WEBVTT

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[Music] Welcome to the
overview on Turning

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Around Chronically Low-Performing
Schools.

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"This is the fourth year our
school has not met state standards.

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We've tried everything-- new curricula,
new professional development programs.

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If we don't make dramatic changes fast,
the state will take over the school.

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What should we do?"

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"We have a handful of persistently
failing schools in the district;

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schools that don't ever seem
to succeed with their students.

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We want to help them but
don't know where to start."

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"It's hard enough working
with students who have

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so many challenges in their lives.

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Our school staff is tired of trying new
approaches and learning new policies.

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How can we help our students
achieve at a higher level?

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We need to know what will work."

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[overlapping voices] "How
can I lead my school?"

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"How can the district
support those schools?"

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"How can I improve my school?"

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Many U.S. schools are persistently
failing to educate students.

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In 2005-2006, approximately 24,000
schools did not meet state standards.

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About 2,300 Title I schools
persistently failed to meet standards

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and were planning or implementing
restructuring in 2006-2007.

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Schools are under tremendous
pressure not

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to just improve student achievement
but also to do it quickly.

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This is difficult.

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Yet there are schools that stand
out, schools that have managed

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to improve student learning and
achievement against all odds.

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For example, in one Virginia school
after two years of school reform,

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the percentage of students at
the proficient level increased

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from 49 percent to 99 percent in
third- through fifth-grade reading.

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At the same time, the percentage of
students proficient in math increased

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from 40 percent to 95 percent.

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Other schools across the country have
made similar dramatic achievement gains.

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What can we learn from these successes

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that might help your school
achieve similar results?

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Drawing on case studies of schools
that have achieved rapid improvement

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across the whole school, experts have
identified a set of practices that,

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working together, seemed to matter for
school turnaround: * Signal the need

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for dramatic change with
strong leadership.

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* Maintain a consistent focus
on improving instruction.

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* Make visible improvements-- quick
wins-- early in the turnaround process.

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* Build a committed staff.

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These practices appear
in turnaround schools,

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but need further and
more rigorous study.

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1. Signal the need for dramatic
change with strong leadership.

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A low-performing school does
not have the luxury of years

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to make slow and steady growth.

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Change can be signaled
through strong leadership.

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Leadership may come from a new
principal who is experienced turning

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around struggling schools or
through a continuing principal

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who implements new leadership practices.

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The new or continuing principal can
implement practices such as setting

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and communicating high expectations,
sharing leadership with school staff,

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becoming an instructional
leader, eliminating barriers

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to student achievement, and establishing
a culture that promotes learning.

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The principal can send the message that
everyone, including administrators,

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needs to change the status quo quickly.

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2. Maintain a consistent focus
on improving instruction.

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Turnaround schools can focus
on improving instruction

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at the outset of the turnaround.

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Several key strategies
can improve instruction.

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Practices to improve instruction
include: * Using student classroom-

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and school-level data to identify
needed professional development

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and to guide instructional
planning and delivery

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to meet the needs of
individual students.

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* Taking action to immediately
and directly affect instruction,

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such as teacher collaboration
in instructional planning.

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* Schedule adjustments to
maximize learning time.

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* Targeted professional development and
a review of curricula against standards.

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* Continuously monitoring
student progress

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and making adjustments using
benchmark assessments and student work.

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3. Make visible improvements-- quick
wins-- early in the turnaround process.

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Quick wins can rally
staff around the effort

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and overcome resistance and inertia.

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Principals can identify one or two clear
goals that can be accomplished quickly

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with positive results to focus attention
on the message that it is possible

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to reach a school's overarching
goal-- raising student achievement.

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Focusing on quick wins can contribute
to a climate for long-term change.

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4. Build a committed staff.

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The principal can build
a staff that is committed

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to the school's improvement
goals and is qualified

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to carry out school improvement.

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Changes may be required such
as releasing, reassigning,

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or redeploying staff members
who are not fully committed

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to turning around the school.

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It's not possible to say that any
single practice would work by itself,

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since the schools in the case studies
implemented the practices together.

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Also, school districts have
an important role to play.

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Some of the recommended practices
need district support and resources.

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For example, decisions about
hiring a turnaround principal

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or moving staff usually
need to be initiated

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or at least approved
by the district office.

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The district can support
turnaround efforts

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by providing professional
development, data management systems,

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help with aligning curricula,
and similar resources.

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You will find materials on this site
to help your turnaround efforts.

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Each practice includes tips to
help district staff, principals,

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and teachers plan for and
carry out their reforms.

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If you are unfamiliar
with the practices,

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begin with the multimedia overview and
expert interviews in Learn What Works.

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See how schools have implemented
these practices in See How It Works.

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Use the tools in Do What Works

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to explore what your
school is already doing well

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and what you can focus on next.

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Remember, there are materials
for educators

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at all levels of experience here.

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Explore them for yourself and
then use them as you begin

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to implement these research-based
practices for turning

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around low-performing schools.

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[Music]