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We expect students to do well and we tell them that! We do not accept excuses! To support those students who have not traditionally had high expectations, we make sure we make opportunities for them to succeed.

positive attitude
praise
focus on ability/ achievments
encourage positive behaviors

Adults give examples of success stories; hold high expectations in the classroom; and have had people come in and tell their success stories.
We have supported students by having people who have come from similar backgrounds tell their stories about how they succeeded. I have also had students track their success.

Last year in the middle school we had a series of guest speakers who told life experiences stressing how their effort made a difference in outcome. The students really enjoyed some of our speakers. In my own classroom I actually made a poster that said, "Effort vs Excuses". I stressed all year that the students would get out of their education what they put into it. As the teacher, I can only do my half and they need to do their half. I have a mix of special ed, regular ed, and newly released ELL students. I hold the same expectations for all students. All students can learn if they try.

I think as a staff we first need to do a better job of believing these kids in Center CAN acieve at higher levels and then provide them the learning opportunities to do so.

We spent much time last year emphasizing effort = success. Keeping this consistently up front will surely help.

The principal continually tells students that standards are being raised.
We can all let students know that we have to start somewhere, and we can all grow/raise our performance levels

In our school we already conveyed high expectations through guest speakers who spoke about effort. Our speakers shared life experiences with middle school students. Our speakers shared the importance of education no matter what their lives were like, where they came from, race, or gender. By doing this the students were encouraged to do their best no matter what to be successful in their education and life.

Encourage positive attitude! Concentrate on being good role models!

Adults conduct themselves professionally by the way they act and adhering to the teacher dress code, modeling the behavior they want the kids to exhibit. In my class kids who have not traditionally had high expectations get that from me! I do everything I can to help the students rise to my expectations for technical prowess, musicality, and cooperation.

Some adults in our school convey high expectations by having students revise work until it meets expectations, using a rubric as a guide.
Learners who need more support in having high expectations for their performance can be given examples of other similar students who have met/exceeded expectations, can be reminded of their own successes (within and outside of the classroom) and can be stepped through processes at their own paces to help ensure success.

As a staff we focused on this con

High expectations are showen by our adults by keeping high standards in classrooms and in hallways. As a struggling student my self I feel Ican teach rhem how to work hard and not sette for anything but their best. Keep expectations high and in you do not reach them you will be higher than if you had lower expectations and did not reach them

As a professional I maintain high expectations for myself and always model goal setting, drive and professionalism. I also have a genuine belief that my students can succeed and can do anything they put their mind to.

They show the importance of achievement through the use of new teaching strategies that are staff wide, and do not accept poor performance on standardized tests. (i.e. Jump Start School)

We all emphasize the importance of higher achievement. We all let students know to continually strive to improve.

In our school we believe all students are capable and deserving. We set expectations high, and provide instruction and support to meet those expectations. In addition, we hold our students accountable for their behavior and for their learning. The need for learning becomes a personal journey with passionate and professional guidance.

In our school all the adults in heart, mind harmony reflect the belief that we can achieve and become an exhemplary school which has now come true.
We can help all students reach their full potential by honest encouragement and commendation.

We use an A B C I system called FINAO. This raises the bar for all students and requires them to achieve at least a "C" level on every assignment.
In order to reach students who would not normally perform at "C" level, we have after school tutoring several times a week, as well as a daily correctives classes, and Saturday school.

HI MR. CRAIGHEAD

Adults in our school convey high expectations by offering words of encouragement and support. We can support other learners by giving them opportunities for success.

Adults communicate their expectations to the students while modeling this themselves. Showing a positive attitude is key in creating students who demonstrate a sense self confidence and pride in their work.

We all expect students to master all content, expecially with FINAO. We can support them through tutoring, encouragement, and specific praise. We also can start small and provide students with a guide and timeline to make it realistic for them.

Adults in our school convey high expectations by encouraging students to do their best. Students are held accountable and we do not accept "I can't" as an option.

Finao enables us to set high expectations. Quarterly exams also set high standards. Students must have a C or higher in all their classes to pass. Students are nnot allowed to fail by not working. We expect all students to work and achieve great things.

Our "FINAO" system certainly establishes high expectations for all students.
Recognition of accomplishment is one way to reinforce high expectations.

At BMS students are allowed to redo work until they achieve a C level of understanding. They can be tutored and have extra time to be successful but aren't allowed to turn in substandard work.

I have noticed that the teachers who expect the most seem to get the most out of the kids.

ABCI

The teachers continually tell the students that they are going to participate in after high school training. We also require more from the students than they think they can give.
I support the students by praising their effort and small victories. Tootsie Roll also help and stickers.

At BMS we have the FINAO program and students must redo work that is below a C-, thus conveying to them how important excellence is.

I feel that the adults in the building do a good job of positive reinforcement, positive action, verbal praise, modeling.

No one in our school can get a grade lower than a C- so we challenge them to redo assignments and tests until they can master it to a level of at least 70%. Every single assignment must be completed to at least a C- level thus challenging all students. After school tutoring is available to support those learners who have not had high expectations for themselves.

Adults/Staff communicate their expectations to students by always telling them to at least try and do their best. Positive attitudes and self confidence in staff is a key component to showing students to take pride in themselves and their work.

Staff is continuously expecting and telling students to do their best at all times. By setting high expectations for the students and letting them know what you expect from them makes a huge difference in the output performance of students. When teachers are held at high expectations from staff and students we are also in check of our performance.

The teachers at our school set high standards for our students by displaying examples of exemplar work from previous students and providing a set of expectations prior to giving an assignment. In our school, we use the FINAO program that requires students to meet a set of expectations for EVERY assignment in order to pass the grade level. Students can receive extra support by attending after-school tutoring, working in their correctives class, and taking extra time to attempt the assignment (or a modification of this assignment) again.

The teachers continually tell the students that they are going to participate in after high school training. We also require more from the students than they think they can give.
I support the students by praising their effort and small victories. Tootsie Roll also help and stickers.

We all expect the math department to have issues. grin

Set the bar high. Create a classroom environment where students are comfortable to take risks.
Ask questions to dig deeper. Find prior knowledge- don't assume they know nothing before a lesson begins.

Positive reenforcement
Teacher sets realistic standards

Students will adjust to higher expectations. Helping them understand that effort is the key ingredient is vital to their success.

High expectations are only part of the issue. There has to be a plan for all students to get there. Rubrics, peer evaluation, and self-evaluation are critical to the process.

Our elementary school has a motto, widely recognized by students, staff, and parents,...."We do no less than our best".

Expect a lot, get a lot. Folks have to realize that all kids can learn, some just take more time than others. We have to stop allowing kids and adults to give excuses. It helps them to belive in themselves!

We speak of high expectations but I am not sure that we truly model what high expectations really are or look like. Sometimes we are our worst enemy because we do not always mean what we say.

Tough question to generalize..........but as supporting those learners who have not traditionally had high expectations for their own performance - I would say teachers should start with the premise that instruction is not matching the individual needs of the student and begin a problem solving process!

Failure is not an option is a great concept that can be put into practice. Encouraging students through feedback and allowing them to learn through a formative assessment process is a way to establish high expectations.

Students will adjust to higher expectations. Helping them understand that effort is the key ingredient is vital to their success.

We have to scaffold setting high expectations with building relationships, particularly with struggling learners. Teachers struggle with behavior of at-risk students, and have a hard time getting past the behavior issues and really believe that those children can achieve at high levels.

Hold everyone accountable!!!!!!!!!!!!

High expectations on academic performance with the Power of I. This policy requires all students to participate at a minimum of low C (77). Any assignment not at the minimum standard must be "re done" until it meets the minimum standard.

We make pictures of successful graduates in the work place, turn them into posters to showcase how schools teach 21st century skills for great employment opportunities. Students identify with others who have come through the same programs they are currently enrolled.

We make pictures of successful graduates in the work place, turn them into posters to showcase how schools teach 21st century skills for great employment opportunities. Students identify with others who have come through the same programs they are currently enrolled.

We make pictures of successful graduates in the work place, turn them into posters to showcase how schools teach 21st century skills for great employment opportunities. Students identify with others who have come through the same programs they are currently enrolled.

We have teachers who are sooooo creative about how they stimulate student intrigue and learning through technology, art, book talks, science labs..., but the best technique out there is connecting to the students in a genuine way.

From what I can see, too many instructors want to be student's friends and that makes it difficult to take a hard line.

I track behavior, missing assignments and effort with excel then do a presentation to each class once each quarter.

my goal is to make all students feel that they are worth writing about and their opinions are valued. if they feel this way, they put forth high effort. I constantly push them go out of their comfort zone to build and better their writing.

PMA = Positive Mental Attitude. We strive to let students know that thinking positively and reinforcing the "I CAN DO" attitude makes all the difference. I like the idea of charting effort with a rubric and then overlaying achievement. The students will see what effort can accomplish. I believe this would work with the under achievers as well.

We try to keep all students on “academic tip-toes” no matter what their ability level is.
To help students achieve it is important to recognize even small successes and be consistent.

Our school makes sure all teachers are on the same page as far as academic and behavioral expectations are concerned. These expectations are told to the students at the beginning of the school year and reinforced throughout. No one is exempt.
We have several things that we use to help these students. We have intervention classes and and we have social responsibility training classes. Each student is part of a class daily that works with them on academic advisement, self-improvement/self-worth types of activities, and team building activities. We also recognize students quarterly for accomplishments in different areas, not just academics.

Students need to realize that failure is a self-fulfilling prophesy. Many students have been taught that they're unable to achieve and so they no longer put any effort into a project. If we emphasize that effort is the primary predictor of achievement, they can realize that it is not your parents or your SES decides your success, it is you. Look to the "Greatest Generation" for how to succeed - work hard and you will realize your dreams!

Our school has a great atmosphere where everyone is greeted and known by name--they can not be anonymous. Expectations are very high, RTI is built in, data and scores are reviewed so students needing extra help get it. Collaborative teams work together in Professional Learning Communities. Students are taught study skills and supported in achieving. They are recognized for their accomplishments. We have a very positive atmoshphere!

I expect that every kid CAN DO MATH. My goal is that every student will discover and love their inner math nerd. 9/10 of the math problem (I think) is that by 8th grades kids either think they can or can't do math, overcoming that block is a huge first step to creating a successful problem solver.
I try to find ways to create small successes for each student in class, I try to put them in groups where their input will be valued and where they can build confidence in themselves as math students. I display their work all over my room. I give them chances to mess up, try again and have success and I try to goof up as much as possible, so that kids lose their fear of having the wrong answer. It is really important, especially for kid who "inherited the bad math gene"
Once kids believe that they can do math, they will try any problem.

Clear goals and expectations are established at the beginning of the year along with consequences. Deadlines and organization are emphasized.
Give continual encouragement and support. Always look for the good and not the negative.

We have an academic pep rally. The exploratory teachers do a great job of including all learners in their celebrations at this event. Core/team teachers are only given the opp. to honor two or three students. Unless kids make the "traditional" honor roll status, they only have exploratory recognition as a way to feel successful -- it's a mixed message.

Partner students will an advisory/advocate that will reinfore the positive.

I think the real issue is in the definition of "high" expectation. Until we have agreement on what this is, we will be all over the place

Teachers reinforce relationship between effort and achievement regularly in advisory time, in both town newspapers, at school board meetings, in quarterly assemblies. Recognition reinforced in classes and p/t conferences. Social responsibility training classes teach this relationship to most at risk. I try to actively teach and model effective studing techniques -"Studying works!"

In our school, individual teachers share expectations with students.
To support learners who have not traditonally met high expectations, you need to be very clear with them about what you expect them to learn/accomplish, and then provide the necessary support to MAKE IT HAPPEN!

I have high expectations of all my students. Students that are not typically successful need to know that I care abut them first and then I push as hard and in as many different was that I can.

I think it is important to recognize children

I expect that every kid CAN DO MATH. My goal is that every student will discover and love their inner math nerd. 9/10 of the math problem (I think) is that by 8th grades kids either think they can or can't do math, overcoming that block is a huge first step to creating a successful problem solver.
I try to find ways to create small successes for each student in class, I try to put them in groups where their input will be valued and where they can build confidence in themselves as math students. I display their work all over my room. I give them chances to mess up, try again and have success and I try to goof up as much as possible, so that kids lose their fear of having the wrong answer. It is really important, especially for kid who "inherited the bad math gene"
Once kids believe that they can do math, they will try any problem.

I TRY to emphasize relevance to real world skills and quality of adult life. Effort = success!

The disturbing thought is that we are starting to dummy down most of the curriculum. The school leadership does not want to deal with parents that are upset with Johnny not taking responsibility for learning. This means that the children take responsibility for their learning, not the parents. This provides an easy out for Johnny not to do his homework or even class work.

To often we have each indiviual teacher that has there own expectations for each content area. It makes it difficult for students who travel from class to class to manage. I feel the most important thing is know all students whether they are in your classroom or not and make it a point to be at your door each class to greet and smile. Make the student feel welcome and safe regardless if they are struggling or not.

Last year in the middle school we had a series of guest speakers who told life experiences stressing how their effort made a difference in outcome. The students really enjoyed some of our speakers. In my own classroom I actually made a poster that said, "Effort vs Excuses". I stressed all year that the students would get out of their education what they put into it. As the teacher, I can only do my half and they need to do their half. I have a mix of special ed, regular ed, and newly released ELL students. I hold the same expectations for all students. All students can learn if they try.

Our school spells out the expectations by offering a "recipe for success"

The principal continually tells students that standards are being raised.
We can all let students know that we have to start somewhere, and we can all grow/raise our performance levels

We have established expected behaviors which are posted throughout the school.

I think it is important for any teacher to have high expecations for all students. As they say you get what you reap. If we do not have high expectations for the students our students are more likely to take the easy road.

Adults in our school convey high expectations by encouraging students to do their best. Students are held accountable and we do not accept "I can't" as an option.

High expectations = high results. The more you expect the more you get.

what is in the sauce?

Our principal often reinforces the idea of effort and does not accept excuses. As classroom teachers, we provide positive role-modeling, praise and consistent adherence to hold them responsible. Appropriate praise reinforces and stresses to the students that they are responsible for their own learning.

I always try to show confidence in each student's ability to achieve his/her potential.

From day one, I let students know that I expect their best and will take nothing less. I explain what is expected to those who do not know.

Effort, respect, attitude, and ability is often reinforced in the school I currently teach at. Faculty and staff often praise and reinforce students who display such characteristics.

We hold meetings on the first day of school where the recipe for the 'secret sauce' is spelled out in clear terms. Students receive positive reinforcement for meeting the standards. Those who portray negative behavior face serious consequences for not upholding their part to make the school a place where the best get better.

The adults in our school act professionally at all times, demonstrating to students the importance of education. Individually, teachers set goals that challenge students daily academically, behaviorally, and socially. These goals are set within the parameters of each teachers' classroom; therefore set the example that expecations may be different, as long as they are high enough to allow a student to reach for them successfully.

We offer praise to commendable student work so the entire class is aware of what excellence is.

First, we believe that ALL students can learn and we tell them that! Then, we encourage, encourage, encourage! Give positive feedback as much as possible, and share success stories (including our own!).

We are constantly stressing the need for continued improvement. In addition to building or district expectations, we have state mandated expectations as well as global competition that help to drive our educational system.

Today with state assessment tests it is essential that students are aware of the expectations of what they will need to know by the end of the school year. The pressures for them to perform to these expectations are higher than ever because of the potential reverberations for not meeting these expectations. This has been emphasized by all levels the educational setting.
To support these learners we have tutoring programs and remedial classes to help them make the cut. Now more than ever there are programs to get these students to higher and higher levels where in the past they would be just left to ride it out.

The sauce is a secret!

Students are encouraged to put forth their best effort. They can see that the teachers expect them to do well. They can also see that the teachers themselves work hard to excell at what they do.

an atmosphere where a student wants to be breeds success

You have to let students know that you believe in their abilities and support them. There needs to be a safety zone created. I know this is also what adults need when they are trying to achieve and learn new things. I think stories and role models can also help students try to meet higher goals and standards.

We stress that our students have to work hard in school so that they can be successful in life.

Praise and positive feedback, constructive suggestions for improvement, inspiration

I think that the adults have to give positive feedback to the students and be genuine in their praise.

First, we believe that ALL students can learn and we tell them that! Then, we encourage, encourage, encourage! Give positive feedback as much as possible, and share success stories (including our own!).

The emphasis is on encouragement that everyone can be successful and achieve to some level. Success is a matter of determination.

Teachers should hold themselves to a high standards of professionalism and set clear goals/ expectations for students. Students who are having difficulty meeting these objectives should receive positive reinforcement and accomidations, while still keeping the high goals/expections of the school/teacher.

As a staff we have implemented RTI, PBS, and PLC's, all of which have increased high standards for ALL students.

Lessons are differentiated to meet our students varying learning styles. This improves their chances of success.

Some teachers use the Gotcha format where they wait until the kid does the activity wrong and then gets onto them. Others model the work and will have kids redo the work until it has met the expectation. I think what works best with my students is the one on one communication as well as comparing their good work to the not so good work and discussing it.

I think school districts/schools should compare their expectations. They all say they have high expectations and yet there is a wide variance in the expectations. Perhaps comparing curriculum maps would be a vehicle for doing so.

We are moving toward using the "power of I" instead of giving a d or f on an assignment. Work and rework until it meets a 3 on the rubric scale. The art department had created a rubric to given for all units to show what is required. I like the effort scale to teach the students how to get the grade they want to receive.

High expectations is expected of all students. Teachers reflect this from their dress to language used in classrooms.

Teachers should "walk the walk". They need to model; not "do as I say; not as I do"!

At my building we model and set high expectations

Some teachers use the Gotcha format where they wait until the kid does the activity wrong and then gets onto them. Others model the work and will have kids redo the work until it has met the expectation. I think what works best with my students is the one on one communication as well as comparing their good work to the not so good work and discussing it.

High expectations must be a topic at staff development so all are on the same page that at our school this is important. Good enough isn't good enough. The use of PLC's has assisted with common language and expectations for staff and students.

Some teachers use the Gotcha format where they wait until the kid does the activity wrong and then gets onto them. Others model the work and will have kids redo the work until it has met the expectation. I think what works best with my students is the one on one communication as well as comparing their good work to the not so good work and discussing it.

We are working to raise expectations.

By scoring student work with rubrics, teachers communicate the expectation that all students are expected to reach an acceptable level of performance and students know exactly what has to be included in their work to be considered "good enough".
During the MAP test we described various levels of effort that students demonstrate while taking a long test.l The effort rubric clearly described what students would be doing if they were exerting an appropriate level of effort. The effort rubric was used for classroom assignments as well, so students were familiar with what effot look like.

we expect the best from all our studeents. We differentiate our instruciton to help each student be successful. There is a lot of verbal praise.

Students will live up or down to our expectations.

we expect the best from all our studeents. We differentiate our instruciton to help each student be successful. There is a lot of verbal praise.

we expect the best from all our studeents. We differentiate our instruciton to help each student be successful. There is a lot of verbal praise.

Adults affirm all students ability to succeed and apply appropriate techniques to ensure that success.

Our school speaks of expectations, holds the bar and teams with the students to meet or exceed it. We are smaller in ratio and students can't hide as easily. We team as a staff to direct or redirect to help student be successful. Students who are not traditionally successful, we catch them being successful and use that in the future to encourage to succeed again.

Teachers in our building set the standards within their classrooms. As a school we have defined expectations for students in our common areas so the we have some consistent expectations. I feel that this is helping to raise the level of expectations for student behavior and the way that all teachers handle these situations.

We are working to raise expectations.

Adults affirm all students ability to succeed and apply appropriate techniques to ensure that success.

We work with students on skills, such as persistence, work ethic, and collaboration. We try not to confuse high expectations with rigor, but with a level of persistence that will hopefully transform the way students see themselves.
L

The classroom strategy that has enhanced my classroom is graphic organizers.

My team holds high expecations of students by not letting anyone get away with not giving an assignment or task their full effort. Our students are always redoing and getting help/encouragement on their work.

Expectations are best posted in classroom and reinforced with feedback both verbal and nonverbal

We first expect all students to learn. We say that and we model it through a no failure policy. Based on the PLC model, interventions are clear for students who need additional help. Challenge is also valued as we focus on making sure each student is moving forward in his/her learning.

I am a special ed. teacher so I have had to push my students tremendously to succeed in the mainstream. I make sure they are treated with the same expectations (within reason) as my regular ed. students. Especially with behavior in the classroom.

I think as a true professional, I try to to lead my class by example. I hold myself to a high standard. I also try give them projects (ex. French Revolution webquest) that are realistic in expectations, but also give the learners a chance to evaluate their own effort.
Thanks,
Ron

1. Set high expectations for each student
2. Provide a framework of support for those needing assistance
3. Take a personal approach to education
4. Recognize students' efforts
5. Not offering failure as an option

I think expectations are communicated through the effort of the teacher. If a teacher takes the time to help the struggling student then he or she will see that they are able to achieve what is expected. I also do my best to recognize those students that have the necessary skills but don't know how to utilize them. I have had several "lower" achieving students that have gone on to help and tutor others with the methods i have used to teach them.

Expectations are conveyed in writting (syllabus, course overview, rubrics, project descriptions, etc). Expectations are conveyed verbally (direct instructions, praise/critisism). Expectations are learned visually (modeling, interaction, demonstration, examples).
In regards to helping students raising their own level of expectation - acknowledge where the student is...and help them create and manage the road map towards bigger/better. If this was easy - they wouldn't pay us.

I think our teachers make it clear how far our college-bound students can go if they do their best. Teachers talk about AP classes as doorways open to those students who meet the highest expectations. On the other hand, I do think that we could improve in this area when it comes to consistency in handling some of our weaker students.

Teachers in our building use a combination;
*clear guidelines/expectations from the start
*informal/formal evaluation of task
*time to reflect and ask questions once completed - possible revised method as how to complete task
*positive reinforcement for job well done
*model process themselves

I am a special ed. teacher so I have had to push my students tremendously to succeed in the mainstream. I make sure they are treated with the same expectations (within reason) as my regular ed. students. Especially with behavior in the classroom.

Actions always speak louders than words. Expectations should be clearly communicated. Students are diverse and that should be reflected in the expectations. Schools must build a community of learners where everyone must grow but how they grow may be different. Respectful tasks should be used.

I have high expectations. My students are very aware that I will not accept anything but their best. They don't always deliver, but I am caring and encouraging when that happens. I have a recognition wall that demonstrates the successes, both big and small, that my students achieve.

There is a book called "Whale Done" that talks about training whales - you encourage each step in the right direction. So, applying that to our students, we can encourage every step in the right direction - after, of course, being clear what effort means in our classroom.

The adults present their expectations early and continually follow through on them. There are special programs to assist students who do not have high expectations for themselves.

Some teachers verbally express high expectations and they also model high expectations for themselves. Others are okay with whatever they get from students and make excuses for themselves and the students.
I think students need to see you model, hear verbal phrases, and receive acknowledgment for their effort--no matter how small or large. I focus on working on the student's image and try to change the negative picture they may have of themselves.

Teachers in our building hold students to high expectations by encouraging them to do well and have them keep redoing work to make things better. We also let the students know that we expect them to do well. We share personal stories with the children to know that we may have struggled as well.

The (high) expectations are a part our mission and vision that all staff members share and express to students
Connect with the students in a personal way -- invest in them so they can understand how much effort plays apart in their success.

Our building has an emphasis on being successful. We have Guided Study Halls, Homework clubs after school, and tutoring.

Students set individual goals and conference with their teachers to make sure they are supported and are successful with their goals. They are invited to participate with parents at one conference sharing their goals and the process which made them feel successful.

Our school is stressing the Marzano strategies and reinforcement is a key. Unfortunately many still reinforce behavior more than achievement. We have tried the effort-o-meter, celebrating achievements (Smart cookies, "smartees" kisses),etc. Sometimes though, the record keeping and time required boggles the mind.

Students need to hear the expectations of the school as a whole (school wide pledge or slogan) and of each teacher. But more importantly students need to feel the school and teacher cares and values them as individuals. There has to be connections between teacher and student.

We involve students in both school-wide and individual goal setting. The purpose is to convey high expectations to our students. However, throughout the year, I don't think that they are reinforced. Our school has taken great strides in trying to establish intrinsic AND extrinsic rewards for students who reach high expectations, but I think that many teachers and administrators cave in to student complaints.

I notice that most teachers in my building have high expectations. I can show and tell of how effort makes a difference in results.

It has been my experience that children will generally reach your expectations. If you expect less than the best from them, that's exactly what you'll get.

I think as a true professional, I try to to lead my class by example. I hold myself to a high standard. I also try give them projects (ex. French Revolution webquest) that are realistic in expectations, but also give the learners a chance to evaluate their own effort.
Thanks,
Ron

I think as a true professional, I try to to lead my class by example. I hold myself to a high standard. I also try give them projects (ex. French Revolution webquest) that are realistic in expectations, but also give the learners a chance to evaluate their own effort.
Thanks,
Ron

We practice high expectations everyday. We try to relate to every kid's experience by finding a way for them to be successful. We do it by providing them with opportunity and tools and we help them manage the emotional risk of high expectations by reducing the level of anxiety. In a sense, We become faclitators and fellow learners instead of dispensers and dictators.

The effort & achievement correlation makes sense. I learned this as a kid and taught this to my own children. They've seen the payoff as they've reached adult hood. I think I can suggest the effort rubric to some teachers who are working with the students at risk. Once those kids see the relationship, imagine the message that sends.
Read Malcolm Gladwell's latest book, the Outliers. He proves your point with data over time.