In successful schoolwide programs, there is a clear understanding of current levels of performance, based on a variety of measures. Educators are clear about how well students are reading, writing, grasping mathematical concepts, and mastering other important educational objectives. They have aggregated and disaggregated data in numerous ways to enhance their understanding of student achievement. Secondly, in successful schoolwide programs, educators have used the planning process to establish challenging goals for student performance. Once current levels of performance are understood, exciting measurable goals are established that challenge the entire school community to aggressively pursue improvements in teaching and learning.
Goals reflect high standards of performance for all students.
Lower standards are not acceptable for any student or group of students. The goals are established with a full awareness of current levels of performance, without being mired in myths of limitations. For instance, if students with emerging English proficiency have not been attaining high academic standards, it is important to set goals based upon the fact that such students can attain high academic standards given high quality, intensive instruction. In setting goals, we must put aside erroneous beliefs about limited academic, linguistic, or intellectual ability. In successful schoolwide programs, goals resonate with the belief that each student can learn and the expectation that each student will achieve high standards of academic performance.