|
|
|
The views expressed on this page are
solely
those of the author and do not
necessarily represent the views of County
News Online
|
|
Credit: Magee Elementary School
Education Dive
5 tactics for turning around a failing school
A principal in Mississippi describes what it took to bring an elementary school's rating from an F to a B.
Paul Lawrence
Feb. 7, 2020
Magee Elementary was a school in crisis when I began as principal in
2015. The historically low-performing school had received an F grade
from the state in 2014. Over the next three years, we improved our
grade to a B and were able to maintain that accreditation level this
past year as well. Our steady progress reflects a schoolwide effort
focused on data-driven instruction, targeted professional development
and stronger student engagement.
Here are five tactics we have used to help drive our school turnaround.
Build confidence
After years of seeing students struggle, our teachers didn’t have a lot
of faith in their ability to turn around student performance.
Accordingly, one of our first objectives was to help teachers believe
in themselves and in our students. We supported this process by setting
clear goals, providing regular professional development and creating
strong professional learning communities. Using this structure, our
teachers were much better positioned to learn and implement best
practices.
Focus on literacy
We actively participated in Mississippi’s state-funded literacy
training, which includes Language Essentials for Teachers of Reading
and Spelling. This program ensures teachers are well versed in the
essential components of reading instruction, including the need for
systematic phonics instruction in the early grades. As part of this
initiative, literacy coaches began by collaborating with our teachers
nearly every day, at first, but we then shifted to once a month after
we began demonstrating solid progress.
Align to standards
We also made sure our teachers learned how to leverage i-Ready, the
math and reading instructional program we began using in 2015. That
first year, we had a lot to learn, but teachers soon began to embrace
it once they understood how it aligned instruction to our state
standards and supported differentiated learning. In addition to
providing students with individualized instruction, the program gives
teachers a variety of resources to deliver lessons as a targeted
intervention with a small group or individual students.
Dive into data
We also ensure that everything we do, including goal setting and lesson
planning, is driven by data. Each week we review the data provided by
i-Ready, including a report on each student’s progress, specific
strengths and weaknesses, and time on task. Our PLCs reflect on this
data during their weekly meetings to help identify which students are
struggling with which specific skills, as well as those who are ready
for acceleration. Many take it a step further and convene regular data
chats with students. These conversations help students feel ownership
of their learning and provide teachers with even more feedback.
Improve engagement
Importantly, we have focused on improving both classroom management and
student engagement. We have trained teachers on Positive Behavioral
Interventions and Supports, while teaching students to be respectful,
responsible, and ready to learn. This approach provides a framework for
creating a productive learning environment that rewards positive
behavior. Students not only learn the school’s behavioral norms, but
understand they will receive the support they need to be successful. In
addition, we motivate students through a variety of schoolwide and
grade-level incentives and celebrate student progress with colorful
displays throughout the building.
Positive outcomes
In the past four years, proficiency in math has risen from 12% to 47%
and English language arts proficiency has increased from 17% to 44%, as
measured by the Mississippi Academic Assessment Program. The success of
our school's turnaround is also reflected in the active learning taking
place in our classrooms and the renewed confidence of our teachers.
Meanwhile, our kindergarten students, many of whom begin school without
any preschool experience, have demonstrated strong gains from the
beginning to the end of the school year, outpacing the state average.
By continuing to foster close collaboration among our teachers and
promote high levels of student engagement, we expect to continue on our
upward trajectory this school year.
In conclusion, these five tactics created a culture of higher
expectations where both student and teacher ownership of data and
shared accountability became the norm. These changes resulted in higher
test scores and increases in accountability levels at Magee Elementary
School.
|
|
|
|
