Hawks Rise not only wants to contribute to
raised student achievement within its school walls, it wants to participate
in efforts that elevate education reform.
The School uses
the Sunshine State Standards as their roadmap. All teachers set
up their plans and lessons according to the benchmarks. Everyone
can check these lesson plans and share the knowledge about what
is happening in individual classrooms. In order to make sure the
roadmap is taking students where they need to go, the school leaders
and staff practice very precise monitoring of progress. In addition
to in-depth analysis of standardized test scores and teachers' class
tests, the school uses Star Reading and Math; Pierson Learning's
computer-designed programs, to monitor skills daily and to estimate
where they are and where they need to be; and the Accelerated Reader.
The principal meets with teachers frequently to co-analyze this
data and support efforts to prescribe changes and provide remediation.
Results: FCAT Accountability Report, Reading:
96% of 3rd and 89% of 4th graders at level 3 or above
Practices that Promote High Performance:
- Involving teachers in the decisions about what is assessed and
how it is assessed
- Providing detailed, easily accessed information online for parents
on student progress compared to benchmarks
- Providing extensive professional development for teachers and
staff on assessment and analysis
The Principal's
leadership is student-focused. She is there to personally lead their
education and support staff to do the same. She has a photo of all
800 students and connects names to faces so that she can personally
greet them. She also has in-depth knowledge about their progress,
from cross-referencing data and from teacher information. She is
apt to ask them about what books they are reading now or how they
are doing on a specific reading goal. She sends "postcards"
home with each Report Card focusing on the positive that a student
achieved. Now she is working on setting up meetings with every student
to share with them what the data says about where they are, and
where they could be. She believes this will motivate and empower
students even more to be full partners in their own improvement.
Results: School grades: 2000: A; 2001: A;
2002: A
Practices that Promote High Performance:
- Investigating and choosing research-based instructional programs
that inspire higher order thinking
- Sharing literature with teachers about quality education development
and strategies for discussion and incorporation
- Using the district's program that brings back retired teachers
to mentor new ones
One of
the school's parent leaders has a straight "A" student
and one who struggles. He got to see and appreciate, how the school
responds to students with varying needs. The parents credit communication
that is consistent, detailed, assessment-oriented and interactive.
This parent and others constantly communicate with their children's
teachers and the Principal through e-mails, meetings, and phone
conversations. Comparing notes with parents whose children attend
different schools, including private schools, he concludes informally
that the curriculum, communication, and consistency is superior.
When students transition to middle school, they hear back that the
students are remarkably well-prepared. Parents report that teachers
at Hawks Rise are dedicated to hard work and committed to children
and parents.
Results: Chosen as High Scope Pre-Kindergarten
Model (certified and national model site)
Practices that Promote High Performance:
- Analyzing, responding to, and incorporating suggestions from
the parent surveys into school operations
- Establishing strong relationships with new parents and students
immediately, whether new class or transfers
- Providing workshops for parents on curriculum programs in use
at the school
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