High-Performing, High-Achieving Classrooms
High-Performing, High-Achieving Classrooms maximizes the capacity of middle and high school teachers to create engaging, caring, and rigorous classrooms. It helps teachers learn a range of research-based instructional strategies, core classroom practices, protocols, and procedures for reaching and engaging all learners and implementing a problem-solving, restorative approach to classroom management and discipline. In a High-Performing, High-Achieving classroom, teachers take personal responsibility for students’ learning and academic success by providing quality instruction and personalized support to ensure that all students meet standards of proficiency and excellence.
How can High-Performing, High-Achieving Classrooms help my school?
ESR’s services support faculty members to institutionalize strategies and practices that increase engagement, achievement and school success for all students—from the high achiever who is disengaged yet compliant, to the low-performing student who feels disconnected and unmotivated and has experienced repeated school failure. In a High-Performing, High-Achieving classroom, teachers serve as first responder by providing RTII-aligned Tier 1 behavioral, instructional, and academic learning supports and interventions inside the classroom when students do not learn or are experiencing problems that become obstacles to learning.
What are the goals of High-Performing, High-Achieving Classroom?
The goals include planning and preparation, in which teachers…
• Develop a deep understanding of the characteristics of adolescent learners, the significance of culture and identity issues, and guiding principles of prevention and resiliency
• Develop personal relationships with each student based on respectful, responsive, and caring communication
The classroom environment, in which teachers…
• Establish a well-paced, well-managed, and organized classroom that creates and maintains a safe, orderly, respectful, learning-focused culture
• Build skills in students who learn to engage effectively and efficiently in whole group, small group, and independent work settings
• Engage in effective teacher talk and implement accountable, restorative consequences and interventions that help to defuse and de-escalate confrontations and power struggles
Instruction, in which teachers…
• Create conditions that foster student engagement and increased levels of trust, attention, participation, motivation, effort, and investment in learning
• Develop learning outcomes that are aligned with the Common Core standards
• Implement a wide variety of research-based instructional practices across all grade levels and academic courses that include formative assessment data and benchmarks to inform modifications to instruction, academic and behavioral conferencing, teaching for thinking through problematizing the curriculum, and differentiation by choice and challenge
• Model, teach, practice, and assess habits of learning and self-discipline along with key social and emotional life skills that have the biggest impact on student achievement
ESR provides a five-day institute, along with resources; embedded coaching; capacity-building for district and/or school coaches; proficiency workshops that address specific topics in greater depth; and assessment tools to evaluate student, staff, and programmatic outcomes to ensure continuous improvement of the program. ESR works with you to customize plans to meet specific needs, interests, and constraints.
What materials do teachers receive?
ESR has developed sophisticated resources to support high quality implementation. All faculty members will receive two books written by Carol Miller Lieber and published by ESR: Getting Classroom Management Right: Guided Discipline and Personalized Support in Secondary Schools and Making Learning REAL: Reaching and Engaging All Learners in Secondary Classrooms.
How will students benefit?
Implementation of The High-Performing, High-Achieving Classroom will result in the following student outcomes:
• Increases in average pass rates for all courses, average number of credits that students earn annually, the percentage of students who earn adequate credits to reach sophomore status after one year of high school, and average standardized test scores
• Increases in core social, emotional and learning competencies including student self-awareness, self-management, relationship skills, responsible decision making, social awareness, academic persistence and performance, and students’ sense of belonging and connectedness
• Increase in average daily student attendance, and reductions in late arrivals, class tardy rates, and class cuts
• Reductions in classroom disciplinary referrals and in-school and out-of-school suspensions
To find out how this program can serve your school or district, call us at 800-370-2515 ext. 32, or fill out the form below to have us contact you about a customized quotation for our services.