BEST PRACTICES FOR EFFECTIVE SCHOOLS
The future of our communities depends on a generation, not only skilled in
academics, but also excited about belonging to an educated community. That
community will arise only if schools engage and connect with todays children.
Effective schools create an environment that increases academic, social and
emotional successan environment of strong school connectedness.
School Connectedness Declaration which states: Students This triad of engagementis
are more likely to succeed when interconnected and builds upon
Research has demonstrated that
they feel connected to school. itself.1 Each element promotes the
students who feel connected to
School connectedness is the belief characteristics that make youth
school have both positive academic
by students that adults in the school more resilient. When schools excel
and behavioral outcomes. Increased
care about their learning as well as in the triad of engagement, students
student connectedness promotes
about them as individuals.1 feel safe, supported, and capable
classroom engagement and school
of solving academic and personal
attendance which increases stu-
dents academic achievement and Strategies for Creating challenges.
competency to overcome challenges. Effective Schools
Connected students are focused, The Triad of Engagement
achieve higher grades, and invest in ABOUT THIS SERIES
Students feel connected to school
relationships at school.
when they experience: The Best Practices series brings together the
knowledge of the Johns Hopkins Schools of
In 2003, the U.S. Centers for Dis-
Interpersonal connectedness Arts and Sciences, Medicine, Nursing, and
ease Control and Prevention and Public Health to deliver best practices for
with school staff and peers; issues that profoundly affect Baltimore. Each
the Johnson Foundation brought
brief was developed by an expert at Johns
together experts from schools, An engaging environment that is
Hopkins University for the Urban Health
universities, and government to physically and emotionally safe; Institute and reviewed by a panel of peers to
and ensure accuracy.
determine how to decrease school
The series is intended to be used as a
dropout rates and increase student Academic engagementsupport source book for developing best practice
engagement in school. These experts to reach their personal best with programs.
compiled their research results flexible, relevant instruction For the abridged manuscript, visit the UHI
website at www.jhsph.edu/urbanhealth.
and experiences in the Wingspread
Page 1 Johns Hopkins Urban Health Institute
The Triad of Engagement
STRATEGIES TO PROMOTE STUDENT-
TEACHER CONNECTEDNESS
Review students cumulative files and use that
Interpersonal Physical & information to support the students.
Connectedness Emotional
Safety Assign academic work that encourages students
to talk about themselves, such as creating an
autobiography, developing portfolios, or writing
essays or poems about topics that are important
to them. (See list of ideas for personalizing
Academic assignments on page 7)
Engagement
Have a regular time each day or week to share
thoughts and concerns.
Ask questions only when you can devote time to
listen to the answers.
Continually diagnose students learning strengths
Interpersonal Connectedness and weaknesses.
Studies have verified that when students feel connected Schedule times to be available to students and
to at least one significant adult in their education they parents outside of class throughout the year.
experience greater engagement and satisfaction with Welcome new students and families and make a
school. Students report that they learn more, attend special effort to connect with them.
school more often, and perform better academically. 2,3 Treat students with respect by giving public
compliments and private criticism.
Adult support should come from parents, teachers, Empathize with and coach students when they
teachers aides, counselors, and school principals, face problems.
among others. Results from a study conducted in 1999 Elicit and act on students recommendations for
showed that students with high levels of adult interper- activities that occur in class.
sonal support made nearly a one and a half year gain
Maintain avenues for private communication,
in reading achievement scores while students with low such as the student to teacher mailbox where
levels of support made only a half year gain. Similarly, students can send confidential notes to the
in math, students with high levels of interpersonal sup- teacher.
port made nearly a one and two-thirds year gain while During class, minimize teacher talk time and
students who had low levels of support made less than increase student talk time by incorporating
a one year gain.4 peer review, group work and student-to-student
discussions.
In order for teachers to better connect with their Set a goal to highlight positive student
students, teachers must increase interpersonal con- contributions daily so that students know you
nectedness in their classrooms. Connected teachers notice their positive attributes.
are welcoming, able to identify students needs and Give students chances to correct their mistakes
potential, respectful of students input, and engaged in to show that you have faith in their capabilities.
each students successes. These teachers are fair and Develop family ties. Communicate regularly
supportive and create a caring, structured environment with families regarding students successes and
challenges. Solicit shared problem-solving and
with high and clear expectations.
celebration.
Page 2 Johns Hopkins Urban Health Institute
learning communities. Developed by the Institute for
STRATEGIES TO PROMOTE SCHOOL- Research and Reform in Education, the primary goal
STUDENT CONNECTEDNESS of FTF is to build close, respectful and productive
Create schools-within-a-school such as small relationships between students attending schools
learning communities, magnet schools, or career in economically disadvantaged communities and
academies.
adults working in those schools. The program
Use multidisciplinary team teaching, in which features low student to adult ratios in core classes,
groups of teachers get to know each student.
increased student-adult interaction, and high
Time is scheduled during the school day for
the team to confer about students and share academic and conduct standards. Each student is
strategies for improving their classrooms. paired with a staff advocate who serves as counselor
Create opportunities for lower student-to-adult and mentor, and who meets periodically with the
ratios in classes through use of paraprofessionals, students parents to review academic and behavior
teachers aides and family and community performance. Results in a pilot school showed a
volunteers. 25% increase in students qualifying for graduation,
Have an adult personally greet students each day a 57% decrease in the number of suspensions, and
at the entrances to the building. improved daily attendance and parent involvement.
Ensure that every student has a relationship with Visit www.irre.org/ftf for more information about this
at least one caring adult who makes a point of program.
having personal contact a number of times per
week, even if just for a personal greeting.
Provide every student with an identified staff
Environmental Connectedness:
person who tracks, mentors, and advises them Physical and Emotional Safety
academically and personally. Promoting a positive school-wide environment means
Provide mentorship programs that pair school creating a zone of physical, emotional, and academic
or community volunteers with students, or pair safety. Creating this safety zone involves implementing
students with other students.
strategies that encourage students to feel valued and
competent and to act with pride and respect for school
Teachers cannot create a climate of connectedness policies and property. In such an environment, students
alone. The schools climate is strongly influenced by have fewer behavioral problems and find it easier to
the philosophy and policies of the school leadership. create interpersonal connections with their teachers
When school leadership is dedicated to engaging and peers. Specifically, student connectedness increases
students, evidence shows a more powerful effect when unstructured common areas, such as lunchrooms,
than when teachers make isolated efforts to connect.5 playgrounds, and hallways, are monitored by staff
The essential messages that school staff, particularly members who treat students respectfully and ensure
teachers, should give to all students is I know you that students treat each other with respect.
can accomplish this goal; I hold you accountable for
Students must feel safe outside the classroom.
working toward this goal; and Ill support you in
Therefore, schools should establish clear rules and
reaching this goal.
consequences for bullying. Schools must partner with
Best Practice Program to Build Interpersonal parents to teach positive assertiveness strategies to
Connectedness: First Things First (FTF) is an cope with bullying.
evidence-based school-wide program that focuses
on improved academic performance through small
Page 3 Johns Hopkins Urban Health Institute
Best Practice Program to Build Physical and Emotional
Safety: Positive Behavioral Interventions and Supports STRATEGIES TO ENCOURAGE
(PBIS) is a process for creating safer and more PHYSICAL AND EMOTIONAL SAFETY
effective schools. PBIS is a systems approach to Maintain respectful noise levels in shared spaces.
enhancing the capacity of schools to educate all Decorate shared spaces with evidence of
children by developing research-based school-wide students work.
discipline systems. The process focuses on improving Ensure quick response to graffiti and clean it
a schools ability to teach and support positive immediately.
behavior for all students. Rather than a prescribed Provide consistent curriculum-based opportunities
for students to talk together with adults about
program, PBIS provides systems for schools to
their feelings of physical and emotional safety.
design, implement, and evaluate effective school-
Create an advisory class tasked with keeping the
wide discipline plans. PBIS includes procedures
building clean.
and processes intended for all students and staff in
Create student-run programs for recycling, school
all settings within the school environment. PBIS is beautification, and school grounds clean-up.
not a program or a curriculum; it is a team-based
Create a peaceful place on school property, such
process for systemic problem solving, planning, as a garden or silent reading room.
and evaluation. An assessment of 33 elementary
Enforce a fair and just discipline program.
schools (K5) in Illinois and Hawaii showed that
Engineer a discipline system that is compassionate,
schools implementing PBIS were perceived as and allows for corrections.
safer environments.7 Visit www.pbis.org for more
Ensure that all staff demonstrate respect toward
information about this program. students and each other.
Celebrate differences in cultural backgrounds.
Academic Engagement Implement social and emotional learning programs
Increasing students engagement in learning means (see www.casel.org).
setting high academic and behavioral standards, Create systems to allow all students to showcase
implementing flexible teaching methods, and making their work.
students feel that learning is relevant.6 Helping Teach students to learn from their mistakes:
students to reach a high academic and behavioral Encourage redos on papers and tests.
standard requires learning support for all students. Make time to meet with students after class to
help them learn from mistakes on tests.
Academic goal setting should be individualized and
based on an as-soon-as-mastered timeline. This When correcting papers, write in the correct
responses.
strategy allows those who may not reach the school
Do not allow students to scoff at others who
standard to reach their personal best. In order to
make mistakes.
encourage students to achieve their personal best,
Create an environment of tolerance for all
teachers should communicate winning messages:
types of learning.
Im glad youre here.
I care about your success
I expect you to do your best. Engaged schools also understand that students do
I will support you and will hold you accountable not succeed in a rigid environment where all students
for reaching that standard. are expected to learn in the same way. Addressing the
I will not give up on you. varied learning style of students can be a complex task,
Page 4 Johns Hopkins Urban Health Institute
hands-on projects, cooperative learning or debates.
STRATEGIES TO INCREASE ACADEMIC School leaders must be committed to providing ongoing
ENGAGEMENT professional development for teachers to build on their
Provide school-wide tutoring and other learning skills of creating diverse learning opportunities.
supports.
These instructional activities are examples of active
Provide teacher-supervised homework study hall,
before- and after-school tutor programs, mentors, learning. Through active learning, students find
cross-grade tutors, and volunteers to support relevance in the learning environment through
students who are struggling or who are in need of activities that demand decision-making and problem-
special attention. solving skills. Active learning allows students to
Older students can volunteer to tutor the personalize the learning experience, in turn engaging
younger students during lunch time or on their curiosity. Teachers can determine what their
Saturdays.
students find meaningful and relevant by surveying
Engage parents in the school community and in
students about their special interests and experiences
the students work so that the student realizes
that the adults in his world value learning. and building this information into the content of the
course. For example, calculations using basketball
STRATEGIES FOR IMPLEMENTING scores could engage math students who are also
FLEXIBLE TEACHING METHODS members of the basketball team. See the list on page 7
Provide teacher training, in-service opportunities, for additional examples of active learning projects.
and coaching to help teachers keep pace with
Developing academic engagement requires leadership.
innovative instructional methods.
School leaders set the policy and train teachers to
Encourage teachers to address all learning styles.
be flexible, to use methods based on student needs,
Vary assessment methods to meet the needs of
and to devise instructional methods that address
the students.
multiple learning styles. To continually improve their
Use strategies to encourage the use of higher-
teaching methods and implement engaging academic
level reasoning skills, not just memorization skills.
strategies, teachers need training, mentoring, and
Adjust the curriculum to accommodate transfer ongoing coaching. Teachers need to be freed from
students.
trivial administrative duties in order to have adequate
STRATEGIES TO INCREASE RELEVANCE planning time so they can create individual education
OF LEARNING plans and monitor and track the progress of their
Personalize teaching so that the content relates to students.
the students lives.
Use open ended topics as often as possible to Best Practice Programs to Build Academic Engagement:
allow students to interject their own ideas. Advancement Via Individual Determination (AVID)
Use active learning and co-operative groups which is a program designed to help middle and high
encourage students to take greater personal school students prepare for and succeed in colleges
responsibility for their outcomes.
and universities. AVID offers a rigorous program of
instruction in academic survival skills and college
yet many teachers are finding creative ways to ensure level entry skills. The AVID program teaches students
the success of their students. For example, teachers how to study, read for content, take notes, and
may offer students multiple paths for practicing skills manage time. Students participate in collaborative
and completing assignments such as oral presentations, study groups or tutorials led by tutors who use
Page 5 Johns Hopkins Urban Health Institute
skillful questioning to bring students to a higher level (McREL) have identified nine instructional strategies
of understanding.8 Visit www.avidonline.org for more that are most likely to improve student achievement
information about this program. across all content areas and across all grade levels.
These strategies are explained in the book Classroom
SOAR is an evidence-based program for students in
Instruction That Works by Robert Marzano, Debra
grades K-6 that aims to teach group collaboration
Pickering, and Jane Pollock.10
skills while providing consistent recognition for
effort and improvement. In the program, academic Excellence: A Commitment to Every Learner (ExCEL)
instruction is taught in an inquiry and mastery of is a program focusing on the primary reasons why
content fashion. Students are taught a skill, asked to students fail in school: reading deficits, behavior
practice, and then tested. If any student in the group problems, lack of parental involvement, and lack
has not mastered the material, the group engages in of concrete connection to real-world issues. ExCEL
problem-solving projects to help the student learn includes a learning center for students in need of
the information. The program, implemented over a learning support or intensive remediation as well as
two year period, involves teachers and parents as a strong family support component.11
well. SOAR has three components:
Raising Healthy Children is a social development
1. A series of instructional improvement workshops
approach to positive youth development. The
for school staff development in which teachers
approach incorporates school, family and individual
learn how to give positive instruction and
programs to promote key elements that research has
feedback for students who learn skills in groups
shown are critical for creating strong connections
2. A series of parenting workshops to enhance
and bonds that children need to succeed in school
parents skills in helping kids succeed
and life. The program is based on the belief that
academically and increase attachment
every teacher makes a difference in the life of a child,
3. Social, emotional, and citizenship skills training
that every child can succeed, and that the family is an
for children.
important partner in learning. The program involves
Backward Design is an instructional model that movement, novelty, and purposefully engaging the
begins with identifying the desired results and emotions during learning. Students learn critical
then works backwards to develop instruction. By thinking and questioning strategies that produce
beginning with the end in mind, teachers are able to deeper levels of comprehension.12
avoid the common pitfalls of planning forward from
activity to activity, only to find that some students
In Summary
are not prepared for the final assessment.9 The Implementing strategies to create the triad of
framework identifies three stages: engagement depends on the school leaderships
1. Stage 1: Identify desired outcomes and results. willingness to grant teachers the time, training, and
2. Stage 2: Determine what constitutes acceptable support needed to engage students. When given
evidence of competency. this support, school staff can unite to establish high
3. Stage 3: Plan instructional strategies and academic and behavioral standards in an academically
learning experiences that bring students to these and emotionally safe learning climate where every
competency levels. student reaches their personal best through flexible
and relevant instruction.
Instructional Strategies that Work. Researchers at the
Mid-continent Research for Education and Learning
Page 6 Johns Hopkins Urban Health Institute
IDEAS FOR PERSONALIZING ASSIGNMENTS AT EACH SCHOOL LEVEL
Elementary School Students:
1. Each student is asked to write two paragraphs about themselves, their interests, families, or other topics. A
parent volunteer could be asked to enter the childrens information into an electronic document, which is
compiled and disseminated to all students and parents.
2. Each child is given a chance to be student of the week. The student could show photos of their family mem-
bers, pets, or personal heroes. They could also bring samples of their favorite foods.
3. Students can create a personal crest. The crest is divided into four quadrants. The student can fill each quad-
rant with personal favorites (food, hobbies, TV shows, subject in school) or pictures of family.
Middle School Students:
1. Students write an opinion paper on what each would do if he or she were the principal of the school or presi-
dent of the U.S.
2. Once per week, students write a paragraph in response to a question. These are compiled once per month
and shared with students and their families.
High School Students:
1. Students present at the parent/teacher association or school board meetings on different topics.
2. Students make video presentations about their school to community groups or local governemtn agencies.
3. Photography and art students post their photos and artwork in community buildings.
4. At a quarterly assembly, seniors give a five minute presentation on a topic of their choice
EXAMPLES OF ACTIVE LEARNING PROJECTS
English and History
Every community has its unique history and literature. Teachers can develop reading and writing assignments based
on local culture and lifestyle. The English teacher can team-teach with the history and art teachers to create inter-
disciplinary projects.
Social Studies
Students can research the economics, geography, or culture of foreign countries. They can make the topic relevant
by personalizing assignments. One topic for an essay would be, If I were the president of the U.S., I would
Math
Students can use the scores of the local sports team to learn calculations from basic multiplication to figuring aver-
ages, percentages, etc.
Science
Find out the various places students have lived. They can research the geology, climate, and terrain of these places.
The class can create a terrarium to simulate the environment there.
Page 7 Johns Hopkins Urban Health Institute
REFERENCES
1. Blum, R.W. et al (2004). Wingspread Declaration on School Connections. Journal of School Health, vol. 74(7), pp. 233-234.
2. Connell, J., & Wellborn, J. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M.
Gunnar & L. Sroufe (Eds.), Self processes in development: Minnesota symposium on child psychology, vol.23 (pp.43-77). Hillsdale ,
NJ: Lawrence Erlbaum. Cited in: National Research Council and the Institute of Medicine. (2004). Engaging Schools: Fostering High
School Students Motivation to Learn. Committee on Increasing High School Students Engagement and Motivation to Learn.
Board on Children,Youth, and Families, Division of Behavioral and Social Sciences and Education. Washington, DC: The National
Academies Press.
3. McNeely, C.A. (2004) Connection to School as an Indicator of Positive Youth Development. In Lippman, L. and Moore, K., eds.,
Indicators of Positive Youth Development. Search Institute Series on Developmentally Attentive Community and Society. Kluwer
Academic/Plenum Press.
4. Lee,V.E., Smith, J.B., Perry, T.E., & Smylie, A. (1999). Social support, academic press, and student achievement: A view from the
middle grades in Chicago. Chicago: Consortium on Chicago School Research. Retrieved July 24, 2006, from www.consortium-
chicago.org/publications/p0e01.html
5. National Research Council and the Institute of Medicine. (2004). Engaging Schools: Fostering High School Students Motivation
to Learn. Committee on Increasing High School Students Engagement and Motivation to Learn. Board on Children,Youth, and
Families, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
6. Legters, N., Balfanz, R., & McPartland, J. (2002). Solutions for Failing High Schools: Converging Visions and Promising Models.
Baltimore, MD: Center for Social Organization of Schools, Johns Hopkins University. Available online at: http://www.ed.gov/about/
offices/list/ovae/pi/hs/legters.doc
7. Horner, R.H., et al. (2009). A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior
Support in Elementary Schools. Journal of Positive Behavior Interventions, vol 11, pp. 133-144.
8. Program description from: Swanson, M.C. (2005, November 21). [Interview with Michael Shaughnessy] Mary Catherine Swanson:
About (AVID) Advancement Via Individual Determination. Retrieved July 25, 2006 from: http://www.ednews.org/articles/392/1/
An-Interview-with- Mary- Catherine-Swanson-About-AVID-Advancement-Via-Individual-Determination/Page1.html
9. Wiggins, G. & McTighe, J. (2005). Understanding by Design, 2nd expanded edition. Alexandria,VA: Association for Supervision and
Curriculum Development.
10. Varlas, L. (2002 Winter). Getting Acquainted with the Essential Nine. Association for Supervision and Curriculum Development
(ASCD) Curriculum Update available at: http://www.middleweb.com/MWLresources/marzchat1.html. Adapted from Marzano, R.,
Pickering, D., & Pollock, J. (2001) Classroom Instruction That Works. Alexandria,VA: ASCD.
11. Program description from: Desert Mountain Special Education Local Plan Area, description of ExCEL--Excellence: A Commitment
to Every Learner. Retrieved July 31, 2006 from: http://dmselpa.sbcss.k12.ca.us/excel.htm
12. Elias, M. and Arnold, H. (Eds) (2006) The Educators Guide to Emotional Intelligence and Academic Achievement, Thousand Oaks,
CA: Corwin Press.
AUTHOR
Lynne Michael Blum, PhD
Adjunct Assistant Professor, Department of Mental Health,
Johns Hopkins Bloomberg School of Public Health
ACKNOWLEDGEMENTS
The Urban Health Institute thanks Robert Balfanz, PhD, School
of Arts & Sciences;Catherine Bradshaw, PhD, Bloomberg School
of Public Health and; Cathleen Miles, East Baltimore Community
School for their suggestions and review of manuscript drafts.
