Using the Correlates of Effective Schools to

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Using the Correlates of Effective Schools to
Improve Student Learning Presented by Lawrence
W. Lezotte, Ph.D. National Education Consultant
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Using the Correlates of Effective Schools to
Improve Student Learning Presented by Lawrence
W. Lezotte, Ph.D. National Education Consultant
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Your school is perfectly aligned to get the
results you are currently getting.
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Schools were never designed, or even intended, to
successfully teach all students a high standards
curriculum.
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Navigating the Perfect Storm

• 1. Higher Standards
• 2. Higher Percentage of Challenging Students
• 3. Fewer Resources

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AssumptionYou and your colleagues are already
doing the best they know to do given the
context in which they find themselves.
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The Leadership (Change) ChallengeTake a
followership to a place they have never been
and are not sure they want to go.
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Different Perspectives on School Improvement

• 1. People Change
• 2. Systems Change
• 3. Planned Change

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WantedA Proven System for ActionEFFECTIVE
SCHOOLS RESEARCH AND PRACTICES
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Senges Double-Loop Learning Model
Mission, Core Beliefs, Core Values
Higher Loop
Tactics, Strategies, Behaviors
Lower Loop
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Levels of Culture
Organizational Culture and Leadership by
Edgar H. Schein Jossey-Bass
(2004)
Artifacts
Visible organizational structures and processes
(hard to decipher)
Espoused Values Strategies, goals,
philosophies (espoused justifications)
Basic Underlying Assumptions Unconscious,
taken-for-granted beliefs, perceptions, thoughts,
and feelings (ultimate source of values and
action)
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A SystemA network of interdependent components
that work together to accomplish the aim of the
system.
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A System Must

• 1. Have a clear aim.
• 2. Be managed.
• 3. Have a pervasive sense of mission.

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Getting Ready for Continuous Improvement
Creating a Common Language EFFECTIVE SCHOOLS
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Definition of an EFFECTIVE SchoolA school
that can, in outcome terms, reflective of its
learning for all mission, demonstrate the
presence of equity in quality.
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Definition of an IMPROVING SchoolA school
that can, in outcome terms, reflective of its
learning for all mission, demonstrate the
increasing presence of equity in quality.
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Correlates ofEffective Schools
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Safe Orderly Environment

• In the effective school, there is an orderly,
  purposeful, business-like atmosphere that is free
  from the threat of physical harm. The school
  climate is not oppressive and is conducive to
  teaching and learning.

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Clear and Focused Mission

• In the effective school, there is a clearly
  articulated mission through which the staff share
  an under-standing of and a commitment to the
  instructional goals, priorities, assessment
  procedures, and accountability. Staff accept
  responsi-bility for students learnings of the
  schools essential curricular goals.

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Climate of High Expectations for Success

• In the effective school, staff believes and
  demonstrates that all students can master the
  essential school skills and that they have the
  ability to help all students attain that
  mastery.

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Opportunity to Learn Student Time on Task

• In the effective school, a significant amount of
  classroom time is dedicated to instruction in
  essential skills. For a high percentage of this
  time, students are engaged in whole-class or
  large-group, planned, teacher-directed
  learning activities.

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Frequent Monitoring of Student Progress

• In the effective school, student academic
  progress is measured frequently using a variety
  of assessment procedures. Results are used to
  improve both individual student performance and
  instruction.

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Positive Home-School Relations

• In the effective school, parents understand and
  support the schools basic mission and are given
  the opportunity to play an important role in
  helping the school to achieve this mission.

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Strong Instructional Leadership

• In the effective school, the principal acts as an
  instructional leader and effectively and
  persistently communicates the mission to the
  staff, parents, and students. The principal
  understands and applies the characteristics of
  instructional effectiveness in management of the
  instructional program.

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Research LiNK The Research LiNK is an online
searchable database of more than 1,600 research
abstracts on topics ranging from strategies that
work in the classroom to what works at the
district level, and everything in betweenall
organized around the Correlates of Effective
Schools. Each abstract summarizes the key
findings and their implications for school
improvement. Its quick - its easy - just
search and print! FREE 10-DAY TRIAL
Go to
www.esleague.com/trial and enter the code word
tour
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Reality Check Survey Tool Gotta do a needs
assessment? With Reality Check you can easily
develop and administer a survey online or on
paper, in English or in Spanish, or both. Create
your own questions, draw from a bank of over
2,000 carefully crafted questions, pick from one
of three template surveys already designed for
you by Larry Lezotte all organized around the
Correlates of Effective Schools. FREE 10-DAY
TRIAL
Go to www.esleague.com/trial and enter the
code word data
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Teacher Best Practices Written for practitioners
and decision-makers, Teacher Best Practices is an
online searchable database of strategies that
focus on the effectiveness of instruction in
generating desired learning. TBP puts proven
practices at your fingertips by translating
research into plain English. The summaries offer
an overview of each strategy, plus detailed
descriptions of the tactics teachers use to
successfully implement the strategy. FREE 10-DAY
TRIAL
Go to www.teacherbp.com and enter the word
teach in the Enter Trial key box.
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The following screen is adapted from
What Works in Schools Translating Research
into Action

• by Robert J. Marzano
• (ASCD, 2003)

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School-level Factors (ranked)

• 1. Opportunity to Learn
• 2. Time
• 3. Monitoring
• 4. Pressure to Achieve
• 5. Parental Involvement
• 6. School Climate
• 7. Leadership
• 8. Cooperation

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Learning for AllWhatever It Takes!
NEW MISSION
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Getting Ready for Continuous Improvement
Creating a Common Language EMPOWERED LEADERSHIP
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The 5 Ts of School Improvement
Theories
Effective Schools Systems Thinking Continuou
s Improvement
Teams
Empowerment Consensus Building Problem
Solving
Constantly Improving Student Achievement
Time
Team Time Staff Development Study Groups
Technology
Real Time Data Just-In-Time
Information Research/Proven Practices
Tools
Data Gathering Data Analysis Data Display
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Getting Ready for Continuous Improvement
Establish the
Process
Reflect
inclusive collaborative
Clarify Mission,
Study
Plan
Core Values,
Core Beliefs
Do
Identify Essential
Student
Learnings
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Root Cause AnalysisThe 5 WHYs
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80/20 Rule
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LinkingChange Strategies to Student Achievement
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Suppose someone gave you an increase in funds.
What would you buy to increase student
achievement?
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How will that translate to
Placing Students at Appropriate Level of
Difficulty
Increasing Instructional Time for Learning
Increasing Student Engagement
Assuring Instructional Alignment
Adding Guided Practice with Immediate Feedback
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How will that then translate to
Increased Motivation Increased Learning to
equal Increased Student Performance
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Gantt Chart
WHOS RESPONSIBLE
SEP
OCT
NOV
DEC
JAN
FEB
MAR
APR
MAY
ACTIVITY
Research dropout criteria for at-risk students.
Review data on previous dropouts.
Get principal approval for criteria.
Identify at-risk students.
Recruit staff to conduct home visits.
Interview interested staff.
Train staff for home visits.
Conduct home visits.
Evaluate home visit program.
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Use the PlanShare the StoryPrepare to Adjust
CELEBRATE