"Proud Professionals Educating Schools​"



PPES Effective School Model founded by Dr. Phyllis A. Porter, is a comprehensive model for schools serving kindergarten through 12th Grades. It was developed with one goal in mind: that all "low performing" schools reach over the 75 percentiles on the Standardized Test.

PPES Effective School Model is based on Edmonds, Brookover, Weber, Venezky, and Winfield's research. The Model provides a framework for school reform based on seven correlates. These correlates are derived from empirical investigations and case studies from some of the most effective schools in the United States. These correlates are:

  • A Clear focused mission on learning
  • Instructional Leadership
  • High Expectations for all stakeholders
  • Opportunity to learn and student time on task
  • Frequent monitoring of student progress
  • Safe and orderly environment for learning
  • Positive home/school/community relations

STAFF DEVELOPMENT COMPONENT:  Since 1999, PPES has provided programs and training to empower communities and schools to develop a quality learning environment.  PPES programs address the needs of the administrators, teachers, parents, students, and communities through professional development, conferences, seminars, retreats, workshops, and on-site visits.  PPES recognizes the challenges currently facing our schools in providing quality instructional programs to ensure the success of all students. 

PPES provides professional development activities for classroom teachers in a variety of services.  Direct Services include classroom observations, coaching, modeling, demonstrations, meetings with departments or grade levels for lesson planning, and curriculum alignment.  Direct Services are provided on-site daily.  PPES Consultants are assigned based on the need, size of the school, and level of involvement.

BENCHMARK Students enrolled in schools utilizing the services of PPES will increase a minimum of one year in reading and mathematics.  Standardized Test Scores and teacher assessments will determine the overall progress of the school.

 ASSESSMENT: Oral and written assessments will be administered weekly to ensure that students who need reinforcement receive it immediately.  Pre-assessments and post-assessments will be administered daily to improve the variety of teaching techniques and lesson adaptations.

PARENTAL AND COMMUNITY INVOLVEMENT:  We believe for children to be successful in academics they should have the opportunity to have continuous instruction. It is imperative that parents are involved in making sure their child academics are still being enforced when the regular school day is over.  Parental involvement is central to the process.  PPES provides the school community with support to implement the School Improvement Plan in all parental (TITLE I PAC, LSC, BAC, PTA, PTO, PTSA) and community programs, workshops and identifying funding resources. 

TECHNOLOGY COMPONENT: Technology is an important part of the PPES Program. It is used as a tool to support student learning. Uses of instructional technology are designed to tie closely to the integrated curriculum, providing ways in which teachers, students and parents can easily access knowledge and information.

COST: Cost is based on the specific plan agreed upon between the participating school and PPES. Specific costs depend on the need, size of the school, and level of involvement. The average cost ranges from $500.00 to $50,000 per school.

24 Wonderful Years of Life-changing Learning