Effective Schools Correlates

"Effective Schools Correlates"

CoCorrelatesrrelates

CCorrelate Descriptionsrrelate Description

Training That Reflects Effective Schools Correlates

Clearly Stated and Focused Mission

The effective school has a clearly articulated mission. The staff shares an understanding and commitment to the mission and the instructional goals, priorities, and assessment procedures it projects. The staff accepts responsibility and accountability for promoting and achieving the mission of learning for all students.

Making Standards Work

  • Instructional goals, priorities and assessments

Data Driven Decision Making

Data Teams

  • Responsibility and accountability for learning of all children

Accountability System of School Improvement Project

  • Responsibility and accountability for learning of all children

High expectations for all students

The effective school expects that all students can attain mastery of the essential school skills. In order to meet these high expectations, a school is restructured to be an institution designed for "learning" not "instruction." Teachers and students must have access to "tools" and "time" to help all students learn.

Making Standards Work

  • Identification of "essential skills"

Data Teams

  • Structure for analyzing and supporting student learning

Effective Teaching Strategies Workshops

  • Research based instructional tools

Frequent monitoring of student progress

The effective school frequently measures academic student progress through a variety of assessment procedures. The assessment procedures must emphasize "more authentic assessment" in curriculum mastery. Assessment results are used to improve individual student performance and also improve instructional delivery. Assessment results will show that alignment must exist between the intended, taught, and tested curriculum.

Data Teams

  • Frequent monitoring of, and adjusting for student learning
  • Utilization of data from frequent, common grade level assessments (formative assessment)

Making Standards Work

  • Performance assessment development based upon identified essential skills

Maximize learning opportunities

The effective school allocates and protects a significant amount of time for instruction of the essential skills. The instruction must take place in an integrated, interdisciplinary curriculum. Effective instruction time must focus on skills and curriculum content that are considered essential, that are assessed, and most valued. There should be abandonment of less important content.

Making Standards Work

  • Identification of essential skills to be taught at each grade level to all children
  • Big Ideas and Essential Questions identified which support integrated, interdisciplinary lessons

Data Teams

  • Utilization of data from frequent, common grade level (formative) assessments

A safe and orderly environment

The effective school has an orderly, purposeful, businesslike environment, which is free from the threat of physical harm. Desirable student behaviors are consistently articulated and expectations are clear. Students help each other and want what is best for all. This environment nurtures interaction between students and teachers that is collaborative,

cooperative, and student centered.

Positive Behavior Interventions & Supports

  • School wide systems approach for student behavior and academics

Instructional leadership

The effective school practices that the principal is the "leader of leaders" not the "leader of followers." The principal and all adults must take an active role in instructional leadership. The principal will become the coach, partner, and cheerleader.

Data Driven Decision Making

Data Teams

  • Analysis of "results data" to set SMART goals for building
  • Data Team provides for development of Professional Learning Communities
  • Provides for accountability of adult actions through Data Team reporting to building administration as well as Tier 2 and Tier 3 reports by building administrator to district office

Making Standards Work

  • Identifies grade level essential skills in content areas
  • Provides common assessments for each grade level

Effective Teaching Strategies

  • Provides administrative understanding of research based instructional strategies
  • Provides teachers with training and implementation process of research based instructional strategies

Accountability System of School Improvement Project

  • Provides accountability framework for school improvement efforts

* Lezotte, Lawrence W., Correlates of Effective Schools: The First and Second

Generation. Effective Schools Products, Ltd., Okemos, MI, 1991.

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