Intentional Invitations Promote Exhibition of the Seven Correlates of Effective Schools

 As a result of effective public schools, all children can learn at high levels including children from low socio-economic status (SES).  Unique characteristics and processes found in schools where all students were learning at high levels regardless of SES status were correlated with student success; therefore, the term "correlates" has been subsequently referenced in Effective Schools Research.  The seven interconnected correlates include:

 

·               Safe and Orderly Environment

·               Clear and Focused Mission

·               Climate of High Expectations for Success

·               Opportunity to Learn & Student Time on Task

·               Frequent Monitoring of Student Progress

·               Positive Home-School Relations

·               Strong Instructional Leadership (Lezotte, 1991)

 

As a bridge between the initial work by Edmonds and more recent research related to school reform, the research by Levine and Lezotte (1990) focused upon correlates of effectiveness, processes for creating effective schools, and achievement criteria for determining the success of these efforts.  During this time, Levine and Lezotte encouraged an emphasis on dual research that focused upon the instructional features of effective teaching and the organizational features of effective schools.  Ultimately, the Seven Correlates noted above and the Six Essential Elements of School Reform (below) formed the basic beliefs framing improvement based upon Effective Schools Research.

The six essential attributes for school reform are:

·                     Data Driven

·                     Results Oriented

·                     Research Based

·                     Focused on Quality and Equity

·                     Collaborative Is Form

·                     Ongoing and Self-Renewing

 

When the strong instructional leader promotes an authentic, intentionally inviting culture for success, then several of the seven interdependent Correlates of Effective Schools Research should be present in that school.  Yes, reliable formative assessment and monitoring student academic and functional skills growth often are not observed in less effective schools.  When progress monitoring based on reliable data is missing, then typically the institutional expectation for respectful, positive home-school relations would also seldom be observed.

If those two Correlates of Effective Schools Research are absent in relation to general education programming, what do you think is happening in relation to diverse learners with special needs?

Ineffective schools that do not collect academic and functional skill development that see parents/caretakers as adversaries rather than advocates too often track ongoing deficits rather than addressing how the student's strengths and growth can be celebrated and used to mitigate problem areas.

Differentiated Instruction and data-based progress monitoring results in high-quality PLAAFP statements that produce more valid academic and pro-social functional goals in a student’s Individualized Educational Program.  When Differentiated Instruction and data-based progress monitoring are utilized effectively, they contribute to the development of high-quality PLAAFP statements by ensuring the statements are:

Individualized: Based on the student’s unique strengths, needs, and preferences.

Accurate: Measurable data that reliably represents current performance.

Actionable: Guides instructional planning, goal-setting, and intervention strategies.

Dynamic: Adaptable based on student's progress and evolving needs and abilities..

Therefore, by rigorously incorporating Differentiated Instruction and data-based progress monitoring the process of creating PLAAFP statements empowers educators to make informed decisions, individualize instruction and ultimately contribute to more effective and meaningful education plans for diverse learners and students with disabilities.

Empowering parent or caretaker involvement in the Individualized Education Program (IEP) process can have a profound impact on fostering positive home-school relations and student learning outcomes. When parents are actively engaged in their child's education and collaborate with educators to develop and implement the IEP, several benefits can arise, which lead to improved home-school relations.  These include:

 

Shared Decision-Making: Involving parents in the IEP process allows them to contribute their valuable insights and knowledge about their child's strengths, challenges, and preferences. This collaborative approach creates a sense of shared decision-making, where parents and educators work together to design an education plan that best meets the child's needs. Thus, empowered inclusivity enhances parents' perception that their input is valued and respected, leading to a more positive view of the school and teachers.

 

Trust and Communication: Engaging parents in the IEP process promotes open lines of communication between home and school. Regular discussions about the child's progress, goals, and strategies build a foundation of trust and transparency. When parents feel well-informed and heard, they are more likely to trust the school's expertise and efforts, resulting in a stronger partnership between parents and educators.

 

Understanding of Individualized Needs: Parents are often the experts on their child's unique qualities, learning styles, and preferences. Their involvement ensures that the IEP is truly individualized, reflecting the child's strengths and addressing their challenges comprehensively. This personalized approach enhances the child's educational experience and shows that the school values a holistic understanding of the student.

 

Consistency in Support: When parents are actively engaged in the IEP process, they gain a clear understanding of the child's goals, accommodations, and strategies. This knowledge allows parents to reinforce and extend support for their child's learning at home. When parents and educators are aligned in their approach, it creates a consistent support system that benefits the child's progress.

 

Positive Attitudes: Empowering parents in the IEP process can improve their overall attitudes towards the school and educators. When parents feel included and valued, their perceptions of the school become more positive. This positivity can extend to interactions with teachers and school staff, contributing to a harmonious and respectful atmosphere.

 

Greater Advocacy Skills: Active involvement in the IEP process equips parents with a better understanding of special education policies, procedures, and their child's rights. This knowledge empowers parents to become effective advocates for their child's needs, ensuring that the child receives the appropriate services and supports. As parents develop stronger advocacy skills, they can engage with the school on a more informed level, leading to better collaboration.

 

Student-Centered Focus: A collaborative IEP process underscores the shared commitment to the well-being and success of the student. Both parents and educators have a common goal: to support the child's growth and development. This shared focus on the student's best interests encourages positive home-school relations, as all parties work together with genuine care and dedication.

 

In conclusion, empowering parent or caretaker involvement in the IEP process cultivates a sense of partnership, trust, and collaboration between parents and educators. This, in turn, leads to positive home-school relations, benefiting the child's overall educational experience and success. The link to the Center for Parent Information and Resources should be bookmarked and regularly accessed by every stakeholder desirous of improving a school’s Home-School Relations.  Related to students with special needs, respecting confidentiality and encouraging the right of parents to inspect and review the child’s educational records empowers partnership and transparency.  Is there a better way to mitigate fear and encourage leading with love?

 

 

To Cite:

Anderson, C.J. (August 31, 2023) Intentional Invitations Promote Exhibition of the Seven

      Correlates of Effective Schools. [Web log post]  Retrieved from

      http://www.ucan-cja.blogspot.com/

 

References

Childress, S. M. (2009). Six Lessons for Pursuing Excellence and Equity at Scale. Phi Delta Kappan, 91(3), 13-18.

Edmonds, R. (1979). Effective Schools for the Urban Poor. Educational Leadership, 37,

15-24.

Levine, D. U., & Lezotte, L. W. (1990). Unusually Effective Schools: A Review and Analysis

of Research and Practice. Madison, WI: The National Center for Effective Schools

Research and Development.

Lezotte, L. W. (1991) Correlates of Effective Schools: The First and Second Generation.

            http://www.effectiveschools.com/images/stories/escorrelates.pdf

 

Taylor, B. O. (2002). The Effective Schools Process: Alive and Well. Phi Delta Kappan, 83(5),

            375.