Creative solutions and partnerships with other
schools are just a few examples of Central Park's can-do approach.
Central Park Elementary
needed and wanted a better science program. It would mean a new
teacher and curriculum. The school doesn't have a wish list. They
have a "to do" list. Involving the staff, parents, partners
and PTA, they strategized how to secure needed funding. They succeeded
and the students were the winners. Some 25% of the students at Central
Park are minorities, speaking 33 different languages. The teachers
are committed to raising the bar for students, to meet goals, but
they also want to stimulate their imagination and creativity. Reading
and writing are priorities. The "Writing Book," created
by teachers on the writing committee, is a program spanning all
grade levels that boosts performance and inspires young minds.
Results: Grade 4 FCAT Writing, 205 students
tested: 3.7; district, 3.5; state, 3.4. FCAT Reading higher than
district and state
Practices that Promote High Performance:
- Basing selection of programs on research, student needs, standards
alignment and innovation potential
- Involving all stakeholders in thorough and professional analysis
of student data and improvement planning
- Resisting window dressing: using enhancement resources for a
sharply focused instructional game plan
Homegrown programs
such as the "Pickle Pals" that buddy new students with
two elementary "veteran" students, respond to the individual
needs of the school. The principal and staff have their pulse on
their student and parent populations and are constantly looking
for creative solutions that make sense. They help choose new teachers
to strengthen the skills of the team and fill needs. They lead the
selection of materials and programs that are key to the school's
success. They are encouraged by the principal to bring new ideas
and programs to the table. Do your research. Make your case. Then,
the team kicks-in to support the plan. Professional development
aligned to student achievement anchors the creativity and channels
its energy.
Results: School grade 2000: A; 2001: A; 2002:
A
Practices that Promote High Performance:
- Pre-assessment testing including publisher's tests, IRI and
computer-assisted models
- Portfolio assessments shared with students, as well as parents,
other teachers and administrators
- Emphasis on students providing written responses-short and extended-in
all subjects, including math
When the ongoing
data analysis everyone in the school participates in showed an opportunity
gap, it was addressed. Despite their best efforts, the fourth grade
teachers felt that student writing scores were not as good as they
could be. After exhausting internal avenues and advice, they identified
a consultant who was successful at increasing writing scores at
other schools. After the training, they came away "born again"
writing teachers with new skills and a passion that helped the students'
basic and authorship skills improve. In another instance, teachers
identified a need to strengthen 5th grade math scores. Using in-house
expertise, the art teacher was tapped to infuse geometry lessons
in art classes. Student performance improved.
Results: Leave days for teachers lower
than district average; FCAT Accountability: 88% of 4th graders,
level 3 or above; 93% 4th graders, Writing, 3 or above.
Practices that Promote High Performance:
- Train all teachers in data analysis; update training as needed;
seek out new assessment vehicles
- Undertake professional development that positions the teacher
as a leader and empowers the position
- Quickly catch individual student improvement that is slowed
or stalled, through timely data analysis and remediate immediately
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