Elevating Student Achievement Through High Expectations and Supportive Resources
This document explores the critical role of setting high expectations for students alongside the necessary resources and institutional support that enable those expectations to be met. With concrete goals such as punctuality and reading level advancement, educators can foster a culture of accountability and improvement. It emphasizes the importance of clearly communicating expectations to students, ensuring they understand what is required for success. High expectations should be flexible, recognizing the diverse potentials and changing circumstances of each student.
Elevating Student Achievement Through High Expectations and Supportive Resources
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Presentation Transcript
Data-Driven Conversations With Students “High expectations can work at raising student achievement, but only if they are backed up with the resources and institutional supports to do so.” – The Gale Group
EXPECTATIONS GOALS Concrete desires that can be easily measured. “Arrive to school by 8am every day this week.” “Raise your reading level from 6.5 to 8.0 by the end of the year by reading one new book each week.” Generally desires that have no precise shape or boundaries. “I expect you to be prepared when you come to my class.” “I need you to pay attention when I’m speaking to you.”
2013 AYP Goals Attendance Rate - 95% Math PSSA - 89% Reading PSSA – 91% *Safe Harbor = at least a 10% reduction in students performing below proficient. Shaw’s Safe Harbor Goals* Math PSSA – 50% Reading PSSA – 50%
Student Achievement NO - Student working at full potential. MAYBE - Uncertain of ability. YES - Improvement possible.
Choose a recorder, and discuss in your group: Similarities Differences Surprises Questions
Teacher Expectations Students will perform better when they know what the teacher expects of them. Students have a right to know their teacher's expectations. Teachers should hold expectations flexibly. They might be wrong. The student's label might be wrong. Also, students change. If you do not structure your classroom,the students will structure the classroom for you…
2013 AYP Goals Attendance Rate - 95% Math PSSA - 89% Reading PSSA – 91% *Safe Harbor = at least a 10% reduction in students performing below proficient. Shaw’s Safe Harbor Goals* Math PSSA – 50% Reading PSSA – 50%
Shaw’s Safe Harbor Goals 50% Math PSSA 50% Reading PSSA
