Tagged “National Association Of Secondary School Principals”

School Strong Programmatic Supports Helps Its Students Outperfrom Others In State

West Carter Middle School, Olive Hill, K.Y.
 

West Carter Middle School has not retained a student in the last five years. Staff members proudly point to this fact as evidence that their decision to not permit zeros is working. Coupled with the ‘no zero’ policy were a number of programmatic supports in mathematics and reading/language arts as well as a strong tutorial program offered multiple times during the day that allowed all students to meet state standards and demonstrate significant academic growth. Six years ago, the school with 475 students in 6th through 8th grade, 69 percent of whom are economically disadvantaged, was one of the lowest performing middle schools in Kentucky; today, the students outperform 90 percent of the students in the state.
 

Strong School Leadership and Collaboration Drives School Success

Woodbridge Middle School, Woodbridge, V.A.
 

Woodbridge Middle School’s transformation is a story about strong principal leadership working collaboratively with the entire school staff to teach each student. This was not a school in need of a transformation; rather it was a school that due to boundary shifts experienced a rapid demographic change necessitating a close examination of instructional practices to meet the needs of entering students. Today’s school in no way resembles the school that was in existence in 2005. Then, the students were mostly white and middle class; today, there is no majority group among the 1038 student,s and almost 50 percent of the students are economically disadvantaged. Then, student achievement was average; now it is significantly above average.
 

Rural School Grows Rapidly While Overcoming Tremendous Challenges

Vallivue Middle School, Caldwell, I.D.
 

 Sitting at a high point overlooking a beautiful valley near Boise in Southern Idaho, this rural middle school has recently experienced tremendous growth and challenges in all facets of the school. Through teamwork implementing a highly developed strategic planning process, Vallivue moved from a state designation of “Needs Improvement” to "New School" status in four years. With a more clearly defined emphasis on discipline and attendance issues, a collaborative restructuring of the curriculum, the introduction of best practices instructional methods, and adoption of a data driven assessment model, an environment has been created where the 700 students, of which 70 percent are economically disadvantaged and 30 percent are LEP learners, excel.
 

Intensive College Preparatory School Achieves Impressive Results with Low-Income Students

The Preuss School UCSD, La Jolla, C.A.
 

This public charter school of 800 students in grades 6–12 provides an intensive college preparatory education for low-income students drawn from all over San Diego, each representing the first generation in their family to attend college. Through the implementation of a single-track curriculum, smaller classes and individualized student supports, Preuss has achieved impressive results. Students in 10th grade have attained a 100 percent pass rate on the California High School Exit Exam for the past five years. The school boasts a 99 percent graduation rate, a 97 percent attendance rate, and a 96 percent rate of acceptance of its seniors into four-year colleges, excellent examples of the school’s proven success and why it was recognized by Newsweek as the nation’s top 2011 “Miracle High School.”
 

School and Communtiy Pride is Driven by Student Success

Pierce County High School, Blackshear, G.A.
 

Whether in a classroom or on an athletic field, student achievement drives the success that builds pride in a community and a school. Nowhere is this truer than at Pierce County High School in rural southeast Georgia. The school’s 965 students, almost half of whom are economically disadvantaged, have demonstrated what leadership focused on student learning can accomplish. In 2004, PCHS ranked at the bottom of the state in students passing the high school graduation tests and only 55 percent of the students graduated. In 2011, 86 percent of the students graduated and the school ranked 17th in the state on the graduation exams. Everyone wants to be the best: a result of high expectations, solid achievement and collaboration.
 

Targeted, Data-Driven Instruction Drives School Success

Oscar F. Smith Middle School, Chesapeake, V.A.

Tucked into the historic South Norfolk section of the City of Chesapeake, Va., Oscar Smith is home to a diverse student body of nearly 950 6th, 7th, and 8th graders. With a high unemployment rate and pervasive poverty in the community, 84 percent of the students are considered economically disadvantaged and 25 percent are enrolled in special education. Seven years ago, the staff at Smith, under the leadership of a new principal, initiated a systematic process to address student needs. Targeting poor academic performance through a data-driven differentiated instruction model, notable progress has been made. The school community has reviewed and refined the numerous changes and supports, collaboratively institutionalizing the processes and procedures that made it possible.
 

School is Built on the Belief that Every Adult Needs to Commit to Every Child

Lesher Middle School, Fort Collins, C.O.

Lesher Middle School is a school of choice, as are all the schools in the Poudre (Colo.) School District. In 2004, it was a traditional junior high school with declining enrollment. The school had an International Baccalaureate Middle Years (IBMY) program that was only open to select students. Today, it is a thriving middle school, at capacity enrollment with 700 students coming from 29 elementary schools, 40 percent of whom are economically disadvantaged. Now, all the students are enrolled in the IBMY program and are benefiting from a global perspective to their studies. Lesher’s transformation and very survival was built upon the belief that in order to “break ranks,” every adult needs to commit to the success of every child.

New Leadership Revives Storm Devasted School

Lafayette Academy Charter School, New Orleans, L.A.
 

Established as a public charter school in 2006 after Hurricane Katrina devastated the New Orleans community it serves, the true rebirth of this preK–7 school of 800 occurred in 2007 with the appointment of a new head of school. Since then, the student body, which is nearly 100 percent economically disadvantaged, has been the beneficiary of a shared leadership model, intensive staff development, strengthened community connections, and equal access to rigorous coursework. The results are an impressive upward trend from the disappointing 33 percent passing rate on the required 4th grade state tests in 2006 to a 100 percent passing rate in 2010 and 2011, earning the state’s top designation as a Center of Excellence. 

Staff Commitment Turns School Environment Into a Place of Learning

Bloomfield High School, Bloomfield, N.J.

Changing the culture of a large, diverse high school from a place of teaching to a place of learning requires determination and the commitment of the entire school staff. Documented growth for all students and closing achievement gaps over the last five years has demonstrated that Bloomfield High School has made this transformation. BHS is a microcosm of America. Its nearly 2,000 students, 45 percent of whom are economically disadvantaged, and 16 percent of whom receive special education services, are almost equally African American, Caucasian, and Hispanic. Consistent academic growth over time has led to the community’s resurgent pride in the school and the school being named a 2010 National Title I Distinguished School.
 

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