one school's journey from underperforming to distinguished

Leadership, Sept, 2001 by Linda Paulsen, Christine Fullerton

BEING LABELED "UNDERPERFORMING" SENT WARNER MIDDLE SCHOOL STAFF REELING. NOW, THE SCHOOL BOASTS SOME NEW AND IMPROVED LABELS.

At the beginning of each school year, staff members at Warner Middle School in Westminster examine a variety of student data and work to align programs and materials with the state standards. This process has been in place for the past seven years, with staff selecting an academic focus by department and grade level based on student need.

So it was quite a shock when Warner was designated as a Program Improvement School during the 1998-99 school year. The label of "underperforming" and threats of state sanctions sent staff and students reeling. With everyone working so hard, we wondered, how we could do more?

This year, Warner Middle School was honored as a California Distinguished School, and we were the only middle school honored with the state and national Title One Achieving School Award. Warner boasts an API score of 10 for two years running when compared with similar schools. The process for this amazing turnaround is centered on teamwork, dedication and an unwavering focus.

Here are some lessons that our team learned as we ventured through the improvement process over the last three years.

1. Inquire

* Conduct a needs assessment.

* Set norms for professional conversations about improvement.

* Look at a variety of data.

* Use a cohort model to select a leadership team to ensure all voices are heard.

* Build trust and confidence by keeping all lines of communication open.

* Chart all feedback and value all input.

* Use all members of the leadership team as facilitators.

The staff decided that we needed to work smarter, not necessarily harder. Finding that over a third of Warner's population was below grade level in reading, the team suggested, and staff agreed, that if our students could read for information, success in all academic areas would increase. Reading became the school-wide focus.

2. Investigate

* Know how to examine data. Longitudinal data measures school-wide effectiveness by looking at the performance of the same group of students over time. Latitudinal data measures performance by a grade level team over time. This looks at the consistency of the program, it does not address the changes in the student population.

* Surface topics of concern and ideas for improvement.

* Visit existing programs that are successful in the selected area of focus.

* Share and discuss research as a staff

* Select ONE focus.

* Set goals and begin planning.

The existing interdisciplinary team of sixth-grade teachers provided the pilot that became the model for the Warner reading program. A variety of materials were purchased, and staff was trained how to teach beginning reading to middle-level students. A key component to the success of this intervention was utilizing the Title One teacher and special education staff to limit the size of the below-grade-level reading classes. Homogeneously grouped according to instructional level, students received specific, explicit instruction in reading.

3. Implement

* Staff development is critical.

* Adequate, effective teaching materials must support the focus.

* Base selection of staff for the implementation of the intervention on the expertise of the teacher.

* Use a pilot approach; start small.

* Communicate progress and challenges to all stakeholders.

Staff agreed that the reading classes should be staffed at 20:1, with students grouped by instructional level if they were two or more years below grade level. Our data analysis showed that while some struggling readers were English language learners and those with identified disabilities, many were not.

During the first year of implementation, staff fought the urge to retreat to the "old way" of doing business. Administrative support and encouragement for the innovation was critical at this point. By not giving in to the professional terror of trying something new, teachers found that those students who had not participated in class before were actively engaged in the reading class.

Teachers of the "grade level" classes found that they no longer taught to the "middle," missing the needs of most students. Higher-level students now had more of the teacher's attention, improving their performance also.

4. Reflect, refine, revisit

* Stay the course. Don't have a new focus every year.

* Encourage positive conversations about refinements.

* Use small groups, such as grade levels or departments, to surface concerns and discuss further improvements.

* Publicize accomplishments.

* Celebrate success.

The success of the sixth-grade pilot built excitement as staff anticipated a school-wide implementation. Systemic change was achieved through a reconfiguration of the master schedule, supporting the reading program. All below-grade-level readers were given their class at the same time during the day, by grade level. When students were ready to move to a higher level their entire schedule was not disrupted, providing continuity to their overall program. All students made significant gains in reading, some increasing as many as three years.