2013 Pathways to the Prize - School Winners

Pathways to the Prize Lessons from the 2011 SCORE Prize School Winners Pathways to the Prize Lessons from the 2011 SCORE Prize School Winners At a Glance 201 1 SC OR E PR IZ E OL HO SC WINNER OOL SCH RY TA EN EM EL Y IEW ELEMENT RV AR I FA • • • ► Principal Karen Cupples takes time to listen to all stakeholders and study the school community before she institutes changes. She main- ► tains the practices that are already working ► and changes the rest Principal — Karen Cupples Fairview has adopted the theme, Expect More/ ► Achieve More and focuses on raising standards ► for all teachers and students Enrollment — 278 Fairview departmentalizes its upper grades to ► best use content experts on its staff White — 99% Website — http://www.fes.acs.ac Grades served — PK-5 Economically disadvantaged students — 60.6% ► • • Principal Cupples draws on the strengths of novice and experienced teachers and helps form connections between the two groups African American — 1% ► Attendance rate — 2009: 95.9% 2010: 94.6% ► TVAAS three-year growth standard T-Statistic (2011) Using data to differentiate instruction, re► teach, and intervene as needed is the instructional norm; the school dedicates 30 minutes of ► every day to intervention and acceleration for each student ► • Fairview organizes its resources for success, in-► cluding funds, leveled books, and human capital • Fairview tracks its progress consistently for each class and individual with the help of a well-organized data wall Math: 14.01 Reading/Language Arts: 8.99 TCAP deciles (2010-11) Math: 30th to 50th ► Reading/Language Arts: 50th ► The achievement gap between economically and non -economically disadvantaged students decreased by 1.04 points in reading and 1.28 points in math Personal connections are important in Heiskell, Tennessee, a small town of 4,600 residents in the northeastern part of Anderson County and the home to Fairview Elementary. When principal Karen Cupples came to the school three years ago, she was asked to improve student performance – both academic and behavioral. A native of Tennessee who was familiar with rural settings, Ms. Cupples took her time and listened. She talked with teachers, students, parents, and community members to understand their various perspectives. She observed classrooms and school practices and analyzed school data. She heard about and observed bullying in the school, and she saw that half of the students could not pass the physical fitness test. She learned that many of the students were far behind in reading and writing and that many kindergarten students came to school with few literacy skills. Finally, she contacted district administrators and other principals in the county to gather their perspectives about school improvement and reform. Before school opened in the second year of her tenure, she was ready to act. Based on what she learned during her first year, Ms. Cupples decided to focus on early intervention, stronger communication between and among all stakeholders, and data-driven instruction. She also wanted to address the whole child. More specifically, she thought that teachers should spend more time examining data and addressing the areas where students were falling behind. She wanted to improve school climate by identifying those factors that contributed to low student self-confidence and a lack of respect among students and their peers. She focused on understanding each child and each teacher, emphasizing the need to build a safe, stimulating, nurturing environment. Finally, she tackled the idea that all aspects of the children should be developed—and that students should exhibit a healthy balance of mind and body through programs for fitness, involvement in the arts and technology, and academics. 6 2011 SCORE Prize Elementary School Winner: Fairview Elementary School 2011 SCORE Prize Elementary School Winner: Fairview Elementary School 7

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