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Story posted January, 2008

Results:
• State test scores increased 23% in math and 14% in reading over the past two years
• Recognized by the state for narrowing achievement gaps

Greenway Elementary School in Bisbee, AZ was plagued for many years by mediocre test scores and a persistent achievement gap between its White and Hispanic students. Compounding the problem was teachers' isolation from one another, and the inconsistent quality of instruction from classroom to classroom. So, when John Taylor, the school's principal, decided it was time to turn things around, he set out first to empower his teachers to make a change.

Greenway and its students face many challenges. Its proximity to the Mexican border ensures a large population of English language learners, and nearly 70% of all students qualify for free or reduced priced meals.

The first thing Principal Taylor did was "throw open" the classroom doors to create more transparency and collaboration around student needs. School closes early once a week to give teachers time to come together, review student work and assessment results and brainstorm ideas for improving student learning. These sessions allow teachers to help each other zero in on the content and students who need attention and to adapt their instructional strategies accordingly. As teacher Steven Cooke describes Greenway's data-driven decision making: "We ask ourselves: What could I have done better? What was missing in this unit?" As a result, teachers also have developed some of their own assessments to evaluate how well students are meeting state writing standards. The district willingly provides ongoing and routine teacher professional development to support these collaborative strategies.

Because literacy is such an important issue for students, Greenway focuses much of its attention on reading. In addition to teachers, a dedicated and integrated cadre of paraprofessionals helps ensure that each individual child - from remedial to advanced - receives the reading instruction and support that best suits his needs. This personalized reading instruction makes all the difference in the world. In fact, Greenway's reading program provides nine levels of instruction for each grade. A similarly differentiated approach drives the math curriculum.

Steven Cooke, a teacher at Greenway, remembers feeling isolated, but as he now notes: "We've worked really hard to establish a professional learning community." The results speak for themselves. Overall, Greenway has seen a 23% and 14% increase in state math and reading scores, respectively, over the past two years. Last year, Greenway earned a Title I Distinguished Schools designation and was recognized by the state for narrowing achievement gaps.

For John Taylor, empowered professionals and a no excuses philosophy have paid off, giving Greenway "complete academic control, six hours a day, five days a week, for 180 days a year." This small town school is proof of the powerful things that can happen when dedicated and talented professionals come together to analyze student progress and share ideas.

Further details about this story can be found in our sources:
NSBA's Center for Public Education. "A No Excuses Approach to School Improvement in Bisbee, AZ", May 2007

All Things PLC, "Greenway Elementary"

For additional information, please contact:
John Taylor
Principal, Greenway Elementary
520-432-4361
jtaylor@busd.k12.az.us

Photo courtesy of www.centerforpubliceducation.org