Examples of How
We Support Schools

Demonstrated Success provides an integrated program of support including regional workshops, in-person meetings, school-site support and online webinars, as well as, electronic resources and collaboration.

Our team is uniquely positioned to provide expert knowledge and coaching to teams, as we have considerable training and experience delivering a broad array of school improvement support in NH and many other states. Each member of our team excels in delivering high quality professional development in large group settings, small group work sessions, and facilitating productive outcomes for working groups.  This sampling of prior successes articulated below, is predictive of our effectiveness in helping schools articulate and implement  growth:

· In Allenstown, our trainers lead a literacy team in their year-long learning, research, observation, and evaluation of leading reading programs to help them come to consensus around adopting Lucy Calkins Units of Study for their new reading program.

· In Salem and Manchester, our team trained the district leadership team in data protocols, provided exemplars, tools, and facilitation to help the district leadership team develop a districtwide process for collecting, utilizing, and communicating findings around student data to necessary stakeholders.

· In Kittery, we have implemented our ESP solution to streamline and improve the Educator Evaluation process.  The ESP solution facilitates a consistent, timeline and effective evaluation system.  A system that helps target professional development to improve educator instruction and student learning.

· In Merrimack, our trainers worked vertically, across buildings, with math teams to help them analyze alignment of their math and ELA program to standards, and evaluate their curriculum and instruction to identify vertical gaps and overlaps.

· In Hampton, we used our Assessment Inventory tool to gather data about what information teachers were getting about student mastery of priority learning targets. We identified gaps, then helped Hampton design assessments, where needed, to measure effective instruction.

· In 2006 at New Franklin School in Portsmouth, Demonstrated Success Director of Assessment and the building Principal led a 5-year school-wide PLC data cycle initiative that focused on the rigorous use of data. This process elevated New Franklin Elementary School’s state ranking from 276th to 2nd in the state in 2017.

· As part of a statewide initiative, in CT, we trained thousands of teachers throughout the state to implement key Common Core shifts into practice in their classrooms.

· At Pinkerton Academy, our team trained department heads and lead teachers in our Data Dive Protocol, enabling them to conduct a deep exploration of SAT math and Reading and Writing with Evidence. Our team facilitated trend analysis, and item analysis to reveal overall areas of strength and weakness. We helped teachers compare the demands of the SAT to the work students are required to do in their daily classes so that Pinkerton leaders could set goals for changes to instruction.

· Also at Pinkerton, using our ESP solution , our team is facilitating the collection of student, teacher, and staff perception data around school culture and climate. A combined staff and student team collect and analyze perception data, presenting the results to all stakeholders including the community. Based on the results the team creates an action plan to promote a positive school climate.

· As part of a statewide initiative, in CT, we trained thousands of teachers throughout the state to implement key Common Core shifts into practice in their classrooms.

· In Nashua, we have trained curriculum coaches and building leaders to delve into their SBAC and NHSAS to set goals for instructional change at the three middle schools. Also in Nashua, our team worked with district leaders to analyze two years of teachers’ perception data and plan for action planning to make meaningful changes for teachers and students.

· In Rumney, our team has helped teachers assess the data sources they are using for quality, redundancy, and the value of the information they are getting about student learning. As a result, the staff has reduced the time students spend taking formal assessments and developed a robust system to collect and leverage formative data collected during the instructional process.

· In districts such as Timberlane, Manchester, Exeter, and Pinkerton, our trainers have trained educator teams to use PLC data cycles, protocols and consistent routines to ensure clear communication, productivity and goal-oriented work.

· In Timberlane we are providing direction and coaching for Literacy Specialists. We are helping design and implement a new approach to impact literacy instruction for classroom teachers.

· In districts such as, Franklin, Pelham, Durham, and Belmont, our team has worked with staff to create a common understanding of key components of mastery learning, such as, articulating complex, transferable learning goals in the form of competencies, and more granular learning targets to guide daily instruction and assessment. In these same schools, we have coached teachers and administrators in how to provide ongoing feedback to students and staff that is actionable and growth-focused.

. Working with school leadership teams and school boards, we have helped lead strategic planning sessions to develop priorities and targeted district-wide goals to guide school initiatives. We have collaborated to develop quantifiable measures to evaluate district success.

· Additionally, we have led dozens of schools in collecting and leveraging essential information for diagnosing root causes and planning for transformation such as: student, staff and parent perception within the school and community, socio-economic conditions, population projections in the community, academic performance data, attendance patterns, historical trends, student behavior, patterns of resource use and school spending, teacher evaluation information, and formal and informal classroom observation data.