111 Points to an “A”: A Student Achievement Success Story Emphasizing When Student Learning is Prioritized, Results Come

111 Points to an “A”: A Student Achievement Success Story Emphasizing When Student Learning is Prioritized, Results Come

by Heidi L. Keegan, M. Ed Principal Charlotte County Public Schools

The ultimate goal of any educational leader is to ensure that their students achieve academic success. To do so, they must prioritize student learning through leadership actions that build and support a learning organization focused on student achievement. Below are the steps taken by an elementary school principal—and her team of educators—that led to increasing the school’s letter grade to just 10 points shy of an “A”, despite being 100% Title I and the challenges of a pandemic.

Step 1: Make Sure EVERYONE Knows the Goal(s)

I mean EVERYONE. Exceptional educational leaders will analyze trend data, look at growth and proficiency, and acknowledge strengths and gaps in achievement. They will dissect details for subgroups, study cohorts, and collaborate with teacher leaders to set goals. None of this will make a difference if the goals aren’t clearly communicated with ALL stakeholders.

Think beyond the goal-setting meeting with the Superintendent or School Board. Who are your other stakeholders? At my school, they are our parents and families, teachers, support staff, business and community partners, and most important, the students. Make sure to publicly share and discuss your intentions with each group … and make it fun!

Our school held a school-wide, academically-focused pep rally where a cafeteria filled with 623 students and 83 staff members shouted, “111 points!” and “We want an A!” We followed the pep rally with a year-long communications campaign, referencing our end goal on the morning news program, at every instance of progress monitoring, and on anchor posters throughout the building. Each person, big or small, within the school and out, knew our goal.

 

Step 2: Agree on the Non-Negotiables and Hold Each Other to Them

Leaders don’t just get their educators in the room; they get them on board! Clearly list the steps and daily required actions to ensure success, and provide a copy to them and the students.

Reference them at every faculty learning meeting, professional development day, and observation/walk-through opportunity. Leaders should regularly check in with their staff and assess their needs to help them meet these non-negotiables. Overtly ask what they need to be successful, and provide the resources and the support.

Our “non-negotiables” included instructional practices and ensuring the well-being of the whole child, which is important to our trauma-informed staff. Routine presentation of a test-taking strategy—such as how to grid math responses appropriately in our “Math Problem of the Day”— was no more important than creating the safe, clean, comfortable classroom space for our students.

Step 3: Do the Work, Together

Establish a culture and climate of high expectations and incorporate the entire faculty into reaching the goal. This step requires the educational leader to create a master schedule with intentional time devoted to collaborative planning and focused professional development in evidence-based practices with approved, rigorous curricula.

Make sure to communicate the purpose and expected outcome of each collaborative planning session clearly, and focus on the most recent student data. The implementation plan and follow up for new professional development content should be documented with opportunities for application feedback.

Our school established grade level collaborative planning meetings for one hour, every six days, with morning coverage provided by our special area teachers (Music, Physical Education, Art, etc.). Our master schedule also allowed for daily common planning time with the Exceptional Student Education (ESE) inclusion teacher present, and—wait for it—common teacher lunch.

Coverage is provided by paraprofessionals and the administrative core team each day.

Step 4: Celebrate the Results

When the results come in, it is essential that the educational leader gather the stakeholders to celebrate the successes and begin making plans for continued growth.

Provide opportunities to discuss the reasons why certain goals were met and the specifics as to why the gains were made. Help them to acknowledge their part in the work … all of them!

Students and their engagement in the learning process were just as important as the educators and paraeducators that provided the instruction and support.

Before the 2020-2021 results had been delivered by the state, our school adopted the theme “High Expectations and Big Celebrations” for the new school year. We knew we had worked hard together and our students had achieved much. Our back-to-school meeting included a luau celebration for the entire staff. Students were publicly acknowledged with celebration signs in their front yard, hand delivered by the teachers and administrators that shared in their success.

Our 2020-2021 Results

Without Florida Standards Assessment (FSA) results for the previous year, we remained focused on the goal of 111 points to attain the unattainable “A”. Our school is 100% Title I and included 8 components for Every Student Succeeds Act (ESSA) subgroups. Our greatest challenges included an improvement in learning gains for the bottom quartile in math at a 29% F designation (went up to 75% A) and the need to meet the 41% threshold for our Students with Disabilities (met threshold in ALL subgroups).

With the new scoring formula, our district created a simulated school grade report, changing our state reported C to a D with a goal of increase as 153 points to an “A”.

We are happy to report that our school gained 143 points from this simulated score, and a total of 101 true points to be given a designation of “B”, only 10 points from the coveted “A” and the second highest achieving elementary school in the district with 60.14%. With our points leading the way, Charlotte County climbed from 33rd in State ranking to 13th of 67 districts and even higher when considering only elementary data.

If you would like to learn more about how Peace River Elementary made exceptional gains in student achievement, please feel free to contact principal Heidi Keegan at Heidi.Keegan@yourcharlotteschools.net.

Heidi L. Keegan, M. Ed Principal Charlotte County Public Schools

Member of FASA, FAEMSP South Region Director, NAESP, ASCD, CCSLA

Heidi L. Keegan has served as a Florida public schools educator for 18 years in the following positions: elementary school teacher, Reading Coach, Assistant Principal, and Principal in Charlotte County. An administrator in six Title I elementary schools over the last 10 years, and a product of Florida public schooling, her experience lies in reinvigorating school culture and climate and instituting a systems-thinking approach to advocate for marginalized populations, with the ultimate goal of closing the achievement gap. Student achievement at the forefront, she has implemented various strategies to address the diverse needs of students of poverty, students of color, and students with unique abilities. She is a member of several professional organizations, including the Florida Association of School Administrators where she serves as the South Region Director for the Florida Association of Elementary and Middle School Principals. She has completed educational degree programs at University of West Florida, University of South Florida, and is seeking admission to the doctoral program at University of Florida.