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2004-2005: AYP English Language Arts
2004-2005: AYP Math
2003-2004: AYP English Language Arts
2003-2004: AYP Math
2002-2003: AYP English Language Arts
2002-2003: AYP Math
2001-2002: AYP English Language Arts
2001-2002: AYP Math
Carson Street Elementary School has been a “school on the move” for the last seven years. API (California Academic Performance Index) scores have consistently risen — from 553 in 1999 to 737 in 2005. The faculty at Carson attribute these significant gains to a culture and climate that focuses intensively on instruction, learning, and teacher collaboration. Suzanne DiJulio, Principal for the past four years, sees herself first and foremost as an instructional leader. She responds to the needs of her faculty by providing the resources necessary to build their own capacity to meet the academic challenges of their diverse student population. Professional Development as Key to Improvement When citing professional development as a core driving force behind gains in student achievement, Suzanne DiJulio is not simply referring to conferences, seminars, and workshops, but rather to a comprehensive schoolwide focus on learning how to use student work and performance data to drive improved instruction. Lesson Study was selected as a professional development model because it allows teachers to choose the focus of their learning. In 2005-2006 that learning focused on the schoolwide Research Theme: “How can we develop independent learners who can solve problems and communicate their ideas?” At each grade level this theme guided teacher collaboration on three research lessons aimed at deepening their content knowledge while challenging their students to close the achievement gap in language arts and mathematics. Time is always the scarcest resource, so to use it most effectively the faculty participates in professional development activities two days each week. Banked-time allows teachers to meet for one hour each week, and an additional hour and ten minutes is provided for weekly grade level meetings during the school day. Moreover, two of the three faculty meetings each month are dedicated to professional development. Professional growth is supported in a variety of ways. An in-school team of instructional coaches provides leadership at each grade level to insure timely implementation of instructional strategies, analysis of student work, and collaborative planning. District Literacy and Mathematics coaches help teachers learn how to analyze the data from frequent formative assessments (each six weeks for ELA and quarterly for Math) then use the results to guide instruction. The leadership team creates and manages a professional development calendar to indicate how the banked-time, grade level meetings, and faculty meetings will be used. From 1999-2002, Comprehensive School Reform Demonstration (CSRD) grant funds were used to implement the Galef Institute’s school improvement initiative, Different Ways of Knowing (DWOK). This grant provided time and resources for in-depth training and coaching focused on creating multiple pathways to deep content learning for all students. This training helped develop the leadership capacity of the principal and to work together to plan instruction, analyze student work and assessment data, and share results. The focus is on using student performance data both guide teacher learning and to improve instruction. Each grade level team creates lessons collaboratively using a backward planning model from the California Standards and the Research Theme. A teacher at each grade level teaches the research lesson while other teachers and coaches observe. The team then meets to discuss the lesson and make changes based on their observation of student learning during the lesson. Then a second teacher teaches the modified lesson, while the others again observe. Final changes are made, and all remaining teachers on the team teach the lesson to their students. This model has led to significant gains on both District formative assessments and the California Standards Tests. At the end of each school year, release time is provided for the leadership team, including all coaches, coordinators, and administrators, to evaluate faculty feedback and determine what is or is not working instructionally or operationally. This information is then used to guide professional development planning for the upcoming year. Standards-based Curriculum & Instruction A consistent focus on California State Standards is key to the instructional program at Carson Street Elementary. Teachers no longer develop activities based on a theme or “personal favorite.” They understand that for all students to become proficient on the California State Standards, the school curriculum, instruction, and assessment must be standards-based and learner-centered. Rigor is infused into the curriculum through direct instruction and opportunities for students to development higher-order thinking and questioning strategies. Literacy is emphasized in every subject to support students in becoming fluent readers and writers. Extended-day learning programs in literacy and mathematics are provided for students in need of intervention as determined by their performance on periodic formative assessments. The first focus of the intervention is to strengthen literacy skills, so that students can reach proficiency in all standards covered in the core program. An intervention program takes place during intersession (Carson is a year-round school) that focuses on identified students needing additional instruction on specific standards in literacy in all grades and in mathematics in the 4th and 5th grades. Resource Allocation When it comes to budgets, Carson Street Elementary follows the same philosophy as backward lesson design, beginning with the end in mind. A “big picture” approach is used to look at schoolwide data to determine areas of greatest need. Each spring the principal leads the development of the budget, with input from the School Site Council, Bilingual Council, Title I Council, School Based Management Council, and the faculty. When the school entered into CSRD, grant funds were matched with the school’s categorical funds to ensure that the reform model was sustained during the three-year period of the grant and beyond. This funding structure has allowed Carson Street to make instructional coaches and weekly grade level meetings an integral and lasting part of the school organization. Leadership The principal makes a point of personally attending the banked time and other professional development opportunities. If she is not able to attend, she ensures that a coach or assistant principal attends. After each meeting, all teams hand in a reflection page, both for purposes of accountability and communicating to the administration needed resources and program decisions. In addition to building her own capacity as an instructional leader, the principal is working on building the capacity of the leadership team and faculty so that everyone can see themselves as a leader in one or more aspects of the school or curriculum. This is especially important since Carson Street Elementary is a year-round school where teachers and coaches often have to share information and leadership responsibilities with other staff members while they go on and off-track. Parents & Community Carson Street Elementary is an integral part of the local community — a community that takes pride in its school. This pride is exhibited not only by current students, teachers, and administrators, but also by parents, past students, classified staff, custodial staff, and gardeners. Local businesses, the Carson Public Library, and the Boys’ and Girls’ Club of Carson have “adopted” the school. As a result, parents are eager to enroll their children, and teacher turnover is very low. Parents are encouraged to participate in many ways, from attending Back to School Night, Open House, parent conferences, and volunteer opportunities, to participating in a unique series of parent education classes designed to help parents learn how to better work with their children in language arts, mathematics, and computer technology. Workshops are offered throughout the year with translation provided so that all parents may participate and learn. With the permission of the district, a selection committee made up of parents, teachers, and administrators makes hiring decisions to insure that new faculty and staff members will understand the Carson culture and be supportive of the school’s goals. Next Steps Suzanne DiJulio refers to the focus areas as the “Carson Rocks” in the school’s path to greater student achievement. During professional development, they will continue to work on the “rocks,” several of which Carson Street has identified for the upcoming year: (1) Collaborative Planning, (2) a continued focus on closing the achievement gap for all students in Language Arts and Mathematics, and (3) having Clear Expectations, Accountable Talk, and Academic Rigor embedded in lessons taught throughout the curriculum. An increase in the number of English language learners has brought a renewed emphasis on the achievement of these students. “We will continue to challenge ourselves to meet the needs of diverse learners, in line with our local district theme for professional growth.” DiJulio also points out the importance of celebrating successes, even the small ones: “We work to keep spirits high and to create a safe environment in which both students and teachers are free to take risks and try new things.” She and her staff are working hard to increase the opportunities to celebrate successes in the coming year. Closing Remark from the Principal “What really made the difference was keeping our time focused on strategies to improve instruction and student achievement. That included making sure our money and other resources supported our goals — training and coaching — to build the capacity of our faculty and staff. We know we’re on the right track!” This school profile was created in 2005. Achievement and demographic data through the 2004-2005 school year are included. Permission to Use Resources SchoolsMovingUp, a WestEd initiative, invites you to use our resources in your work. For uses that involve reproduction of more than one copy of the resource, please submit the online permission request form. We will reply immediately once we know your intended reproduction needs. All reproductions of the resource must include a full citation of the WestEd copyright. |
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