A r c h i v e d  I n f o r m a t i o n

School-Based Reform--Lessons From A National Study-1995

A Portrait of South Mission High School: Building on the Effective Schools Model

The reforms at South Mission High School exemplify a successful adoption of the Effective Schools model, which focused on the seven correlates identified in the body of Effective Schools research: (1) clear and specific purposes, (2) strong educational leadership, (3) high expectations for students, (4) mastery of basic skills, (5) frequent monitoring of student progress, (6) positive climate for learning, and (7) partnership with parents and community. Taking advantage of the many instruments and professional development opportunities based in the Effective Schools research, school staff implemented a number of key changes in the school and established methods for continually improving their work.

The restructuring effort at South Mission High represents a top-down strategy that seemed to be working. South Mission's superintendent initiated the reform process with a prepackaged program of how the school improvement process should proceed. South Mission's reforms addressed seven goals derived from the seven correlates of Effective Schools detailed above in the introduction to the school's portrait.

Seven subcommittees were set up to address the goals, and structured instruments were available to assess needs and progress toward the goals. At first, the creation of the seven correlate committees by decree left some committees floundering for lack of a recognized need. Although he usually approved committee recommendations, the principal made the final decisions.

Support for professional growth throughout the years, however, has paid off in teachers' involvement and commitment to Effective Schools tenets. In general, the teachers felt good about the changes instituted through the Effective Schools process and about their ability to provide input in the process of identifying problems and solutions.

The reforms at South Mission High permeated classrooms, creating challenging learning experiences for all students. The school culture was one of high expectations for students and a belief that all students can learn. The school climate and sense of personal safety had improved, and the needs of the increasing limited-English-proficient population were being addressed. There was still little evidence of coordinated curriculum planning, but participation of teachers from various disciplines on the correlate committees had begun to stimulate interest in interdisciplinary collaboration. Some teachers were not positive about eliminating tracking, but they recognized research supporting it and sought additional training in the teaching of heterogeneous populations. Teachers at South Mission High took responsibility for effective instruction and ongoing improvement. Tests of student achievement supported the success of this reform effort.

South Mission High illustrates how one school integrated the three key features of successful school-based reform. The sections below offer practical advice linked to each of the three key features, and selected vignettes describe specific approaches used by the case study schools.

Context
South Mission High School, with 2,200 students, is located in what once was a predominantly rural, white, agricultural area that over the past decade has experienced rapid growth, particularly in the number of Latino students (who now make up a third of the district's enrollment). In 1987, the new superintendent led the district into the Effective Schools process. The district has reduced the number of district and school staff coordinators of programs and passed categorical funds directly to the schools and teachers. At South Mission High, federal Chapter 2 funds are used for tutorials and staff development.

Creating Challenging Learning Situations for a Changing Population
The first set of reforms relate to classroom practices. A "Welcome Center" has been created as a transitional period for new immigrant students to expose them to basic English and the rules and procedures of American high schools. These students also now have access to a series of English as a Second Language and bilingual classes. An extra tutoring session has been set up and busing schedules adjusted to accommodate students who stay late for these sessions. Teachers assert that the most important change has been the reaffirmation that all students can learn. Throughout the school, teachers have chosen to eliminate tracking, with the exception of the advanced-placement courses and the Welcome Center. If students are not succeeding, it is the responsibility of the teacher to modify his/her instructional practices. Teachers report that classroom observations have focused the entire school on improving instructional practices.

Despite the decline in average family income over the years, student scores on the standardized tests continue to rise, with current performance in the 79th percentile for reading and the 81st for math.
Making Decisions Together
Teachers work together to improve South Mission by serving on seven teacher-staffed subcommittees, each of which assesses how well the school is doing regarding that committee's mission. They forward their recommended changes to the school council, then to the principal. The first set of reforms addressed safety and school climate. To reduce the number of students out of class at the same time, a split lunch period has been created. The campus is closed to outsiders, and a student leadership team discusses concerns among different student groups. Another vehicle for collaboration has been eight observations of teachers by administrators per year. Teachers report that these have opened up communication between the administration and teaching staff about classroom matters.
Learning to Change
Over the years, the superintendent has taken board members, building administrators, district administrators, the teachers' union leader, one elementary teacher, the high school Effective Schools council members, and department chairs out of state to a four-day annual workshop on Effective Schools. All staff are required to go through Effective Schools training, and principals are evaluated on the extent to which the seven correlates are present in their schools.

In the first year, administrators conducted eight classroom observations per year; the second year, the school added a needs assessment; the third year, the Effective Schools council and committees were established. Two-thirds of the teachers now actively participate in either the council or the correlate committees. Besides the Effective Schools summer conference, seven pupil-free days are devoted to staff development each year. The topics for three of these days are chosen by the school. Teachers have been trained in Effective Schools correlates, particularly that all students can succeed. They have read research on student grouping and the adverse effects of tracking. Teachers receive release time to participate in the school council and funds for summer curriculum development and participation in state pilot projects.

To provide practical examples of specific reforms such as mastery learning and detracking, teachers were given the opportunity to see such efforts in action at other school sites.

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[Key Features of Successful Reform Strategies] [Table of Contents] [Create Challenging Learning Experiences for All Students]