"We will move beyond mediocrity only by taking a long hard look at what we do." (Robert Gordon)
"We must overcome the awful inertia of past decades." (Michael Fullan)

Belief System: Administrators and teachers share an unrelenting commitment to excellence for all students, especially in the area of literacy. We also share an unwavering belief that "socioeconomic factors never have and never will preclude achievement." (Mike Schmoker) There is a strong belief that all students can succeed academically and that we are capable of making it happen.

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High Expectations: We set and monitor high expectations while holding both students and adults accountable for continuous improvement. High expectations are communicated in concrete ways, i.e. wall-size curriculum graphic organizers for school-wide instructional goals, forms, posters, etc.

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Collaboration: We understand and engage in true professional collaboration, as opposed to the "mere appearance of teamwork."

Appearance of teamwork: We talk about things that "look good, sound good, and make us feel good" but have no measurable impact on achievement at our school. (The Rain Dance)

True collaboration: We use multiple sources of data to paint a clear picture of strengths and areas in need of improvement. Each year we identify no more than two clear, measurable goals to improve -- profound, critical challenges our students face. (Academic, disciplinary, or attendance goals) We discuss student strengths that can be used to build up the targeted areas for improvement, and then identify research-based instructional strategies to directly address those areas. (SAMPLE PLANNING FORM)

We develop or select common grade-level assessments for each instructional strategy, and then use the assessments throughout the year to track performance for each of the targeted goals and related skills. This prompts an ongoing, evolving discussion of what worked and what didn't work. We can know when the learning goals are met only if procedures for assessment and feedback are in place. This "feedback loop" involves continual examination of teaching practices as a means of becoming more effective.

Our staff collaborates across grade levels, paying close attention to skills that need to assessed and maintained from the previous year before addressing new standards.

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Classroom Level Data: There is a laser-like focus on data at the classroom level to make daily instructional decisions for individual students. We focus on student data from multiple sources. Everyone in the school knows (1) exactly what it is he or she is trying to accomplish for the students and (2) every person knows how they are doing relative to that goal---not just at the end of the year but throughout the year. (Mike Schmoker)

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Feedback/Assessment: We have a system in place to regularly assess the progress of individual students and to plan or change instruction to meet the students' needs. We have a precise sense of whether or not we are moving toward targeted instructional goals. We can see that our efforts help students reach their goals. Also, we encourage students to use reflective thought, such as self tracking, student-centered conferences, etc. We provide TONS of feedback to students -- in "real time" -- and we emphasize accuracy of feedback that is designed to improve performance. We pay close attention to student performance on state assessments, but it is merely a starting point for collaboration. We do not give delayed, vague, or ambiguous feedback. We do not return homework days after the assignment. We do not test more, but assess more, in order for students to receive immediate, accurate feedback.

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Instructional Strategies: Lessons revolve around real-world, hands-on (personal and meaningful) application of skills.

• We do not "cover" a topic; we give students rich opportunities to "discover" and "explore" the topic. We do not ask, "Did I cover it?" We ask, "Did they learn it?"
• We do not ask, "How can I teach that child?" We ask, "What is the best way for this child to learn?"
• We do not write lesson plans; we develop student learning plans.

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Student Engagement, Relevance: We focus instruction around students' interests, learning styles, and aptitudes. We plan strategically to know each student. We use age-appropriate, user-friendly surveys to identify the learner's likes, dislikes, interests, learning personality, etc.

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Relationships: Our school has a caring, nurturing atmosphere that is tied closely to high expectations. Students have real relationships with the teachers. Classrooms are places where students feel safe, and they are treated with dignity and kindness.

Respectful relationships are observed among adults, between students and adults, and among the student body.

We do not isolate the "trouble" students in ways that make them feel like outcasts, or use humiliation to force them into submission or obedience. Use of sarcasm with students is not tolerated in our school.

We understand that rules without relationship are worthless.

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Curriculum: There is much review and alignment of curriculum here. Also, we use a cross-disciplinary integrated approach -- all subject areas are actively involved for transfer of learning. Sub-sets of standards cut across areas, and as such, staff collaborate to address similar concepts.

The entire school community is on the "same page" with regard to what is being taught, what performance expectations are and where each teacher's focus fit into the broader curriculum of the school. Teaching is not a solitary activity here.

We do not limit our focus to tested subjects only. Instruction is not laden with rote memorization, worksheets, low level knowledge recall activities, etc.

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Schedule: Our schedule reflects the instructional priorities at our school. When it comes to instruction for students, all of the other "stuff" can wait. We have "school." We do not design a schedule for the ease of teaching; it is designed for the ease of learning. Visitors note an efficient use of resources and time in our school.

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Professional Development: We participate in focused, ongoing quality professional development built around a limited number of high-impact initiatives. (Instructional priorities come from students' instructional needs, multiple sources of data, etc.)

Time is severely limited for professional development, so we choose not to participate in isolated workshop experiences that have no connection to our students' targeted instructional needs.

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Community: We share a collaborative decision-making process. We do everything we can to prevent teachers on our staff from feeling "left out" of the planning at our school.

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Faculty Work Ethic/Morale and Teacher Recruitment: 1) It is understood by the community at large that if a teacher applies to work here, they expect to be involved in challenging, results-oriented service.
We do not hire teachers who merely pay lip service to "All children can learn." To work at this school a teacher must believe it and demonstrate it daily.
2) We celebrate, utilize, and applaud our teachers' interests, strengths & specialized training.
3) Our work ethic and morale is excellent. We work hard to meet students' needs; we regularly analyze data on individual students and we plan appropriate instruction or interventions.

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