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An Analysis of the Organizational Effectiveness Based on the Six Principles That Advance Student

Achievement within Will Rogers Elementary School in Auburn Hills, Michigan

Karissa L. Myers

Oakland University

Author Note

Karissa L. Myers, Department of Educational Leadership, Oakland University.

Karissa Myers is currently a post-graduate student enrolled in the Education Specialist program,

pursuing administrative certification in K-12 education.

This research is done in coordination with course work for EA 7720, School as a Formal

Organization, delivered by Dr. Caryn Wells.

Correspondence regarding this discourse should be directed to Karissa Myers, 1413 Roxford

Avenue, Waterford, Michigan 48328.

Contact: karissalynn@yahoo.com
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Abstract

This paper is an analysis of the established practices of one elementary school in southeastern Michigan

and evaluation using six principles that advance student achievement, as explained by Alan M.

Blankstein. The principles for evaluation include an examination of its mission and vision, ensuring

achievement for all students, collaborative teaming, data-based decision making, family and community

engagement, and building leadership capacity with staff. Conclusions regarding areas of strength

include data-based decision making and collaborative teaming. Needed improvement is noted

regarding community engagement and building a capacity for leadership among staff.

Keywords: achievement, culture, engagement, mission, vision

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Introduction

Will Rogers Elementary School, located in Auburn Hills Michigan, serves grades kindergarten

through fifth within the Pontiac School District. Student enrollment for the 2020-2021 school year is

currently 275, which is significantly lower than average due to the COVID-19 global pandemic. The

student body is comprised of 143 females and 132 males. Rogers Elementary receives many foreign

nationals due to its proximity to Oakland University, and therefore, the population is quite diverse.

Within Rogers, 164 students are African American, seventy are Hispanic, thirty-one are Caucasian, nine

are Asian, and one is Pacific Islander. There are forty-five students enrolled in the English as a Second

Language (ESL) program representing six foreign languages spoken at home. The Native languages of

students currently are Spanish, Hmong, Micronesian, Khmer, Mandarin Chinese, and several different

Arabic dialects, with sixty-five qualifying for ESL services. Of the 275 students enrolled at Will Rogers, all

receive free breakfast and lunch, as Pontiac is a school-wide Title I district. Twenty-three students have

been identified for special education services, and approximately thirty-seven have been referred for

behavior intervention and social work support services. More than 79.3 percent of the district student

body are considered economically disadvantaged. Will Rogers employs seventeen teachers including

one full time ESL teacher and one full time resource room teacher, as well as one full time behavior

intervention specialist and one full time school social worker. The school also has four part time ESL

tutors on staff.

Principle 1: Common Mission, Vision, Values, and Goals

A school or district’s mission, vision, values, and goals are a derivative of its culture. “In essence,

‘culture’ is best understood as ‘the way things are done around here’ (Blankstein, 2013, p. 81). The

culture of a particular school is a reflection of its relationships among staff, students, families,

administrators, and the community. Is there a feeling of welcome upon entering, or is there a sense of
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tension in the air? Are staff and students smiling, or do they appear to be overwhelmed or unhappy? If

the atmosphere of the school is warm and inviting, it is likely that this school’s culture is positive, that it

has established healthy relationships with stakeholders. Staff, students, and families have a history of

positive interactions here. The opposite can most likely be said about a school that feels uninviting and

tense.

While I could not find a mission or vision statement specific to Will Rogers Elementary, the

mission statement for the School District of the City of Pontiac states, “in partnership with students,

parents, and community is to create a learning and teaching-centered environment that ensures quality

and equity for all students to succeed” (Echols, PSD, 2021). It was not readily accessible, as no one knew

what the mission statement was or where to find it. It was written by our Assistant Superintendent who

has only been employed in our district for a little more than a year.

Our knowledge of the district’s specifically worded statement, or lack thereof, does not

undermine the efforts of our staff to ensure and or work towards a learning environment of quality and

equity. Professional educators strive for this continually, day-to-day, year after year. In fact, we spend

considerable time in professional development sessions (PD), grade level professional learning

community meetings (PLC), and staff meetings analyzing data and discussing best practices to meet the

needs of our students. We are devoted to the success of each student, our staff, and the school as a

whole.

The vision statement for Pontiac School District can be found at the front of the Student Code of

Conduct and states,

The Board of Education believes the Pontiac School District can become the premier
school district as a recognized leader in student achievement, high school graduation
rates, college readiness, and post-secondary success. We, the trustees of the Pontiac
School District, are committed to achieving this vision, and realize that hard work
coupled with community partnerships is paramount to not only the success of the
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school district, but for the success of all our communities. (PSD Board of Education,
2017, p. 2)

 While we have distributed countless copies of the Student Code over the years, no one I asked

had heard of a vision statement or knew that we had one. I cannot say that I have read the

student code cover to cover, but instead, use it as one would a dictionary, a point of reference

as needed. On the same page, directly underneath, is a graphic of the Pontiac School District

Core Values which include:

 Safe and orderly schools

 Student learning is the central priority

 Accountability at all levels

 Respect for diversity

 Parents are partners

 Community ownership of the district

The Student Code explains in specific detail how each of these values are supported by district

policies and practices including school level intervention practices, corrective measures, student rights

and responsibilities, unacceptable conduct and anti-bullying policy, disciplinary procedures, grading

policy, and attendance regulations. The thoroughness of the Student Code clearly defines the district’s

values, however, I find it unlikely that many staff members are aware of this or every reference the

Student Code of Conduct for this information. It may be fair to say that there is a disconnect between

the district framework developed by administration and the way they are delivered to building level

staff. While the vision statement is realistic, clear, and compelling, and is intended to guide action, it

does not have broad-based buy in or describe intended change (Blankstein ,2013, p. 95).
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In my experience, it is fair to say that the staff at Rogers Elementary share the same values as

those listed in the student code and work tirelessly to live up to them. While this has become more

challenging in a remote learning environment, there are several programs in place that support student

success and reinforce those values. At Rogers, we have a detailed Positive Behavior Intervention

Support (PBIS) plan that utilizes the three-tiered support model, attendance incentives, Signal-Q

communications portal for parent communication, community partnerships with Kensington Church,

General Motors, Auburn Hills Optimist Club, Project Excel, and Pontiac Youth Assistance League, a full-

time School Social Worker, Behavior Support Interventionist, and Police Authority Officer, in-house

Department of Health and Human Services (DHS) office, school-wide free breakfast and lunch, multi-

lingual tutors and translators and a full-time English Language Learning teacher. We are dedicated to

serving students, parents, and members of the community in any capacity and supporting the mission,

vision, and values of Pontiac School District.

Principle 2: Ensuring Achievement for All Students

Facilitating academic growth is a top priority at Will Rogers Elementary. There is a general belief

among staff that all students have the ability to grow academically, socially, and emotionally. In concert

with the aforementioned programs, teachers at Rogers tailor instruction for individual student growth.

Three times annually, students take the iReady diagnostic assessment for Reading and Math. This

diagnostic assesses students’ abilities based on the Michigan Common Core State Standards and creates

an individualized instructional path for each student. The diagnostic also provides a wealth of data for

informed instructional decisions and progress reports for parents. This has been especially helpful in a

remote learning environment where teachers and parents have had to utilize alternative means for

instruction due to the COVID-19 global pandemic.

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Rogers has a large percentage of English language learners that require additional support as

they develop language skills. There are approximately eleven different languages spoken in the homes

of our students, including Spanish, Arabic, Mandarin, Hmong, and Farsi. We have a full time ESL teacher

and four part time language tutors to support their instruction. The language staff support skill building

according to each student’s learning path as well and their language goals. During remote learning, the

role of language and support staff has been critical in providing support not just for instruction, but for

technical support as well. These specially trained staff also serve as translators to bridge the gap

between school and home.

Through our partnership with Kensington Church, each classroom at Rogers has at least one

community volunteer. These volunteers serve as academic tutors and mentors for students. Working in

small groups of three to five students, they help students reach academic goals and reinforce

foundational skills or focus on content beyond their grade level. Additionally, the volunteers form

unique bonds with students and support them emotionally as well. A student’s time with their tutor is

often the highlight of the day or week. It is also extremely helpful for overburdened teachers and

working parents that may otherwise be unable to provide this individual attention.

Project Excel is also a key instructional partner at Rogers Elementary. Project Excel is an after-

school program for students in grades three through five. Tutors provide academic support, social

activities and field trips, and mentoring. Site leaders check in with classroom teachers to support

student academic and behavioral goals. Each student is provided dinner and a bus ride home Monday

through Thursday. It is a wonderful opportunity for students and offers incentive to do well and make

positive choices. The after-school program, dinner and ride home also helps parents who work and are

not available for homework help after school, have difficulty with transportation, or are food insecure.
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In addition to these programs of support, Rogers also offers free personal care items, uniforms,

coats, shoes, and clothing, school supplies, back packs, and book giveaways. We do the very best we

can to support any and all needs of our students so that they can come to school ready to learn and get

the most out their educational experience.

Principle 3: Collaborative Teaming Focused on Teaching and Learning

“While ultimately the purpose of collaboration is to influence the conditions, culture,

and capacity for improved instructional practices in order to enhance student learning,

different teams are formed to address one or another aspect of this overall goal” (Blankstein,

2013, p. 144). Over the years, many teachers have complained that the PD and PLCs offered

by Pontiac School district have been minimally effective and minimally relevant to their work.

Professional development sessions were often utilized to get caught up on emails, and PLCs

were an opportunity to discuss progress and look at data, but with minimal expectation to act

on that data from administration. Many teachers complained it was a waste of their valuable

time. In January of 2020, however, under the direction of Assistant Superintendent Dr.

Deschiel Echols, the Lead Teacher program was implemented. The purpose of this program

was to provide opportunities for meaningful collaboration among staff and provide relevant

professional development opportunities via building level leadership.

Each of our five elementary schools have at least one Lead Teacher, with the intention of having

two, one upper elementary and one lower elementary. I am the upper elementary Lead Teacher at

Rogers. This program addresses many of the elements of collaboration laid out in Blankstein’s third

principle. (2013, p. 149-150) While the COVID-19 global pandemic and subsequent closing of schools

has significantly impacted effort, we are making great strides in improving district-wide collaboration.

Methods of collaboration at Rogers Elementary are as follows:

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 Professional practice forums. Building administrators have provided common planning time by

grade level and teachers of the same grade meet to discuss progress and strategy.

 Classroom observation. Teachers have the opportunity to observe master teachers delivering

content and implementing best practices. This is one key role of the Lead Teacher. During

remote learning, Lead Teachers have recorded their live instruction to guide others.

Additionally, Lead Teachers are available to observe classrooms of struggling teachers to provide

support.

 Curriculum planning. Lead Teachers meet monthly with curriculum directors to plan and

monitor sequence and delivery of curriculum. This school year, we have implemented new a

English Language Arts (ELA) curriculum called “Wit & Wisdom”. Lead Teachers have played a

critical role in assisting staff members as they navigate this new program. We have also

advocated on their behalf for additional resources to support instruction.

 Vertical teams. Teachers also meet by upper and lower elementary department, grades K-2 and

3-5, promoting consistency across content and grade level areas.

 Professional study groups. Lead Teachers also have the unique opportunity to participate in Job

Embedded Professional Learning (JPEL) through Oakland Schools. The JPEL group is a

networking and learning forum for instructional leaders, focusing on how to design and facilitate

professional learning. Within this network are study groups focusing on specific topics such as

addressing teacher burnout and creating learning labs. Lead Teachers apply this information in

developing and facilitating sessions within their own buildings or grade levels.

 Grade level or subject area teams. Lead Teachers facilitate district-wide grade level sessions to

discuss curriculum, methods of instruction and assessment, and present relevant professional

development programs to support instruction and content delivery.

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 Interdisciplinary teams. While this is not necessarily relevant to elementary school teaching, it

is extremely helpful at the secondary level. Middle and high school Lead Teachers lead these

sessions regularly. At the elementary level, there has been some collaboration with physical

education, art, and music teachers, but is an area that should be further developed and

improved.

 Task forces. In our building, these are referred to as committees. There are several groups that

meet regularly to address issues and concerns within our school. The attendance incentive team

meets to review and update the building plan developed to improve student attendance. The

intervention support team (IST) meets to discuss intervention strategies to address specific

issues. The school improvement committee also meets regularly to address student

achievement concerns. It is a contractual obligation that all teachers serve on no less than two

committees per school year.

 Teaching strategy or professional interest teams. This method of collaboration is not currently

a part of the Pontiac School District and is something that will hopefully be introduced in the

future.

 Leadership teams. Committees, department heads and Lead Teachers are the driving force

behind district initiatives and may include administrators and staff from multiple buildings.

While there is always room for improvement, Pontiac School District and Will Rogers Elementary

School have laid the foundation for a thorough, inclusive and supportive network of collaboration that is

beneficial to staff and students.

Principle 4: Data-Based Decision Making for Continuous Improvement

Blankstein suggests four successful uses for data (2013, p. 163-164):

 Collecting, sorting, and distributing data via reports

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 Creating a climate and culture of trust for using data effectively

 Capacity building for data analysis

 Committing to and achieving consistent implementation of data-driven decisions

Pontiac School District has been developing systems for data analysis and date-driven decision

making since placed under a consent agreement with the state of Michigan in 2013. While the district

was released from the agreement in 2018, they continue to improve methods of data collection and use.

 Collecting, sorting, and distributing data via reports. While the methods of data collection

have varied over the years, Pontiac has consistently maintained an assessment schedule to

measure student achievement in math and reading. In recent years, assessments have included

The Dynamic Indicators of Basic Early Literacy Skills (DIEBELS), Instructional Learning Cycles (ILC),

Northwest Evaluation Association Assessment (NWEA), Fountas and Pinnell (F & P), Phonics First

Foundations, and most recently, iReady Diagnostic Assessments. Classroom assessments such

as DIEBELS and F & P are administered one-on-one and scored by the classroom teacher, while

computerized online assessments such as NWEA and iReady are scored electronically. While all

of these assessments provide comprehensive reporting tools, iReady diagnostic assessments are

the most reliable and widely used. iReady analyzes performance by domain and develops an

individualized learning path tailored to the needs of each student while providing detailed sets

of reports for administrators, teachers, and parents.

 Creating a climate and culture of trust for using data effectively. The state requirement that

ties teacher effectiveness to student achievement has created a culture of distrust and fear.

Under the consent agreement of 2013, independent evaluators were brought in to evaluate

each teacher and rate their effectiveness. Areas of evaluation included delivery of instruction,

planning and preparation, and student growth and achievement. Teachers that scored poorly
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were subsequently laid off or terminated. Consequently, there is a great deal of fear among

teachers regarding test scores, which has been compounded by the state’s use of M-Step scores

as an additional measurement tool for student achievement in 2019, an assessment in which

Pontiac students have historically scored poorly. Poor scores have only added to the already

contentious relationship between central office administration and teachers, which reached its

peak in 2011 when the school board approved a twenty percent salary reduction for teachers

along with a forty percent reduction in coverage of district sponsored insurance premiums.

While the district has made attempts to improve teacher relations in recent years, there is still a

tremendous amount of distrust among staff regarding the district’s use of data in decision

making, teacher evaluations, and effectiveness ratings. The continual adjustments required to

mitigate the COVID-19 global pandemic has further complicated the situation.

 Capacity building for data analysis. Pontiac School District has invested in multiple assessment

tools over the years, with increasing sophisticated capabilities to decipher and interpret student

proficiency and achievement. The most recent investment has been in adopting iReady as a

diagnostic and instructional tool. While these tools make the process of collection, analysis, and

interpretation simple, they do little to support capacity building. Within seconds of completing

the iReady diagnostic, students have been evaluated by domain and a level of growth and

proficiency is determined. While convenient in providing information quickly, the diagnostic

represents a prescribed formula of information the program’s algorithm has determined is

relevant, rather than what school district staff deems necessary.

 Committing to and achieving consistent implementation of data-driven decisions. While the

Pontiac School District has been consistent in collecting meaningful data for informed decision

making, the COVID-19 global pandemic has significantly limited the district’s ability to collect

relevant data. Students are being assessed at home where the environment is subject to spoil
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assessment results, particularly in lower elementary grades where parents are prone to assist

students in completing assessment tasks. Furthermore, ensuring student access to online

learning has been particularly challenging due to the significant socioeconomic barriers that

hinder the delivery of instruction. A lack of consistent quality instruction and limited student

access to remote learning has drastically reduced the quality and quantity of relevant data.

Prior to the pandemic, data was used to:

o Increase student achievement

o Address student needs

o Provide meaningful feedback for students and parents

o Screen students for additional services

o Inform the community of student performance

o Improve classroom instruction

o Development of support programs

o Guide professional development

o Evaluate program performance

o Promote accountability

o Monitor continuous progress

Principle 5: Gaining Active Engagement from Family and Community

Most educators would agree that students with the most family support are often the most

successful and schools that have a high rate of family and community involvement also tend to be more

successful. Blankstein cited three principles to building positive family relationships (2013, p. 192):

1. Mutual understanding based on empathy and shared interests

2. Meaningful involvement of family and community in school activities

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3. Regular outreach and communication with families and the community

Support from families and community is by far the greatest area of need in the Pontiac School District and

at Rogers Elementary. While the need may be below average at Rogers due to its location outside of the

city of Pontiac, it remains an area of concern, particularly now, during the pandemic. Remote learning

has weakened the school-to-home connection even further. The opportunity to engage families and

community has been significantly reduced due to the inability to gather in person. However, empathy for

families and community members during the pandemic has significantly increased. The district has made

family and community wellbeing a priority. Through a variety of outreach services, the district has

provided meal delivery service, in-home virtual behavior support, no-cost hotspots for internet

connectivity, drive up Chromebook repair and support, after school academic support, and mental health

resources.

Considering COVID-19 restrictions, Rogers Elementary has gotten creative in school programming

opportunities for family and community. These include, but are not limited to:

 Drive up school supply distribution

 Coat and shoe giveaways

 Gift card raffles

 Virtual parent-teacher conferences

 Scholastic Book Fair book giveaway

 Virtual Girl Scouts and Cub Scouts

 Virtual after school mentor program

Though the pandemic has created many obstacles in engaging with families, Rogers is working hard to be

creative and maintain a strong school to home connection.

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Rogers is also using a variety of methods to communicate with parents on a regular basis. Through

push message services, phone calls, instant messaging, video conferencing, email, and home visits, staff

have been able to maintain regular communications with most families. Social workers and behavior

intervention specialists have made it their mission to keep in contact with families and track down

students that have disengaged in remote learning. Police Authority Officers have also been conducting

home visits for students that are otherwise unable to participate in remote learning. Given the challenges

created by the pandemic, Rogers staff is making a tremendous effort to engage families and communities.

Principle 6: Building Sustainable Leadership Capacity

Sustainable student success requires a capacity for leadership within the school community at all

levels. Successful schools tap into human resources within the school to solve problems and overcome

challenges, by providing opportunities for leadership. At Rogers Elementary, there are a variety of

opportunities to lead. Students can participate in the AAA Safety Patrol. Those selected are assigned a

variety of responsibilities such as assisting younger students to and from the bus, helping teachers in their

classrooms, supervising the paper recycling program, and more. Students take pride in being a safety and

learn important leadership skills. Parents are also involved in leadership within out school. Our Parent

Teacher Association (PTA) allows parents and community members an opportunity to be involved in

school leadership. However, the PTA at Rogers has been defunct since 2017 due to lack of interest.

Teachers at Rogers Elementary play an important role in school leadership as well. All teachers

participate in at least two committees, such as Intervention Study Team (IST), school improvement,

reading month, crisis team, and more. Pontiac School district also appoints Department Heads and Lead

Teachers at every building. Rogers has two Department Heads and two Lead Teachers assigned by grade

level, lower elementary kindergarten through second grade and upper elementary third through fifth

grade. Teachers in these leadership roles facilitate PLC’s and professional development sessions and serve
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as mentors for other staff members. They also assist building administration in program planning and

implementation.

While building administrators are typically viewed as the top rung of the building leadership

ladder in a school, Pontiac School District administrators work with an administrative partner. Each

building administrator is paired with a member of the central offices staff with whom they collaborate

and consult with. The building level administrative partnerships help maintain healthy communication at

the building level with central office administration. Partners sit in on evaluations and staff meetings and

are also a part of important decision-making processes. Building principals and their partners attend

weekly principals’ meetings at the district level and include multiple members of district leadership

including the Superintendent and Assistant Superintendent. These partnerships are part of the district’s

strategic plan and allow for frequent sharing of information and collaborative decision making. The

leadership roles and opportunities help to ensure the success of Rogers Elementary and Pontiac School

District by tapping into human resources and utilizing the talent within staff members and students.

Conclusion

When compared to Alan M. Blankstein’s six principles that advance student achievement in

highly effective schools, Will Rogers Elementary does well in some areas, and requires more growth in

others. While the district has developed a mission and vision statement, they are lacking key

components to be complete and effective. Additionally, these statements hold little value, as they are

not widely known among staff, students, and community. Will Rogers Elementary has developed and

implemented several successful methods of support to ensure academic growth for each student, as

well as methods for collaborative teaming, areas in which we excel. While Will Rogers has implemented

effective methods for data collection and use, a great deal of fear regarding its implications exists

among teachers. The trust relationship between administration and teaching staff is in dire need of
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repair. Additionally, the assessment systems currently in place provide little support for capacity

building for data analysis. In regard to community and family engagement, Will Rogers provides many

opportunities for involvement, however; the lack of interest indicates more engaging opportunities are

required. Also, Will Rogers has created many opportunities for leadership at al levels, indicating a

growing capacity for leadership. While there are many areas in which Will Rogers excels, there are also

areas in need of development to ensure continued growth. To be entirely transparent, however, this

evaluation was conducted during the COVID-19 global pandemic, which influenced many factors in

providing analysis and should be revisited in the future.

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References

Blankstein, A. M. (2013). Failure is not an option: six principles for making student success the

only option. Corwin.

Echols, D. (2021). Curriculum and instruction / home.

https://www.pontiac.k12.mi.us/domain/53.

Pontiac School District Board of Education, E. A. (2017). Student Code of Conduct. Pontiac

School District.