Making Good Schools…BetterFebruary 2, 2009
Joe Palumbo & Kerry PurcellJoe Palumbo & Kerry Purcell
www.focusonresults.net

READING LEADERSHIP 
INSTITUTE
The Seven Areas of FocusA Strategic Framework for Whole School Improvement




“If …my role requires that I hold you accountable for some action or outcome, then I have an equal and complementary responsibility to 
assure that you have the capacity to do what I am asking you to do.”

Richard Elmore, Professor of Education Harvard University


AREA 4: Create a Targeted Professional Development Plan That Builds Expertise in Selected Best Practice

 Co-ordinate the plan around the small set of identified practices, that are tied to the instructional focus and linked to results for every student
Ensure that it is site-based, ongoing, with frequent opportunities for practice and coaching

Change Practice Hold each other accountable for doing it

Monitor StudentChart the impact on student Performance
Communicate 
Always talk about what you are Relentlessly doing

Targeted Professional Development



Build Expertise Help folks know what to do

“Families arechildren’s first teachersand their most influentialrole models and motivators.”
-from Coalition for Community Schools, Institute for EducationalLeadership, October 2006



Harvard Park Elementary School Springfield, IllinoisPre-K through 5th grade.90% low income.400 students (25% with IEP)
Family EngagementOne School’s Story…

..All Students at Harvard Park will grow in their ability to respond to print as measured by school, district, and state assessments. 
..Student Friendly Focus
.I will read carefully.
.I will think about what I read.
.I will respond thoughtfully. 


Harvard Park Elementary’s

School Focus

Poverty 
PercentageGrade 3 
Reading ScoresGrade 5 
Reading ScoresGrade 3 Math 
ScoresGrade 5 Math 
Scores

Percentage of Students who MEET and EXCEED (Proficient and Advanced ) 
Percentage of Students who MEET and EXCEED (Proficient and Advanced ) 
Percentage Grade 3 
Reading Scores Grade 5 
Reading Scores Grade 3 Math 
ScoresGrade 5 Math 
Scores

Percentage of Students who MEET and EXCEED (Proficient and Advanced )  
Percentage Grade 3 
Reading Scores Grade 5 
Reading Scores Grade 3 Math 
ScoresGrade 5 Math Scores


Percentage of Students who MEET and EXCEED (Proficient and Advanced ) 
Percentage Grade 3 
Reading Scores Grade 5 
Reading Scores Grade 3 Math 
Scores Grade 5 Math 
Scores

Percentage of Students who MEET and EXCEED (Proficient and Advanced ) 
PercentageGrade 3 
Reading ScoresGrade 5 
Reading ScoresGrade 3 Math 
ScoresGrade 5 Math 
Scores

Percentage of Students who MEET and EXCEED (Proficient and Advanced ) 
PercentageGrade 3 
Reading ScoresGrade 5 
Reading ScoresGrade 3 Math 
ScoresGrade 5 Math 
Scores

Text Box: Percentage of Students who MEET and EXCEED (Proficient and Advanced ) 
PercentageGrade 3 
Reading ScoresGrade 5 
Reading ScoresGrade 3 Math 
ScoresGrade 5 Math 
Scores

Percentage of Students who MEET and EXCEED (Proficient and Advanced ) 
PercentageGrade 3 
Reading ScoresGrade 5 
Reading ScoresGrade 3 Math 
ScoresGrade 5 Math 
Scores

Percentage of Students who MEET and EXCEED (Proficient and Advanced )  
PercentageGrade 3 
Reading ScoresGrade 5 
Reading ScoresGrade 3 Math 
ScoresGrade 5 Math 
Scores

Percentage of Students who MEET and EXCEED (Proficient and Advanced ) 
PercentageGrade 3 
Reading ScoresGrade 5 
Reading ScoresGrade 3 Math 
ScoresGrade 5 Math 
Scores

AREA 6: Engage Families and the Community in Supporting the Instructional Focus

Create two-way communication with the families, treating them as valued clients and partners
Focus communication on ideas  that will help all students show growth in the area of the instructional focus, irrespective of individual student differen
Family Engagement: What It Is Family Engagement: What It Isn’t
..an integral part of school improvement
..critical in supporting the total needs of everychild
..empowering vs. enabling
..building leadership capacity
..inclusive of all family members (nannies, custodial, court-appointed, grandparents, etc.).
..pomp and circumstance
..a one shot circus
..based on one-way communication
..volunteering in the classroom
..fundraising
..an exclusive club.

What does the research say about families and their lack of involvement?

What are the barriers for our families?

.negative experience as a student
.negative experience as a parent
.language barriers
.cultural barriers
.issue of race and class
.feeling of being not prepared or not 
knowledgeable.



Percentage of Students who MEET and EXCEED (Proficient and Advanced ) 

BEYOND THE BAKE SALE

An Excerpt From:Chapter 2: What Is A Family / School Partnership Supposed To Look Like?

Partnership School

Open Door School

Come If We Call School

Fortress School
By: Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson, and Don Davies
The New Press, Copyright 2007 Percentage of Students who MEET and 
EXCEED (Proficient and Advanced ) 

Percentage of Students who MEET and XCEED (Proficient and Advanced ) 


Making Good Schools…BetterFebruary 2, 2009
Joe Palumbo & Kerry PurcellJoe Palumbo & Kerry Purcell
www.focusonresults.net
READING LEADERSHIP 
INSTITUTE