with judgements about the successof school Improvement (Worthen & Sanders1987).

It should be noted that the audiences forthese two kinds of evaluations are different.With formative evaluation, the audience isprogram personnel Involved in the schoolImprovement effort. The audience forsummative evaluation includes those otherthan the school Improvement team.Summative evaluation should lead todecisions about the program, including:

its value

its continuation

its expansion and dissemination(Worthen & Sanders 1987)

41

INSTITUTIONALIZATION

InsfitutionalizatIon is the final stage in theschool improvement process. It Is whereimprovements become ingrained in theschool. Institutionalization takes place whenthe program produces outcomes forteachers, administrators, and students. Realchange in a school may take from three tofive years to accomplish. Steps in this stageinclude

1. Ongoing maintenance2. Support3. Staff commitment

/ 1. Ongoing Maintenance

Often, little thought is given to ongoingmaintenance of Improvement programs.Unsuccessful programs usually just fadeaway, while successful ones often find itdifficult to replicate their gains over imedue to a lack of continued support, or topersonnel turnover. Decisions should bemade at school and district levels as tohow the program will be continued. Waysto maintain improvement efforts include:

providing a training program for newteachers

rotating different people into theimprovement team

continuing adequate funding

Below is a checklist school improvement teamscan use to help Institutionalize a program:

Om" QUILL Institutionalization Checklist ril%

New staff receive training and orientation inthe program.We have follow-up sessions for current staffto maintain the use of the program.The program is formally incorporated intocurriculum plans.We have written guidelines for the use ofthe program's materials and methods.We purchase new materials and supplies inorder to maintain the program's use.Our budget includes a separate line item forthe program.

Source: Loucks-Horsley & Hergert, An Action Guideto School improvement, 1989,

424 8

s, 2. Support

As early as the initiation stage, it is wise for aschool to develop contact with someonewho will become district advocate for theschool's improvement effort. A schoolimprovement program needs support ofthe:

school board

superintendent

central office

It is during institutionalization that theproject can be turned over to others in thesystem. In the beginning there may havebeen waivers of authority in order to getthe project going. Now, as it isdisseminated throughout the school or toother schools, project continuation willhave to be directed by otheradministrators.

/ 3. Staff Commitment

The school improvement team will have tobe responsible for developing strategies forkeeping the project on course and "alive."Once the program is in place, it isimportant to retain strong support.Someone at the school and district levelshould be responsible for maintainingenthusiasm. The team should:

provide staff development to new staff

offer continued training to faculty andstaff

foster active communication amongparticipants

provide recognition of successes andparticipation

continue frequent planning and re-pia 'Ing

renew occasionally the commitment ofall involved

CONCLUSION

In An Action Guide To School improvement(1989), Loucks-Horsley & Hergert presentbeliefs about the school improvementprocess based on their experiences. Somebeliefs appear to contradict general,conventional ideas about improvingschools:

"Acting is better than planning.

The key to school Improvement is notnecessarily the principal.

Assuming ownership comes at thebeginning of the project is false. Itmust be developed and built.

Continued support for faculty afterinitial training is critical.

Sometimes coercion is necessary.

Using other !programs, alreadyproven viable and cost-effective,may be preferable to developingmajor new initiatives."MNI11111..

Ideally, school improvement will be anongoing process that continually renewsitself and finds new areas in which toimprove. Goals will expand and the visionof the school will be expanded. Aschanges take place, the school becomesa better place for all who are a part of it.

4349

STATE-SPONSORED SCHOOL IMPROVEMENT EFFORTS

1

STATE-LEVEL SCHOOL IMPROVEMENT INITIATIVES

Each of the states in the SERVE region (Alabama,Florida, Georgia, Mississippi, North Carolina andSouth Carolina) is encouraging or requiring schoolimprovement initiatives. While these state effortsvary considerably in their stages of development,approach, levels of support and scope, there arecommon components which reflect regional andnational trends in education in the areas of:

school improvement,restructuring,accountability,accreditation,district/school reporting,granting waivers of restrictive regulations and/or legislation, andstrategies for addressing national goals foreducation.

Budget shortfalls and cutbacks throughout the re-gion are having significant and sometimes deleteri-ous effects on some state improvement efforts, csprograms are trimmed back and educational staffface layoffs and hiring freezes. This section of theHot Topics provides an overview of presentlyplanned/operating, state-sponsored improvementefforts in the region. It is by no means a comprehen-sive listing of all programs, however, and severalstates are still in the early stages of their efforts.

Note: The following information is based almostentirely on publications, unpublished documentsand other materials supplied by the State Depart-ments of Education in the SERVE region. For thesake of accuracy, many lists and descriptions areclose paraphrases or exact quotations.

ALABAMA

On-March 14, 1991, the Alabama StateBoard of Education adopted a set of"Goals for Educational improvement."Expanding on the National Goals for Edu-cation adopted by the President and stategovernors in 1988, the Alabama goalsestablish benchmarks for education in thestate, and contain the following compo-nents:

GOAL 1: AU. CHILDREN WILL BE READYTO LEARN WHEN THEY ENTERFIRST GRADE

A. Expand preschool programsB. Improve the kindergarten programC. Provide early intervention serviceD. Maintain the state-level interagency

Coordinating Council

GOAL 2: ALL CHILDREN WILL HAVEEQUAL EDUCATIONALOPPORTUNITY

A. Provide equitable funding for all studentB. Increase emphasis on mathematics,

science and geographyC. Use technology to promote equal

opportunities by improving the effi-ciency and effectiveness of administra-tors

D. Increase emphasis on music and artE. Strengthen programs to assist at-risk

studentsF. Provide adequate facilities

GOAL 3: AU. CHILDREN WILL RECEIVEEFFECTIVE INSTRUCTION

A. Implement the Performance-BasedAccreditation %/stem

B. Extend the number of days studentsattend school and the number ofteacher contract days per year

C. Provide parental choice optionsD. Implement the Professional Education

Personnel Evaluation SystemE. Provide a thorough system of profes-

sional development

F. Strengthen teacher recruitment/trainingprograms

G. Encourage cooperative arrangements,networking, and sharing of resourcesamong school systems

H. Encourage the entire school popula-tionstudents, teachers and stafftobecomeduring the school day, amodel of proper nutrition and physicalfitness

GOAL 4: PERFORMANCE OF STUDENTS ONALL ASSESSMENTS WILL IMPROVEEACH YEAR AND STUDENTACHIEVEMENT WILL EQUAL OREXCEED NATIONAL AVERAGES ONNATIONALLY-NORMED ASSESS-MENTS

A. Create a state-level School RecognitionProgram

B. Conduct valid assessments of studentprogress

C. Ensure appropriate use of assessmentdata

GOAL 5: ALL HIGH SCHOOL GRADUATESWILL BE PREPARED FOR COLLEGE,OTHER POST-SECONDARY EDUCA-TION, OR GAINFUL EMPLOYMENT

A. Increase academic requirements andstandards for the Standard Diploma

B. Require all systems to offer the Ad-vanced Diploma

C. Provide all students with opportunities tobecome technologically literatethrough technology education

D. Provide a modified curriculum for Spe-cial Education students and at-riskstudents to include functional activitiesand community-based instruction

E. Promote the implementation of theTech Prep. Program

F. Ensure that all students learn criticalwork place skills

G. Develop meaningful business/industry/education partnerships

H. Develop meaningful parental involve-ment programs

4852

GOAL 6: THERE WILL BE EFFECTIVE ANDEFFICIENT ADMINISTRATION OFEDUCATION AT ALL LEVELS

A. Improve preparation programs foradministrators

B. Increase emphasis on first-year principalsC. There will be effective and efficient

administration of education at all levelsD. Improve accountability at all levelsE. Coordinate fiscal and educational

operations

GOAL 7: ALL ADULTS IN ALABAMA WILLHAVE AN OPPORTUNITY TO BE-COME LITERATE

Increase the emphasis placed on adulteducation and expand programs availableto the state's citizens

Performance-Based Accreditation System(PBAS)

On July 25, 1991, Alabama adopted a new,Performance-Based Accreditation Systemwhich will play a prominent role in thestate's efforts to achieve enunciated goalsfor educational improvement. Whereasaccreditation had previously been optionalfor individual schools, under the PBAS the"unit of accreditation is the school systemand accreditation is required."

A total of 65 performance-based accredi-tation standards are now prescribed forAlabama's 130 school systems. Twenty-oneare Student Performance Standards whichdemonstrate student progress resulting frominstructional and other educational experi-ences. The Student Performance Standardsare designed to challenge each schoolsystem, but not be unattainable. The 21standards are for specific levels of studentachievement on standardized tests (BasicCompetency Tests, the Stanford BasicBattery) at various grade levels, and forincreases in writing and mathematics per-formance.

The remaining 44 accreditation standardsare System/School Accountability Stan-dards, defined as "Indicators of educa-tional conditions or factors that promotestudent achievement and success.° Theyare divided into five categories:

Personnel,School Environment,Opportunities to Learn,Student Progress, andLeadership and Planning.

There are three levels of accreditation:Accredited-Clear, Accredited -Exemplary,and Accredited-Probation. School systemswhich do not meet minimum standards willbe rated as probationary and required todevelop and institute an "Education Im-provement Plan" to meet the new stan-dards. School systems on probation willhave three years to meet minimum stan-dards. Districts which fail to achieve mini-mum status within a three-year period mayface intervention by the State Superinten-dent of Education.

Programs will be monitored at the statelevel, and review teams will conduct ap-proximately 26 on-site reviews each year tomonitor progress and compliance. Reviewsof schools will be phased in over a five-yearperiod, and reviewers will receive specialtraining on the PBAS. The State Departmentof Education is respc, isible for implementa-tion of the program, and will participate inon-site reviews and provide technicalassistance as needed.

Effective Schools

The Effective Schools Section within theDepartment coordinates regional teams offacilitators at nine inservice centers aroundthe state. Using research and practicebased on the Effective Schools Movement,these r9gional teams provide training andresources to school systems and schoolsthat are initiating and implementing im-provement efforts.

Needs Assessment

Each of the state's local school boards isrequired to conduct a comprehensiveneeds assessment every three years, andassessment teams identify needs andresources within their districts. Team mem-bers include local business and industryleaders, state and local government repre-sentatives, parents, school administratorsand teachers, Teams conduct surveys, on-site visits and interviews with educationstakeholders, and report their findings to thepublic (Alabama SDOE, 1991),

For more Information on Alabama schoolImprovement efforts, contact:

Dr. Martha BartonAssistant State SuperintendentStudent Instructional ServicesAlabama State Department ofEducation50 N. Ripley StreetMontgomery, AL 36130-3901205-242-8654

505 4

FLORIDA11111M

Accountability

During the 1991 Florida Legislative Session, acomprehensive plan for schoolImprovement in Florida's schools was ap-proved. The plan outlines Florida's broadgoals for education, and provides a de-tailed strategy for implementing schoolImprovement and accountability efforts.Referred to as Blueprint 2000, the plan isIntended to *return the responsibility foreducation to those closest to thestudentsthe schools, teachers, and par-ents." The tasks necessary for school Im-provement are clearly defined, and imple-mentat.on is now in the initial stages.

The Florida State Education Goals reflectthe National Goals articulated by thePresident and governors, and seven broadareas have been placed into law:

Readiness to Start SchoolGraduation Rate and Readiness forPostsecondary Education andEmploymentStudent PerformanceLearning EnvironmentSchool Safety and EnvironmentQuality Teachers and StaffAdult Literacy (Florida DOE)

Accountability is at the foundatlon ofBlueprint 2000. "Florida's educationaccountability system has grown out of adesire to aoandon outmoded structuresanc4 systems, build consensus, and devotecreative energies to developing effectivestrategies to address the difficult issues thatremain unresolved." The new accountabil-ity system Intends to improve student per-formance by clearly defining what studentsmust know and then assessing what theyhave learned.

Schools will be given far greater latitude bythe Department of Education to makedecisions and spend state funds in wayswhich they see fit. At the same time,schools will be held more accountable forreaching_starcl lards and achievement

levels which are being developed by thenew Florida Commission on EducationReform and Accountchility (see paragraphfollowing). To help reach the goals thathave been agreed upon, and in order tomake schools more accountable for theirprogress at improvement, the followingcomponents have been established forBlueprint 2000.

A. The establishment of the Florida Com-mission on Education Reform andAccountability,

B. The development and Implementationof IndMdual School Improvement Plans,and

C. The development of Intervention Strate-gies and Plans for Evaluation of SchoolPerformance,

The Florida Commission on EducationReform and Accountability

A 23-member Commission on EducationReform and Accountability has beenformed; it is chaired by the LieutenantGovernor and the Commissioner ofEducatIon, and its members Include teach-ers, educational administrators, parents,legislators, and representatives of the busi-ness community. The first task of the Com-mission was to hold ten public hearingsbefore November 1, 1991, and analyze theneeds response plans that are being col-lected around the state. Based on thisanalysis, the Council will then begin toidentify core performance standards towhich schools will be held accountable.The Commission will oversee all phases ofthe school improvement and accountabilltyplan.

Individual School Improvement Plans

All Florida schools will be required to con-duct a comprehensive needs assessmentto identify areas which need improvement.One component C 4 this task Is to develop aschool and community profile report whichoutlines the characteristics lemographics,and services of the school and community.

51 rr

Data about student performance will alsobe included. To help schools developstrategies for improvement, district repre-sentatives and state employees have beentrained to act as facilitators and guides toindividual schools. In 1990-91, 53 schools in19 districts were paired with Department ofEducation facilitators as a means of devel-oping this new capacity for the Depart-ment. During the summer of 1991, teamsfrom each district attended week-longworkshops that provided them with guide-lines for assistIng local efforts at schoolimprovement.

Each school will also need to institute aschool advisory council which will be incharge of developing and implementing aschool improvement plan. Thesecouncils will replace the previously man-dated district advisory councils, and willinclude teachers, administrators, students,parents, and community members.Each school's improvement plan is ex-pected to be submitted to and approvedby the district school board by the end ofthe 1992-93 school year, andImplementation of the plan will take placethe following year. Improvementstrategies must take into conslderation thegoals, needs, performance standards, andevaluation procedures determined by thestate and the school.

Intervention Strategiesand Plans for Evaluation

Schools which fail to submit school improve-ment plans that can be approved by theirschool board will requlre direct asslstanceand may have state funds withheld. Ulti-mately, schools whlch do not meet goalsfor school Improvement may face Interven-tion by the School Board. The Florida De-partment of Education will provide techni-cal assistance and funds for all schools.Blueprint 2000 allows schools three years todemonstrate progress and positive results oftheir school improvement initiatives.

One way that results will be presented isthrough the use of School Report Profileswhich will be made available to the publicbeglnning in the 1994-95 school year.Also, the Commission plans to produceStatus of Education reports, as well as toprovide guidelines for schools to developcommunity pofiles about the services andsupport of the community. Successfulschool improvement programs will berecognized, publicized, and rewarded.

In 2000, Blueprint 2000 will be revlewed andevaluated. The Commission is expected torecommend that the legislature repealremaining laws which have been shown toobstruct school improvement efforts (FloridaDOE).

For more information on Florida's Schoolimprovement efforts, contact:

Robert L. CorleySchool Improvement Services325 West Gaines Street, Suite 401Tallahassee, FL 32399-0400School Improvement Hot Line:904-487-8783

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GEORGIA

Georgia is conducting a number of state-wide efforts in school Improvement and/orrestructuring. Several major, current initia-tives are derived from the 1986 GeorgiaQuality Basic Education Law, which con-tains provisions for innovative programs,waivers, school restructuring, school-basedmanagement, accountability, and otherreforms.

Schools for the Future Program

This project is designed to encourageschools "to restructure local education toaccomplish local, state and national edu-cational goals.° Schools apply to the StateBoard of Education for waivers of staterules, regulations and standards whichschools perceive as being in conflict withtheir goals for Improving education.Schools are encouraged to restructure to

Improve student learning,Enhance teaching and curricula,Bring about greater equality and oppor-tunity,Promote shared decision-makingauthority, andMeet local, state and national goals foreducation.

To facilitate schools in their attempts torestructure, waivers can be granted inmany areas, including:

Length and structure of the school dayand school yearCurriculum requirements,Graduation and promotionrequirements,Student assessments,Certification, assignmerit, staffing, andformal responsibilities of teachers,administrators and other schoolpersonnel,Personnel evaluation and staffdevelopment, andOther state rules, categoricals, andlocal policies relating to educationalpractices, (health, safety, or

constitutional rights under state orfederal law excepted).

Participating schools submit an annualevaluation, attend a yearly meeting andreceive on-site visits by SDOE officials. If theschool demonstrates educational successover the duration of the plan (measured byImprovement in student conduct andstandardized test scores, lower dropoutrates, Increased parental Involvement,higher expectations and satisfaction, etc.),an extension of the waivers will be granted.

The Innovation Program

This successful program provides large (upto $75,000), three-year grants to Georgiaschool systems for "the development,implementation and dissemination" ofinnovative educational programs. Fundingis provided by Federal Chapter 2 funds andstate monies, and grants are awarded inthree areas:

A. Developmental ProjectsB. Validated ProjectsC. Adoptions of Validated Projects

A. Developmental Projects address astatewide education priority identifiedby the Georgia Board of Education.These two- and three-year programsfocus on the planning, implementationand evaluation of innovative educa-tional processes.

B. Validated Projects. The Georgia Boardof Education has established a Dissemi-nation Center to assist local districts inadopting effective improvements ofeducational programs or services. TheDissemination Center provides aware-ness, training and follow-up activities; itmaintains a demonstration site whereschool systems may observe the opera-tion of the program, and provides anevaluation of the effectiveness of theprogram.

53

C. Adoption Grants are ow irded to localdistricts requesting to adopt a ValidatedProject from a state DisseminationCenter. Districts receiving adoptiongrants pay a portion of the costs of theadoption. Each school system Is eligiblefor one adoption grant per fiscal year,

Local Strategic Planning

The purpose of this project, which began in1987, is to give local systems an opportunityto envision what they want their schools tolook like in the future. A Strategic PlanningTask Force was formed to encourage localschool systems to conduct their own strate-gic planning. The Task Force, composed ofsuperintendents, local and state board ofeducation personnel, RESAs (RegionalEducational Service Agencies), and school-level educators, developed recommenda-tions and oversaw the establishment of apilot program for local strategic planning Inseveral Georgia school systems.

Beginning in 1989, RESA personnel weretrained as external facilitators to assist localschool systems in strategic planning. Pres-ently, forty people have been trained asfacilitators, and there are approximatelythirty local systems currently conductingstrategic planning using state-trained facili-tators.

For more information about school im-provement efforts in Georgia, contact:

Dr. Jim ConkwrightDirector, Program DevelopmentGeorgia Department of Education1766 Twin Towers EastAtlanta, GA 30334-5040404-656-40t9

54 Jr s

MISSISSIPPI

School improvement in Mississippi has beendrivm since 1982 by the state'scomprehensive education reform act.Accreditation, remediation and state-sponsored technical assistance are the keycomponents of Mississippi's efforts to raisestudent achievement. An appointedMississippi Commission on School Accredi-tation accredits school districts based onstudent achievement on standardizedoutcome measures (Basic Skills AssessmentProgram, Stanford Achievement Test, andthe Functional Literacy Examination). Ac-creditation levels are scaled 1-5, with Level1 being those schools with the lowestscores.

Districts with any scols scoring at theLevel 1 rating are placed into probationarystatus by the State Department of Educa-tion, and are required to write a districtremediation plan. This plan must be:

Based on the results of analyses of thedistrict's present program and test data,

Approved by tne locd school board asdocumented in its minutes, and

Filed with the Commission on School Ac-creditation within sixty days of notificationof status.

The Mississippi State Department of Educa-tion (SDOE) identified, selected and traineda cadre of 57 consultants to work withprobationary districts in drafting and subse-quently implementing remedation plans.The consultants, all of whom are Mississippieducators themselves, are sent in teams toLevel 1 districts; team members includeexpert practitioners in the following areas:curriculum, finance, basic skills, academicreward, college core, at-risk evaluation,instructional and administrative staff evalu-ation, and school/community relations(consultants often cover more than onearea).

The Bureau of School Improvement pro-

vides consultants with a publication, &Planfor Technical Assistance, which outlinesprocedures to be followed by Level 1districts as they begin the remediationprocess. Consultants and Level 1 districtscan also take advantage of five regiooalservice officers in Mississippi who provideresources and further technical assistancefor developing and implementingremediation strategies.

Strategies vary from district to district tomeet local needs, and state agencies andfoundations collaborate to provide moneyand technical assistance. Consultants andregional service officers work with districts todevelop applications for various fundingsources. Once remediation plans areapproved, consultants and regional serviceofficers continue to meet with school districtpersonnel to provide assistance and follow-up.

The Mississippi program has shown steadyprogress, with most of the Level 1 schoolsdemonstrating improvement Since 1988,the number of schools which have falleninto the Level 1 category has dropped from17 to 5. High-performing school systems aregranted waivers of many regulations, andencouraged to break new ground in theirimprovement efforts. State officials notethat the remediation process is not a quickfix, and that more time will be required tobring students to desired levels of achieve-ment (Mississippi SDOE, 1990).

For more information on Mississippi schoolimprovement efforts, contact:

Dr. Gerald HasselmanBureau Director of SchoolImprovementMississippi State Department ofEducationP.O. Box 771Jackson, MS 39025-0771601-359-3768

55

NORTH CAROLINA

The Basic Education Program

In 1985, the North Carolina State Legislaturepassed the Basic Education Program(BEP)an ambitious, eight-year, $800 mil-lion On to provide frameworks for curricu-lum and other education reform in NorthCarolina schools. However, reform effortshave been severely impacted by recessionand budget cuts over the past two years.The BEP received less than 17 percent of Itsscheduled funding this legislative session.Additional cutbacks reduced the BEP evenfurther, and the net result is that the projectis presently $300 million behind the originalschedule.

Accreditation

State accreditation was revised in 1988-89and made mandatory for local schoolsystems. It is used to measure the out-comes of the BEP and how well studentsare performing. Accreditation includes twotypes of standards: performance andopportunity.

School Improvement and Accountability

Several major initiatives in North Carolinaare related to the School Improvement andAccountability Statute (popularly know asSenate Bill 2). Developed as a means ofproviding local school districts with greaterflexibility and accountability, Senate Bill 2gives local teachers and administrators theauthority to make decisions about how touse the resources provided by the statethrough the BEP and other allotments.Senate Bill 2 is based on the premise thatmany decisions about the operation ofschools are better made at the schoollevel, and provides for a differentiated payplan, testing improvements and a state-wide report card (see below).

As part of the trend towaY1 oreater ac-countability, North Caro Iii s movingrapidly toward using end-of-grade tests in

grades three through eight to replacestandardized, criterion-referenced tests. Inaddition, the General Assembly approveda measure which authorizes the StateBoard of Education to develop guidelinesfor intervention at low-performing schools.The measure directs the Board to appoint acaretaker administrator, a caretaker schoolboard or both, no less than two years fol-lowing January 1, 1994, for school systemswith unacceptable performance.

Like the BEP, however, the School Improve-ment and Accountability Statute has beenhit by budget cuts and shifting imperatives.An attempt to amend the measure (SenateBill 3) was effectively dismantled, and the$29 million which was scheduled to be paidas "merit pay" to the individuals participat-ing in local reforms, was appropriated withthe stipulation that school staffs could voteto take the money as an "across-the-board" bonus. Most, if not all, systemsvoted for the bonus arrangement.

Outcome-Based Education

On a more positive note, the GeneralAssembly approved the Outcome-BasedEducation Pilot Project that directs theState Board of Education to select four sitesto demonstrate this type of reform. The billprovides that the State Board will adoptexpectations for student achievement andproficiencies for graduation from highschool. Over $3 million will be provided topilot and subsequently Implement theprogram.

Local School System Report Cards

Annual Report Cards of local school sys-tems are required as part of Senate Bill 2,and the cards contain information relatedto school system performance as outlinedin five sections. The first two sections,School System Characteristics and Commu-nity Characteristics, present data summariz-ing the context in which the system oper-

56, 60

ates (socioeconomic data, tax base, etc.).Some of these factors are used to calculatean index of advantagemenr that pro-vides each school system with a means forcomparing itself with school systems withsimilar demographic and economic char-acteristics.

Under the Student Performance section,results are presented for nearly thirty nation-ally normed and state-specific tests, as wellas for other measures, providing a compre-hensive summary of school system achieve-ment and allowing for system-to-systemcomparisons. The fourth section summa-rizes test scores by subject, taking intoaccount the school system's"advantagemenr level. An overallachievement rating is displayed, along withaverages for similar school systems and theaverage for all schools In the state. In thefinal section, the school system's actuallevel of performance is presented in rela-tion to a common set of standards estab-lished by the State Board of Education forstate accreditation purposes.

Other Inifiatives

State Superintendent Bob Etheridge hasproposed a 20 Point Plan for getting chil-dren to school sooner, keeping them inschool longer, and requiring them to takemore rigorous L rses. Many of theSuperintendent's points have moved for-ward despite the recession. Several schoolsystems are experimenting with year-roundschools, with some success so far.

For more information on North Carolinaschool improvement efforts, contact:

Dr. Carolyn Cobb, DirectorSchool Improvement and Develop-mentNorth Carolina Department of Publicinstruction116 W. Edenton StreetRaleigh, NC 27603-1712919-7334591

, , 57 6 1

SOUTH CAROLINA

Educational Improvement Act

South Carolina's comprehensive improve-ment efforts were triggered in part by the1983 release of the much-publicized report,A Nation at Risk, and by state opinion pollswhich reflected widespread dissatisfactionand embarrassment regarding the aca-demic performance of students in the state.A coalition of business leaders, legislatorsand educators collaborated with the gov-ernor and state superintendent to draft andpass the landmark Education ImprovementAct (EIA) of 1984.

Funded through a one cent addition to thestate's sales tax, the EIA provides a compre-hensive framework for education reform inSouth Carolina, to include accountability,assessment, shared decision-making, incen-tives, increasing teacher salaries, site-basedmanagement, school improvement, re-structuring, professional development,business partnerships, remedial/compensa-tory education, attendance and dropout,waivers, accreditation and reporting.Some of the major programs are describedbalow.

Target 2000

In 1989, the General Assemb!y approved aplan for South Carolina to continue publiceducation reform for the n9xt ten years.The new package, known s Target 2000School Reform for the Next Decade Act,expanded upon several EIA provisions andadded new reform initiatives. Under Target2000, programs have been implemented orpiloted in a number of areas, including:

Half-day voluntary child developmentprograms for 4-year-olds,Parent education programs,Dropout prevention and recovery pro-grams,Strengthened instruction of problem-solving skills,Arts education programs,Competitive, school-wide innovationgrontIgggram,

58

Deregulation provisions to prov..ewaivers of certain state regulations, &Expanded training and staffdevelopment.

Other provisions of the program are cur-rently being implemented or are underdevelopment. The Target 2000 projectreceives most of its financial support fromEIA funds and nonrecurring revenue fromthe state's General Fund. Like other statesin the region, South Carolina Is spending asmaller percentage of general fund rev-enues on education, even though theoverall education budget continues toincrease.

Curriculum Congress andCurriculum Development Teams

South Carolina has formed ri CurriculumCongress to examine present curriculumframeworks and offer recommendations fornew and progressive curriculum develop-ment. The Curriculum Congress containsrepresentatives from the following areas:

K-12 Educators,Postsecondary Discipline and EducationFaculty,Subject Matter Projects, Discipline Orga-nizations,School Restructuring Organizations,Professional Organizations,State and Local Education AgencyStaff,Parents, Business, and CommunityResources.

A focal point of the Curriculum Congress isthat delegates serve in one of five workingareas--curriculum, instructk)n, assessment,materials, or "the profession" (relating to"the quality and provision of teacher andadministrator preparation and professionaldevelopment programs")within thesubject area of their choice.

Congress delegates will also organize theprofessional communities they represent tosupport curricular reform, and stimulate

62

local curricular innovations that support thetypes of instructional experiences envi-sioned by the frameworks.

Curriculum development teams in eachsubject area will draft curriculum frame-works In visual and performing arts, English/language arts, foreign languages, health/physical education, mathematics, scienceand history/social studies. The teams willdraw from the expertise and reports pro-vided by the Curriculum Congress andexisting state and local work in curriculumdevelopment.

12-Schools Project

For this new project, groups of teachers in12 schools will reflect upon, apply andrefine new curriculum frameworks devel-oped by State Curriculum DevelopmentTeams. The emerging frameworks incorpo-rate the latest research and learning incurriculum development, and ultimately willserve as the basis for instruction and a newstudent performance assessment system.

A.1 The teachers will craft instructional units andrelated performance assessment activitieswhich are tied to the emerging curriculumframeworks in mathematics, science andlanguage arts. Project schools will providefeedback regarding the use and imple-mentation of the curriculum frameworks.

Each project scnool will use one of theemerging curriculum frameworks devel-oped by the State Curriculum DevelopmentTeams as the basis for the design of instruc-tional and assessment activities. Teachersand administrators in the 12 schools willcollaboratively determine specific projectgoals and procedures and then developtheir own Implementation plans and bud-gets. The participating schools have beenallocated a iotal of $250,000 by the StateDepartment of Education to implement theproject.

School Incentive Reward Program

Approximately one fourth of the schools inthe state each year receive incentive

awards to be used for instructional pro-grams. The program is competitive, andschools utilize funds to purchase computers,supplies, and fund additional personnel toimprove basic and higher level skills inEnglish, language arts and other areas. Theincenti, 3 program rewards and recognizesschools and listricts for exceptional orimproved performance.

Effective Schools Training

The purpose of South Carolina's EffectiveSchools Training program is to translateresearch on effective schools into practice.Based on the work of Dr, Ronald Edmonds,the program utilizes Edmonds' six correlatesof effective schools as a framework forimprovement efforts. The training includesinformation and practice on how to con-duct assessment surveys, establish andoperate School Improvement Councils, andhow to initiate and implement improve-ment plans. The program also presentsseminars with national school improvementexperts for administrators and involvesteachers in curriculum development, in-strucfional management and peer coaching.

Business and Industry Liaison Program

An innovative approach to professionaldevelopment, the Business and IndustryLiaison Program enables school and districtadministrators to enhance their leadershipand managerial skills by participating incorporate training programs. Initiated bythe Administrators' Leadership Academy,this program Is a collaborative effort be-tween the SDOE and businesses and indus-tries such as IBM, the South Carolina Electricand Gas Company, Millikin, Can lina Powerand Light and the Duke Power Company.

Over 300 administrators have participatedin the program, which offers training inareas such as leadership, public speaking,stress management, interpersonal relations,time management, strategic planning anddecision making. To supplement the cor-porate training, several Leadership Acad-emy staff have been certified as trainers in

the IBM and Carolina Power and Lighttraining models and provide training inthese programs throughout the state.

Center for the Advancement of Teaching

Established In 1990 as part of the Target2000 legislation, the Center for the Ad-vancement of Teaching and School Lead-ership Is the first state-supported center ofits kind in the nation.

A collaborative effort among higher edu-cation, public schools and businesses, theCenter also works closely with national andregional organizations involved in schoolchange. A Business/Education AdvisoryCouncil identifies successful managementpractices, and the Technology Councilkeeps the Center abreast of the latestdevelopments in computers, telecommuni-cations and other technology.

In addition, nationally recognized scholarsand practitioners provide "cuffing-edge"training to public school teams and collegefaculty who, In turn, serve as advisors,facilitators and resource brokers to otherschools. To support Associate Schools,which are selected from schools submittingproposals for innovative change and re-structuring Initiatives, the Center providesconferences, workshops, hot lines, and atelecommunications network. The Centeralso arranges for on-site visits by AssociateSchool teams to restructured schools acrossthe nation.

The Center publishes Innovation, a quarterlynewsletter featuring information on theCenter's Activities, upcoming conferencesand workshops, recommended resourcesfor restructuring schools, and restructuringprojects undertaken by Individual schools.

For Additional Information contact:

Dr. Barbara L. Gottesman, DirectorCenter for the Advancement ofTeaching and School Leadership,

311 Breazeale, Winthrop College,Rock Hill, SC 29733,803-323-4772South Carolina Toll Free: 800-768-2875.

The School Council Assistance Project

The School Council Assistance Project wascreated in 1978 to provide support toschool improvement councils. Located inthe University of South Carolina College ofEducation, the Project provides a widerange of workshops and training programs,video and print resources, and technicalassistance including computer analyses ofstudent achievement data and needsassessments. The project also conductsresearch on school improvement councilissues. See Dynamite Idea on pages 15-16for a more complete description.

Efforts in South Carolina have become amodel for school improvement and sys-temic reform. Test scores, student achieve-ment levels and public opinion ratings haveshown significant, even nation-leading,improvement in many areas since theadoption of the EIA. Scores have recentlyleveled off or shown slight declines, how-ever, and state officials are trying to deter-mine how best to redirect and re-committheir efforts to ensure that improvements willbe lasting and viable.

For more information about South Carolinaschool improvement and reform efforts,contact

David PotterOffice of Policy ResearchSouth Carolina State Departmentof Education

Rutledge Building, Room 6071429 Senate StreetColumbia, SC 29201803-734-8266

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RESOURCES - Where To Go For Help

Organization: National Committee for Citizens In Education (NCCE)

Contact Information:

Description and Purpose: Based in Washington, D.C., NCCEprovides information, resources and technical assistance toparents, educators and other citizens who are Interested inparent Involvement and other Issues in education. The organi-zation has an extensive database of information on educationlaw, research and policy, and parents and others may callNCCE's toll free hot line for free information. Other areas offocus for the organization Include school improvement, schoolchoice, bilingual education, school-based management anddecision making, and dropout prevention.

In addition to Its toll free number, NCCE offers a catalog whichlists and describes Its numerous publications, and a newsletter,Network for Public Schools, highlighting Important Issues ineducation.

National Commiffee for Citizens in Education900 2nd Street, N.E., Suite 8Washington, D.C. 20002Toll Free 1-800-NOWORK (1-800-638-9675)FAX 202-544-9473

Organization: Center for Research on Effective Schooling for DisadvantagedStudents

Contact information:

Description and Purpose: The Center's mission is to improve theeducation of disadvantaged students at each level of school-ing through new knowledge and practices produced by scien-tific study and evaluation. Strategies Include: to focus on theschool as the major source of improvement m the education ofthe disadvantaged; to address the needs and interests of theeducationally disadvantaged at all levels of development; toaddress the unique needs of language mino7ity students; andto incorporate the family and community Into the school im-provement effort. The Center has coordinated long-rangeresearch on cooperative learning, and offers technical assis-tance to school systems which are interesteci in this efectivelearning strategy.

Center for Research on Effective Schooling for DisadvantagedStudents

School of Arts and SciencesThe Johns Hopkins University3505 N. Charles StreetBaltimore, MD 21218301-338-7570

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6E;

Organization: National Center on Effective Secondary Schools

Description and Purpose: The Center seeks to learn how toimprove student achievement In secondary schools. Specialattention is directed to the needs of disadvantaged and lesssuccessful students. Goals of the Center include Improvingstudent engagement and academic achievement, throughthe dissemination of proven methods and the development ofnew strategies for teachers and administrators. The Center hasa Cleadnghouse on Academic Achievement for interestededucators.

Contact information: National Center on Effective Secondary SchoolsUniversity of Wisconsin-Madison1025 West Johnson StreetMadison, WS 53706608-263-7575

Organization. South Carolina Educational Policy Center, and the South EasternRegional Vision for Education (SERVE)

Description and Purpose: One of several SERVE-sponsoredResearch and Development (R&D) projects, the purpose of theUSC SERVE Project is to create a collaborative effort in ruralSouth Carolina school districts among teachers, administratorsand university professors which will explore and develop im-proved educational programs for economically disadvan-taged, low-achieving students who are enrolled in federally-funded Chapter I programs, state-funded EIA compensatoryand remedial programs, or both. As many as eight districts willparticipate In the project, which will run through 1995. Stafffrom the districts will collaboratively explore with university pro-fessors an empirically-derived model which has resulted fromprevious studies conducted at the University of South Carolina'sEducational Policy Center.

Contact Information: Melba Riddle, Project DirectorEducational Policy CenterUniversity of South CarolinaColumbia, SC 29208803-777-7715

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67

Title: Florida's Blueprint tor Career Preparation

Author(s): Florida Department of Education

Contact information:

Description and Purpose: This is a School Improvement Programnow being Implemented in 39 of Florida's 67 school districts. It is

designed to prepare students graduating from Florida's publicschools to begin a career and continue their education at apostsecondary technical school, community college or univer-sity. School and community leaders contribute their time andexpertise to develop instructional, guidance and articulationstrategies that will improve academic and vocational educa-tion for all students (grades K-university).

The Blueprint unifies concepts of technology, math and sciencein grades K-8 and integrates academic and vocational instruc-tion grades 8-postsecondary. Applied coursework in math-ematics, science and communication for secondary studentscombines rigorous academic coursework and "real-world"relevance. Guidance programs support students by definingquality career and educational plans for high school and be-yond. Tech-prep and similar articulation arrangements aresupported by the feeder pattern organization of each BlueprintPilot District (grades K-adult). Initial results indicate higher aca-demic achievement Increased promotion rates, decreasedgeneral course offerings and Increased enrollment in higherorder math, science and communication.

Bureau of Career Development and Educational improvementFlorida Department of Education325 West Gaines StreetTallahassee, FL 33299-0400904-488-0400, SunCom 278-0400 (Florida Only)Hotline 800-342-927

65 Gs

Author:

How Can Student Achievement Be Improved? Mississippi's Response

Mississippi State Department of Education

Description and Purpose: Publication describes Mississippi'saccreditation and remediation systems, and specifically relatesthe steps taken by the State Department of Education in 1088to raise the achievement of 17 school districts which had Loac-ceptable levels of academic performance.

Cost: Free

Contact information: Mississippi Deportment of EducationBureau of School ImprovementP.O. Box 771Jackson, MS 39205-0771

Title: School improvement Councils: A Guide to Effectiveness, andFocus on School Improvement: School Improvement CouncilsWorking for Effective Schools

Author: School Council Assistance Project

Description and purpose: Both publications provide useful Information an the role thatschool Improvement councils can play in school improvementefforts.

Cost: There is a fee to cover printing, postage and handling

Contact information: School Council Assistance ProjectCollege of EducationUniversity of South CarolinaColumbia, SC 29208Telephone 803-777-7658

Title: What is the Penny Buying for South Carolina?

Author: South Carolina State Department of Education

Description and purpose: Publication describes South Carolina's school reform effortsbased on the Educational Improvement Act and the subse-quent Target 2000 legislation, noting areas of Improvement andfuture directions for reform efforts.

Cost: Copies of this document are available on a limited basis

Contact Information: South Carolina Department of Education1429 Senate StreetColumbia, SC 29201

Title:

Author(s):

Principals' Yellow Pages

Carlos "Skips Sasse; Nancy Livesay; Charlene Houghton

Description and Purpose: To be used by elementary and secondary school principals as aresource for Ideas and solutions to school problems they face;ideas and initiatives are shared by current principals with otherprincipals.

Format provides access to Information selectively and quickly.

Directory covers such topics as selecting and training of staff;Improving and maintaining student attitude; discipline, aca-demic performance; curriculum planning; using computers;teaching special needs students and obtaining communitysupport. The Directory is currently being revised.

Materials: Includes: participant Index list with addresses and telephonenumbers of the principals in the catalog; subject Index; andadvantages and disavantages section following each majortopic.

Cost: Free

Contact Information: Resident PrincipalFlorida Department of EducationOffice of Policy Research and Accountability325 West Gaines StreetTallahassee, FL 32399-0400(904) 488-1611 or Florida Sun Com 278-1611

Title: Design for Effective Schools in Lee County

Author(s): Disrict personnel and consultants

Description aad Purpose: This handbook is to be used by school staff to guide individualschool improvement efforts. Each school is to develop aComprehensive Educational Growth Plan which uses eightcharacteristics of effectve schools as categories to describethe important conditions to be developed and nurtured in

lch school.

Materials:

The handbook provides a common body of information to beused as the primary source to guide the school's improvementInitiatives. Each of the eight characteristics is described and aset of Indicators is Included to help develop a plan of actionand evaluation strategies.

A 46-page handb; with the eight effective schoolscharacteristics: 1) Clear and Focused School Mission; 2) Safetyand Orderly Environment; 3) Instructional Leadership; 4) HighExpectations; 5) Opportunity to Learn; 6) Frequent Monitoring ofSchool Progress; 7) Home/School Partnership; 8) EffectiveTeaching.

Cost: Free

67

7 0

Contact Information: Dr. Charles W. Godwin, Assistant SuperintendentLee County Public Schools2055 Central AvenueFt. Myers, FL 33901(813) 334-1102 or Suncom 759-5000

Title: An Action Guide to School Improvement

Author(s): Susan Loucks-Horsley and Leslie F. Hergert

Description and Purpose: The publication is htended primarily for educators responsible for localschool hiprovement (principals, coordhatas, teachers, departmentheads, administrators); also htended for trainers, outside support (I.e.,consultants and agencies), and decision makers (e.g., local schoolboards, education agencies, and legislcrtors).

Describes a practical and research-based conceptual framework forimplementhgchangeto brinpaboutschool improvementand is dMdedinto seven linear steps:

1) Establisting the School improvement Project; 2) Assessment andGoal Setting; 3) identifying an bed Solution; 4) Preparing forImpler.lantation; 5) Implementing; 6) Review; and 7) Maintenanceand institutionalization.

An appendbc Is provided with sources of school irrprovernent resourcesthat are avalable to schools.

Cod: $5.00

Contact Information: Cynthia Connolly, The NETWORK Ina290 South Main StreetAndover, MA 01810(617) 470-1080

A Process Guide br School improvement

Author(s): Herbert J. 1<lausmeler

Description and Purpose: Guide is for use in bcally-conducted inservice programs and universitycourses and vograms. tt is designed to aid indMdual schools as wel asdistrict offices in starling and maintaining a selfirrprovement capabilitycharacterized by 1) maintaining satisfactory student outcomes andimposing unsatisfactory ones; 2) maintaining or improving effectiveinstructiond practices; 3) maintaining or improving job satisfaction andmorale; and 4) increasing competencyand professional development ofstaff.

687 1

Chapter 1 is for all levels of schooling, Chapters 2 - 11 are rnore for themiddle school and hill schooL and Chapter 12 is more for theelementary school. Chapters 2 - 11 give Improvement suggestions andMustrative exemplary practices of both middle and high schools.Chapter 12 does the same for elementary schools. Most ir lormationregording middle or elementary schools is relevant to both.

Each chapter includes cn knprovement plan, covering such areas as:admIrttration/structural organization, program planning; cuniculumplanning; school climate; testing/data gathering/evaluation; teacher-advisor program planning; home/schod/comrnunity relations; andcomponent contributing to effectiveness and aciMty planning toincrease effectiveness.

In addition, the Appendix offers suggestions for using the guide inlocally conducted inservice/staff development programs, and suppliessupplementary materials for secondary and elementary schooling.Srnubtions are also available from the Wisconsin Center for EducationResearch (one each elementary, middle, and high school).

Cost: $12.75 paperback, $28.00 hardcover

Contact Information: University Press of America4720 Boston WayLanham, MD 20706(301) 459-3366

697 2

An implementation Guide br the Legislative Mandated South CarolinaSchool improvement Process

Gerald K Corley; Jim Ray; Sidney B. Cooper; and Charlie Williams

Description and Purpose: South Coro lina's research-based school improvement process provides aguide for principals, district administrators, and other change agents to effectpositive change in the schools.

Consists of six chapters that discuss the folowing: establishing a schoolirrprovement council, conducting needs assessment, and develodng andineplementing the school improvement plan, as well as presenting theresearch and lejslative base for the process.

Appendices include instructions for the preparation of an amual schoolirrprovement report, school summary report, and annual district staff devel-opment report.

Central to the process is the estdoistment of a school improvement councilat each school. The r iicipal and school board are primary determiners ofthe councrs role and responsbilifies, with a goal of developing a cadre ofschool level agents for positive change.

Cost Free

Contact information: Raymond L Morton, DirectorOffice of Rblic informationSouth Carolina Department of Education1429 Senate Streetcolumick, SC 29201(803) 734-8503

1111e: Creating Effective Schools

Aulhor(s): Wibur B. Brookover, Laurence Boomer, Helen Effilm, Douglas Hathaway,Lawrence Lezotte, Stephen Miler, Joseph Pasalacqua, Louis Tornatzky

Description and Purpose: Designed to be used by insevice staff in schools with the goal of irrpovingstudent achievement through modifications in the school learning environ-ment, particularly In improving achievement in low socioeconomic statusschools.

The document provides important princides necessary for improving schoolenvironment and student achievement; 1 1 modules designed to assist withinservice training; and a reference section. Modules are to be used as afunctional whole rather than using particular modules for particular needs.

The four areas necessary for klproving school environment/student achieve-ment kduzie, Schod Learning On-late; The Goal of School Learning CirnateImprovement; Using the School Learning Cimate Modules; and AddifiondResources.

7073

Title:

Author(s):

Building Effective Schools: Assessing, Planning, implementing

Janet Chrispeels and David Meaney, Ed.D.

Description and Purpose: Manual Is designed to assist school administrators, principals, andother educational leaders who wish to Implement a schoolImprovement program based on the effective schools research.

Defines the term "effective school," describes characteristicsassociated with effective schools, and outlines the process beingused by the San Diego County Office of Education to assist schools inbecoming effective. The process is based on research on effectiveschools, eifective classroom teaching, organizational development,and educational change.

Goal of the program is to increase the overall level of studentachievement for all students through a process of assessment andplanning, and the implementation of a site-generated schooleffectiveness plan. Purposes are: 1) to determine the existence ofspecified elements needed to achieve school effectiveness; 2) toassess the school's academic effectiveness; 3) to determine theschool's climate; 4) to establish a school action plan for improvement;and 5) to implement a plan for improvement

Consists of four chapters, plus tables, charts, and appendices thatinclude the following materials that could be useful staff developmenthandouts: teacher/staff questionnaires, parent/student surveys,assessment instruments, sample interview questions, evaluation forms,numerous ter; results, data collection forms, observation forms, worksheets, and techniques.

Cost: $20.00

Contact Information: San Diego County Office of EducationRoom 2126401 Linda Vista RoadSan Diego, CA 19211-7399(619) 292-3500

Title:

Author(s):

Connecticut Perspectives on Instructionally Effective Schoo-lis:A

William J. Gauthier, Jr.

Model and a Process

Description and Purpose: Helps principals and faculty examine certain characteristicscoincident with student learning, develop an action plan, and Initiatelong-term change in a school-based setting.

Describes the model and process being used by the ConnecticutState Department of Education to assist schools In improving theireffectiveness. Provides an operational definition of the term'effectiveness" and summarizes the research that provides theconceptual base for the model.

Connecticut's efforts rest upon research on teacher effectivenessand classroom instruction as well as on research that examines schooleffects; the process for implementing the research findings advocatesa systems approach to school improvement and is firmly grounded inchange theuty. Focus is on the school as a complex social system withmany interacting components that operate together to influencestudent achievements; a planned, ongoing and systematic curriculum;and community involvement in determining goals and supporfingschool effectiveness efforts.

The process advocates a voluntary, school-based approach thathelps the school examine itself in relation to school effectivenesscharacteristics, and develop and implement an action plan that ismeaningful to the faculty and principal of the school. The steps areinitial contact; dialogue and commitment; assessment; developingthe action plan; and Implementation.

Cost: Free

Contact Information: William J. Gauthier, Jr. ChiefBureau of School and Program DevelopmentDivision of Elementary and Secondary EducationConnecticut State Department of EducationPost Office Box 2219Hartford, CT 06145(203) 566-5497

72

75

Achieving School Effectiveness: Process Steps and Variables

Rhode Island Educational Leadership Academy

Description and Purpose: Reference guide is designed to help Rhode Island principals developplanning skills, refine understanding of Issues related to schooleffectiveness, and implement programs that lead to increased teacherand student performance. Can be a useful resource to teachers andother school administrators as well,

Guide consists of two sections Process Steps and School EffectivenessVariables. Each process step provides practical advice, concreteexamples, and a list of further references for school improvementleaders. Each school effectiveness variable presents highlights from theresearch, speciai considerations for the principal, and sources for moredetailed analysis. Summaries focus on core elements of each processstep or effectiveness variable and provide direction for further studyand implementation. Includes checklists, action plans, effectivenessstrategies, and suggested policies.

Highlights research findings and suggests practical action steps forschool improvement lear'Irship. Process steps include: Form Teams,Assess Needs, Establish 'bales, Develop Action Plans, ImplementPlans, Monitor Progress, Evaluate impact. School EffectivenessVariables include: Clear and Focused School Goals, instructionalLeadership, High Expectations, Time on Task, Monitoring StudentPerformance, Safe and Orderly Environment and Home-SchoolRelations.

Cost: $5.00

Contact Information: Charles Mojkowski, Executive DirectorRhode Island Educational Leadership Academy78 Foxglove DriveCranston, Ri 02920(401) 943-6668

How to Design a Program EvaluationHow to Measure AchievementHow to Measure Program ImplementationHow to Present an Evaluation Report

Author(s): Lynn Lyons Morris and Carol Tayior Fitz-Gibbon

Description and Purpose: Guides and assists practitioners' at all levels in planning and managingof evaluations.

Consists of four selections from the Program Evaluatbn Kit (SAGEPublications, Beverly Hills). The complete Program Evaluation Kitcontains eight books that answer questions a practting evaluatormight ask.

litle: What's A Plan Without a Process? A Training Handbook for StaffWort Groups

Author(s): Rima Miller

Description and Purpose: School improvement team members need to be problem solvers,idea generators, schedulers, motivators, and program developers.They must be able to work cooperatively and effectively In a varietyof group settings. The handbook was developed in an effort toidentify selected skills to strengthen the team approach to schoolimprovemei)t planning. While the handbook was designed for use bythe School Effectiveness Training Program (SET) and the SecondarySchool Development Program (SSDP), the activities can be appliedsuccessfully by any group.

Materials include principles for teamwork, team member roles, usingconsensus, prioritizing problem-solving strategies, planning consider-.ations, and implementation analysis.

Cost: $35.00

Contact information:

TItle:

Rima MillerResearch for Better Schools, inc.444 North Third StreetPhiladelphia, PA 19123(215) 574-9300

Achieving Excellence (A+)

Author(s): Mid-Continent Regional Educational Laboratory

Description and Purpose: The Achieving Excellence (A+) Program provides a managementtool that helps educators take stock of their current practices In lightof current research. A+ suggests performance indicators that localpersonnel use to gather baseline data. These indicators are then usedto monitor the impact of improvement strategies.

Materials: Three ring binder Achieving Excellence, divided into three mainsections:Academic Efficiency, Student Success, Improvement Management.

Cost: Dependent upon number of participants and design of program, ona district-by-disfrict basis; binder can be purchased separately.

74

77

APPENDIX

A. Quick Perception Quiz and Results Graph

B. School Improvement Needs Assessment Survey

C. Sample Problem Statement

D. Characterishcs of Effective School Councils

E. The Role of the Principal Vis-a-Vis School ImprovementCouncils

F. The Role of the School District Vis-a-Vis School ImprovementCouncils

78

APPENDIX A--QUICK PERCEPTION QUIZ

The first step toward comprehensive school improvement is deciding that it is necessary and that you would like to beinvolved in a plan for improvement. What needs to be improved? Do you already have an effective improvement plan?To answer these questions, take the quick quiz below. It would be interesting to have principals, teachers, parents andstudents try it as wellperhaps at a PTA or advisory committee meetingand to compare the results using the graphprovided on the following page. This quiz is based on research which defines effective schools.

The rating scale is as follows: 5agree strongly; 4agree; 3undecided; 2disagree; 1disagree suongly; 0notapplicable. Circle the appropriate number.

5 4 3 2 1 (1

1. There is a collaboratively-written statement of goals, and a vision for the 5 4 3 2 1 0

school which is shared by administrators, teachers, students and parents.

2. The school has conducted an assessment to determine needs and strengths. 5 4 3 2 1 0

3. A detailed improvement plan has been developed based on assessed needs. 5 4 3 2 1 0

4. l'he principal is highly visible around the school. 5 4 3 2 1 0

5. There is clear and effective instructional leadership from the principal. 5 4 3 2 1 0

6. Teachers believe students can master basic skills at each grade level. 5 4 3 2 1 0

7. Low-achieving students are called upon as often as other students in the 5 4 3 2 1 0

classroom.

8. Subject objectives are coordinated and monitored through all grades. 5 4 3 2 1 0

9. Administrators, teachers and parents participate in school planning and 5 4 3 2 1 0

decision-making processes.

10. School coordination is not characterized by rigid control from the top 5 4 3 2 1 0

down.

11. Staff development plans serve school-wide needs, and are related directly 5 4 3 2 1 0

to the school improvement plan.

12. Generally, student discipline is not an issue at the school. 5 4 3 2 1 0

13. Outside interruptions rarely interfere with instructional time. 5 4 3 2 1 0

14. Classroom time is focused on content and students arc involved in active 5 4 3 2 1 0

learning.

15. There is an active parent group in the school involving a majority of 5 4 3 2 1 0

partnts.

16. Ninety to 100 percent of parents attend scheduled parent-teacher 5 4 3 2 1 0

conferences.

17. Assessments measure what students are expected to learn. 5 4 3 2 1 0

18. Assessment information is used regularly to improve curriculum and 5 4 3 2 1 0

instruction.

Please mark the appropriate category: Administrator Parent/Community

Teacher Student Advisory Committee Mel Aber

APPENDIX A: Quick Quiz Results Graph

After each group has completed the quiz, average the scores for each group by answer. Plot theaverage scores by group on the graph below. The questions have been divided into eleven catago-ries.

5

4

Level ofAgree-ment *

3

2

0

*5 Agree Strongly4 Agree3 Undecided2 Disagree

Disagree Strongly0 Not Applicable

oo

.N

.E (00 isE7i; - A" kz'ic.) >

Fo., 00 ;.tn

SYMBOLS ilk ADM IN

0-- TEACHERS

---*--- STUDENTS

Example of a completed graph for fictitious Florida School:

78

ADMIN

TEACHER S

-0-- STUDENTS

Appendix B

School Improvement Needs-Assessment Survey

I. Clear School Mission

A. School/districtwide* unity exists toward the mission of theschool/district.

B. Goals relating to the mission are clearly stated in writingand were developed from broad participatory involvement.

C. Goals relating to the mission are regularly monitored,evaluated, and updated to maintain current relevance.

D. The school/district goals are reviewed annually with newschool board and staff members to maintain current rele-vance.

E. Teachers, students, and administrators are provided withthe necessary human and physical resources to carry outtheir mission responsibilities.

F. Written sequential objectives have been developed in allcontent areas.

G. Students spend five hours per week on homework assign-ments.

II. Strong Instructional Leadership

A. Thcce is clear, strong instructional leadership from theprincipal/central office in this district/school; staff membersknow what is expected, where they're going, and how to getthere.

B. The principal/central office regularly involves the staff re-garding instructional issue,- Programs, and new develop-ments.

C. The principal/central office has established a clear, fair, andconsistent policy regarding all facets of the instructionalprogram and personnel functions aimed at development andresolution.

D. The principal/central office uses test results to recommendchange and modification to the instructional program.

E. The principal/central office is sensitive to and supportive ofstaff needs.

Low

1

02

03

04

0

High

5

0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

D O D 0 0

0 0 0 0 0

D O D 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

Where the term school/district is used, cross out the part that does not apply (i.e., if the survey is fora school, cross out districtand vice versa). Do the same for principal/centraloffice.

Source: School Improvement: A Resource and Planning Guide. Wisconsin Department of Education, 1988

F. The principal/central office has formal observation, evalua-tion, and follow-up procedures for rating and improvingteacher performance.

G. The principal/central office requires and regularly reviewslesson plans to evaluate their quality and relevance to thedistrict goals, mission, and curriculum.

H. The principal/central office encourages and provides theopportunity for staff development (workshops, conferences,release time).

I. The principal/central office exhibits and encourages leader-ship that is in tune with current thinking and fosters crea-tive involvement in the instructional programs.

J. The principal/central office encourages collaborative ratherthan directed leadership and involvement .

III. School Learning Climate

A. School administrators and staff work together in thedecision-making process.

B. School administrators and staff hold high expectations forstudent behavior; students are aware of these standards andknow they will be held accountable.

C. School administrators and staff hold high expectations forstudent achievement; students are aware of and understandthese expectations.

D. Emphasis is placed on student time on task. Classroominterruptions are held to an absolute minimum.

E. School personnel, students, and community members takepride in their school and its appearance.

F. Teachers and students show respect for each other and en-thusiasm for learning.

G. Students are expected to master their subject matter.

AV. Opportunity to Learn and Academic Engaged Time

A. The school/district has a written policy and procedi:rerelating to pupil attendance, truancy, and tardiness that isuniformly administered.

B. Efforts are always sought to increase available time forinstruction through more efficient time scheduling.

8280

Low

1

02

03

04

0

High

5

0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

D O D D 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 DODD0 0 0 0 0

0 0 0 0 0

C. Classroom interruptions are discouraged and kept to an ab-solute minimum for management procedures such as inter-com messages, unnecessary moving about, and tardinesses.

D. Planned use of instructional aides, volunteers, and tutors isdesigned to increase instructional time on task.

E. There has been a fairly recent attempt to assess how time iswasted and how engaged time can be effectively increased.

V. High Pupil Expectations

A. Teachers and administrators believe that all studentsregardless of their social and economic backgroundcanmaster subject matters at the competency levels establishedas the district standard.

B. Teachers in the school/district hold consistently high expect-ations for all students.

C. Ninety-five percent or more of the students in this school/district can be expected to complete high school.

D. Students understand the high achievement expectationsand react positively to that circumstance.

E. This school/district encourages heterogeneous grouping andseldom separates students on the besis of ability or handi-capping condition.

F. The nviiiber of students from low-income families retainedin a grade is proportionately the same as that of studentsfrom other income categories.

G. There is a consistent pattern in this school/district that isevident from teacher to teacher as it relates to goals, mis-

sion, and high achievement expectations.

H. Teacher lessons and classroom presentations are varied andtake into consideration the individual differences of stu-dents.

1. Student achievement is monitored regularly through appro-priate test and measurement techniques.

J. Parents are informed of and involved in the highachievement standards of the school/district.

33

Low

1

02 3

04

High

5

0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0

VI. Monitoring of Pupil Progress

A. In addition to report cards, the school/district has estab-lished regular proeedures for notifying parents and studentsof student progress.

B. The school/district uses a standardized testhig program tomeasure school/district progress.

C. The standardized tests match the curriculum of the school/district.

D. The school/district uses the standardized test results topublicize and improve programs and performance.

E. All staff members are provided test results and an appro-priate interpretation of their meaning.

F. The principal, staff, and central office personnel use testsand other assessment techniques as the basis for institutingchange in curriculum and program thrust.

VII. Parent and Community Involvement

A. The school/diatrict encourages parenUcommunity involve-ment through active committee assignments in broad areasof program/policy activities.

B. The school/district has a wide range of activities availablefor parents to participate in.

C. The school/district has a systematic procedure established toensure that the affairs of the school/district are properlycommunicated to the parents and community.

D. Parents and members of the community are used as volun-teei aids and tmors.

E. The community is considered and used as an educationalresource in school/district programs.

F. Parents and community members are proud of their schoolsand support them at an appropriate level.

8482

Low

1 2 3 4

High

5

0000000000000000000000000000000000000000000000000000 00r300000

APPENDIX C: SAMPLE PROBLEM STATEMENT

Kind of ProblemCurricularMore specifically, Language ArtsMore specifically, lack of continuity in Language Arts

Who is Affected?All studentsMore specifically, Grades 1-6 (with coordination with Kindergarten)

How they are AffectedStudents

Repeating skills they have already learned (poor use of time)Tuning outPunctuation is poor (CAT scores)Not using skills they have "mastered;" transfer is poor (spelling, commas correct ontestbut later used incorrectly in sentences)

TeachersFrustrated by frequent changesHaving difficulty integrating individuaskills into a meaningful wholeDo not know what materials and skills students have had, and will haveAssessment device requires a month to process; teachers do not know what specificskills to test the first month

EvidenceTeacher observationSchool scores (CAT) are lower than other schools in the system in reading and language

CausesWide variety of programs being used without any linkLack of teacher training in use of programsCommunication between teachers is difficult

Goals for ImprovementSequential ianguage arts program (integrating reading, spelling, listening, writing,speaking, handwriting, grammar)Record keeping system that can track student progress from year to year and within ayearImproved use of language arts skills in other content areas (skill transfer)Teachers know where to ploce students on the first day of schoolProvide enrichment activities for above-average studentsimprove teacher training to ensure best use of programsPrepare teachers to better handle individual needs

Adapted from: Loucks-Horsley & Hergert, An Action Guide to School Improvement, 1985,arts skills In other content areas (skill transfer)

8583

APPENDIX D

CHARACTERISTICS OF EFFECTIVE SCHOOL COUNCILS

(Note: The text following is reprinted with permission from School improvement Councils: AGuide to Effectiveness. School Council Assistance Project College of Education, University ofSouth Carolina, 1989. Schools in South Carolina are required to have school improvementcouncils, and the School Council Assistance Project provides information, workshops, andtechnical assistance in support of these councils. See page 16 for address.)

Councils that work well share a common set of characteristics:

Representativeness:

Since two-thirds of the council must be elected, the selection process should guarantee thatcouncil membership is truly representative. However, it may be necessary to recruit potentialcandidates from different segments of the community and propose them for election.Appointments by the principal should be made to balance the group in terms of race, sex,geography and other variables, so that the SIC membership reflects the school and thecommunity as a whole.

Creating task forces or ad hoc committees as part of the council structure is one way to involvemore people in the work of the council and to ensure greater representation. Often peopleare willing to volunteer their time to work on a specific issue If there Is a definite timetable thatincludes a target date for concluding the committee's business.

Clear Sense of Purpose:

Effective councils set yearly goals and objectives through the needs assessment process.Clearly stated objectives and task-oriented strategies give the council a sense of purpose anddirection, which guarantees a sense of fulfillment at the end of the school year.

Each council member must be aware of his or her responsibilities. Orientation of new membersis vital. So also is training i effective schools research, which is used to develop the annualreport.

Action-Odented Meetings:

Council meetings need to be guided by well-conceived agendas. Decisions must be madeand plans of action developed and implemented. These actions will provide evidence tomembers and constituents that council meetings are worth their personal time and effort.

Ideally, a council will have nine to 15 members. Research has found that this size groupprovides enough people to perform the SIC's required duties and functions without causingcollaborative decision making to become unwieldy.

Research has also shown that effective councils tend to have chair-persons elected by council

84

66

members rather than appointed by principas. These councils also meet regularly (a minimumof 9-12 times a year), since the complex process of assessing, planning, and monitoring cannotbe accomplished without sufficient time devoted to it.

Recognition of Council Members:

Each council member should receive a personal sense of accomplishment and publicrecognition for his or her services. People need to know they are appreciated and, by beingappreciated are more willing to give of their time.

Evaluation:

In addition to evaluating Its effectiveness in accomplishing the objectives and strategiescontained in the School improvement Plan, an effective council continually evaluates its ownprocesses and procedures. Councils will continue to have action-oriented meetings whenthey take the time to periodically evaluate them.

APPENDIX E

THE ROLE OF THE PRINCIPAL VIS-A-VIS SCHOOL IMPROVEMENT COUNCILS

(Note: The text following is reprinted with permission from School Improvement Councils:A Guide to Effectiveness. School Council Assistance Project, College of Education,University of South Carolina, 1989. Schools in South Carolina are required to have schoolimprovement councils, and the School Council Assistance Project provides information,workshops, and technical assistance in support of these councils. See page 16 for ad-dress.)

The (1984 South Carolina Education Improvement Act) does not speak directly to the roleof the principal vis-a-vis the School improvement Council except to say that the council isto assist the principal. Self-confident and wise principals use their councils inas many waysas possible to help them improve student achievement in their schools. These principalsuse their appointment powers to select knowledgeable and talented people to serve ontheir councils. Individuals selected are sometimes critics of the school and its programs, butthe principals know that often the best way to turn critics into supporters is to involve themin decisions about the school.

Principals can help their councils be more effective by:

Providing them will full information about ,he school;

Securing them support services, such as secretarial assistance;

Acknowledging their importance by publicizing election winners and newappointees;

Being aware that teachers, students and parents may be uncomfortable in dis-agreeing with him or her in council meetings and helping to establish a group normthat disagreements are expected and even encouraged; and

Being careful in exercising the position power that being principal confers on him orher so the group does not lose the independence it needs to come up with creativesolutions to problems.

6S

86

APPENDIX F

THE ROLE OF THE DISTRICT VIS-A-VIS SCHOOL IMPROVEMENT COUNCILS

(Note: The text fohowing is reprinted with permission from School Improvement Councils:A Guide to Effectiveness. School Council Assistance Project, College of Education,University of South Carolina, 1989. Schools in South Carolina are required to have schoolimprovement councils, and the School Council Assistance Project provides information,workshops, and technical assistance in support of these councils. See page 16 for ad-dress.)

The district's superintendent and board of edurNation play a key role in determining theeffectiveness of their school Improvement councils (SICs). For SICs to be effective, districtstaff and board members must:

Clearly define the role and purpose of the councils. This can be accomplished bycreating district guidelines for SIC bylaws, by specifying the activities of councils andby drawing up timelines within which those activities must be accomplished.

Demonstrate that they believe SICs are a valuable part of the operation of theirschools. They can do this by having key administrators attend council meetings andby providing space, typing, copying and related support for council activities.

Acknowledge the effort council members put into their work. They can recognizecouncil members through certificates of appreciation, by hosting luncheons ordinners for them, by publicizing their efforts and achievements in district newslettersand/or writing news releases about them for local newspapers.

Review the work of the SICs. Boards are required by law (in South Carolina) to re-view the annual School Improvement Reports prepared by their district councils,and provide written appraisals to the councils. The district should follow up on allitems that it can address and, whenever possible, implement recommendations ofthe councils. When implementation is not possible, the council should be informed,in writing, why the district ;' unwilling or unable to take action.

Provide councils with training and technical assistance. This may be done throughdistrict staff, by funding council members to attend conferences and workshops(travel expenses, registration fees, provision of a district van or car, etc.) and/or bydrawing on the resources of the School Council Assistance Project.

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