1. EFFECTIVE SCHOOLS Using the Correlates of Effective Schools to
Improve Student Learning
Presented by
Lawrence W. Lezotte, Ph.D.
National Education Consultant

2. EFFECTIVE SCHOOLS Using the Correlates of Effective Schools to
Improve Student Learning
Presented by
Lawrence W. Lezotte, Ph.D.
National Education Consultant

3. you are currently getting.
Your school is
perfectly aligned to
get the results
you are currently getting.

4. Schools were never designed, or even intended, to successfully teach all students a high standards curriculum.

5. Navigating the Perfect Storm
1. Higher Standards
2. Higher Percentage of Challenging Students
3. Fewer Resources

6. Assumption You and your colleagues are already doing the best they know to do given the context in which they find themselves.

7. The Leadership (Change) Challenge Take a “followership” to a place they have never been and are not sure they want to go.

8. Different Perspectives on School Improvement
1. People Change
2. Systems Change
3. Planned Change

9. Wanted: A Proven System for Action EFFECTIVE SCHOOLS RESEARCH AND PRACTICES

10. Senge’s Double-Loop Learning Model
Mission,
Core Beliefs,
& Core Values
Higher
Loop
Tactics, Strategies,
& Behaviors
Lower
Loop 10

11. Organizational Culture and Leadership
Levels of Culture
Organizational Culture and Leadership
by Edgar H. Schein Jossey-Bass (2004)
Artifacts: Visible organizational structures and processes (hard to decipher)
Espoused Values: Strategies, goals, philosophies (espoused justifications)
Basic Underlying Assumptions: Unconscious, taken-for-granted beliefs, perceptions, thoughts, and feelings (ultimate source of values and action)

12. A System: A network of interdependent components that work together to accomplish the aim of the system.

13. A System Must 1. Have a clear aim. 2. Be managed.
3. Have a pervasive sense of mission.

14. Getting Ready for Continuous Improvement
Creating a Common Language:
EFFECTIVE SCHOOLS 14

15. Definition of an EFFECTIVE School: A school that can, in outcome terms, reflective of its “learning for all” mission, demonstrate the presence of equity in quality.

16. Definition of an IMPROVING School: A school that can, in outcome terms, reflective of its “learning for all” mission, demonstrate the increasing presence of equity in quality.

17. Correlates of Effective Schools17

18. Safe & Orderly Environment
In the effective school, there is an orderly, purposeful, business-like atmosphere that is free from the threat of physical harm. The school climate is not oppressive and is conducive to teaching and learning.

19. Clear and Focused Mission
In the effective school, there is a clearly articulated mission through which the staff share an under-standing of and a commitment to the instructional goals, priorities, assessment procedures, and accountability. Staff accept responsi-bility for students’ learnings of the school’s essential curricular goals.

20. Climate of High Expectations for Success
In the effective school, staff believes and demonstrates that all students can master the essential school skills and that they have the ability to help all students attain that mastery.

21. Opportunity to Learn & Student Time on Task
In the effective school, a significant amount of classroom time is dedicated to instruction in essential skills. For a high percentage of this time, students are engaged in whole-class or large-group, planned, teacher-directed learning activities.

22. Frequent Monitoring of Student Progress
In the effective school, student academic progress is measured frequently using a variety of assessment procedures. Results are used to improve both individual student performance and instruction.

23. Positive Home-School Relations
In the effective school, parents understand and support the school’s basic mission and are given the opportunity to play an important role in helping the school to achieve this mission.

24. Strong Instructional Leadership
In the effective school, the principal acts as an instructional leader and effectively and persistently communicates the mission to the staff, parents, and students. The principal understands and applies the characteristics of instructional effectiveness in management of the instructional program.

25. Research LiNK
The Research LiNK is an online searchable database of more than 1,600 research abstracts on topics ranging from strategies that work in the classroom to what works at the district level, and everything in between—all organized around the Correlates of Effective Schools. Each abstract summarizes the key findings and their implications for school improvement. It’s quick - it’s easy - just search and print!
FREE 10-DAY TRIAL: Go to and enter the code word: tour

26. Reality Check Survey Tool
Gotta do a needs assessment? With Reality Check you can easily develop and administer a survey online or on paper, in English or in Spanish, or both. Create your own questions, draw from a bank of over 2,000 carefully crafted questions, pick from one of three template surveys already designed for you by Larry Lezotte — all organized around the Correlates of Effective Schools.
FREE 10-DAY TRIAL: Go to and enter the code word: data

27. Teacher Best Practices
Written for practitioners and decision-makers, Teacher Best Practices is an online searchable database of strategies that focus on the effectiveness of instruction in generating desired learning. TBP puts proven practices at your fingertips by translating research into plain English. The summaries offer an overview of each strategy, plus detailed descriptions of the tactics teachers use to successfully implement the strategy.
FREE 10-DAY TRIAL: Go to and enter the word teach in the Enter Trial key box.

28. The following screen is adapted from:
What Works in Schools: Translating Research
into Action
by Robert J. Marzano
(ASCD, 2003) 28

29. School-level Factors (ranked)
1. Opportunity to Learn
2. Time
3. Monitoring
4. Pressure to Achieve
5. Parental Involvement
6. School Climate
7. Leadership
8. Cooperation

30. Learning for All Whatever It Takes!
NEW MISSION
Learning for All Whatever It Takes! 30

31. Getting Ready for Continuous Improvement
Creating a Common Language:
EMPOWERED LEADERSHIP 31

32. The 5 T’s of School Improvement
Theories
• Effective Schools
• Systems Thinking
• Continuous Improvement
Teams
• Empowerment
• Consensus Building
• Problem Solving
Constantly Improving
Student
Achievement
Time
• Team Time
• Staff Development
• Study Groups
Technology
• Real Time Data
• Just-In-Time Information
• Research/Proven Practices
Tools
• Data Gathering
• Data Analysis
• Data Display 32

33. Getting Ready for Continuous Improvement
Establish the
Process:
Reflect
inclusive & collaborative
Clarify Mission,
Study
Plan
Core Values,
Core Beliefs Do
Identify Essential
Student
Learnings 33

34. Root Cause Analysis The 5 “WHY’s”

35. 80/20 Rule

36. Linking Change Strategies to Student Achievement

37. Suppose someone gave you an increase in funds.
Change Structure
Change Time
Change Talent
Change Materials
Change Culture
What would
you buy
to increase
student achievement? 37

38. How will that translate to: Change Structure Placing Students at
Change Time
Change Talent
Change Materials
Change Culture
Placing Students at
Appropriate Level of Difficulty
Increasing Instructional
Time for Learning
Increasing
Student Engagement
Assuring
Instructional Alignment
Adding Guided Practice with
Immediate Feedback 38

39. How will that then translate to: Increased Motivation + Learning
Change Structure
Change Time
Change Talent
Change Materials
Change Culture
Placing Students at
Appropriate Level
of Difficulty
Increasing Instructional
Time for Learning
Increasing
Student Engagement
Assuring
Instructional Alignment
Adding Guided Practice
With Immediate
Feedback
Increased
Motivation +
Learning
to equal
Increased Student
Performance 39

40. Increased Motivation + Increased Learning =
Increased Student Performance
Literacy
Coach
Teacher
Student 40

41. Gantt Chart 41 ACTIVITY WHO’S RESPONSIBLE SEP OCT NOV DEC JAN FEB MAR
APR
MAY
Research dropout criteria for at-risk students.
Review data on previous dropouts.
Get principal approval for criteria.
Identify at-risk students.
Recruit staff to conduct home visits.
Interview interested staff.
Train staff for home visits.
Conduct home visits.
Evaluate home visit program. 41

42. Use the Plan Share the Story Prepare to Adjust
CELEBRATE