The faces behind the numbers: pathways for strengthening student learning progress and recovery by engaging in continuous improvement

Abstract

This article delineates the success of a leadership plan that one middle school in Center Point, Alabama implemented as a response to a Comprehensive School Improvement (CSI) designation due to performing in the bottom 5% of all middle schools across the state. School leadership, in partnership with coaching from Studer Education, worked tirelessly to improve school culture and engage in continuous improvement to benefit student achievement. Prioritizing student-centered practices and learning progression allowed leaders to identify barriers to student progress and shifted the focus away from isolated performance. Drawing on three effective execution practices (individual accountability, reliability, and consistency) aided in the middle school’s ability to utilize transparent data to implement strategic continuous improvement. Moreover, leadership partnered with the school community and launched mentoring programs designed to support students with varying social and academic needs. This school’s commitment to continuous improvement speaks to the transformation the school achieved during and post-pandemic.

Keywords:

• Chronic absenteeism
• continuous improvement
• learning loss
• student efficacy
• student engagement

Additional information

Notes on contributors

Kathleen Oropallo

Kathleen Oropallo is a Leader Coach for Huron - Studor Education who brings unique and diverse perspectives as she collaborates and partners with transformational leaders in high-performing organizations and systems. Kathleen brings a wealth of experience in her work with schools to narrow priorities and achieve lasting results. She has developed and published materials and professional learning for thousands of educators around the country.

Angela Bush

Angela Bush is the Principal of Erwin Middle School in Center Point, Alabama. Through her leadership, she has made notable strides to move the school from a low-performing school to a model high-performing school in the district, city, and state. Throughout her 27 years as an educator and administrator, she attributes her success to the positive and meaningful relationships she builds within her school and community.

Elizabeth M. Bemiss

Elizabeth M. Bemiss is an Associate Professor in the School of Education at the University of West Florida. She teaches undergraduate and graduate courses in literacy, reading, and children’s and young adult literature. Her research addresses literacy practices for teacher preparation, simulations in teacher preparation, and the nature of teacher identity construction.