Student achievement
drives the focus, data drives the decisions, and leadership-teachers
and principals-is the action force powering this high performing school.
Meeting the needs
of Coral Park students (83% free and reduced lunch, 58% limited
English, 14% gifted) required extra effort. After marshalling any
and all resources--including grant funding--the principal determined
more needed to be done to promote the achievement potential of the
students. The Principal adopted a "to lead is to serve"
strategy and started a Saturday school. Every Saturday, she tutors
the students herself. Teachers, paraprofessionals, and other volunteers
join the Principal on Saturdays at this above and beyond effort,
without remuneration, but with significant reward in student gains.
Results: Grade 4, 152 student tested in FCAT,
writing: school average 3.7 compared to district average of 3.3
and state of 3.4. FCAT Reading and Math outpacing district and state
averages.
Practices that Promote High Performance:
- Intense tutoring for struggling students; before and after school
care with academic focus
- Concentrated reading--while in the hallway, waiting for the
school day to begin, every student must read
- Home as a School Zone-homework not completed prompts a Principal
meeting and parent contact
The principal and school
team has prioritized small class size and a skilled teaching force.
Budget decisions and school improvement plans support these goals.
Teachers report that they share in the leadership of and accountability
for instructional progress. They also mirror the same goals and
values as the principal-student achievement, high-level involvement
in the job, caring for students, going the extra mile. All teacher
planning is individual and standards based. There is a collegial
atmosphere and open-door policy for staff. There is also considerable
emphasis on using every available moment to teach.
Results: 22.4% of staff holds Master's Degrees.
Very little teacher turnover. Hiring of as many teachers as possible.
Teachers empowered to make decisions regarding classroom instruction
and school practices.
Practices that Promote High Performance:
- Weekly meetings of teaching teams
- Teacher mentoring program including teacher pair up to observe
same and different grade levels
- Monthly meeting with Principal focused on support for teachers'
direction, rather than principal directives
Data is collected
once a week. It is not filed or stored. It is used. On a weekly
basis, the teachers regularly monitor their student's progress,
including FCAT-like assessments. The principal studies this data
as well, and as an ongoing practice, informs parents about their
student's progress and meets with students to assist with individual
needs. The school also utilizes information from student records
and student cumulative files. Administrators and teachers have access
to complete information.
Results: 2000 school grade: C. 2001
and 2002 school grades: A.
Practices that Promote High Performance:
- Benchmarking: curriculum and weekly benchmarking of all students
- Seeking and receiving grants for technology that supports data-driven
decision-making
- All improvement plans (student, class, school) based on data
and responsive to emerging information
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