Risk-taking paid off for this school with
increased student gains because they saw the risks as exciting opportunities,
and thoroughly prepared to meet them.
The Principal envisioned
a break-the-mold school-empowered staff, with minimal bureaucracy,
and achievement-focused. The vision was charted, waivers granted,
and it opened in 1996. Budget and programmatic control when possible,
was assumed by the school. It meant more flexibility, but also operating
without the traditional safety nets. Fascell has a population that
is 85% Hispanic, limited English, and 60% free and reduced lunch
and transient. A Leadership Committee was established, and every
staff sector (made up of five National Board certified teachers)
were to develop and implement their priorities of Reading, Technology,
Parent Involvement and Assessment.
Results: Grade 4, 238 students tested in
FCAT Writing: school average 3.8 compared to district average of
3.3 and state of 3.4. FCAT Reading scores grades 3 & 4 and Math
scores 3 & 5, higher than district and state.
Practices that Promote High Performance:
- Add-on assessment instruments: Interactive Learning On Line,
used in classroom and at home
- Professional development is valued above personal reward: incentives
and rewards fund development; department chair stipend funds professional
development with chair duties spread out, shared (teacher decisions)
- Profiles for each student, constantly updated and available
to all teachers, administration
- Student achievement goals verified by reviewing teachers' professional
development plans
Budget flexibility
and control was one of the most significant make-it-or-break-it
factors for the school. It would require a new way of strategizing
expenditures narrowly aligned to priorities and responsive to merging
needs and midcourse corrections. Working with the staff, the principal
developed budget priorities that fueled school priorities and a
long-range strategic plan: professional development, tutoring, added
assessment tools, technology (300 computers), parent communication,
tutoring, reading, and smaller Kindergarten class size. Wise and
directed use of the existing dollars, the school reports, is an
important accountability factor.
Results: School grades: 2000: A; 2001: B;
2002: A.
Practices that Promote High Performance:
- Consensus management funding decisions-all staff are professionals
with worthy input
- Teacher mentoring program including teacher pair-up to observe
same and different grade levels
- Monthly meeting with Principal, focused on supporting rather
than directing teachers' plans and activities
- FCAT enhancement monies given to tutorial program designed to
avoid mandatory retention
To engage parents
with limited English skills and a hesitancy to be involved, the
school embarked on a parent engagement program that turns individuals
into part of a school family. Using the traditional parent involvement
strategies, (i.e., communications in two languages, open houses,
and more), the school gets the parents through the door. Once there,
they quickly become part of a family/social hub because the school
provides a comfort level, communicates respect and facilitates empowerment.
Rather than seeing diversity as a factor to overcome, they see it
as an opportunity to unite a force to support all of the students.
Results: District PTA recognition for local
unit; equal ethnic representation on school improvement teams; parents
skills improved through workshops; 13.4 % student absence rate compared
to 18.6% district and 19% state averages.
Practices that Promote High Performance:
- Outreach including surveys to all parents, highly visible and
responsive teachers and guidance counselors
- Emphasis on volunteerism to promote familiarization with teachers,
practices, student expectations
- Weekly monitoring reports to parents informing them of progress
and involving them in improvements
- PTA focus on motivational activities to inspire achievement
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