Marvin+Fuller

**COMPLETED PII:** [[file:PII_Final_FullerM.pdf]]

 * PII Technical Information**

No technical information is included with this proposal, since the intervention involves training. No layout sketches are relevant. Though one could be created to show the human connections between the faculty who volunteer for the teacher-leadership team, it is sufficient to say that the members will be connected to their departments since this is a part of the team member selection process. No equipment will be purchased for this intervention.


 * Project Assessment and Evaluation**

The project objectives will be assessed by looking at the success rate of freshmen, comparing course pass rate data over the past few years with the course pass rate. Since the goal is to increase the number of students who are successful with their freshmen mathematics and English/literature classes, these two areas will be the focus-correction areas. Course pass rate data for world history, biology, and physical science will also be compared to determine if there is an impact outside of these two courses. Finally, course pass rate information will be analyzed for traditional sophomore courses to see if there is any lasting impact from the intervention. This analysis would occur in subsequent years after implementation. Outside of course grades, teacher surveys will be used to determine the effectiveness of the training programs, to determine which skills should be the focus of the trainings for teacher-leaders, and to gather other feedback to maintain teacher buy-in. It is important that trainings are not haphazardly thrown at the teacher-leadership team, but rather support their needs. This customization is critical for the program success, which is one reason why the Educational Technology Training Center will be used.

The survey information will be the bulk of the formative evaluations, though pass rate data will also be included. The formative evaluation process is critical for this intervention to be successful. It will be important to make adjustments to the program as the first school year progresses. Frequent feedback allows the project manager to adjust the trainings to maximize their usefulness to the teacher-leadership team. Questions typical for the formative surveys include:
 * Are you using the tool from the training?
 * How are you implementing the new information?
 * What was the most helpful item out of the training?
 * How do you perceive the last training impacted student achievement?
 * What do you feel would be most helpful in future trainings to influence student achievement?

The summative evaluation will be critical to know the effectiveness of the program as a whole. The main component of the summative evaluation will be course pass rate information for freshmen mathematics and English/literature courses. A summative survey will also be included to assess teacher perceptions. The summative survey will be implemented in two formats: electronic and in-person. In-person responses will be conducted both as a group panel and individually, allowing teachers to express their impressions, successes, and frustrations. Questions will include:
 * Which training was the most helpful and why?
 * Which training was the least helpful and why?
 * Which elements from the teacher-leadership trainings do you feel impacted student achievement the most?
 * Explain how you have implemented elements from the trainings.
 * Is there anything that you could do to implement the information from the trainings better?
 * How effective do you feel your implementation has been?
 * What could you do differently to improve implementation?

Budget: Non-credit remedial classes coded as academic electives: $0 > Parent meetings (each): $500
 * Additional faculty: $0
 * Currently there are several teachers who do not teach a full course load, or have several classes which are significantly under the class size limits, which could be combined.
 * $150 refreshments including snacks and beverages
 * $270 custodial staff, 3 additional hours at an estimated $30 per hour for 3 people
 * $80 copies and materials

Remedial teacher training: $600
 * $60 per person Catching Kids Up 1 day training by Learning-Focused
 * $40 per person per diem - this amount is estimated as per diems are dependent on location, travel distance, and amount of time
 * $200 transportation - this amount is estimated as trainings occur all over Georgia
 * This training was selected as it has been used by the district in the past
 * []

Remedial program development: $3000
 * Supplemental work agreement: $750 per teacher (25 hours x $30 per hour)
 * Teachers will be paid for summer work to develop materials and collaborative lessons for the remedial courses

Training for site based teacher-leadership team: $15,000
 * A local resource will be used to coordinate all trainings. Armstrong Atlantic State University's Educational Technology Training Center (ETTC)
 * This value is a high estimate, assuming that trainings will be individualized for our site; the ETTC offers regular, local trainings for low cost or free. The individualized cost is estimated from previous grants involving the ETTC over the past 2 years, and from Wendy Marshall, the director of the ETTC.
 * This cost includes the 5-day summer training and eight trainings throughout the school year.
 * Savannah-Chatham County Public School System also has an in-house Professional Learning Center, which will be accessed for trainings not covered by the ETTC. There is no cost for these trainings.
 * []

Substitute teachers: $7,600
 * The team of 10 educator-leaders will need 8 days out of class for the months of September, October, November, January, February, March, April, and May.
 * Depending on degree and retirement status, substitute teachers in Savannah-Chatham County are paid between $65 and $150 per day. An average cost of $95 cost is used for this estimate.
 * 10 teacher-leaders x 8 days x $95 per day


 * TOTAL: $27,200**

The low-end strategy is cost effective. For the least amount of money, it puts the onus of success back in the hands of the students and parents. One of the goals of this intervention is to prevent finger-pointing; students and parents must understand that this is the student's performance level based on their performance on the state test from the previous year, and see the comparison to where the student needs to be in order to be successful at the 9th grade level. Parents and students are provided with opportunities to understand why remediation is important, using past performance data and state-wide statistics. Though this provides an adequate rationale to parents and students, it does not provide much support once the students are placed in the remedial course(s). There is little follow through, no faculty support except for the few teachers who offer the remedial courses, and no additional support if a student is unsuccessful with the remedial course aside from retaking it. This intervention also minimally involves the staff, with only a few teachers directly impacted. A larger outreach must occur to change the school's culture.
 * Justification:**

The middle tier intervention uses the current leaders in the building to attempt to change the school culture. Of the three interventions, this intervention was selected to be the best. Incorporating the intervention from the lowest tier, the middle tier provides more school support through leadership channels. Department chairs have direct access to staff in their departments. With mandated weekly meetings, department chairs have the opportunity to adjust school culture through effective leadership techniques used with the general staff. This intervention provides the best opportunities for change while remaining a lower cost solution. The largest limitation is that of the time of the current leadership. School leaders, including department chairs, already have their plates full with many other duties. Department chairs receive no compensation, and only receive a minimal amount of extra time to do their many extra duties. For this intervention to work, it would be important for some of the leadership structure to change; it is critical to get the right people in these roles to ensure the appropriate change. Negative leaders and department chairs who do not want to do extra to ensure the success of the whole school, need to be replaced by those who can get their department members on board.

The high end intervention would provide the most stability and longer term impact on school culture, through the indoctrination of the entire faculty. As noted by Chevalier (2007), school faculty have many needs, including esteem and self-actualization needs. These higher order needs would be better addressed through a cohesive, positive work environment. Of the three interventions, this is the most costly, and perhaps the least effective in relationship to cost. Though it would be most optimal to provide a structured team-building environment over a week's span, this positive support is wasted on those who are uninterested. Unless some of the "dead wood" can be trimmed from the organization, the money spent on bringing the staff together may be wasted on these individuals. Chevalier (2007) indicates the critical nature of building a team by noting that the right people must be selected and developed, while others must be removed else "your chances for building a high-performing team are nil" (p.73).

Though team-building experiences can be motivating, intrinsic motivation is critical to successful performance, according to Williams (2010) and Chevalier (2007). Williams continues that by noting four fundamental factors which positively influence motivation: a drive to obtain more material goods, a desire to develop relationships, a need to understand the roles of both the individual and the organization, and the drive to protect what is ours. The highest tier can provide these to a larger portion of the staff, but pushing it down through leaders contributes to the several of the internal motivating factors, for example, fostering personal relationships between staff members. This top down approach also allows for those in leadership positions to experience a higher status, which Chevalier (2007) notes falls within the esteem level of Maslow's Hierarchy. Chevalier (2007) states that understanding the organization and its specific issues are critical to closing a performance gap. Motivating factors, such as those presented by Williams (2010), are a critical element of this gap with regard to faculty. Chevalier states "to motivate your employees, you must identify their underlying needs and create a work environment in which these needs can be fulfilled" (2007, p. 53). Though the high end tier seeks to create this environment at the whole-school level, it is not efficient. By implementing the middle tier intervention, and appropriately selecting the leadership team, a more directed approach results, allowing for targeted, individual interventions.

As a change agent, the project manager must embrace many of the managerial techniques outlined by Chevalier with the most important roles being that of the motivator and counselor. Though the roles of coach, leader, and team-builder are important, they are areas where the project manager has the least control. For example, selection of the team would be largely out of the hands of the project manager, left up to the school principal. Providing venues for the individual leaders to have their needs maximized through their role as instructional leaders, and assisting with issues will be critical for the success of the program. The project manager will also, in line of the role of the counselor, determine the best trainings and opportunities for instructional leaders. Selection of appropriate learning experiences will be critical for the success of the instructional leaders, and for the success of the intervention.
 * Project Manager:**

One role of the project manager will be managing the resources for this intervention. The main resource is the training budget; resource management involves finding appropriate trainings which allow the training budget to be maximized. Local, state, and national organizations will be accessed to provide the best training. Examples of these organizations include local organizations such as the Armstrong Atlantic State University's Educational Technology Training Center ([] ) which offers training opportunities specific to technology needs and solutions, and the Center for the Advancement and Study of International Education (CASIE[| http://casieonline.org/] ), which offers professional development on content delivery and internationalism. Tracking of budgetary resources is done centrally through the school bookkeeper. Information will be desiminated via email and weekly department chair meetings. Some instruction will be delivered via technology, webinars for example, while others will be delivered in-person. Efficacy will be discussed in weekly department meetings and deptarment chair meetings, while tracking of efficacy will occur via spreadsheets publically accessible via the networked shared drive. Additional storage and information my be provided via a cloud-based application if deemed appropriate and necessary.
 * Resources:**

References: Chevalier, R. D. (2007). A manager's guide to improving workplace performance [Kindle Edition]. New York, NY: American Management Association.

Williams, R. B. (2010). How to motivate employees: What managers need to know. Psychology Today. Retrieved from []

Three intervention strategies:

Changing a culture is not something which can happen with a single-dose treatment. The following intervention strategies are designed to target the acceptance of the culture of failure at varying degrees based on financial constraint. A reduction in the number of participants at each of these intervention levels would create adjustments in cost harmonious with need. It is important to note, that though achievement is considered to be a classroom issue, the problem of the achievement gap is systemic, thus the solutions should also be. In a district which employs over 3,400 people to educate over 35,000 students (Lockamy, 2012), change needs to be pervasive. Optimally, systemic changes require system-wide interventions at all levels. Though these interventions are designed for a site level intervention, similar initiatives should be considered system-wide.


 * Low end intervention**: Non-credit courses remediating deficient areas will be provided to students. Parents of students who score below minimum proficiency expectations must attend a meeting informing them of options available to provide remediation. These options should include allowing the student to proceed with the appropriate 9th grade course with the understanding that the student may not be successful and may need to retake the course, and a no-credit remedial course designed to provide the skills necessary for success. These courses will be provided in both reading and mathematics in order to bring students up to grade level. As these courses remove general education students from the standard 9th grade courses, no additional teaching staff will be required. The teachers of the remedial courses will be provided time and support course development. Courageous conversations need to be held with both students and parents in this group, informing them of the severity of the situation, as well as the need for the student to put in effort in order to achieve success. The reality of the situation should not be sugar-coated, as it does no good for the student nor the parent. Students need a realistic view of what it will take to successfully graduate high school, including extra no-credit courses, retaking failed courses, and more than four-years for completion.


 * Middle tier intervention**: In addition to the provisions in the low end intervention, building administration and department chairs will attend a multi-day training during the summer to teach basic management and administration skills, as well as investigating school improvement factors and goal setting. This training will focus on developing a sustainable attitude towards student achievement and rigor. Additional day-long trainings will be held monthly, providing additional support and training. As part of these trainings, participants will develop materials to take back for re-delivery on a selected topic. Topics may include instructional strategies; management skills such as relationship-building techniques; and promotion of the success of the mission and vision statements. The instructional team will provide support for concerns brought back to the monthly meetings, as well as provide a venue for the discussion of successes.


 * Top end intervention**: All staff will attend a week-long training during summer break, focusing on team building and developing standards and expectations. The team attitude is critical for the top end intervention to work, so its promotion is also critical. The goal of the top end intervention strategy is to promote a school-wide culture of achievement and student accountability. The top end intervention will also include the interventions at the low and middle levels. With the implementation of the top end intervention, it is also important to staff the building appropriately with faculty who are willing participants. Those who are unwilling must be encouraged to move on to another venue.

References: Lockamy, T.B. (2012). Savannah-Chatham County Public School System. Retrieved from []



3/24 Update: Gap and Cause analysis: **Performance Gap: Cause Analysis** **Actual Current Performance.** Though only approximately 300 students are in their first year of high school, almost over half of our 1200 students are classified as Freshmen.

**Desired Performance.** No more than 10% to 20% of the general education students should be out of grade level by their fourth year in high school. Ideally, this number should progressively decrease as students progress through their high school years.

**Performance Gap.** Statistically there is almost a 60% difference between the numbers of students currently on grade level (approximately 20% of the student body) and the desired result of 80% on grade level. This gap should vary by grade level, with a larger gap at the 9th grade level.

**Cause Analysis.** There are several reasons the gap exists. First, students are arriving without the necessary knowledge and skills to be successful. Second, students are being misplaced in the appropriate course level (general, remedial, and honors). Third, with the current high school curriculum, there is little time for remediation of understandings which should have been solidified during the middle school grades. Fourth, there is a high level of apathy as the students feel like there is time later to make up failed courses. Fifth, class sizes are large, especially at the 9th grade level, where it is important for students to develop good habits, yet it is impossible for teachers to effectively intervene.

==3/24 Update: I did not realize what all was suppose to be posted for the first module. I am still having issues with Chrome, and keep forgetting to use Internet Explorer. ==

**Problem Summary** Windsor Forest High School, like many urban public schools, has many problems. One significant problem is the number of students out of their grade level. For example, though approximately 350 students are in their second year of high school, almost 300 of these are still classified as Freshmen as they have failed at least one core class. School-wide, approximately 20% of the students at on grade level.

**Background of Organization** Founded in 1967, Windsor Forest High School, a part of the Savannah-Chatham County Public School System, is a neighborhood school located on the south side of Savannah. With approximately 1200 students, grades 9 through 12, Windsor Forest High School has a history of being one of the top public high schools in the area. About half of the students are on free or reduced lunch, though many more would qualify if parents would complete the appropriate paperwork. A little less than 10% of our students are classified as special needs students, while another 10% are classified as remedial (with many more unclassified/unidentified). A majority of the students at WFHS are classified as 9th graders, many due to failure in at least one core class. In order to provide the best education and more opportunities to our students we have recently become an International Baccalaureate Diploma Programme (IBDP) school; the school is currently in the authorization process to add in the middle years program (IBMYP). The schools website is: http://internet.savannah.chatham.k12.ga.us/schools/wfhs/default.aspx. Many reports and data are available publicly or through the data clerk, Kim McDerrmot. Windsor Forest High School does not have its own vision and mission statement; it uses the districts versions. The Savannah-Chatham County Public School System's mission statement is: "to ignite a passion for learning and teaching at high levels". The vision statement is: "from school to the world: all students prepared for productive futures".

**Stakeholders and Decision-Makers**  Though many adults, from parents to teachers to community members could be considered stakeholders, the most important stakeholders are the students. Their futures are the ones impacted by implementation of any success plans. The principal, Carol Kibbey, is the key decision maker, because she is the final decision maker for the school, with superintendent support. She is also the one who will mandate any trainings resulting from changes from this project. Teachers also must be on board for any technology implementation. Key people with insight into the problem include: the principal, Carol Kibbey; department heads Jody Ranous, Richard Clifton, Cam Turner, Dale Hungerford, and Denise Robider; and data team members Saly Thomas, Elodie Lockhart, Karen Marshall, Laura Lynn Sperry, and Dr. Leroy Zimmerman; and connected teachers such as Tema Hoskins, Paige Morgan, Patricia Gossett, Stephen Routh, Angela Delettre, and Julie Fallin.

** Organization Information **
Founded in 1967, Windsor Forest High School, a part of the Savannah-Chatham County Public School System, is a neighborhood school located on the south side of Savannah. With approximately 1200 students, grades 9 through 12, Windsor Forest High School has a history of being one of the top public high schools in the area. About half of the students are on free or reduced lunch, though many more would qualify if parents would complete the appropriate paperwork. A little less than 10% of our students are classified as special needs students, while another 10% are classified as remedial (with many more unclassified/unidentified). A majority of the students at WFHS are classified as 9th graders, many due to failure in at least one core class. In order to provide the best education and more opportunities to our students we have recently become an International Baccalaureate Diploma Programme (IBDP) school; the school is currently in the authorization process to add in the middle years program (IBMYP).

The schools web page is located HERE.