School Improvement

  An important part of a new school year's process is focusing on those elements in our buildings that allow for continuous academic success for our students. Administrators and their staffs meet to finish conversations which began at the close of the previous year and like an interrupted telephone call, we re-dial our thoughts, clear our throats and express in simple language- specific, measurable, actionable, relevant and timely goals that convey knowledgeable high expectations. 

But continuous improvement is a tricky process.  All of us at the meeting table recognize that improving the effectiveness of schools is not only highly complex, but involves unforeseen challenges, complications, and reversals, as well as steep or prolonged learning curves-among other unavoidable factors-that require a sustained commitment to step-by-step ongoing research-based improvements, rather than rapidly implemented "desired breakthroughs" that cannot be substantiated by authentic student data. For example, our discussion lead us to Response to Intervention (RtI) which is key to most school improvement plans.  The 3-Tier process:

Most conversations about school improvement center on this traffic light colored triangle and its important that we all have an understanding of what it means in practical terms to the teachers that provide the instruction and the assessments that make this an effective model. What should it look like? Does it look like this at most schools?

Table:  Description of Critical Elements in a 3-Tier RtI Model   (isbe.net) The following table outlines the essential features of a three-tier model of RtI including suggested ranges of frequency and duration of screening, interventions and progress monitoring.  This is intended as guidance for districts as they determine the various components of their RtI model.
Elements	Tier 1 Core Curriculum and Instruction	Tier 2 Supplemental Instruction	Tier 3 Increased Levels of Supplemental Instruction
Size of instructional group	Whole class grouping	Small group instruction (3-5 students)	Individualized or small group instruction (1-2 students)
Mastery requirements of content	Relative to the cut points identified on criterion screening measures and continued growth as demonstrated by progress monitoring	Relative to the cut points identified on criterion screening measures and continued growth as demonstrated by progress monitoring	Relative to the student’s level of performance and continued growth as demonstrated by progress monitoring.
Frequency of progress monitoring	Screening measures three times per year	Varies, but no less than once every two weeks	Varies, but more continuous and no less than once a week
Frequency of intervention provided	Per school schedule	Varies, but no less than three times per week for a minimum of 20-30 minutes per session	Varies, but more frequently than Tier 2 for a minimum of 30 minutes per session
Duration of intervention	School year	9-30 weeks	A minimum of 15-20 weeks

In the view of many educational researchers, effective school improvement also requires schools to have the on-staff knowledge, skills and expertise needed to increase student growth and sustain it over time. Schools that depend on external organizations, consultants and expertise, rarely have sustainable growth. 
                                                                                                
I am surrounded by talented teachers, staff and administrators that are committed to ensuring our students receive high quality instruction.

Shedding Light: Are the children learning? How do we know?

 "We cannot hold a torch to light another's path without brightening our own".            Ben Sweetland