Sun Valley Middle School: a case study analysis of a California state scholastic audit school and the development of a clear conceptual framework to turning around a failing school, doubling student performance, and a first-year principal's journey through; the audit process

UnrestrictedThe purpose of this study was to examine the issue of low-performing or "failing" schools that need to be turned around, the various federal and state accountability frameworks utilized and the development of a clear conceptual framework to double student performance at these schools. This is explored through my perspective as a first-year principal who had the mandate of "turning around" a California state audit school in just 18 months. The school selected had gradually improved their Academic Performance Index (API) for the previous three years, yet was an audit and Program Improvement school when I became principal in February 2002.; The methodology used was a multiple-method case study so that I would be able to provide a window for other site and district administrators to look through when faced with the almost impossible task of improving student achievement, at such an exponential level, in such a short time period. The triangulation efforts included quantitative teacher surveys, principal surveys,document review, administrator interviews, and field observations.; The case study discovered that the Joint Intervention Agreement (JIA) developed by the state and district for Sun Valley Middle School provided a framework similar to research-based school improvement efforts in other states across the nation. These six strategies that focus on literacy improvement, focused teacher training, targeted intervention for struggling students, restructuring the learning environment for students, using data to drive all instructional decisions, and providing a rigorous curriculum aligned to the state standards are proven ways to increase and even double student performance in schools and districts. However, what made Sun Valley Middle School unique were the steps I took as principal that created a "student-centered" culture, the many student incentive programs that were tied to high expectations for students, and the overarching belief that "all students can and will learn"