Single School Culture © - PowerPoint Presentation

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Single School Culture ©

Alison Adler, Ed.D.Single School Culture ©aadler222@gmail.com

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Failure to address school culture only produces unintended discrepancies between school improvement efforts and intended outcomes for student achievement.Sarason (1982)2Slide3

More Than “Safe and Orderly”A truly positive school climate is not characterized simply by the absence of gangs, violence, or discipline problems, but also by the presence of a set of norms and values that focus everyone’s attention on what is most important and motivate them to work toward a common purpose.Jerald (2006), The Center for Comprehensive School Reform and Improvement 3Slide4

hat is Single School Culture © ?It is a way of organizing and running a school. It begins with shared norms, beliefs, values, and goals and results in agreed upon processes and procedures that produce consistency in practice. It is not a program.A Single School Culture © results in consistency of both adult and student practices related to:Academics

BehaviorClimateData

W

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SINGLE SCHOOL CULTURE © PROCESS

Create a Single School Culture ©

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Ours is a practice primarily focused, because of urgency, on adult change in practice first.Two approaches are used:Make an intellectual case for Single School Culture © process in one or more of four domains (behavior, achievement, climate, data).If one cannot accept the case (a “show me” individual), then we ask adults to change their practices to produce real and observable change/results in a time specific period.6Slide7

What interferes with a successful school culture/program/initiative that has been successful somewhere else (was research-based, evaluated, etc.)?Why doesn’t it work in our school?Sometimes the culture has developed dysfunctional values and beliefs. Deal and Peterson call this dysfunction “toxic cultures.”(Deal and Peterson, 1998)7Slide8

In “Toxic Cultures” Staff:View students as the problem rather than as their valued clients.Are sometimes part of negative subcultures that are hostile and critical of change.Believe they are doing the best they can and do not search out new ideas.Frequently share stories and historical perspectives on the school that are often negative, discouraging, and demoralizing.Complain, criticize, and distrust any new ideas, approaches, or suggestions for improvement raised by planning committees.Rarely share ideas, materials, or solutions to classroom problems.Have few ceremonies or school traditions that celebrate what is good and hopeful about their place of work.

(Deal and Peterson, 1998)8Slide9

Toxic Cultures Inhibit and Limit Improvement Efforts in Several Ways:In these cultures, staff are afraid to offer suggestions or new ideas for fear of being attacked or criticized.Planning sessions led by school improvement teams are often half-hearted due to the negativity fostered by hostile staff who refuse to see that improvement is possible.New staff who bring hope and a sense of possibility are quickly squelched and resocialized into negative ways of thinking.Programs are poorly implemented because the motivation and commitment to change is weak or nonexistent.Plans fail for lack of will.No one wants to work in these kinds of schools. But, it takes leadership, time, and focus to rebuild these festering institutions. Fortunately, most schools are not this negative, though many have some of these cultural patterns that make change problematic.

(Deal and Peterson, 1998)9Slide10

The Opportunities of Positive CulturesIn contrast to the poisonous places described above, many schools have strong, positive cultures. These are schools:Where staff have a shared sense of purpose, where they pour their hearts into teaching.Where the underlying norms are of collegiality, improvement, and hard work.Where rituals and traditions celebrate student accomplishment, teacher innovation, and parental commitment.

Where staff informally networks to provide a social web of information, support, and history.Where success, joy, and humor abound.(Deal and Peterson, 1998)

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Failure to Achieve a Single School Culture © Will Result in:More costly interventionsHigher teacher mobilityMore alienated students

Increasing numbers of students who do poorly in school/engage in negative behaviorsIncreased tension among staff/administration11Slide12

Motivationally ready & ableNot very motivated/ lacking prerequisite knowledge & skills/ minor vulnerabilitiesAvoidant / very deficient in current capabilities. Has a disability/ major health problemsBarriers to LearningRange of Learners (categorized in terms of their response to academic instruction)I =

II =

III =

Instructional Component

Classroom Teaching

Enrichment Activity

Desired Outcomes

Examples of Barriers

:

Negative attitudes toward schooling

Deficiencies in necessary prerequisite skills

Disabilities

School and community deficiencies

Lack of home involvement

Lack of peer support

Peers who are negative influences

Lack of recreational opportunities

Lack of community involvement

Inadequate school support services

Inadequate social support services

Inadequate health support services

(Adelman and Taylor, 1998)

Why Should We Do It?

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School Factors and Sub-CategoriesGuaranteed and Viable CurriculumOpportunity to Learn

Time

Challenging Goals and

Effective Feedback

Monitoring

Pressure to Achieve

Parental and Community Involvement

Parental Involvement

Safe and Orderly Environment

School Climate

Collegiality and Professionalism

Leadership

Cooperation

Marzano

, R., 2003

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* The average gain in percentile points of the average student in the experimental group compared to the average student in the control group.Marzano, R., 2000; Borman, G.D.;

Hewes, G.M. et al., 2000

School Factors

Guaranteed and Viable Curriculum: Opportunity to Learn

Percentile Gain*

Opportunity to Learn

affects student achievement more than double

any other school factors.

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Opportunity to LearnArticulates a rigorous curriculum (clear target)Next Generation Standards; FCAT Item Specs Strong CoreLexile MapsHas assessments based on the curriculumDiagnostic TestsCommon Assessments (school and district developed)

Monitors extent teachers cover the curriculumLearning Team MeetingsCollaborative Planning

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TimeAllocates instructional timeLiteracy blocksEngages students during instructional timeIndividual  GroupPassive receiver  Active Reader, Writer and TalkerEnsures students are successful at the engaged tasksDiagnostic Tests

Common Assessments (school and district developed)Teacher judgment in the classroomShared strategies for teaching and RE-teaching

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MonitoringArticulates academic goals for the schoolSIP goalsLearning Team goalsClassroom goalsAlignment

Monitors progress toward the goalsLearning Team Meetings

Collaborative Review of Student Work

Progress of student mastery not pacing guide

Just because we taught it, doesn’t mean they

got it

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Pressure to AchieveCommunicates that academic achievement is the primary goal of schoolFocuses on mastery of basic subjectsHolds high expectations for all studentsUses records to gauge student progress18Slide19

Instructional ROIOpportunity to LearnTimeMonitoringPressure to AchieveSINGLE SCHOOL CULTURE ©

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Single School Culture ©Academics…use of research-based best practices around the alignment of curriculum, instruction, and assessment.Teachers and administrators directly teach and model efficacy beliefs (e.g., students know their targets, know what they need to do to get there, and know that with effective effort they will reach them)Teachers and administrators analyze and use data to further student achievementTeachers and administrators hold themselves accountable for students meeting proficiency or higher and closing the achievement gapTeachers and administrators demonstrate the belief that if a student is not progressing, it is not about the student’s ability, it is about needing new strategies or a better delivery of the strategies

Teachers and administrators are provided necessary staff development to meet requirements of a teacher or administrator evaluation system20Slide21

PhasesSample PracticesSample Sources of EvidenceVision, Beliefs, and ValuesEfficacyLearning TeamsTeacher capacity/development/teacher supportCollege Readiness K-12Curriculum K-12Career AcademiesLearning VillageResponse to Intervention (RtI)Technology StandardsMarzanoReports in EDW

Reports/RecordsClassroom/SchoolSurveysTest ScoresUsage ReportsObservations

WalkthroughsInstructional Reviews

Data Chats

Practices

(training, fidelity of implementation, progress monitoring)

Outcomes

Single School Culture ©

Academics

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Implications of the Efficacy ParadigmCapabilities can be developed throughout life. People can "get smart"—actually become more intelligent—through the application of Effective Effort.When effort is mobilized (not debilitated), people can control the pace and direction of their own development. Failure or difficulty can stimulate mobilized effort when it is understood as feedback about what people must do to improve. Failure debilitates only when used as the basis for judgments about the innate limitations of an individual.©2004 The Efficacy Institute, Inc.22Slide23

Practices Make the DifferenceIt is the capacity of adults to mobilize the Effective Effort of children that determines which children reach Proficiency and which do not.Practices make the difference – teachers and parents who understand what to do to actively engage children’s effort at learning tasks get results.©2004 The Efficacy Institute, Inc.23Slide24

TARGET

Sunshine State Standards

Assessment of the Target

The Focus of Learning Team Meetings

INSTRUCTION

ASSIGNMENTS

ASSESSMENTS

PROOF

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Single School Culture ©Behavior…is a uniform set of practices and procedures that are aligned to a school’s mission and goals. Classroom procedures align with school rules and do not supersede them. These practices and procedures are known and used by all staff to positively norm both student and adult actions by defining and linking behaviors and consequences while recognizing appropriate behavior.Teachers and administrators positively state behavioral expectations and model and coach them for studentsTeachers and administrators consistently apply rules and consequences in a non-emotional, ethical manner meant to change behaviorTeachers and administrators constantly recognize students when they demonstrate appropriate behaviors

Students receive fewer discipline referrals thus enhancing academic teaching and learning time25Slide26

PhasesSample PracticesSample Sources of EvidenceVision, Beliefs, and ValuesPro-social normingSchool-wide Positive Behavior SupportAlternative to SuspensionFACE-IT (ATOD)In-School SuspensionRestorative JusticeResponse to Intervention (RtI)Court Liaison InitiativeSafe Schools Case Manager Initiative (mediation, community, family, etc.)Reports in EDW

Self-Assessment SurveysMeeting NotesTeam Implementation Checklist (TIC)RecordsPractices (training, fidelity of implementation, progress monitoring)

Outcomes

Single School Culture ©

Behavior

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Designing School-Wide Systems for Student Success27Slide28

Typical Responses to StudentsIncrease monitoring for future problem behaviorRe-review rules & sanctionsExtend continuum of aversive consequencesImprove consistency of use of punishmentsEstablish “bottom line”

Zero tolerance policiesSecurity guards, student uniforms, metal detectors, video cameras

Suspension/expulsionExclusionary

options (e.g., alternative programs)

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3-5 Positive School-wide ExpectationsBased on current problem behaviorsAlign with school mission and goalsApplicable to all students, all staff, & all settings of the school Fit the culture of your school

Respectful Responsible Learner

Universal Guidelines

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Universal Guidelines & Behavior ExpectationsBe RespectfulKeep side conversations limitedCell phones on silentFollow the attention signalBe ResponsibleReturn from breaks on timeBe a LearnerUse your work time wiselyListen, take notes, ask questions

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I pledge to be: On TIME Ready for HARD WORK With high EXPECTATIONS DRESSED

appropriately Showing RESPECT to all

With

E

LECTRONICS

out of

sight

and turned off

With a positive

A

TTITUDE

M

OTIVATED

to succeed.

Signed______________________________ Date______

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What Does an Expectations Matrix Include?3-5 Broad Universal GuidelinesList of 2-3 Specific Social BehaviorsSkills for Each School SettingObservableMeasurablePositively Stated Understandable

Always Applicable32Slide33

Secondary Matrix Example33Slide34

Why We Have RulesWe have rules for 3 reasons and students need to know why we have them:To protect students’ physical and psychological safetyTo protect academic opportunity and learning timeTo move a large number of students through small areas in a short amount of time.34Slide35

Sample of Forms35Slide36

Sample of Forms36Slide37

Sample of Forms37Slide38

What Are the Adult Processes in SSC-B? Create an enthusiasm among staff to work together.Identify, prioritize, and select an issue to address using a whole group process.Gain consensus among staff for the interpretation of the selected issue.Identify specific practices to teach, coach, model, and enforce the issue.Determine desired outcomes and ways we would note progress.38Slide39

What Does Single School Culture © for Behavior (SSC-B) Look Like in the Whole School?Rules and expectations are taught, modeled, and coached by all teachers in a schoolRules are consistently and ethically enforced by all adults on campus all of the timeStudent behavior is positively normed when staff works together to create an ethos of fairness39Slide40

Single School Culture ©Climate…refers to the emotional atmosphere we generate around us, the “context” of school and district. Climate involves the perception of stakeholders concerning the fairness, openness, friendliness, ethos of caring, and sense of welcome of the school. It also refers to the degree of satisfaction experienced within its organizational structure.Teachers and administrators support and agree upon normative practices for adult-to-adult, adult-to-student, and student-to-student interactionsTeachers and administrators have practices for using data and feedback to monitor school climate and protocols for intervention are imbedded in trainingTeachers and administrators foster an inclusive atmosphere and sense of connectedness among students, staff, and administratorsTeachers and administrators report that student surveys indicate that students feel supported and believe that their teachers want them to be successful

Teacher turnover, student dropout rates, and absenteeism rates are reduced40Slide41

PhasesSample PracticesSample Sources of EvidenceVision, Beliefs, and ValuesStudent-led initiatives (e.g., Safe Schools Ambassadors, mediation, government, sports, clubs, SADD, SWAT, ethics, etc.) Problem Solving Teams (School Based Teams, School-wide Positive Behavior Support, Climate Teams, Hospitality, etc.)Response to Intervention (RtI)Cooperative PartnershipsSchool ConnectednessMarzanoReports in EDWReports/RecordsClassroom/SchoolSurveysTest Scores

ObservationsConversations with students and parentsEvaluationsPractices (training, fidelity of implementation, progress monitoring)

Outcomes

Single School Culture ©

Climate

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Single School Culture ©Data…refers to both the formative and summative use of data to recognize progress and areas of need in academics, behavior, and climate or in the use of data itself. Protocols are established to use data effectively to improve the areas that are negatively impacting student achievement and attainment. The purposes for utilizing data are to:Track each student’s progress toward proficiency and higherPlan for initial instruction and re-teaching for each studentDetermine if practices and programs are workingCheck alignment among standards, curriculum, instruction, and assessmentsPlan for teachers’ and administrators’ professional development

Help teachers and administrators hold themselves accountable for students meeting proficiency and higher and for closing the achievement gapDevelop and monitor implementation of the School Improvement Plan (SIP) and other school plans

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DistrictReading % Satisfactory or Higher

Math % Satisfactory or Higher

Writing % Satisfactory or Higher

Science % Satisfactory or Higher

Reading Points for Gains

Math Points for Gains

Reading Gains for Low 25%

Math Gains for Low 25%

Total Points Earned

Palm Beach 

58

61

87

54

67

69

68

66

530

Broward

58

62

85

49

67

68

66

59

514

Dade 

55

57

81

47

68

68

70

66

512

Duval 

53

54

82

46

64

65

66

64

494

Hills-

borough 

55

57

84

49

63

65

62

60

495

Orange 

57

57

81

49

68

68

68

64

512

Pinellas 

56

53

81

48

63

64

61

59

485

FY2012 District School Accountability Report: Seven Large Urban Districts in Florida

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Single School Culture © and eventually Single District Culture © is about who we are, what we believe, and how we act on those beliefs.Great districts work to mobilize the efforts of all to develop the WHOLE child in each and every child.44