Students Focused on Clear Expectations

Successful schools focus on literacy and a few other important learning goals such as those articulated by Hugh Price of the National Urban League:

• Literate: capable of demonstrating a working command of reading, writing, and speaking in English.
• Mathematically competent: a command of the basic computational skills required in the modem workplace and in everyday adult life.
• Problem solvers: eager to seek out information, discover answers, and apply their skills in reasoning and critical thinking to solving problems.
• Scientifically literate: capable of appreciating nature and the environment, familiar with the scientific method and the role of science in modem life, and cognizant of the uncertainties of the scientific method.
• Good citizens: well?grounded in the forces and values that have shaped this nation historically, culturally, demographically, politically, and economically with an appreciation for the relationship of the United States to the rest of the world and this country's role in the world.
• Technologically advanced: comfortable with technology and capable of using computers and related technologies in the normal course of everyday work and learning.

Teachers Focused on Improving Teaching and Learning

The Foundations education grant programs are predicated on three essential components of powerful teaching and learning (adapted from How People Learn: Bridging Research and Practice, National Research Council, 1999) in a standards based - technology enabled - environment:

• Active Inquiry: Students are engaged in active participation, exploration, and research; activities draw out perceptions and develop understanding; students are encouraged to make decisions about their learning; and teachers utilize the diverse experiences of students to build effective learning experiences.
• In-Depth Learning: The focus is competence, not coverage. Students struggle with complex problems, explore core concepts to develop deep understanding, and apply knowledge in real world contexts.
• Performance Assessment: Clear expectations define what students should know and be able to do; students produce quality work products and present to real audiences; student work shows evidence of understanding, not just recall; assessment tasks allow students to exhibit higher-order thinking; and teachers and students set learning goals and monitor progress.

Attributes of High Achievement Schools

The growing number of schools that are successfully helping diverse groups of students achieve at high levels exhibit the following attributes:
Common Focus: In high achieving schools, the staff and students are focused on a few important goals. The school has adopted a consistent research?based instructional approach based on shared beliefs about teaching and learning. The use of time, tools, materials, and professional development activities are aligned with instruction.

• High Expectations: In high achieving schools, all staff members are dedicated to helping every student achieve state and local standards; all students are engaged in an ambitious and rigorous course of study; and all students leave school prepared for success in work, further education and responsible citizenship.
• Personalized: In high achieving schools, the school is designed to promote powerful, sustained student relationships with adults where every student has an adult advocate and a personal plan for progress. It is vital that schools are small, intimate units of no more than 600 students (no more than 400 strongly recommended) so that staff and students can work closely together.
• Respect and Responsibility: In high achieving schools, the environment is authoritative, safe, ethical, and studious. The staff teaches, models, and expects responsible behavior and relationships are based on mutual respect.
• Time to Collaborate: In high achieving schools, staff has time to collaborate and develop skills and plans to meet the needs of all students. Parents are recognized as partners in education. Partnerships are developed with businesses in order to create relevance and work?based opportunities and with institutions of higher education to improve teacher preparation and induction.
• Performance Based: In high achieving schools, students are promoted to the next instructional level only when they have achieved competency. Students receive additional time and assistance when needed to achieve this competency. Data?driven decisions shape a dynamic structure and schedule.
• Technology as a Tool: In high achieving schools, teachers design engaging and imaginative curriculum linked to learning standards, analyze results, and have easy access to best practices and learning opportunities. Schools publish their progress to parents and engage the community in dialog about continuous improvement.

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