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This free webcast, Matching School Improvement Strategies With Identified Needs: The Story of Two Schools was coordinated by The Center on September 27, 2007.
(Click here to view the webcast)
View this video webcast to learn how two schools with high populations of minority and low-income students:
- Assessed school improvement needs.
- Identified strategies and practices to meet identified needs.
- Increased student achievement.
- Continue to monitor practices for sustained improvement.
Understanding the learning needs of a school community is the first step to improving student performance. Whether a school is developing a school improvement plan, planning a Title I schoolwide program, or implementing a school reform model, each must gather data to make informed decisions about which strategies will best suit identified needs.
Sharing their experiences and lessons learned are Barbara J. Douglas, principal, and Deborah A. Freels, instructional facilitator, of Magnolia Elementary School in Joppa, Maryland; and Susan Burgess, principal, of George Washington Elementary School in Baltimore, Maryland.
System Requirements
To watch and listen to the live webcast, you will need an Internet connection, a computer with speakers, and Windows Media Player (Version 7 or later).
Windows Media Player
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About the Schools
Magnolia Elementary serves a student population that is 80 percent low income. In 2005, under the leadership of Principal Douglas, Magnolia undertook a school reform project that included a needs assessment to identify areas for improvement. As a result of the assessment, the dedicated staff at Magnolia have refined practices and procedures for collaboration and have strengthened parental involvement. Since undertaking the school reform project, Magnolia has seen increases in mathematics and reading proficiency for all learners.
George Washington Elementary, located in inner-city Baltimore, serves a student population that is nearly 90 percent low income and African American. By acting as instructional leaders and fostering collaborative decision making, school staff have steadily increased student achievement. Students reached 100 percent proficiency in both mathematics and reading during the 2006-07 school year. The school was recognized for its accomplishments and was named a Distinguished Title I School and a Blue Ribbon School.
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