“We’ve raised our percentage of students on grade level in reading and math this past winter by 11%. We plan to continue moving student achievement in the right direction, while also retaining a highly competent staff and sustaining a positive, hope-filled school culture.”

CHALLENGE: Post-Pandemic Drop in Student Math, Reading and Attendance Levels

Patrick O’Connor, the veteran principal of Park Orchard Elementary in Kent, WA, and his leadership team experienced “post-pandemic paralysis.” The scope of their school’s learning loss problem was discouraging and overwhelming. A staggering percentage of students were below grade level in both math and reading – of 491 students, only 9% were at grade level in math, and only 19% in reading. In addition, nearly 50% of students were considered “chronically absent,” which made it extremely difficult to turnaround achievement levels.

SOLUTION: Schedule Increased Interventions and Classroom Time

The Breakthrough Coach Program gave Patrick the tools to build school-wide structures and systems that freed up his time to address Park Orchard’s learning loss challenges. He relinquished his calendar to his secretary and empowered her to schedule specific kinds of workdays for him during the week. When she took on this responsibility, Patrick and his leadership team started spending between 11 – 20 hours per week in classrooms. Observing teaching and learning in real time allowed their team to implement effective interventions to meet students’ needs and optimize growth.

OUTCOME: A Hope-Filled School

The Breakthrough Coach Program enabled Patrick and his team to climb out of the learning-loss hole created by the pandemic and turn the paralysis into an upward trend. After implementing their new strategies and spending approximately 20 hours per week in classrooms, they raised the percentage of students on grade level in reading and math by 11%. They also expect, and early evidence shows, another potential double-digit jump in gains after the next school-wide assessment. They plan to continue moving student achievement in the right direction, while also retaining highly competent staff and sustaining a positive, hope-filled school culture.

CONCLUSION

The Breakthrough Coach Program empowered Patrick and his team to finally exercise their critical instructional leadership skills, and students are once again succeeding. Patrick reports that he is also able to maintain healthy work-life boundaries. 

“I can say without hesitation that The Breakthrough Coach Program has been the most impactful professional development I’ve received in my tenure as principal, and our school is reaping the benefits,” says Patrick.