Support for Learning Attributes of High Achievement Schools Common Focus: Staff and students are focused on a few important goals. The school has adopted a consistent research-based instructional approach based on shared beliefs about teaching and learning. The use of time, tools, materials, and professional development activities are aligned with instruction. High Expectations: Staff members are dedicated to helping students achieve state and local standards; students are engaged in an ambitious and rigorous course of study; and students leave school prepared for success in work, further education and citizenship. Personalized: The school is designed to promote sustained student relationships with adults in which every student has an adult advocate and a personal plan for progress. Schools are small with no more than 600 students and less than 400 strongly recommended. Respect and Responsibility: The environment is collaborative, safe, ethical and studious. The staff teaches, models and expects responsible behavior and relationships are based on mutual respect. Time to Collaborate: Staff has time to collaborate and develop skills and plans to meet the needs of all students. Parents are recognized as partners in education. Partnerships are developed with businesses to create work-based opportunities and with institutions of higher education to improve teacher preparation and induction. Performance Based: Students are promoted to the next instructional level only when they have achieved competency and receive additional time and assistance when needed.. Technology as a Tool: Teachers design engaging, imaginative curriculum linked to learning standards, analyze results and have easy access to best practices and learning opportunities. Schools share their progress with parents and engage the community in dialogue about continuous improvement. Rigorous Curricula The High/Scope framework serves as the basis for the whole school reform undertaken by The New School Foundation. Research shows improved student outcomes at every level with this curriculum. Foundation and school staffs work to align and integrate High/Scope with Seattle School district standards and the Essential Academic Learning Requirements as well as offer ongoing professional development. Beginning with the High/Scope approach in pre-kindergarten and kindergarten, teachers provide children with developmentally appropriate and stimulating classrooms and learning experiences and introduce technology into the instruction process. Teachers report that this approach gives students an excellent foundation for self-management that minimizes discipline problems and creates a safe school climate. High/Scope provides a solid foundation for grades one through five. The approach requires that schools allow flexibility in scheduling classes for longer or shorter time periods, and that the teacher’s role change from a textbook lecturer to that of a coach. Faculty Reasearch shows that low-income students are more likely to have less experienced teachers and greater teacher turnover. Principals at the time, Dr. Gloria Mitchell and Gary Tubbs, met that research head on. Through careful recruiting, targeted professional development, and retention plans, they developed an excellent staff at each school. Four teachers and two Instructional Assistants have completed the rigorous High/Scope trainer certification process and three instructional assistants have completed degrees to become certificated teachers. Coaches from High/Scope meet regularly with teachers for training and mentoring. Teaching Climate Survey results at each school are strong.   School Safety Through High/Scope students learn self-management and a sense of empowerment and purpose - the ultimate tools in increasing school safety. In addition to this approach, the Foundation has embraced community pride as another tactic to increase school safety. Over a multi-year period, and with extensive community, corporate and volunteer backing, the Foundation helped transform the T.T. Minor campus. What once was a run down, cracked asphalt area closed off by a chain link fence is now a neighborhood park and walkway that boasts new play areas, basketball courts and community gardens. A kaleidoscope of colors replaced the faded chipped paint. The site has two unique structures designed and built by University of Washington College of Architecture students that complete the campus transformation. At the south end of town, a diverse group of school and Rainier Beach community representatives recently completed an intense process to design the school’s total renovation. Many creative proposals for the school campus, which adjoins the Rainier Beach Community Center Park, are currently under consideration by school and city officials. The results? The schools are hubs of community engagement, vandalism has drastically decreased, and the schools’ exteriors symbolize the transformation taking place within their walls.