What Makes a Good School?

[Pages:11]What Makes a Good School?

Identifying Excellent Middle Schools

Most of us have been in schools that we know are good. But what is it about such schools that makes them the successful places that they are? And how can other schools learn from their successes? The authors share the experience of the National Forum to Accelerate Middle-Grades Reform in rolling out a vision for excellent schools across the country.

BY JOAN LIPSITZ AND TERI WEST

EXCELLENT schools have a sense of purpose that drives every facet of practice and decision making. But what are the critical priorities that fuel that sense of purpose? The National Forum to Accelerate Middle-Grades Reform is a group of educators who believe that young adolescents are capable of learning and achieving at high levels and who are dedicated to improving schools for middle-grades students across the country. Believing that there is nothing as practical as a vision, the first step taken by the members of the forum was to develop a vision statement that would both answer the question posed above and express our shared convictions about school excellence. Through this process, we identified three interlocking priorities that are critical to the sense of purpose that permeates all aspects of successful schools. Briefly, highperforming schools with middle grades are: ? academically excellent -- they challenge all of

JOAN LIPSITZ is co-founder of the National Forum to Accelerate Middle-Grades Reform, as well as the Schools to Watch initiative. She currently is a senior fellow with MDC, Inc., a nonprofit research organization in Chapel Hill, N.C, that provides communities and their leaders with the research, strategies, and assistance they need to advance equity and opportunity. TERI WEST is a program officer at the Academy for Educational Development in New York, N.Y., where she manages program development for Middle Start, a comprehensive school improvement initiative for schools with middle grades.

SEPTEMBER 2006 57

their students to use their minds this set of criteria help the forum them explicit guidelines for action

well;

identify high-performing schools that when they answer the question "Is

? developmentally responsive -- others could visit and learn from? this a good school?"

they are sensitive to the unique de- The forum identified a set of cri-

velopmental challenges of early ado- teria on which to evaluate each of lescence and respectful of students' the three priorities for high-perform- ACADEMIC EXCELLENCE

needs and interests; and

ing middle-grades schools. The pri- Criteria: At high-performing schools,

? socially equitable, democratic, orities and their criteria are comple- curriculum, instruction, and assessment

and fair -- they provide every stu- mentary and interdependent. So, for are aligned with high standards, and

dent with high-quality teachers, re- example, an academically excellent all students are expected to meet or ex-

sources, learning opportunities, and school is one in which all students ceed those standards. These schools pro-

supports and make positive options are learning to use their minds well vide a coherent vision of what students

available to all students.

in challenging classrooms where the should know and be able to do. They

The forum also concluded that curriculum, instruction, and assess- use instructional strategies that include

in order to pursue these priorities, ments are responsive to children's de- a variety of challenging and engaging

high-performing schools must be velopmental needs. The truly high- activities that are clearly related to the

learning organizations that establish performing school sits at the inter- concepts and skills being taught.

norms, structures, and organization- section of academic excellence, de- When talking to teachers in an ac-

al arrangements that will support velopmental responsiveness, and so- ademically excellent school, it quick-

and sustain their trajectory toward cial equity.

ly becomes clear that they hold high

excellence.

It is extremely difficult to find expectations for all of their students

There isn't anything in the for- schools that excel in all three areas, as and insist that all of their students

um's work that is exclusive to the the forum discovered in 1999 when it can master the curriculum. Teachers

middle grades; we believe our vision launched its Schools to Watch (STW) at such schools say things like, "We

applies to all schools teaching all program to identify, recognize, and don't let up on the students," "We

grade levels. However, the forum was learn from exemplary schools. Since want everyone to achieve," and "We

created to advocate for dramatical- the vision was developed, STW has are a no-excuses school." Likewise,

ly improved schools for young ado- become a national movement in mid- the principal expects a great deal from

lescents, and, therefore, our empha- dle-level education. Fourteen states all the teachers at the school, hold-

sis is on the middle grades.

have recognized 87 STWs, and new ing them responsible for improving

After developing and adopting our states and schools are being added the quality of student work over time.

vision statement by unanimous con- each year. Far more important, the The curriculum at high-perform-

sent, we all celebrated -- but only forum's Schools to Watch have be- ing schools follows a coherent plan

briefly. We recognized that for our come models from which many oth- that builds systematically on instruc-

work to be practical, the forum would er schools can learn to "get it right." tion from earlier grades -- what stu-

need to turn the vision statement In the pages that follow, we de- dents learn is neither haphazard nor

into specific criteria for evaluating scribe a selection of the criteria for random. When we ask teachers at

schools. We needed to develop an each of our three priorities for excel- such schools how they decide what to

instrument that identified the quali- lent schools. We offer this selection teach, they report spending a great

ties to examine and the questions to to give readers examples of our ap- deal of their planning time working

ask when assessing a middle-grades proach to assessing schools and to individually or with their colleagues

school. Could we come up with a share specific bits and pieces from to incorporate the best of profession-

set of criteria that would be as use- our observations of four schools. We al and state standards in their con-

ful to a team of classroom teachers as also describe a sampling of criteria tent-area lessons. Vibrant displays of

it would be to a group of communi- for evaluating a school's organization- student work in the halls reflect stu-

ty members on a school governance al structures and processes.1 Our pur- dents' care in meeting those stan-

committee, or to citizens advocat- pose in presenting the forum's con- dards. In one school held account-

ing for school improvement, or to struct of high performance is both able by high-stakes testing, teachers

individual parents seeking a good to shape the way that readers think insist that, because the state test is

school for their children? And would about school excellence and to give based on state and national standards,

58 PHI DELTA KAPPAN

preparing students for the state test to the students -- the criteria for Criteria: The school provides oppor-

is not "teaching to the test" but rath- good work are not a mystery.

tunities for teachers and other instruc-

er "teaching to the standards." When When we ask students if they tional staff to plan for, select, and en-

we ask these teachers what accounts have opportunities to investigate and gage in professional development that

for the rising test scores in such un- solve problems that interest them, is aligned with nationally recognized

usual schools, they talk about highly they like to talk about the projects standards. They have regular opportu-

focused and energetic teaching. they have designed. For instance, in nities to work with their colleagues to

When we ask students what they a seventh-grade math lab, each stu- deepen their knowledge and improve

are learning, they not only express dent was to choose an area in which their practice. They collaborate in mak-

When we ask students what they are learning, they not only express their enthusiasm but also can describe the content and purpose of the lesson.

their enthusiasm but also can de- to become proficient. The students ing decisions about substantive and

scribe the content and purpose of the were given a choice of topics drawn challenging curriculum and effective

lesson. For instance, students in a lan- from the state's learning goals for sev- instructional methods.

guage arts class said they were learn- enth-graders, including bar graphs, When the forum members visit

ing how to analyze a short story and fractions, perimeter, the Pythagorean schools, we ask teachers and admin-

predict its outcome. They were able theorem, and volume. The students' istrators to define professional devel-

to recognize that the lesson called for task was to study their chosen topic opment in the context of their school.

inference and "higher-order think- and then teach it to their classmates Invariably, they first tell us what it

ing skills." In other words, the stu- using a PowerPoint presentation of is not. As one principal says, "It does

dents were aware of how they were their own design. The goal was for not occur once in the summer and

thinking, and, though they did not all students to master a set of math- go away. It keeps coming back and

know it, they were learning about met- ematical concepts while, at the same back and back." They also stress that

acognition.

time, learning a useful application of professional development takes place

We ask students how they know technology. The students in this class during team meetings, in which teach-

if they are doing a good job. In some were deeply engaged in becoming pro- ers meet to discuss their practice and

cases, the students are aware of and ficient in their chosen areas.

how to improve it. During such meet-

understand the performance standards When evaluating schools on these ings, the teachers plan and reflect to-

because their teachers have told them criteria, ask yourself:

gether about ways to deepen instruc-

what they are expected to master be- ? Do I see zest for learning among tion in individual content areas or

fore starting a major activity. In some both the teachers and the students? in interdisciplinary units. To teach-

classes, students help develop the ru- ? Are students expected to meet ers in high-performing schools, pro-

brics for judging the quality of their high academic standards? How are fessional development is an integral

work. In one interdisciplinary class- these standards communicated? part of everyday life in the school.

room that integrates art, math, and ? Can students explain what they Professional development also occurs

science, we observed students pre- are doing in their classes and why it in divisional meetings, in which teach-

paring a group presentation on em- is important?

ers come together to analyze student

pathy. When asked how they would ? How is the school's curriculum progress. In some schools, profession-

be assessed, the students reported that selected? Who is involved in the al development occurs as a result of

they and their teacher had designed process, and what guidelines do they teachers' individual growth plans. One

a grading rubric. These rubrics are use? Do teachers know why they are principal said, "I think we grow more

often posted on the classroom walls, teaching what they are teaching? across the year through nudges, con-

or the students are given a copy to ? Does the school's assessment pro- versations, and lesson planning than

keep in their notebooks. In all cases, gram support its vision for curricu- we ever do on professional develop-

the rubrics are explicit and make sense lum and instruction?

ment days."

SEPTEMBER 2006 59

In one school, one of the teams ers at this school worked together ices the school provides but in the

constructed the year's curriculum closely to align the curriculum with attitudes and relationships the adults

around interdisciplinary units. The the state standards. After aligning the establish with students. When visit-

team members decided what topics curriculum, the teachers then piloted ing schools, we ask students where

they would explore and then designed three textbooks but were not satis- they go if they are having a problem.

and developed the unit together us- fied with any. After discussing what In almost all of the schools, students

ing district standards. While we were worked well and what didn't, they mention the names of one or two

visiting this school, the team was in finally decided to use a combination teachers with whom they have a good

the process of developing a unit on of teacher-developed curriculum units, relationship. We can see signs of these

inventions. One of the teachers shared a pre-algebra textbook, and Connect- relationships when we walk through

materials and resources from an in- ed Math, which offers a range of the halls and sit in classrooms. Stu-

ventions convention she had just at- hands-on activities.

dents have smiles on their faces and

tended. The teachers on the team were The teachers at this school had laugh with their teachers and their

excited about planning this unit, and administrative support during this friends. During the change of classes

they shared ideas freely and gave one intensive planning period from the at one school, a teacher who is clear-

another feedback without fear of judg- school's learning coordinator, who ly one of the favorites is surrounded

ment. They were honest with one an- facilitated their conversations. They by a half-dozen students, all want-

other when an idea didn't seem right now meet each grading quarter with ing to share something about them-

or if they felt it might create a prob- the coordinator and the principal to selves or their families.

lem.

review where they are and to make The affection and genuine caring

In the social studies and language further decisions. In addition, the between the students and faculty at

arts segments of the unit, the stu- teachers meet regularly to refine their this school is expressed in the way

dents were asked to explore the legal curriculum.

one principal puts her arm around

issues around inventions, to learn the When evaluating a school on these a student to reprimand him about

difference between a copyright and a criteria, ask yourself:

shouting a profanity in the hall. It is

patent, and to investigate the history ? Does the principal support pro- also expressed in the way students af-

of inventions in the United States. fessional development opportunities fectionately refer to members of the

In the math and science segments, for teachers and staff members? staff as "Mom" and to the school as

students were challenged to design ? How does the school's profession- a "second home." In one School to

and build their own inventions in al development plan help increase Watch, the principal collected money

small groups of two or three. The teachers' knowledge and skills? from teachers and parents in order

teachers had brainstormed about the ? Does the professional develop- to buy presents for the students who

kinds of reading and writing students ment challenge teachers' current be- were living in the local youth home

would do in this unit. They wanted liefs and assumptions?

during the winter holidays. She spent

their students to design inventions ? Does it provide classroom sup- one night and more than $1,000 on

for real-world problems or needs. The port and coaching?

gifts for these children. The teachers

unit was to culminate with the stu- ? How is professional development and administrators in these schools

dents presenting their work to the related to the school's improvement care about the details of their stu-

school and community at their own plan?

dents' lives.

invention convention.

Understanding that the faculty and

When the forum visits schools, we

staff do not have the capacity to at-

ask teachers what help they have re- DEVELOPMENTAL RESPONSIVENESS tend to all of their students' needs,

ceived in aligning their curriculum Criterion: The school provides ac- one school seeks out partnerships with

with state and national standards. In cess to comprehensive services that foster a local agency that can provide social

one school, the mathematics curric- healthy physical, social, emotional, and services and programs to students

ulum is driven by the state's learn- intellectual development.

with demonstrated need. The agency

ing goals, which, according to one In high-performing schools, the provides guidance; a creative arts pro-

of the mathematics teachers, encour- adults work together to provide a gram; individual, family, group, and

age a balance of skill building and ap- web of emotional and social support crisis counseling; support for the

plication. All the mathematics teach- for the students, not just in the serv- school's parent involvement program;

60 PHI DELTA KAPPAN

and classroom and faculty support onto students' wrists so they cannot flict managers developed a presentaservices. The agency works only with give their 24-hour-a-day responsibil- tion about the school's peer mediaschools that are committed to the ity to anyone else. Sometimes, par- tion program for the seventh-graders partnership and able to make a fi- ticularly during the night, parents in order to identify and begin to train nancial contribution, albeit a small want to help, but that would break the peer mediators for the following one. At this particular school, the part- the rules. The parents report how year. nership with the agency is written in- the weight of parenthood starts de- When evaluating a school on this to the School Improvement Plan, and scending upon their children as the criterion, ask yourself: faculty members are identified to work weekend progresses. The youth serv- ? Where can students go when with agency staff. Together, the teach- ice agency worker says that most stu- they are having a problem? ers and agency staff members review dents are eager to take the baby home ? Does every student in the school

At each of the schools we visited, there was some form of peer mediation in which students learn to address and solve problems before they escalate.

the criteria for the partnership and with them, but they are even more feel there is an adult he or she trusts

then develop the kinds of programs eager to bring it back. The students and can turn to?

and services that are most needed in are sadder, wiser, and much more ? How do the adults in the build-

the school.

tired.

ing relate to the students? Is there evi-

Another school responded to its Another issue that the forum looks dence of strong and respectful rela-

teen pregnancy rate by investing in at when evaluating schools on this tionships between adults and stu-

a program designed to give young criterion is how they address conflicts dents? Is there a feeling of warmth

adolescents a sense of what being the between students. In most schools, and genuine caring between teach-

primary caretaker for an infant is like. when a conflict between two students ers and their students? Are students

While the program is designed to help escalates, a fight breaks out, and stu- smiling and laughing?

students make intelligent physical dents are suspended. And time out of ? What does respecting students'

and emotional choices, the ultimate the classroom is not time well spent. needs and interests mean to the fac-

goal is to prevent teen pregnancy. At each of the schools we visited, there ulty, staff, and administration? How

The school invested in 23 baby was some form of peer mediation in does this fit into the school's overall

simulators, and every student is re- which students learn to address and mission? Do the school's programs

quired take a simulator home for at solve problems before they escalate. and practices reflect this understand-

least one weekend during his or her In this way, the schools help foster ing?

two years at the school. These life- students' social and emotional devel- ? What programs, services, and

like dolls are computer programmed opment. At one school, 20 students support systems are in place to ad-

to look, weigh, and behave like three- are selected by their peers and trained dress students' needs?

month-old infants. They need to be to be peer mediators. They are re- ? Does the school have a network

fed, picked up, held, and cuddled. quired to take a six-hour training pro- of health care providers, counselors,

They cry when they are hungry or gram that focuses on rules and stan- education and job training special-

need affection, when their diapers dards for mediation, leadership, and ists, and other providers that is avail-

need changing, or when their head is being accountable for what occurs able to serve students and families?

not supported correctly. Sometimes in sessions. This school, which aver- Does the school publicize this net-

they cry inconsolably for no appar- ages one peer mediation session per work well? Do students and families

ent reason. The only way to stop the day, has seen a dramatic reduction feel comfortable using these services?

baby from crying is to turn a key a in the number of discipline referrals Criterion: The school develops al-

certain way to respond to the baby's to the principal's office. At another liances with families to enhance and

particular need. The keys are locked school, the eighth-grade student con- support the well-being of students. It

SEPTEMBER 2006 61

regards families as partners in their student confidentiality and running criterion, ask yourself:

children's education, keeping them in- the copying machines. Most impor- ? Are there many parents in the

formed, involving them in their chil- tant, the parents become an integral school? Do they have lunch with the

dren's learning, and including them part of the school's aspirations for students and talk to the teachers and

in decision making.

student development and achieve- counselors?

When we visit schools, we hear ment. A father at this school summed ? Is there a family center in the

over and over again that when chil- up parent involvement this way: "At school, and do parents run it?

dren get to middle school, parents this school the child is in the center ? What communication systems

tend to "drop out" of school involve- of a circle, and everyone is around does the school have to make sure that

ment. This happens just when young that child to reach out and help him every family is contacted at least once

adolescents are beginning to seek or her mature and learn."

a month?

greater autonomy from their parents We ask parents what they think ? Does the principal know many

and to crave acceptance from their is the key to increasing parent in- family members by name?

peers. But parent involvement in the volvement, and they often mention ? What does the school do to en-

middle grades is crucial to student the responsiveness of staff members sure that parents and family mem-

success. Therefore, schools must do and the welcoming environment of bers play meaningful roles, for in-

more than invite parents into the the school. Many parents we speak stance, on the school council and

school; they must reach out into their with say that it means a lot to them school committees?

communities and make parents feel when the principal greets them by

needed and welcomed. They also must name when they walk in the school help parents see the value to their door. These details are important to SOCIAL EQUITY

children of being active in the mid- parents and communicate to them Criteria: Faculty and administra-

dle school. High-performing schools that they are valued members of the tors expect high-quality work from all

create structures and systems to fa- school. One parent said, "Parents are students and are committed to help-

cilitate parent involvement. We ask accepted as full partners in the school. ing each student produce it. Evidence

principals what the school does to We are welcomed with open arms." of this commitment includes tutoring,

make parents feel that they are an Parents also appreciate that the mentoring, offering special adaptations,

integral part of the school.

school shares information with them. and other supports. All students have

In one school with a student pop- At one school, parents can call into equal access to valued knowledge in

ulation of around 570, about 70 par- an information-on-demand system. all classes and school activities.

ents are actively involved under the Using a PIN number, they have im- When the forum visits schools,

leadership of a volunteer coordinator. mediate access to their child's aca- we are especially interested in how

Parents at this school donated over demic, attendance, and discipline rec- accessible academic and extracurric-

5,000 academic hours in one year as ords. A homework hotline gives par- ular programs are to students with dis-

part of the parent volunteer program. ents access to their child's homework abilities. Inclusion for students with

This level of parental activity does assignments on any given night. At special needs means more than sim-

not happen by chance. A parent vol- another school, parents can access ply including them in the same class-

unteer coordinator is trained by the their child's homework assignments es as regular students. It often means

district's central office for the posi- through the school's website. Some adapting curriculum, instruction, and

tion; in turn, the coordinator trains teachers communicate with parents assessment to their special needs. For

the school volunteers. Parents fill out via e-mail during the course of the a socially equitable school, ensuring

applications to volunteer, indicating day. If a problem comes up or if there that all students have access to aca-

their available hours. The parent vol- is something positive the teachers demic and extracurricular programs,

unteer coordinator calls the parents, want to share with parents, they can having high expectations for all stu-

who must be fingerprinted, have crim- do so immediately and at their con- dents, and providing the support to

inal background checks, and get a venience. In these various ways, schools help them meet those expectations

TB skin test prior to volunteering. help parents gain access to informa- are paramount.

The parent volunteers take part in tion and be more involved in their When evaluating a school, we ask

an orientation session, in which they children's education.

the teachers and principal about the

receive training in areas as diverse as When evaluating a school on this kinds of support they provide for

62 PHI DELTA KAPPAN

students with disabilities and special school offers two after-school pro- or exceed the standards?

needs. At one school, students with grams that provide additional instruc- ? Do teachers work together to

diagnosed learning and behavioral tional time to students who are not identify the students who need ad-

disabilities are included in classes that meeting academic standards. The stu- ditional support? Do teachers share

are co-taught by regular teachers and dent/teacher ratio in the after-school their knowledge and expertise with

special education teachers. In this classes is low -- about 12 students per one another about the best ways to

school, students with learning disa- teacher -- in order to allow for more provide support to struggling stu-

bilities and their teachers are not rel- individualized instruction. The par- dents?

egated to an out-of-the-way room; ticipating teachers meet with one an- ? Are special education teachers,

they are an integral part of the school other to determine which students will extracurricular teachers, and others

community. The special education receive additional tutorial time based who deliver services to students seen

teachers are equal partners in the de- on the students' needs. At yet anoth- as equal partners in the education of

sign and delivery of classroom instruc- er school, the resource room is open all students? Are their special skills

tion. They collaborate with subject- to all students for additional tutori- and expertise valued in the school?

matter teachers in designing instruc- als in reading and math. While some ? Is there evidence of tracking or

tional units and share the responsi- students are assigned to the reading low-level classes with watered-down

bility of teaching classes. The special and math resource tutorials, all stu- curricula in the school? Are students

education teachers are consulted by dents have the option to drop in vol- grouped by skill level for the purpos-

many teachers in the school and are untarily.

es of instruction?

valued for their knowledge about Principals and teachers at social- ? If the school has a mandated

teaching students with learning dis- ly equitable schools foster an atmos- program for the gifted and talented,

abilities.

phere of inclusion by ensuring that how are students selected for this pro-

In another school, students with all students have access to the richest gram? How do students and teach-

severe cognitive or behavioral dis- and most challenging programs -- ers who are not participating bene-

abilities cannot be included in reg- programs that are usually available to fit from the program?

ular academic classes. Nonetheless, only some students. Many schools Criterion: The school's suspension

these students participate in school across the country have mandated rate is low, and students from specific

life to the greatest extent possible and special programs for their highest- demographic groups are not dispropor-

are held accountable for their work. achieving students. One principal who tionately represented among the sus-

Their teacher believes it is important believes that all her students should pended.

for these students to be expected to have access to the enriched learning Each school's suspension rate be-

accomplish a great deal in their self- opportunities offered in these pro- came a critical factor in our evalua-

contained class. So, for example, when grams is in the process of ensuring tion -- actually rising to the level of

this teacher reads his students a story, that all her teachers become certified "deal breaker" in deciding whether

they know they are going to be as- in instruction for the gifted and tal- to designate a school an STW. This

sessed on it the next day.

ented. So far, 50% of her faculty has is because we believe that when a

Another thing that we look at earned this certification. This prin- school has a high suspension rate or

when evaluating schools is how they cipal also allows any student who has suspends students from particular

support those students who are at risk the motivation, the will, and parental groups at a grossly higher rate than

academically. In an otherwise heter- permission to do so to take an ad- others and has no plan for address-

ogeneously grouped school we vis- vanced class in math or language arts. ing these problems, it is a sign that

ited, the principal had instituted a When evaluating a school on these the school does not have the same

program called "Academic Connec- criteria, ask yourself:

expectations for all students.

tions" to help students achieve the ? Is there evidence that all students Suspended students miss valuable

required standards and beyond. In are being held accountable to high classroom time, and the time they

this program, students are divided standards? Are students with disabil- spend in in-school suspension is gen-

into three groups according to their ities and limited English proficiency erally a waste. Therefore, a crucial

achievement test scores and are pro- held to those same standards?

factor in our evaluations of schools

vided with instruction specifically ? Do students have access to sup- is what students are required to do

geared to their skill levels. Another ports and programs to help them meet during suspensions. Are they expect-

SEPTEMBER 2006 63

ed to complete the work they are the student's teacher, and other cate- uating schools, the forum looks at missing in their classes? Do their gories of information. Administra- whether these structural factors are teachers visit them to keep them up- tors share this information at facul- in place to allow the school to excel. to-date on assignments? If the stu- ty meetings, and the staff discusses Criterion: Someone in the school dents need counseling in order to get why the referral happened and what has the responsibility and authority to back on track, do they receive it from to do about it. Through this process oversee the school improvement entera school counselor or social worker? the principal and her staff also found prise and move it forward. This person

There is just no getting around it, to become excellent a school must have a risk-taking, visionary, practical leader.

Is the school aware of the obstacles a positive correlation between disci- or group has the knowledge and the

and barriers the students may be fac- pline referrals and reading failure. ability to conduct the daily coordina-

ing outside of school, and do school They instituted a schoolwide read- tion, strategic planning, and commu-

personnel intervene to help these stu- ing program to address problems in nication needed to improve a school.

dents get assistance or counseling? reading and, consequently, to help re- There is just no getting around it,

While in order to ensure students' duce the school's suspension rate. This to become excellent a school must

safety all schools must have a disci- kind of data gathering and school- have a risk-taking, visionary, practi-

pline code that establishes clear con- wide effort bears dramatic results: in cal leader. One of the STW princi-

sequences for students who break just one year this school reduced its pals likes to quote Joel Barker: "A

rules, the way a school understands suspension rate by one-third.

leader is a person you would follow

and tries to change patterns of sus- When evaluating a school on this to a place you wouldn't go to by your-

pension ultimately reflects its beliefs criterion, ask yourself:

self."2

about social equity.

? What is the school's suspension When evaluating a school, we ask

One school we visited disaggregat- rate, and are particular groups of stu- the principal what he or she finds

ed its suspension data manually by dents disproportionately represented lacking in the school. We then ask

race, socioeconomic status, and gen- among the suspended?

the action question: What steps will

der because its district did not have ? Do key people in the school know you take to address the problem? In-

the technological capacity to provide its suspension rates?

variably, the principal has a plan on

this service. As a result of their data ? What are students required to the drawing boards. In one school,

analysis, which identified unaccept- do during in-school suspension? for instance, the principal believes

ably high suspension rates, the staff ? Does the school examine data her students are being shortchanged

members of this school zeroed in on related to suspension rates? What technologically. Her action plan in-

reducing the amount of instruction- does it do with the data?

cludes:

al time missed. Staff members tracked ? If the school's suspension rates ? Studying. She and her teachers

the amount of time that passed from are high, particularly among a racial will look at outstanding programs

the moment a student was referred to or ethnic group, what are the prin- across the state.

the administration for disciplinary cipal and the faculty doing to lower ? Training. She will draw on the

action until a decision about conse- these rates?

expertise of the district's curriculum

quences was made. As a result of this

director, who is a proponent of in-

exercise, students no longer waste in-

structional time sitting in the office waiting for administrative disposi-

ORGANIZATIONAL STRUCTURES AND PROCESSES

structional technology. The director has a train-the-trainers process that the principal would like to adopt in

tion. In addition, the school registers In order for schools to be aca- her school so that the teachers can

student demographic information for demically excellent, developmental- teach one another.

each referral (e.g., gender, race, free/ ly responsive, and socially equitable, ? Monitoring. She will require her

reduced-priced-lunch status, length there must be appropriate structures teachers to report how their specific

of time in the school), the name of and processes in place. When eval- plans to use technology will improve

64 PHI DELTA KAPPAN

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