Small School, Big Impact: Proven Strategies to Improve Student Outcomes

The recent national test scores for mathematics and reading are eye-opening and gut-wrenching. Educators work so hard to make a difference and improve student outcomes, and it can be discouraging when so much is riding on the numbers. 

We may never know the hardships our students face each day. Many may come from challenging households or homes with different levels of support. Some may be experiencing trauma, mental health struggles, financial instability, or changes in their home life. As their teachers, it can be impossible to know where their minds are each day, but we strive to create a safe and nurturing environment for them to learn. 

A few years ago, when many of our students were performing below grade level, the leaders at our small Title I school in rural New York took a step back to reassess how we teach in order to improve student outcomes. This period of reflection brought about significant changes. We implemented several new schoolwide strategies and programs that have had a positive impact on our students who are now thriving. Below, I’ve shared these strategies.

• Collaborate across Grades to Improve Student Achievement
  Our teachers now meet daily in professional learning communities (PLCs), allowing us to share insights with one another. When one of us succeeds with a student, we discuss what’s working. If we face challenges, we exchange ideas and collaborate to find solutions. Our vertical English language arts (ELA), mathematics, science, and social studies teams include representatives from each grade level, enabling us to engage in curriculum mapping for a seamless learning flow as students progress. This new approach acknowledges teachers’ unique backgrounds and experiences, highlighting that everyone can make valuable contributions, no matter what grade they teach.

  
  

• Create Consistent Curriculum for Better Student Outcomes
  Instead of a fragmented approach to instruction, we created a consistent learning experience for all our students as they move through the grades. We use i-Ready® and Ready® Mathematics for Grades K–5, Ready New York in the primary grades, and Magnetic Reading™ for Grades 3 and up. We also use similar instructional methods across subjects, ensuring students are familiar with our scope and sequence. This provides stability and predictability.
  
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  For example, from kindergarten to fifth grade, we dedicate 60 minutes daily to mathematics and 90 minutes to reading. In mathematics, we implement the Three Reads strategy—where we read the problem and take it apart—no matter the grade. Our curriculum coordinators work diligently across grade levels to ensure alignment and coherence in our instruction. We maintain rigorous yet achievable expectations for our students, challenging them to reach their full potential. By using consistent language and routines across all grades, we create a supportive learning environment that enables our students to progress steadily and confidently.
  
  

• Provide Targeted Intervention to Boost Student Success
  For students who are below grade level, we offer a comprehensive Multi-Tiered System of Supports program. This provides tiered support—including Tiers 2, 3, and 4 interventions—customized to meet the individual needs of each student. We also offer time for academic intervention, small group or individual support, and/or enrichment. This flexible time allows students to receive targeted instruction or pursue their interests. Midyear Diagnostics and testing enable us to adjust our support strategies and ensure students receive the assistance they need.

   

• Instill Collective Responsibility for Student Achievement
  The teachers at our school view all students as “our students,” taking collective responsibility for each student’s success. Our small school fosters a family-like atmosphere, where everyone knows one another and feels valued and supported. We celebrate each other’s progress, acknowledging the hard work and dedication that contribute to those achievements. But we also share in each other’s challenges.
  
  One of my favorite moments is when my students complete their midyear and end-of-year Diagnostics. They create a bar graph of their scores, and the pride on their faces when they see their progress is incredible! They see their potential and take responsibility for their own learning and success.

Measuring Student Outcome Improvements

Implementing daily PLCs, a consistent curriculum, targeted intervention, and a sense of collective student responsibility has boosted morale, created a sense of community, and dramatically improved our scores. In 2014, our ELA proficiency was 25 percent, and mathematics was 34 percent. As of 2024, our ELA proficiency has risen to 73 percent, and our mathematics proficiency has reached 80 percent. According to the 2023–2024 statewide exam results, our district ranks 38th out of 658 schools in mathematics proficiency and 71st in ELA proficiency for Grades 3–8. This is a testament to the hard work and dedication of our students and staff. While we celebrate victories and student growth, I always try to maintain perspective on why we teach—because sometimes victories are not so easy to see. 

The Big Picture

Although I’ve been teaching for 12 years, I sometimes feel like I’m brand new because each day presents new opportunities. Regardless of how well my students perform, there’s always room for improvement. I’ve had students who needed support to make it through the school day for various reasons. I always try to see them as human first. My goal is for them to come to school, feel supported and loved, and simply make it through the day. 

Today, our school is taking proactive steps to engage students and drive meaningful academic gains while recognizing their individuality. I try to remember that as teachers, we are accomplishing hard things. We are changing lives. We can’t always see our impact right away. Our work extends well beyond what can be measured, far beyond test scores, touching lives and shaping futures in ways we may never fully realize.