A Case Study Willow Primary School Pekin Public Schools District 108 Pekin, Illinois By Chad Allaman

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A Case StudyWillow Primary SchoolPekin Public
Schools District 108Pekin, IllinoisByChad
Allaman Mary Parker
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Willow Primary School
1110 Veerman Ave.Pekin, IL 61554

• Willow School is home to over 315 students in
  grades K- 3
• Three sections of kindergarten, first, second,
  and third grades.
• Special programs include special education,
  speech therapy, Reading Recovery, Title I and
  gifted services.
• Technology is integrated across the curriculum at
  Willow School. A computer lab is located in a
  Learning Center and in each classroom.

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MISSION STATEMENT
Pekin District 108 is a visionary, innovative
elementary district committed to preparing
responsible, productive, life-long learners by
fostering active partnerships among our learning
community.
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Willow Primary School 7 Components of a Quality
School

• Leadership
• Strategic Planning
• Student and Stakeholder Focus
• Information and Analysis
• Faculty and Staff Focus
• Process and Management
• Performance Results

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Case Study Review Model

• Office of the Superintendent of Public
  Instruction of the State of Washington
• Nine Characteristics of High
• Performing Schools

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Criteria for School Selection

• Low Income Population
• High Scores in Both Math and Reading

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Willow Primary SchoolPekin Illinois

• 57.9 Low-income Population
• Grade 3 Reading Score 74.1 Met or Exceeded
  State Proficiency Standards
• Grade 3 Math Score 88.9 Met or Exceeded State
  Proficiency Standards

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The Case Studys Four Hypotheses for Success at
Willow

• Emphasis on High Standards and Expectations for
  Student Achievement
• District 108s Commitment to Quality Professional
  Development
• Willows Commitment to Collaboration and
  Communication
• Parental Involvement

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WSSIM 9 Characteristic ofSuccessful Schools

• Clear and Shared Focus
• High Standards and Expectations
• Effective School Leadership
• High Levels of Collaboration
• Curriculum, Instruction, Assessment Aligned
  with Standards
• Frequent Monitoring of Teaching and Learning
• Focused Professional Development
• Supportive Learning Environment
• High Levels of Community and Parent Involvement

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WSSIM 1 Clear and Shared Focus

• All stakeholders know what they are doing and
  why they are doing it and actually perform these
  tasks on a regular basis
• Time, materials ,professional development
  learning goals aligned
• Test results studied and weaknesses attacked

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WSSIM2 High Standards and Expectations

• Staff members believe that all students can
  learn and meet the challenges of a rigorous
  curriculum
• Teachers align curriculum and focus on
  competence, not coverage
• Clear link between activities, assessment, and
  goals

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WSSIM 3 Effective School Leadership

• is proactive in nature and seeks help when
  necessary it nurtures the instructional programs
  and creates a culture conducive to learning and
  professional growth
• Create safe and effective learning environment
• Advocate and sustain a culture of growth

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WSSIM 4 High Levels of Collaboration and
Communication

• Strong teamwork among all staff members with all
  stakeholders connected to each other identifying
  problems and working together to reach solutions
• Structure and time for collaboration
• Models for problem solving and conflict
  resolution known and practiced
• School team reflects diversity of community

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WSSIM 5 Curriculum, Instruction, and Assessment
Aligned

• the planned and actual curriculum are aligned
  with the essential academic learning
  requirements research-based teaching strategies
  are used and teachers understand the role of
  assessments and how student work is evaluated
• Instruction focused on high expectations,
  personalized, modified using data, aligned, and
  students actively involved

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WSSIM 6 Frequent Monitoring ofTeaching and
Learning

• A steady cycle of different assessments identify
  students in need of help more support time is
  provided to these students and teaching is
  adjusted to meet the needs of the students
  assessment results are used to improve
  instruction
• Principal observes classrooms often
• New teachers mentored
• Teachers use data to adjust and plan

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WSSIM 7 Focused Professional Development

• A strong emphasis is placed on training staff in
  areas of need staff support is aligned with the
  schools vision and objectives
• Professional development prioritized, based on
  needs assessment, engages all stakeholders,
  backed with resources

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WSSIM 8 Supportive Learning Environment

• The school has a safe, civil, healthy and
  intellectually stimulating learning environment.
  Students feel respected and connected with the
  staff and are engaged in learning. Instruction
  is personalized and small learning environments
  increase student contact with teachers
• Friendly atmosphere where students take
  responsibility for own learning
• Test scores improving and low staff turnover

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WSSIM 9 High Levels of Community and Parental
Involvement

• A sense that all have a responsibility to
  educate students, not just the teachers and staff
  in schools. Parents, businesses, social service
  agencies, and community colleges/universities all
  play a vital role in this effort
• All stakeholders accept responsibility and
  participate
• Good communication between stakeholders

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Alignment of WSSIM to Studys Hypotheses

• H1 WSSIM 1, 3, 4, 5
• H2 WSSIM 2, 8, 9
• H3 WSSIM 6, 7, 9
• H4 WSSIM 2

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Data Collection MethodologyLocate a School

• Locate Schools Meeting the High Performing and
  High Poverty Criteria
• Choose a School with a Superintendent that
  Researchers already had an Established
  Relationship
• Meet with the Superintendent to Obtain Permission
  for the Case Study

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Ground RulesResearchers Were Allowed to

• Interview Administrative Staff
• Observe Teachers Teach
• Have Teachers Complete Survey

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Researchers Were Not Allowed To

• Conduct One-On-One Interviews with Teachers
• Conduct One-On-One Interviews with Support Staff

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Interviews

• All Three Administrators Completed Surveys
• All Three Administrators Discussed Their Responses

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Observations

• Four Teachers Were Selected by the Principal for
  Observation
• Teachers Were from All Four Grade Levels Housed
  at the School (K-3)
• All Observations Were for 25 Minutes

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Surveys

• All 22 Teachers Completed Surveys on
  SurveyMonkey.com
• Questions on Survey Were Taken from The Highly
  Effective Schools Checklist from the National
  Community Education Association
• All Questions Were Aligned with One or More
  Hypotheses

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Artifacts

• District and School Web Pages
• Illinois Report Cards for District School
• Planning Documents for District School
• District Goals School Goals
• Mission Statement
• Vision Statement Core Values Statements
• Digital Photographs

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Summary of Survey ResultsHypothesis One

• Emphasis on high standards and expectations by
  the district and school contribute to student
  achievement
• Teachers rated strong staff accountability,
  skill mastery student assessment tied to
  learning
• Teachers rated moderate adm. Monitoring of
  curriculum, teacher knowledge of expectations for
  other grades, goals reviewed and discussed with
  students, and student recognition
• Teachers divided on student intervention outside
  school day
• Less than 10 of teachers agree class rarely
  interrupted by behavioral issues

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Hypothesis Two

• District 108s commitment to quality
  professional development contributes to student
  achievement
• Teachers feel district effectively prepares them
  to respond effectively to the individual needs of
  the students and new teachers preparation and
  support program is highly regarded by the staff

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Hypothesis Three

• Willows commitment to collaboration and
  communication contribute to student achievement
• Teachers unanimously agree that faculty meetings
  focus on instructional issues
• Teachers were not unanimous in agreement that
  time for teacher collaboration is built into
  schedule

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Hypothesis Four

• Involvement by parents and family at Willow
  Primary positively impacts student achievement
• Teachers overwhelmingly agree the school attempts
  to have parents of students actively involved in
  their childs education

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Recommendations

• Willow should build on their work on ASPIRE to
  help special needs students
• Willow should investigate PBIS as a program to
  lessen student behavior disruptions
• Willow should investigate possible intervention
  programs for students beyond the school day

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Kindergarten
First Grade
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Second Grade
Third Grade