Need secure attachments and stable environments
How fast and how well we help kids adapt to school forecasts long-term schooling
Title 1 is 50% or more are elegible for free and reduced priced lunches
“Until your school finds ways to address the social, emotional, and health related challenges that your kids face every day, academic is just a politically correct but highly unlikely goal.” (p. 70)
Maslow’s hierarchy: food, shelter, medical care, safety, family and friendships
Pages 77-114 (Karen)
Chapter 4: Schoolwide Success Factors
Collect data that answer these 3 core questions: (p77)
- Generally and specifically “How are we doing?”
- To what degree are we serving the needs of all students
- What are we good at, where do we need help?
Data we collect must be: (p78)
- Specific, Continuous, Accurate, Relevant, and Fast
Relationships that matter (p. 86)
- students with peers
- caregivers with children
- staff among one another
- teachers’ relationships with students
Looping is the most successful way to build strong relationships (p.88)
- kids are less likely to fall through the cracks
- @ Elementary-works well over a 3 year span
- @MS/HS looping works best over 2 year span
¾ of students rated their coach cared about their grades and ¾ of the students rathed their coach as one of the top 3 most influential people in their lives. (page 90)
Poor or weak relations generate: (p. 90)
- chronic elevated levels of cortisol which can destroy new brain cells
- impair social judgement
- reduce memory and diminish cognition
Make it happen (p. 90)
- family like school climate
- send weekly notes home
- school leaders support staff
- staff support kids
Staff collaboration and collegiality are key to making your school work (p. 91)
- hold informal events such as celebrations
- plan short team building activities
- set-up committees
- encourage teachers to partner with grade level colleagues for lesson planning, grading, and rubric development
- engage staff in school improvement effofts (to collect data, share ideas, and participate in staff development)
Build relationships among students
- safe
- appreciated
- important
- supported
Don’t complain of what kids can’t do, rejoice what they do (p. 93)
Stop thinking remediation, start thinking enrichment (p. 94)
Action Steps:
- Create a strong envirnmental message (p. 96)
- Create a staff wide enrichment mind-set (p. 96)
- Always look for more enriching edge
- Create a strong envirnmental message (p. 96)
- Create a staff wide enrichment mind-set (p. 96)
- Always look for more enriching edge
- Overdoing the pep talks and hot air
- not rah-rah speeches
- yes-explain why hope is justified
- Planning endlessly
- mistakes happen
- assign responsibilities
- Putting kids first and staff last
- put staff first, teacher quality matters
- assign best teachers to kids who struggle most
- reward highly effective staff
- teachers need logistical support, emotional support, and development
- admin should give short and sincere compliments
- give teachers time to observe, destress, debrief, and collaborate
- Creating a climate of fear
- cut teachers slack when needed
- feel free to take risks
- Measuring improvement solely through test scores
- Vibes=good socializing, helping out, high levels of school spirit, teachers who show affection, smiles, small celebrations
- Treating the symptoms, not the causes
- Counting the big wins quickly
- improvement is not a race but process of life
A tell-tale sign of a low performing school is a culture of excuses (p. 104)
Chapter 5: Classroom-Level Success Factors
Classroom level success factors (p. 107):
- Standards based curriculum instruction
- Hope building
- Arts, athletics, and advanced placement
- Retooling the operating system
- Engaging instruction
- Turn standards into meaningful units (p. 110)
- Pre-assess to determine students’ background knowledge (p111)
- Could your staff have expectations that are too low? (p. 114)
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