Becoming a great high school 6 strategies and an attitude that make a difference
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Becoming a Great High School: 6 Strategies and an attitude that make a difference. Presented by Tim Westerfield. The Plan?. Integrate research-based strategies into a UNIFIED program that gives the School’s improvement plan coherence. Promote a “We Expect Success” Attitude.

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Becoming a great high school 6 strategies and an attitude that make a difference

Becoming a Great High School: 6 Strategies and an attitude that make a difference

Presented by Tim Westerfield


The plan
The Plan? that make a difference

  • Integrate research-based strategies into a UNIFIED program that gives the School’s improvement plan coherence.


Promote a we expect success attitude
Promote a “We Expect Success” Attitude that make a difference

  • Communicate clear goals

  • Effective instruction

  • Frequent assessment

  • Progress monitoring

  • Immediate intervention

  • Celebrate success


3 critical messages to all students
3 Critical Messages to all students that make a difference

  • What we’re doing here is important

  • You CAN do it

  • I will NOT give up on you—even if you give up on yourself


Value effort based learning
Value Effort-based Learning that make a difference

Effort-based Learning

People are born smart

  • We work hard to gain success


Effort based learning
Effort-based Learning that make a difference

  • Say it

    • What messages are we sending students?

  • Model it

    • How are we prepared?

    • How do we use our time?

  • Organize for it

    • Tracking

    • Grading policies

    • Homework policies

  • Protect it

    • How do we handle interruptions?

  • Reward it

    • What awards or recognitions are we using?


Be a nagger and a nurturer
Be a nagger AND a nurturer that make a difference


To be a great school
To be a great school… that make a difference

  • Every adult, policy, practice, and procedure must communicate a “we expect success” attitude

  • Every student must be encouraged to “go for the gold”

  • Do our intensive classes reflect the make-up of the student body? Do we “fix” the kids?

  • Is EVERY student in our school pursuing a course of study that will prepare him/her for life in the 21st Century?


Factors that influence achievement
Factors that influence achievement that make a difference

  • Guaranteed and viable curriculum

  • Coherent expectations

  • “I speak here of the well researched finding that variations in student achievement are greater across classrooms within a school than across schools.”

    Michael Fullan. Turnaround Leadership. Jossey-Bass, 2006,p. 55.


Factors that influence achievement1
Factors that influence achievement that make a difference

  • Guaranteed and viable curriculum

  • Coherent expectations

  • Coherent curriculum (Vertical Articulation)

  • Clear instructional goals

  • Unpack the state standard

  • Do not mistake instructional goals for activities


4 simple questions
4 Simple Questions that make a difference

  • What are you trying to accomplish?

  • How are your kids doing?

  • How do you know?

  • What are you doing about it (for those who aren't succeeding)?



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