An examination of Strategies and Practices in An examination of Strategies and Practices in Selected Maine SchoSelected Maine Schoolsols

David L. Silvernail Erika StumpDavid L. Silvernail Erika Stump

Maine Education Policy Research InstituteMaine Education Policy Research InstituteUniversity of Southern Maine University of Southern Maine

October 2011October 2011

In 2010-11 the Maine Legislature requested

that the Maine Education Policy Research Institute (MEPRI) at the University of Southern Maine conduct a study of higher performing, more efficient Maine public schools.

Study Goals: To identify strategies and practices

schools are using effectively to support all learners.

To disseminate this information to all Maine schools and communities statewide.

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Study Overview:

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The study is being conducted in four phases:

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perform better than the statewide average and better than predicted, be helping all students perform better, and, in the case of high schools, have a graduation rate above the state average.

To qualify as a More Efficient school,

a school must:

meet the performance criteria, have a return on spending better than the statewide average and better than predicted.

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To qualify as a Higher Performing school, a school must:

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SAMPLEAnytown Elementary School

Efficiency Profile

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Link to School Efficiency Profiles

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Table 1: Schools Meeting Selection Criteria

School LevelSchools

Evaluated

Higher Performing

(HP)

More Efficient

(ME)

K-8 Schools 96 16 (16.8%) 10 (10.5%)

Grade Schools (K-5)

228 67 (27.8%) 54 (23.6%)

Middle Schools (6-8)

93 22 (23.7%) 17 (17.9%)

High Schools (9-12)

107 14 (13.3%) 9 (8.6%)

Total 524 119 (22.7%) 90 (17.2%)

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Table 2: Higher Performing and More Efficient Maine Public Schools by Superintendent Region

  K-8 School

Grade School (K-

5)

Middle School (6-

8)

High School (9-

12)  Total

Schools

HPMETotal Schools

HPMETotal Schools

HPMETotal Schools

HPME

Aroostook 11 1 13 3 3 0 14 1Penquis 9 0 36 12 20 7 16 1

Washington 20 4 12 0 0 0 6 0Hancock 23 0 2 1 2 1 5 0Mid-coast 10 2 24 4 7 0 8 0Western Maine

10 2 38 4 13 1 15 0

Cumberland 1 1 44 11 21 7 15 6Kennebec 10 0 40 8 15 0 16 0York 2 0 29 11 12 1 12 1Total 93 10 228 54 22 17 107 9

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A culture of a learning community systematically: 1.engaged in focused intellectual work; 2.implementing rigorous curriculum and intellectually engaging instruction driven by assessment; 3.holding pervasive high expectations and high standards focused around intellectual work in the culture and community of the school; 4.led by teachers and administrators who are intellectual agents and believe they have the moral responsibility to help children become intellectual thinkers who can contribute to the greater good of society. 5.efficiently using available resources to maximize learning opportunities for students and staff.

Distinctive Culture in More Efficient Maine Schools

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Preliminary Findings:Distinguishing Characteristics of More Efficient Maine Public

Schools

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Preliminary Findings:Defining Intellectual Work

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Transform: Constant inquiry using

various reasoning processes and all levels of higher order thinking to

work with information and

concepts.

Share: Clear communication of invigorating

conclusions that enhance existing

ideas.

Understand: Focused, sustained

and thorough academic and

social/behavioral learning.

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Preliminary Findings:Distinguishing Characteristics of More Efficient Maine Public

Schools

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Preliminary Findings:Guiding Practices

of More Efficient Maine Public Schools

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There is rigorous curriculum and intellectually engaging instruction

informed by assessment.

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Preliminary Findings:Guiding Practices

of More Efficient Maine Public Schools

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Rigorous Curriculum

& Intellectu

ally Engaging Instructio

n

Data-informed actions focus on improving instruction and

providing sustained, early and focused interventions for

promoting intellectual work.

Common, concise focus in curriculum development and professional

learning, often surrounding literacy (reading, writing and numeracy).

Collective expertise surrounding data:

collection > knowledge > action.

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Preliminary Findings:Distinguishing Characteristics of More Efficient Maine Public

Schools

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Preliminary Findings:Guiding Practices

of More Efficient Maine Public Schools

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There are pervasive high expectations and high standards focused around intellectual work in the culture and community of

the school.

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Preliminary Findings:Guiding Practices

of More Efficient Maine Public Schools

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High Standards and High Expectatio

ns

Structured communication and

support systems used with the community at large to maintain focus on student

learning.

Collective responsibility and accountability among

all members of school community to stay focused on intellectual work and continued learning.

Pervasive academic focus evident in various facets of

the school.

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Preliminary Findings:Distinguishing Characteristics of More Efficient Maine Public

Schools

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Preliminary Findings:Guiding Practices

of More Efficient Maine Public Schools

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Preliminary Findings:Guiding Practices

of More Efficient Maine Public Schools

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Collective professional expectations

and accountability for continued learning.

Focused, collaborative and guiding leadership.

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Preliminary Findings:Distinguishing Characteristics of More Efficient Maine Public

Schools

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Preliminary Findings:Guiding Practices

of More Efficient Maine Public Schools

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Preliminary Findings:Guiding Practices

of More Efficient Maine Public Schools

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All staff is trained and held accountable for implementing

strategies that result in efficient and

effective practices.

Learning time (school day, class time,

professional meetings, independent study time, etc.) is resourcefully

organized and orchestrated to provide sufficient opportunities for focused intellectual

work.External resources (volunteers, grant funding, community

collaborations, etc.) are purposefully selected and integrated to clearly support the school’s academic focus and

directly enhance student learning.

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Preliminary Findings:Distinguishing Characteristics of More Efficient Maine Public

Schools

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Compton, Robert. The Finland Phenomenon: Inside

the World's Most Surprising School System. (2011) Memphis: True South Studios.

New South Wales Department of Education and Training. (2003) Quality Teaching in NSW public schools (Discussion Paper). Sydney: Department of Education and Training.

Newmann, F. M. & Associates. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.

Papert, Seymour, Ph.D. (2002) Hard Fun. Bangor Daily News.

Preliminary Findings:Literature References

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Complete case study analyses and prepare reports.

Disseminate findings for Stage I of the study.

Conduct Stage II of study: Focus on Improving Schools, particularly high schools (contingent upon funding).

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Next Steps

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Erika (Kika) Stump at: estump@usm.maine.edu (207) 228.8117

David L. Silvernail at: davids@usm.maine.edu (207) 780.5297

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Questions?

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