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Best Practices in Successful High Schools One school’s story…
Sleepy Hollow
High SchoolCarol L. Conklin - Spillane
Principal
Sleepy Hollow, New YorkMay 2011
Goals of this Session
1. Share successful practices that make a
difference:– Rigor, Academics and Curriculum
– Personalization and Student Support
– Motivation and Engagement
– Leadership and Structure/Organization
– Community, Family and Parent Involvement
2. Share data and substantiate success
3. Questions/Comments
http://sleepyhollowhits.com/sleepy_hollow.html
Welcome to Sleepy Hollow High School…
About our high school…
Diverse in everyway
Enrollment: 850
94% Graduation Rate, 86% in 4 years
96% went on to College, 75% to four year schools, 21% to 2 year schools
Awarded in excess of $200,000 in scholarships
Not including the full tuition college scholarships
Ethnicity ~ 5% African American, 33% Caucasian, 57% Hispanic
Free and reduced lunch: 37%
English language learners: 23%
Special education: 11%
Identified as Best Practices Model New York High School by the Magellan Foundation in 2008
Featured on the US Department of Education‟s Doing What Workswebsite
About our challenges….
Measuring up in competitive Westchester
Keeping perspective on data in a small school
Serving all constituents, all the time
Stemming middle and upper middle class „flight‟ to
private schools
Accommodating non-English speakers, new immigrants
with limited schooling, students living in poverty
Managing state and federal mandates (NYS graduation
requirements, NCLB, IDEA, etc.)
English Regents Exam:
NYS Graduation Requirement
69 146 147 162 164 204 193 196 214 216
83
0
80
26
82
33
94
47
90
35
85
23
88
27
93
34
8087
40
78
89
38
83
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08 '09 '10
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
#
TESTED
Math A/Algebra* Regents Exam:
NYS Graduation Requirement
100
64
95
43
95
30
88
31
92
31
94
42
94
27
90
16
78 81
1
53
88
3
77
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08 '09 '10
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
#
TESTED 75 105 172 151 208 215 215 335 102 200
As of 2009-2010
the Math A
Regents is no
longer given
* Integrated Algebra
Global History & Geography Regents Exam:
NYS Graduation Requirement
99
43
91
27
93
54
91
43
89
32
78
35
81
29
75
25
64
85
23
66
85
31
72
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08 '09 '10
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
117 150 154 148 214 194 196 251 255 256
#
TESTED
US History & Government Regents Exam:
NYS Graduation Requirement
92
29
87
29
99
46
93
40
86
39
84
41
89
42
90
44
8090
43
79
91
41
82
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08 '09 '10
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
100 122 137 162 179 180 183 205 214 215
#
TESTED
Living Environment Regents
96
19
97
28
95
37
95
29
92
27
92
20
89
13
92
82
83
99
36
99
820
68
100
82
10091
21
82
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08 '09
MS
'09
HS
'10
MS
'10
HS
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
188 132 122 176 210 236 202 180 277 229
#
TESTED
In 2010 71 MS &
158 HS took test
SAT: All StudentsHow Does Sleepy Hollow Compare?
46
94
85
50
1
46
94
78
49
3
47
1 50
25
15
49
34
84
50
1
50
84
78
49
2
49
24
99
51
6
0
200
400
600
800
CRITICAL
READING
CRITICAL
WRITING
MATH CRITICAL
READING
CRITICAL
WRITING
MATH
SHHS
NYS
NATION
2008-2009 2009-2010
SAT I9 Year Trend
482
486
481 51
650
050
449
046
9492
482
491
489
512
511
49949
3
47149
2
0
200
400
600
800
CRITICAL READING MATH
200220032004200520062007200820092010
SAT: Students Ranked in Top 10%How Does Sleepy Hollow Compare?
62
35
60
57
3 64
15
85
59
8
60
65
65
57
6
60
15
93
60
3
62
85
71
57
8 62
75
95
60
6
0
200
400
600
800
CRITICAL
READING
MATH CRITICAL
READING
MATH CRITICAL
READING
MATH
SHHS
NYS
NATION
2007-2008 2008-2009 2009-2010
Advanced Placement –10 Year Trend
107
201
94
162
123
230
145
301
154
324
132
276
162
348
175
361
149
336
164
350
0
50
100
150
200
250
300
350
400
'01 '02 '03 '04 '05 '06 '07 '08 '09 '10
# ENROLLED
# EXAMS
Advanced Placement –10 Year Trend
60
7482
57
76 77
55
6965
71
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08 '09 '10
% Scoring 3 or Higher
Advanced Placement 2010
AP exams were
administered to
164 students:
65 Seniors, 74 Juniors
25 Sophomores
32% of these students
were acknowledged by the College Board for
exceptional achievement
22 students named AP Scholar, scoring 3 or higher on 3 or more exams
9 students named AP Scholar With Honor, scoring 3.25 or higher on four or more of these exams
23 students named AP Scholar With Distinction, scoring 3.5 or higher on five or more of these exams
Performing Arts NYSSMA Participation
2008-2009
41 students Participated
Levels V & VI
4 students received an A+
9 students received an A
8 students received an A-
1 student received a B
1 student received a B+
1 student received a C+
Levels III & IV
3 students received an Outstanding
13 students received an Excellent
1 student received a Good
2009-2010
61 students Participated
Levels V & VI
8 students received an A+
14 students received an A
6 students received an A-
4 students received a B+
Levels III & IV
8 students received an Outstanding
15 students received an Excellent
2 students received a Good
4 students received Festival
Scholar Athlete Teams90+ Averages (Unweighted)
Boys’ Cross CountryGirls’ SoccerGirls SwimmingVolleyballIce HockeyBoys' Indoor TrackGirls’ Indoor TrackGolfBoys’ TennisBoys’ Track
2008-2009
10 teams
Boys’ Cross CountryGirls’ SoccerGirls SwimmingVolleyballGirls’ BasketballBoys’ Indoor TrackGirls’ Indoor TrackWrestlingBoys’ Tennis
2009-2010
9 teams
At Sleepy Hollow High School…The Keys to Being Successful
For Students:
Be Here… Every Class, Every Day
Be Prepared… To Do Your Best Work
Be Respectful… Of Self and Others
Be Positive… Think You Can, and You Will
For Parents:
Be Involved… Call and Visit Often
What Should High School in the 21st Century Look Like?
The American HS of the 21st Century is a dynamic, relevant and student-centered school with personalized programs, support services and intellectual challenges for all students. This high school will have the capacity to provide each student with an adult advocate and understand the motivation, aspiration and learning styles of each individual in order to fully engage them in their own learning to realize their full potential. Through varied and carefully designed experiences, students will acquire and nurture broad based skills and talents; publicly demonstrating mastery. Graduates will know how to learn, think critically, work collaboratively and express themselves articulately.
Sleepy Hollow High School Reform Initiative Adopted a systemic framework to improve
student performance based on “Breaking Ranks”
Creating/sustaining a culture of continuous improvement
Providing all students with the opportunity to achieve at high levels.
Managing complex change:
vision + skills + incentive + resources + action planning
Increasing student performance depends upon:
Collaborative leadership Personalization
Curriculum, Instruction, Assessment
Recent Initiatives in Keeping with the Vision of a 21st Century High School
Development of Multi-media & Digital Arts curriculum
Electives i.e. Filmmaking, Journalism, Children‟s Literature, Acting, Guitar, Sports in Media, Advertising Agency
Invitational Jazzfest, Senior Art Show, expanded community performances, Senior Citizens Book Talks and computer classes and current events clubs
Humanities Program for At-Risk 9th and 10th graders
Add extended time to support at or above grade level instruction for all students in core academics
College offerings beyond AP, i.e. :SUPA Psychology & Forensics, SUNY Italian, Pre Calc, Science Research, College Success
Career internships for seniors
Recent initiatives continued
Facing History integrated into Contemporary Issues curriculum
Development of pre-engineering, computer programming curriculum
Elective program in physical education: Dance, Mountain Biking, Weight Training, Swimming, Violence Prevention for Women, Fitness & Nutrition, Yogalates
Alternative School within our school: Avanza and GED
Bilingual classes in math, science and social studies,
Development of American Citizenship course for new arrivals
Physics First in 9th grade
Development of Applied Physics as AIS for freshmen
Recent initiatives continued
Individualized college preparation: Naviance System, college tours and visits, aid and scholarship support
Expanded career connections, i.e. Health Fair at Phelps Hospital, TSTT, Tomorrow‟s Nurses
Upward Bound
Co-teaching and inclusion
Young Parents Achieve program for pregnant and parenting teens
PBIS and targeted intervention
Technology integration, i.e.SmartBoards, web-based resources, pilot use of class sets of iTouches, iPads and smart bracelets, laptops in classrooms, sign out to students
Block scheduling, flexible use of time to strengthen instruction
Recent initiatives continued
Increased offerings/participation in student activities, i.e. :
Honor Societies: National, English, Foreign Language, Social Studies, Math and Science
Clubs: Interact, Model UN, GSA, LASO, African American Heritage, Film, SADD, SPEAR
Communication: Digital News and Digital Yearbook, Cable TV, Newspaper
Academic Competitions: Math Team, InvenTeams, The Challenge
Expanded International Travel Opportunities
Athletics: new/expanded teams include Lacrosse, Swimming, Football, Field Hockey, Pioneer League.
Making reform happen… one shift at a time
Create and model a „can do‟ culture
Identify manageable projects, take action and calculated risks
Consider niche programs to target pockets of need and similar interests… meaningful reform isn‟t universal or one-size-fits-all
Empower students and staff
Breed and celebrate success, own failures as opportunities
Follow through
Get creative… reallocate resources and seek funding
Change is ongoing; be pleased but never satisfied
Select Examples
Using data to identify real issues and target improvement: Student Management
Increasing rigor and access for all: Open enrollment in AP
Targeted intervention that engages students and motivates success: The Humanities Team
Personalization and student support in and beyond the classroom: Community Meetings
Restructure leadership to support new needs in the organization, while honoring the culture that exists: Planning Council
Example of Using Data:
Strengthen Student Management
Implement PBIS techniques
Review and align rules, code of conduct,
classroom expectations
Improve incident recording and tracking
Analyze data and target interventions
Coordinate school community efforts
Targeted proactive intervention
Sleepy Hollow High School…Approach to Discipline
Doing What Works Interview
Type of infraction: MinorJune 2009-2010
0
1
2
3
4
5
6
7
8
9
10
Language Misbehavior Misuse Tech Non Compliance Cut Class Physical Contact Dress Code Other
9th
10th
11th
12th
Type of infraction: MajorJune 2009 - 2010
0
1
2
3
4
5
6
7
8
9
10
Insubordination
Fight
Lang.
Forgery
Harassm
ent
Alcohol/Sub
Theft
Lying
Truant from
School
Truant/O
ff Grounds
Off G
rounds No cut
Vandalism
Weapon
Disruption
9th
10th
11th
12th
Number of Referrals by Grade Each Month 2009-2010
0
20
40
60
80
100
120
9th 10th 11th 12th
September
October
November
December
January
February
March
April
May
June
Total Number of Referrals September thru June 2006-07 to 2009-10
0
100
200
300
400
500
600
700
800
9th 10th 11th 12th
2006-2007
2007-2008
2008-2009
2009-2010
Example of Increasing Rigor:
Open Enrollment in Advanced Courses
2001-2002
13 AP courses offered
94 students took 162 AP
exams
Other college and university
affiliations:
Science Research SUNY
Albany
2009-2010
20 AP courses offered
164 Students took 350 AP Exams
Other college and university affiliations include:
SUNY Albany, New Paltz, WCC
Syracuse University Project Advance
Mercy College Upward Bound
TSTT
Tomorrow‟s Nurses
Why focus on AP and college level courses in the first place?
National standard
Rigorous content
College preparation
Admissions asset
Provides students access to opportunities
Established network
Drives the conversation about increasing participation
in accelerated and honors courses in earlier grades,
fosters change in the feeder programs
Get ready to…
Challenge belief systems
Take on the academic elite
Encourage risk taking
Accommodate failure
Celebrate success
Make students feel welcome and ready
Provide support systems to level the playing field
Where to begin?
Examine current AP offerings and enrollment
Evaluate in the broader context of your college preparatory program
Analyze the breath and success of your honors program, when and how does ability grouping begin in your district?
Pinpoint when/how students are identified to take AP classes:
What are the prerequisites, and what purpose do they serve?
Examine the perception of students in AP classes, through the eyes of students, staff and parents.
Do your homework…
Understand AP; what it is and what it isn‟t
Budget for the costs (i.e. exams, training)
Secure funding for targeted programs that will support
expanded enrollment of students not typically in AP
classes (go beyond the traditional budget for grants,
foundation support, etc.)
Get creative with scheduling to increase
student/teacher contact time
Use other schools with a track record of success as a
resource
Get the teachers on board…
One at a time if necessary!
Initiate new offerings rather than taking on the paradigms of existing ones, include other college level affiliations
Get teachers to visit other schools and colleagues
Send faculty for regular training
Provide time… for planning, collaborating, working with students
Expect teachers to continually analyze methodology, technology applications, assessments, join them in the process
Use the research and results to inform practice
Establish clear expectations…
Establish a climate that values tapping potential
Share course requirements, expectations and grading practices well in advance
Use summer assignments with care
Lay out the options if a student needs to drop, be up front about the tough issues i.e. impact on schedule, transferring grades, posting the transcript
Use rubrics and modeling
Provide assignment/assessment calendars
Encourage and reward work ethic
Your best is „OK‟, perfection is not required
Anticipate the tough questions, “So, does just anyone get to sign up?”
Establish a process to help students make an informed
decision
Use teacher recommendations as a place to begin
Initiate a student friendly process for those not
recommended who express interest
Focus on identified skills and learning behaviors that fit
the profile of successful students – foster student
reflection on their readiness/willingness levels
Believe that the ultimate choice belongs to the student
and his/her family
Carefully plan and implement the kind of supports that make a difference…
Summer academy
Extra help through out the year
Access to role models who have broken the mold
Additional class time
„No surprises‟ in expectations, keep the standards
high, promote consistency and accountability
Teach and reinforce the skills and learning behaviors
that lead to success
Support and encourage everyone
AP Course Offerings at SHHS
English Language Chemistry
English Literature Biology
Spanish Language Physics B
Spanish Literature Physics C
French Language Environmental Science
French Literature Statistics
European History Calculus AB
American History Calculus BC
Government and Politics Studio Art
Music Theory Art History
College Board Exceptional Achievement: 7 Year Trend
2003 2004 2005 2006 2007 2008 2009 2010
# enrolled 123 145 154 132 165 175 149 164
# exams 230 301 324 276 348 361 336 350
%
acknowledged26% 28% 35% 36% 34% 45% 30% 40%
# AP Scholars 15 15 19 22 20 25 19 22
Scholars w/
Honors6 15 10 5 8 18 15 9
Scholars w/
Distinction10 9 20 21 26 11 17 23
National AP
Scholars1 2 5 3 8 5 0 5
How can you make open enrollment or (any new initiative) work? …
Welcome the challenge
Be consistent with the philosophy and mission of
the school in program placement beyond AP
Walk the talk
Set realistic goals
Plan for success
Make it a work in progress
Example of engaging students and motivating success:
The Humanities Program
One ELA teacher, one Global/Geography teacher, one TA; consistent guidance counselor and access to social worker
15:1 student/teacher ratio
Each teacher has two 9th grade classes/periods, two 10th grade classes/periods and one “swing period”
TA works in class with students and follows students to math, science & electives on rotating basis Works in class to give supports for any/all students
Stays after school for HW Center (knows what students are currently focusing on in math & science)
Carry over behavioral supports into math, science & electives
Bilingual to faciliate frequent home/school contact
After-school assistance: to practice skill sets, can earn bonus points
The Humanities Program
Behavior Supports in Class: extra training for staff, proactive strategies (attention getting signals, proximity, continuum of negative. consequences, etc.), acknowledgement systems for academics & successful learning behavior
Daily/Weekly: Bonus points, Over 90 Club, Bragging Pass
Quarterly Celebrations: If passed, go to lunch or movie, lunch with the principal
– If not: meet with counselor to make a plan for what will be different next quarter
Year-end Celebration: get dressed up, go out to nice restaurant, take pictures, give awards
Why provide a separate setting?
Literacy skills for HS were low, needing lots of extra time/work (multiple years below grade level in reading, at-risk of dropping out)
Strong skills around humanities needed
Emotional/behavioral support available
Less restrictive than Special Education
Kids are invited to be in program; talk about potential, are they where they want to be in terms of grades/attendance/etc.
No one is embarrassed in needing help reading, writing etc.
Funding
Less expensive than: repeating 9th grade, testing & placement in Sp.Ed.
Also consider costs associated with: loss days of attendance due to suspensions, absence, drop-outs, etc.
New cost: increase of .4 FTE in SS & ELA, training
Reallocated resources: cancelled ISS, took TA and assigned to The Team. Instead, have short-term Time Out in AP office, after-school detention or suspension.
Most students in ISS were recidivist, 9th/10th graders, had poor literacy skills, etc… (the target population)
Grant funds and corporate support for incentives: 21st
Century & The Foundation, local businesses
Our findings…
Show that the majority (more than 90%) of these
students have improved academically and
behaviourally as indicated by the following data
sources: attendance, office discipline referrals,
pass/fail status in two courses, grades in two
courses, pass/fail status on Regents exams
and grades on Regents exams.
Students are proudly affiliated with The Team, see
themselves as successful learners and rise to this
expectations
Roadblocks & Tips for Getting around Them
Attendance: takes time, meetings with guidance counselor, phone call for every absence, give kids alarm clocks, make wake- up calls, etc.
Tardy: need to practice being on time, remind and reward
Sustaining effort: assistant principal and PPS staff works closely with teachers; predict – prevent- acknowledge
Example of Personalization:
Community meetings and Planning Council
Establish Planning Council as 3rd leg of leadership structure (along with Advisory and Department Chairs) with representatives from all areas including students and parents, empower them to plan and lead faculty and staff in implementation. Routinely distribute minutes, use faculty meeting time to organize/share
Provide training and cultivate in-house experts
Start small and go slow; have students and teachers asking for more .. Success builds success
Get everyone involved and have fun
Teachers and students stay together for all 4 years of HS
Pair faculty thoughtfully to establish long term teams that work for students, make use of the new structure
SHHS Community Meeting Schedule for 2010-2011
DATE 9 10 11 12
9/13 Video of TRAC on
http://premiercampus.com/c
ourses/mod/resource/view.p
hp?id=841
Agenda scavenger hunt
Honor Code
Agenda Book/Scavenger
Hunt
Honor Code – Is this
cheating?
Honor Code, Code of Conduct and new Bullying component
(definition and consequences)
9/21 Time management
Scheduling (Angela)
Team building- Commitment
to the team?
Brainstorm for spirit week, hand in list to class advisors
10/5 Class meetings for Spirit
Week
Community Service (Show
videos from Hollow Hits)
Class meetings for Spirit
Week/Community service
Class meetings for Spirit
Week
Class meetings for Spirit
Week
10/13 Community Service Fair PSAT Senior Workshops
10/19 Meet with counselors Time management
Scheduling and tackling the
block
Junior”itis” Prevention
Pat B. sheets from
collegeboard.com ; Junior
Checklist
NHS visit (Dina)
Senior”itis” Prevention
Activities. Video Clip
www.youtube.com/watch?v=
JoCOMjPwtz0
PBS News Hour Article
http://www.pbs.org/newsh
our/extra/features/jan-
june06/senioritis_5-15.pdf
10/21 LUNCH: CLUB FAIR outside and East hall
Freshmen are accompanied by buddies from National Honor Society
11/2 Bullying (Angela) Goal Setting: setting and
achieving goals
Sexting? Cyberbullying?
Dangers of Facebook?
(Dan.)
Counselors meet with
seniors
11/16 Conflict Resolution
Counselors meet with
Sophomores
Need a break from your
friends? Me time and we
time. (Dina)
Employability Skills
http://www.premier.us/de
mos/supp/Sup_Employabili
ty/index.html
11/30 Bus Drill Bus Drill Blythedale Santas Blythedale Santas
SHHS Community Meeting Schedule for 2010-2011
DATE 9 10 11 12
12/14 Learning style inventory (VAK)Community service with disturbing/inspirational video
Bullying: Influencing the bullySelf-leadership workbook
Counselors meet with Juniors
Financial Planning (Ellen will scan ) http://www.premier.us/demos/supp/Sup_FinancialPlanning/index.html
1/11 Study Skills Study skillshttp://www.premier.us/demos/supp/Sup_StudySkillsMH/index.html
Study Skills: Learning to learn, Effective study skills and test preparation - Premier
Study Skills: Learning to learn, Effective study skills and test preparation - Premier
Alumni Visit?
1/18 Hand out exam schedule National Honor Society assists freshmen
1/26-29 Midterm week
SHHS Community Meeting Schedule for 2010-2011
2/1Snow day lessons not used
Counselor Meetings Peer pressure: Who’s in control of your life? (Self-leadership workbook)
Reflection and goal setting – combine with motivation lesson, make your mantra, “impossible is nothing” and write it up and PUT it up somewhere. What will get you through the second half of the year? Vince Lombardi speech about winninghttp://www.youtube.com/watch?v=GjQiHf3A4hchttp://www.youtube.com/watch?v=GQlzz6jGCfI happyness
Interview Skills1. Video Clip in homeroom folder (3 minutes)Scenario Handouts2. Questions: What did the student do wrong?3. Ask for 2 volunteers to run through scenario again demonstrating proper behavior4. Questions: What did the student do right?Follow Up: How would you apply these skills to a job interview?
2/15 Spear and paper bag video
Counselor MeetingsSchool rings
GSA presentation (Kristen)School rings
GSA presentation
SHHS Community Meeting Schedule for 2010-2011
3/8 Personal Interest inventory and Who Am I (2 sheets)
Anger Management Part 1: What is anger? Anger provoking situations
Carol and Alan meet with Juniors about Junior Dinner
Counselor Meetings
3/22 Jeopardy Anger Management Part 2:The three A’sFlower of anger management
Counselor MeetingsHow to ask for a college recommendation. (Pat will work on this.)
Post High School Choiceshttp://kidshealth.org/teen/school_jobs/jobs/after_hs.html
4/12 Bus Drill and nominationsRefresher course on proper dress code and electronics and hallway decorum
Bus Drill
4/26 Counselor meetings Career interest Dating Violence Lesson Seniors write Letters to incoming Freshmen
5/10 Class electionsFlame concert info
Class electionsFlame concert info
Class electionsFlame concert info
Carol & Alan meet with students about Prom
5/24 Reflect back on goals and achievements. What
needs to change? Revised goal sheet. (Angela)
Charting your future course: reviewing goals and setting new goals Self leadership workbook
Seeking Answers; decisions for the future
w/worksheet
SADD/MADD presentation/activities
6/1 (WED)
Prepare for finals Final exam schedule
6/7 Locker clean out and good byes
Example of Personalization:
School wide focus on Instructional Practice: Checking for Understanding
A school that personalizes learning establishes this notion as a state of mind and works to grow the necessary skills to make it happen
Build capacity strategically and collectively
Get supervisors on board, strengthen their ability
Provide teachers with a bag of tricks for CFU and use examples across disciplines
Raise awareness by sharing select articles, showcasing excellence in action, providing staff development, making comments on informal and formal observations, talking about what you see when you visit classes
Example of Personalization:
School wide focus on Instructional Practice: Checking for Understanding
CFU linked to major initiatives:
Backwards Design
– CFU based on enduring ideas
– Prioritize how and what we check
– Think about outcomes
Differentiation
- To differentiate sources, process, product, must know where students are at
- Must check for understanding in a variety of ways
Personalization
- Precision teaching
- Data driven
- Anticipating learning pathways and potential areas of difficulty
Leading a successful high school means…
You care enough to put yourself out there and keep learning
You strive to improve and continually raise the bar for yourself and your school
You believe in your staff and your students‟ potential to achieve, and you show it
You never lose sight of what is really important and provide for a comprehensive program that goes beyond what tests measure
You know that what you do matters and you inspire others to make a difference too