Clearly defined changes required for transformation, including weekly guided planning with teachers, administration meetings, biweekly content area meetings, and PD on key principles of effective teaching.
Published in Chapter:
From Turnaround to Transformation: High School Case Study
Rebecca Stobaugh (Western Kentucky University, USA), Crystal White (Kentucky Department of Education, USA), and Erin Margarella (Western Kentucky University, USA)
Copyright: © 2019
|Pages: 24
DOI: 10.4018/978-1-5225-8322-6.ch011
Abstract
This chapter focuses on a struggling high school in a rural Kentucky community that made a dramatic turnaround within 2 years after establishing response to intervention structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, and school faculty implemented changes that were responsible for the turnaround and for sustaining this success. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.