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Bay High School in Bay-St. Louis, Mississippi was recently named a National Model School. The only such school in the Magnolia State, and one of just eight nationally, Bay High has made graduation a priority and instituted several strategies encouraging students to continue their education beyond high school. As evidence of their success, Principal Dr. Andy Parker announced that the class of 2012 has received nearly $4 million in scholarship offers. In addition, senior Chad Burch earned National Merit Scholar honors.

Congratulations to the administration and staff at Bay High!

See news coverage of the story here.

JBHM Education Group was among the Arkansas school improvement providers that produced the greatest gains in both math and literacy, according to the State of Arkansas Bureau of Legislative Research, in its 2012 Review of School Improvement Consulting which examined data from between 2006 and 2011. But that wasn’t all. The Review found several more areas in which JBHM Education Group thrived, ranking it among the leading school improvement service providers in the state.

Notably, nearly half of the 148 Arkansas schools that use a single school improvement provider chose to partner with JBHM. It’s a choice that the Review shows is a wise one.

Take Trusty Elementary for example. The school, with JBHM Education Group as its partner, saw doubledigit score improvements—an 18.4 percentage point jump in literacy and a 17.5 percentage point rise in math—that together led all state schools during the 2010-2011 year. And JBHM partner schools had the highest rates of improvement among schools with both two and three years of service. Trusty Elementary’s literacy gains led schools with three years of service, averaging 11.9 percentage points, and they weren’t alone. Morrison Elementary, another JBHM partner school, had the highest rate of annual literacy gains among schools with two years of service, averaging 16.2 percentage points.

The Review also found that JBHM was one of only three providers whose partner schools showed statistically significant average five-year gains between 2006 and 2011, compared to a group of schools receiving no school improvement services during the same time period. Overall, three of the four Arkansas schools that greatly outpaced state averages were JBHM partners.

Given its exceptional record of ongoing accomplishments, JBHM was identified as one of Arkansas’ providers whose schools saw “extraordinary percentage point gains” in literacy and math after just one year of service. And perhaps most importantly of all, the Review found that the improvements resulting from those JBHM Education Group partnerships have been maintained in subsequent years.

JBHM Education Group's successful partnerships with schools in Arkansas' Fort Smith district caught the attention of the Arkansas Association of Education Administrators. The AAEA's newsletter, the Administrator, mentions how a State Board member pointed out "tremendous improvement in test scores" in Trusty Elementary and Morrison Elementary. "So," the story says, "we wanted to know what was going on with those two particular schools." What the AAEA discovered was a relationship between JBHM and the schools that has, in the words of Sarah Lavey, the principal of Trusty Elementary, given her "the support she needed to turn the school around."

Click here to read the full story

For years there has been discussion about the merits of a national standard. States feared that such a move would be accompanied by meddling from the federal government, preferring to maintain control at the state level. There were also worries that a project of this magnitude would seek the lowest common denominator. The National Governors Association and Council of Chief State School Officers, however, were committed to avoiding the many pitfalls others identified.

By soliciting input from practitioners and other interested parties, the NGA and CCSSO garnered support for their plan. Eventually an overwhelming majority of states adopted the Common Core State Standards. As transition timelines were developed it became clear that educators faced a daunting challenge. Teachers would be asked to continue teaching existing standards while simultaneously moving to the Common Core.

Acknowledging that the changeover could not occur without adequate planning, district leadership sought options for educating and training their staffs on this most significant change. Many have turned to a trusted source for guidance—JBHM Education Group.

The Jackson, Mississippi based company was determined to adhere to its fundamental belief that deep implementation is the key to any instructional program. Consequently JBHM aligned its Common Core solutions to the company’s existing improvement processes, the foundation of which is job-embedded coaching of administrators and teachers.

The two resulting services—COREPOINT and Common Core Support—help schools reach a basic understanding of the new standards and how they compare to existing state objectives. Both services combine training with on-site coaching to move school personnel along the implementation continuum, although Common Core Support provides additional days of service and addresses more issues and strategies.

As many states begin implementation of common core for the 2011-12 school year, several schools in multiple states have committed to one, or both, of JBHM Education Group’s new offerings. And so far, so good.

Dr. Lynn Hanrahan, a JBHM specialist since 2008 is delivering COREPOINT in Arkansas’ Lead Hill School District. She has already seen a change in teacher practice.

Dr. Hanrahan knows that good teaching starts with deconstruction of the Common Core Standard. “This service shows teachers how to translate standards into student-friendly objectives. The result is clear learning targets, and that is critical to both teachers and students,” she said. “Only when students understand what they must know and be able to do, will they learn the critical skills and information they need for mastery.”

COREPOINT not only provides students with clear targets for learning but also gives teachers a laser focus on what is to be taught and the rigor at which it is to be taught and tested. “Lead Hill’s staff has embraced COREPOINT and its focus on the framework needed for designing instruction,” noted Dr. Hanrahan. “They will no doubt make a smooth conversion to the new standards.”

In addition to deconstruction of the standards, COREPOINT also addresses identification of essential vocabulary and effective use of assessments and learning tasks at the appropriate rigor.

Mississippi’s Louisville Municipal School District, among others, is utilizing JBHM’s Common Core Support in three schools this year. Superintendent Dr. Bill Wade sought assistance in development and implementation of a complete transition plan.

“We made the decision to tackle this now because it will help in all areas, including state accreditation issues,” stated Dr. Wade. He brought in JBHM to work with the district’s K-3 teachers this school year, which will set a foundation for the future.

Superintendent Wade also noted that the move to the Common Core should be welcomed. “At the end of the day, this is just good teaching and it will help everyone going forward,” he declared.

The company’s Common Core Support includes many of the components of COREPOINT plusstrategies for crosswalk of existing standards to the common core, lesson study and design, collaborative planning, data teams, and an element of mentorship for principals.

Located in St. Louis, Missouri, Bayless School District chose to combine JBHM’s two services in order to maximize the impact. “We are learning a process that we can replicate into the future. We are unwrapping the standards and helping teachers understand what students must know and be able to do,” explained Assistant Superintendent Ron Tucker.

“Dr. Piper (JBHM specialist Dr. Mary Piper) has been excellent. She considered where we are, our previous professional development, and our assessments in planning implementation,” Tucker said.

The results, according to Mr. Tucker, have been on the mark. “I’ve been from classroom to classroom and building to building to witness an improvement in the consistency of instructional delivery. Student engagement has increased significantly,” he concluded.

The debate will continue around many aspects of the move to Common Core. However, there is no disagreement that the shift requires planning and expertise. If early returns are any indication, JBHM Education Group is well prepared to assist schools in taking the steps necessary to pass this new test.

To learn how JBHM Education Group can help your school with Common Core State Standards, call 866-792-5879.

By Staci Curry

What do high expectations really mean?

When I was a teacher, I always started the school year reminding my students that they begin class with a 100 average, and their jobs were to maintain that high average as they completed their work. Sadly, I know now that I didn’t really expect every student to maintain a 100 average. And my students knew it. And they didn’t maintain that 100 average. Truly having high expectations goes way beyond verbalization—students, parents, teachers, and administrators must believe that every person in the school is capable of maintaining a 100 average at whatever that person endeavors to do.

Whatever that person endeavors to do, however, must first be clearly stated and thoroughly explained. Opportunity to learn means that every person in the school has the chance to gain all the information needed to learn every skill. So, as teachers and administrators, we must make sure that every person in the school has the opportunity to gain the information, in whatever format works best for him or her to learn the concept—at the level and depth of knowledge that meets proficiency for all. If a teacher or administrator, or even a student or parent, decides “this concept is just a little over this student’s head” and “waters down” the proficiency for that student, high expectations are watered down too.

High expectations are not just academic—strong parent involvement from parents who want the highest and best for their children further increases success. Parents send their “best child” to the school, and the school must provide the best instruction, both academic and extracurricular. The school climate for a school of high expectations creates a culture for learning—where students, parents, teachers, and administrators want to be at school. A culture of high expectations is centered in quality relationships—where students, parents, teachers, and leaders all know each other by name, care about each other, and want only the best for each other.

Just as high expectations go beyond what a student must know and be able to do, a safe climate goes beyond the physical security of the building. Schools must be safe havens, not only for personal security but also for the quest for knowledge. Students, parents, teachers, and administrators need a climate that promotes asking questions—and ensures that “no question is a dumb question” so everyone feels safe in learning new things and continuing growth.

Compassionate education—a culture of high expectations—may seem a bit pie-in-the-sky. But the school that provides every student with the best classroom—the best teacher, the best administrator, the best instruction—will yield the best results. Students will believe that they can maintain that 100 average, and success will breed success.

ABOUT THE AUTHOR:
At the time this piece was written, Staci Curry served as Administrative Operations Director for JBHM Education Group. She joined the company in 2002, filling many roles including Schoolwide Development Specialist, Director of Client Services, and Director of Operations. Prior to arriving at JBHM, Staci worked for the Mississippi Department of Education as Schoolwide Development Director and Title I Specialist. She also taught at the community college and secondary levels for several years. Staci earned a Master of Arts in English from Mississippi State University and Bachelor of Arts in English Education from Mississippi University for Women. She has since returned to the Mississippi Department of Education as School Improvement (1003a) Director.

Serving on a local school board can be very rewarding.  Members play a valuable role in the education system, making critical decisions that often impact hundreds – if not thousands – of students.  Despite its importance, however, the position remains a part-time job.  Therefore, it is imperative that board members focus on the issues of the most consequence.  Unfortunately, it is not unusual for school board members to get distracted by questions about matters that should be left to district and school administrators.

School board members hear everything from, “Why is Miss Smith still teaching when none of my kids like her?” to “My daughter really wants to be on the cheerleading team this year, can you talk to the sponsor?”  While these may be important to the person asking, they certainly are not appropriate for a school board member to address.

So, what are the important questions school boards should be answering? 

Research suggests that the most powerful factor in impacting student achievement is providing a coherent plan for teaching content (Guaranteeing an Essential Curriculum).  This, then, should dictate the first set of questions a school board should be able to answer.

• Do you have board policies that give direction to the district leadership for developing an essential curriculum?
• Have you approved the curriculum?
• Do you have a way of measuring how well the essential curriculum is being implemented?
• Do you have a plan for improving the implementation?

An essential curriculum is unattainable without the benefit of time. Again, the research is clear. The more time students spend actively engaged in learning the essential curriculum, the higher they achieve.  Assuming the board has allocated, through policy, a specific amount of time for instruction, we then ask the following:

• Do you know how much of that time is actually used for instruction?
• Do you have a way of measuring the extent to which the allocated time is actually utilized for learning?
• Are your schools Maximizing Academic Learning Time by limiting the interruptions to instruction?

With approval of a viable and essential curriculum and the allocation of sufficient time for instruction, the foundation is set for students to succeed.  The board’s responsibility must extend, though, to further analysis.  

• Do you know whether students are actually learning what is intended?
• Do you know the learning pace by grade, school, or content area?
• Do you know these learning rates at periodic times during the school year?
• How are schools, and thus the board, Monitoring Student Achievement?

Renowned education researcher Robert Marzano details the effects of teacher quality in his book, What Works in Schools.  Citing his own research and that of others, Marzano tells us that the quality of the teacher can overcome all other negative variables in increasing student achievement.  Other research acknowledges the important role leadership plays in having effective schools.  Like most professions, teaching and educational leadership require continuous growth.  We ask then,

• Do you have a plan to improve the professional practice of your staff?
• Is the plan based on identified needs?
• Is it working?
• Does the board support Promoting Professional Practice?

Finally, there is no greater responsibility of a school board than to ensure the physical and emotional security of students and staff.  Once again, research suggests a strong relationship between teachers’ and students’ feelings of safety and security at school and student achievement levels.  Boards must be able to answer:

• Do policies adequately address student discipline issues?
• Are students and staff held to high expectations for conduct?
• Have you allocated sufficient resources to support an effective school safety and security program?
• Are we Providing a Culture and Climate Conducive to Learning?

Many school boards and administrators would instinctively answer the questions posed here with a quick, “Yes.”

To that we respond, “How do you know?”  “What data have you gathered?”  An occasional walk through a school or asking the principal how things are going will not provide the objective data needed to drive board decisions and ensure deep implementation.  Every district, every school should utilize systematic processes and procedures to collect and analyze data on these essential questions.

JBHM Education Group has worked in hundreds of schools for more than ten years.  We consistently find that employing a system for gathering and monitoring data on these, and other, questions is critical to sustaining growth.  This has proven to be true regardless of a school’s label – academic watch, targeted improvement, successful, star, or something else.

Whether you serve on the school board, work in the district office, teach in a school, or parent a child, you must constantly ask, “How do we know?”  This is the question that allows us to make the right decisions about the education of our children.

Research is clear that more time on task benefits students.  That seems obvious – more instruction and more practice should produce higher achievement.  But protecting time is no small task.  Interruptions are inevitable.  Some, in fact, seem justified.  Even with the best intentions it is easy to lose valuable instructional time.  Administrators must, however, take control of the time they have available.

Either by state or district policy, schools are allocated a specific number of days in which to deliver instruction.  Similarly, the length of the school day and duration of class periods are mandated.  With that limited time teachers are expected to teach to standards that are rising every year.   It is clear, then, that time is a precious commodity in education and administrators must protect every minute.

At JBHM Education Group we call this Maximizing Academic Learning Time (MALT)*.  It’s so important that it is one of our Five Essential Practices.

So how does a school begin to manage this important task?  The process starts with an understanding of the time that is available and the litany of things that disturb instruction.  From pep rallies to senior class pictures and professional development to career day, the list of interruptions is long.  Once identified, though, one can control and organize those factors in order to increase the time students are actively engaged in learning.

Take a look at one example (click here) of the results of an exercise JBHM Education Group led for a partner school.  We helped the school list all of the items that reduced instructional time.  Individually, many of these items appeared insignificant, but their cumulative effect is stunning.

As demonstrated, routine events such as student activities, state testing, and club meetings all cut into allocated time.  Your school may not lose the amount of academic learning time to these distractions as the school in this case, but it’s probably more than you imagine.

At this point you may be thinking, “I’m sure we do a good job utilizing the time we have.”  Well, how do you know?  What data do you have to confirm your belief?  We asked those questions of the school in our example and the truthful answer was that they had never done an in-depth analysis of the use of time.  The reality was much different than their perception.

We encourage you to conduct a self-audit.  Our experience is that even the most seasoned administrators are surprised by what they see.

To get started, gather the school calendar, class schedule, sports schedules, listing of activities for clubs and organizations, and information on all other events during the school day.  The purpose of this step is to identify those things that reduce instructional time, not place blame or judge the value of an activity.

Using the form accompanying this story, enter the information and calculate your Available Learning Time and the % of Allocated Minutes Available for Instruction.  Some of our partner schools have seen enough at this point in the analysis to realize the impact on students.  However, we also recommend conducting multiple sweeps through multiple classrooms over several days and documenting the % of students actively engaged in learning.

Apply the % of engagement to the Available Learning Time, yielding the % of allocated time that is actually used for instruction – Academic Learning Time at My School.  Eye opening, isn’t it?  This exercise provides valuable insight into the factors that hinder learning in your building. 

The good news is that with this information, you can now begin the process of changing how you Maximize Academic Learning Time.  Through implementation of strategies such as an instructional focus calendar and other tools, you take back control of instruction.  We did just that with the school illustrated here…and student achievement increased beyond their expectations.

To find out more about how JBHM Education Group can assist your school, call 866-792-5879.