Already a successful school, they choose to
raise the bar and find new strategies to break through the high performing
ceiling, not for the win, but for the gain.
The stakeholders
at Ashton have a powerful mutual admiration society that motivates
achievement. The principal inspires and leads the society. The school
runs very smoothly, has a highly stable population; low number of
free and reduced lunch (14%); and historic high achievement. The
principal's respect, words and action for the unlimited potential
of the teachers and staff to continuously improve, and for students
to achieve, kicks this school into high gear each and every morning.
The teachers-55% have advanced degrees-hold the same high respect
for the principal and his leadership style. The principal trusts
and supports their professionalism and expects the highest goals
and the best strategies to support aims. All prioritize Reading.
Results: Grade 4, 208 students tested in
FCAT, Writing: school average 3.8 compared to district 3.6 and state
3.4. FCAT Reading and Math scores considerably above district and
state.
Practices that Promote High Performance:
- Formation and support of teacher leadership teams to plan, set
and achieve goals
- Constant monitoring of student progress through data warehouse
and a "test-tracker" using Stanford 9 data
- Professional development tied into student needs as determined
by data tracked by teachers
The school actively
seeks and appreciates its business partners. Partners support activities,
but more, they support student achievement through tutoring, funds,
guidance and mentoring. The principal has a business background
and is at home with harnessing the expertise of his partners. He
has also gained parent support. Partners, parents and teachers report
a high level of satisfaction with the principal's leadership. Parents
are included in significant decision-making such as school improvement
plans and budgeting. The teachers indicate a high level of respect
for the parents' school leadership, and gratitude for their support.
The parents provide resources for meaningful activities, directly
aligned to effective teaching and learning, such as staff development.
It is an equal angled triangle, with principal, staff and community
working for students.
Results: 250 business partners; $80,000 donated
by parent organization; low student absenteeism/suspension
Practices that Promote High Performance:
- Providing parents with detailed needs assessment data prior
to input on school improvement planning
- Making parents feel needed as well as wanted at the school and
in making important decisions
- Deploying partners to provide targeted assistance and hands-on
support in their areas of expertise
The programs
at the school all work to achieve and increase agreed upon goals
and success indicators. The teachers, led by the Principal, insist
that their programs must go beyond competency. Programs must take
students from knowledge into practical application. Every team member
is responsible for maximum use of total resources, including time
management and support services that are totally focused on instruction.
Some of the school programs are: Successmaker, STAR, Balanced Literacy,
and Accelerated Reader. The programs and plans are directly tied
to the Sunshine State Standards.
Results: School grades: 2000: B; 2001:
A; 2002: A.
Practices that Promote High Performance:
- Departmentalization in grades 3-5
- Beginning teacher program with mentoring from veteran teachers
- Ability groups in reading and math and homogenous groups in
other subjects
- 3 networked technology labs; 350 computers; multimedia stations
in each room; and distance learning
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