[Music] in 2004 I was a co-founder and the
in 2004 I was a co-founder and the
in 2004 I was a co-founder and the executive director of Berkshire Arts and
executive director of Berkshire Arts and
executive director of Berkshire Arts and Technology charter public school also
Technology charter public school also
Technology charter public school also known as Bart in Adams Massachusetts we
known as Bart in Adams Massachusetts we
known as Bart in Adams Massachusetts we had a mission to propel students to
had a mission to propel students to
had a mission to propel students to college success especially those
college success especially those
college success especially those students who weren’t already on the path
students who weren’t already on the path
students who weren’t already on the path in 2009 the Massachusetts Department of
in 2009 the Massachusetts Department of
in 2009 the Massachusetts Department of Education placed us on probation
Education placed us on probation
Education placed us on probation citing previous poor test performance
citing previous poor test performance
citing previous poor test performance they gave us one year to turn ourselves
they gave us one year to turn ourselves
they gave us one year to turn ourselves around here and then in 2011 we were
around here and then in 2011 we were
around here and then in 2011 we were named one of the 18 best charter schools
named one of the 18 best charter schools
named one of the 18 best charter schools in the nation by a program funded
in the nation by a program funded
in the nation by a program funded through the United States Department of
through the United States Department of
through the United States Department of Education this is what those events look
Education this is what those events look
Education this is what those events look like through the lens of test data now
like through the lens of test data now
like through the lens of test data now reasonable people might disagree about
reasonable people might disagree about
reasonable people might disagree about the value of standardized tests but I
the value of standardized tests but I
the value of standardized tests but I think everyone can agree that a graph
think everyone can agree that a graph
think everyone can agree that a graph like this that goes up and to the right
like this that goes up and to the right
like this that goes up and to the right is a good thing our students made
is a good thing our students made
is a good thing our students made dramatic and sustained improvements in a
dramatic and sustained improvements in a
dramatic and sustained improvements in a very short period of time
very short period of time
very short period of time in fact this turnaround was so
in fact this turnaround was so
in fact this turnaround was so remarkable that multiple outside Agis
remarkable that multiple outside Agis
remarkable that multiple outside Agis agencies including Harvard’s Graduate
agencies including Harvard’s Graduate
agencies including Harvard’s Graduate School of Education came to study our
School of Education came to study our
School of Education came to study our story I’m here today to share that story
story I’m here today to share that story
story I’m here today to share that story with you and to share the secret sauce
with you and to share the secret sauce
with you and to share the secret sauce for turning schools around in fact that
for turning schools around in fact that
for turning schools around in fact that part is actually remarkably simple the
part is actually remarkably simple the
part is actually remarkably simple the secret to turning schools around is to
secret to turning schools around is to
secret to turning schools around is to believing every student can achieve
believing every student can achieve
believing every student can achieve every student can be successful it
every student can be successful it
every student can be successful it sounds easy right it’s not so let me go
sounds easy right it’s not so let me go
sounds easy right it’s not so let me go back in 2004 when we were opening Bart
back in 2004 when we were opening Bart
back in 2004 when we were opening Bart we had a mission to prepare students for
we had a mission to prepare students for
we had a mission to prepare students for college and to focus on arts and
college and to focus on arts and
college and to focus on arts and technology integration throughout our
technology integration throughout our
technology integration throughout our curriculum and we had a killer plan to
curriculum and we had a killer plan to
curriculum and we had a killer plan to execute on that mission we recruited a
execute on that mission we recruited a
execute on that mission we recruited a diverse student body from our local
diverse student body from our local
diverse student body from our local districts representative of our local
districts representative of our local
districts representative of our local districts we hired a promising faculty
districts we hired a promising faculty
districts we hired a promising faculty we built support services and we worked
we built support services and we worked
we built support services and we worked our tails off it was a startup we were
our tails off it was a startup we were
our tails off it was a startup we were excited we were motivated to make a
excited we were motivated to make a
excited we were motivated to make a difference and by 2007 any casual
difference and by 2007 any casual
difference and by 2007 any casual observer would have said we had a fully
observer would have said we had a fully
observer would have said we had a fully baked school and yet in 2007 when we
baked school and yet in 2007 when we
baked school and yet in 2007 when we looked at our student data we could see
looked at our student data we could see
looked at our student data we could see our students were failing by the state
our students were failing by the state
our students were failing by the state standards sure they were doing as well
standards sure they were doing as well
standards sure they were doing as well as the students in our local districts
as the students in our local districts
as the students in our local districts but those districts were also failing
but those districts were also failing
but those districts were also failing and the only reason the state granted us
and the only reason the state granted us
and the only reason the state granted us a charter was because they expected us
a charter was because they expected us
a charter was because they expected us in fact they insisted that we do better
in fact they insisted that we do better
in fact they insisted that we do better and we weren’t we knew when the state
and we weren’t we knew when the state
and we weren’t we knew when the state came to visit and evaluate us in 2009 we
came to visit and evaluate us in 2009 we
came to visit and evaluate us in 2009 we faced closure if we didn’t turn it
faced closure if we didn’t turn it
faced closure if we didn’t turn it around I didn’t know what to do I didn’t
around I didn’t know what to do I didn’t
around I didn’t know what to do I didn’t know where to begin
know where to begin
know where to begin and honestly I was petrified of failure
and honestly I was petrified of failure
and honestly I was petrified of failure so we looked around we found the best
so we looked around we found the best
so we looked around we found the best help we could and in early 2008 we hired
help we could and in early 2008 we hired
help we could and in early 2008 we hired a team of Education experts they came
a team of Education experts they came
a team of Education experts they came back they studied everything about Bart
back they studied everything about Bart
back they studied everything about Bart and came back with a list of
and came back with a list of
and came back with a list of recommendations to get our performance
recommendations to get our performance
recommendations to get our performance on track their report was comprehensive
on track their report was comprehensive
on track their report was comprehensive and included all the typical education
and included all the typical education
and included all the typical education jargon we needed to differentiate our
jargon we needed to differentiate our
jargon we needed to differentiate our curriculum we needed to adopt the
curriculum we needed to adopt the
curriculum we needed to adopt the workshop model we needed to revise our
workshop model we needed to revise our
workshop model we needed to revise our discipline system I can do those things
discipline system I can do those things
discipline system I can do those things those things have work plans they have
those things have work plans they have
those things have work plans they have checklists they have due dates I can do
checklists they have due dates I can do
checklists they have due dates I can do that but the team also told us that none
that but the team also told us that none
that but the team also told us that none of that work would be worthwhile if we
of that work would be worthwhile if we
of that work would be worthwhile if we didn’t address the fundamental issue
didn’t address the fundamental issue
didn’t address the fundamental issue they saw in our school they said and I
they saw in our school they said and I
they saw in our school they said and I quote you seem to be running a great
quote you seem to be running a great
quote you seem to be running a great social service agency with a side
social service agency with a side
social service agency with a side business in education the adults here
business in education the adults here
business in education the adults here clearly care about your students but
clearly care about your students but
clearly care about your students but they don’t actually believe in their
they don’t actually believe in their
they don’t actually believe in their academic abilities what of course we
academic abilities what of course we
academic abilities what of course we believed of course we believed in our
believed of course we believed in our
believed of course we believed in our students who in the education business
students who in the education business
students who in the education business doesn’t and why were we working so
doesn’t and why were we working so
doesn’t and why were we working so if we didn’t actually believe that our
if we didn’t actually believe that our
if we didn’t actually believe that our students would succeed so they shared a
students would succeed so they shared a
students would succeed so they shared a few quotes with us that they had heard
few quotes with us that they had heard
few quotes with us that they had heard directly from our team we have students
directly from our team we have students
directly from our team we have students who have significant disabilities
who have significant disabilities
who have significant disabilities they’ve come from tough family homes
they’ve come from tough family homes
they’ve come from tough family homes they’re doing the best they can we have
they’re doing the best they can we have
they’re doing the best they can we have some students willing to rise to the
some students willing to rise to the
some students willing to rise to the challenge of being here the others they
challenge of being here the others they
challenge of being here the others they just aren’t committed we thought we
just aren’t committed we thought we
just aren’t committed we thought we would get artsy students these students
would get artsy students these students
would get artsy students these students aren’t very artsy they’re the wrong
aren’t very artsy they’re the wrong
aren’t very artsy they’re the wrong students for our program I had heard
students for our program I had heard
students for our program I had heard these sentiments expressed and honestly
these sentiments expressed and honestly
these sentiments expressed and honestly I probably said some version of them
I probably said some version of them
I probably said some version of them myself we had students with significant
myself we had students with significant
myself we had students with significant disabilities we had students who had to
disabilities we had students who had to
disabilities we had students who had to have home lives we had students who were
have home lives we had students who were
have home lives we had students who were thriving and we had students who weren’t
thriving and we had students who weren’t
thriving and we had students who weren’t and we had students who didn’t give a
and we had students who didn’t give a
and we had students who didn’t give a whit about arts and technology but what
whit about arts and technology but what
whit about arts and technology but what I came to understand is that these
I came to understand is that these
I came to understand is that these quotes contained the implicit conclusion
quotes contained the implicit conclusion
quotes contained the implicit conclusion that we can’t do any more for these
that we can’t do any more for these
that we can’t do any more for these students because these students have
students because these students have
students because these students have challenges in words spoken far too often
challenges in words spoken far too often
challenges in words spoken far too often in the education community that make
in the education community that make
in the education community that make them not college material
them not college material
them not college material we were blaming our students for their
we were blaming our students for their
we were blaming our students for their failure when that mirror was held up to
failure when that mirror was held up to
failure when that mirror was held up to us when we had to look hard in that
us when we had to look hard in that
us when we had to look hard in that mirror we could see that it was we the
mirror we could see that it was we the
mirror we could see that it was we the adults the administrators and the
adults the administrators and the
adults the administrators and the faculty who were failing so we were
faculty who were failing so we were
faculty who were failing so we were willing to do anything to turn our
willing to do anything to turn our
willing to do anything to turn our school around but how do you embed a
school around but how do you embed a
school around but how do you embed a belief in students in every action in
belief in students in every action in
belief in students in every action in every decision every single day this is
every decision every single day this is
every decision every single day this is where the recipe for that secret sauce
where the recipe for that secret sauce
where the recipe for that secret sauce gets complicated
gets complicated
gets complicated you see I’m pretty sure that all
you see I’m pretty sure that all
you see I’m pretty sure that all educators begin their career with a
educators begin their career with a
educators begin their career with a belief in students they should certainly
belief in students they should certainly
belief in students they should certainly espouse it when they say and when we all
espouse it when they say and when we all
espouse it when they say and when we all say children will rise to the
say children will rise to the
say children will rise to the expectations we set for them but
expectations we set for them but
expectations we set for them but somewhere along the way
somewhere along the way
somewhere along the way believing in students gets hard
believing in students gets hard
believing in students gets hard that belief gets tested and when that
that belief gets tested and when that
that belief gets tested and when that belief is tested we start to lower our
belief is tested we start to lower our
belief is tested we start to lower our expectations as a teacher
expectations as a teacher
expectations as a teacher believing in students gets hard when
believing in students gets hard when
believing in students gets hard when that student when those students fail
that student when those students fail
that student when those students fail your exam and you gave them a study
your exam and you gave them a study
your exam and you gave them a study guide with all the questions in it or
guide with all the questions in it or
guide with all the questions in it or when that student slams her book shut
when that student slams her book shut
when that student slams her book shut and refuses to work for the fifth time
and refuses to work for the fifth time
and refuses to work for the fifth time that day when you have spent your summer
that day when you have spent your summer
that day when you have spent your summer your precious summer designing your
your precious summer designing your
your precious summer designing your curriculum attending classes and your
curriculum attending classes and your
curriculum attending classes and your students don’t care at all about your
students don’t care at all about your
students don’t care at all about your content as an administrator believing in
content as an administrator believing in
content as an administrator believing in students gets hard when you’re spending
students gets hard when you’re spending
students gets hard when you’re spending your time addressing vandalism in the
your time addressing vandalism in the
your time addressing vandalism in the bathrooms rowdy behavior on the bus or
bathrooms rowdy behavior on the bus or
bathrooms rowdy behavior on the bus or those bullying reports coming into your
those bullying reports coming into your
those bullying reports coming into your office why can’t these students just
office why can’t these students just
office why can’t these students just behave so what’s the alternative let me
behave so what’s the alternative let me
behave so what’s the alternative let me tell you a story about April April was a
tell you a story about April April was a
tell you a story about April April was a teacher at Bart in 2007 in her second
teacher at Bart in 2007 in her second
teacher at Bart in 2007 in her second year she had two masters degrees one in
year she had two masters degrees one in
year she had two masters degrees one in cultural studies one in education she
cultural studies one in education she
cultural studies one in education she chose to be a teacher because she
chose to be a teacher because she
chose to be a teacher because she believed that education could be the
believed that education could be the
believed that education could be the ticket out of poverty for so many
ticket out of poverty for so many
ticket out of poverty for so many students yet she had been at Bart for
students yet she had been at Bart for
students yet she had been at Bart for two years and she she was working really
two years and she she was working really
two years and she she was working really hard and she was not seeing the success
hard and she was not seeing the success
hard and she was not seeing the success in her students that she expected she
in her students that she expected she
in her students that she expected she thought she knew why they came from
thought she knew why they came from
thought she knew why they came from poverty they had disabilities like
poverty they had disabilities like
poverty they had disabilities like dyslexia and autism she though she cared
dyslexia and autism she though she cared
dyslexia and autism she though she cared deeply about her students she thought
deeply about her students she thought
deeply about her students she thought the best she could do was help them make
the best she could do was help them make
the best she could do was help them make some difference some game so in early
some difference some game so in early
some difference some game so in early 2008 when our principal assistant
2008 when our principal assistant
2008 when our principal assistant principal and I stood up in front of the
principal and I stood up in front of the
principal and I stood up in front of the faculty and said at this school we
faculty and said at this school we
faculty and said at this school we believe in students we believe in their
believe in students we believe in their
believe in students we believe in their ability to succeed and if you don’t
ability to succeed and if you don’t
ability to succeed and if you don’t that’s okay but you need to find another
that’s okay but you need to find another
that’s okay but you need to find another place to work
place to work
place to work April’s internal debate was profound she
April’s internal debate was profound she
April’s internal debate was profound she wanted to believe in students she she
wanted to believe in students she she
wanted to believe in students she she really cared about them she wanted to
really cared about them she wanted to
really cared about them she wanted to believe it but she had a
believe it but she had a
believe it but she had a hard time hard time getting past the
hard time hard time getting past the
hard time hard time getting past the fact that they had these challenges she
fact that they had these challenges she
fact that they had these challenges she couldn’t see that they’d become
couldn’t see that they’d become
couldn’t see that they’d become proficient on the M casts or graduate
proficient on the M casts or graduate
proficient on the M casts or graduate and get to college she was however in
and get to college she was however in
and get to college she was however in her words willing to suspend her
her words willing to suspend her
her words willing to suspend her disbelief before our talk April had been
disbelief before our talk April had been
disbelief before our talk April had been focused on what is fair to expect of her
focused on what is fair to expect of her
focused on what is fair to expect of her students is it fair to expect a student
students is it fair to expect a student
students is it fair to expect a student with a 70 IQ to be proficient on the
with a 70 IQ to be proficient on the
with a 70 IQ to be proficient on the state exam is it fair to expect a
state exam is it fair to expect a
state exam is it fair to expect a student who’s just been placed in her
student who’s just been placed in her
student who’s just been placed in her fifth foster home to participate in
fifth foster home to participate in
fifth foster home to participate in class April didn’t want to see how her
class April didn’t want to see how her
class April didn’t want to see how her students experience failure so she
students experience failure so she
students experience failure so she sought ways for them to find success in
sought ways for them to find success in
sought ways for them to find success in her classroom even if it didn’t help
her classroom even if it didn’t help
her classroom even if it didn’t help them meet the standards of the exam once
them meet the standards of the exam once
them meet the standards of the exam once she suspended her disbelief once she
she suspended her disbelief once she
she suspended her disbelief once she said okay let’s assume Sally can be
said okay let’s assume Sally can be
said okay let’s assume Sally can be proficient on this exam she became an
proficient on this exam she became an
proficient on this exam she became an investigator she became curious she was
investigator she became curious she was
investigator she became curious she was willing to try new methods measure their
willing to try new methods measure their
willing to try new methods measure their impact reflect deeply on her teaching
impact reflect deeply on her teaching
impact reflect deeply on her teaching and then change her change her ways when
and then change her change her ways when
and then change her change her ways when she looked at student data she didn’t
she looked at student data she didn’t
she looked at student data she didn’t ask where are my students failing she
ask where are my students failing she
ask where are my students failing she asked how does my instruction need to
asked how does my instruction need to
asked how does my instruction need to change how does my instruction need to
change how does my instruction need to
change how does my instruction need to improve with that simple reframing she
improve with that simple reframing she
improve with that simple reframing she took newfound responsibility for the
took newfound responsibility for the
took newfound responsibility for the students in her classroom and their
students in her classroom and their
students in her classroom and their performance and when that happened this
performance and when that happened this
performance and when that happened this is what she saw folks that is 100
is what she saw folks that is 100
is what she saw folks that is 100 percent at the top so for teachers when
percent at the top so for teachers when
percent at the top so for teachers when they believe in students true deep
they believe in students true deep
they believe in students true deep honest and vulnerable belief it
honest and vulnerable belief it
honest and vulnerable belief it fundamentally impacts the way they do
fundamentally impacts the way they do
fundamentally impacts the way they do their jobs
their jobs
their jobs teachers move from judging students by
teachers move from judging students by
teachers move from judging students by their strengths and weaknesses to
their strengths and weaknesses to
their strengths and weaknesses to setting consistent high standards and
setting consistent high standards and
setting consistent high standards and then becoming entrepreneurial to help
then becoming entrepreneurial to help
then becoming entrepreneurial to help students meet those standards
students meet those standards
students meet those standards teachers who truly believe in their
teachers who truly believe in their
teachers who truly believe in their students are creative curious innovative
students are creative curious innovative
students are creative curious innovative strategic and collaborative
Stanford psychologist Carol Dweck calls
Stanford psychologist Carol Dweck calls this a growth mindset a mindset based in
this a growth mindset a mindset based in
this a growth mindset a mindset based in the belief that one’s basic qualities
the belief that one’s basic qualities
the belief that one’s basic qualities are dynamic and can be cultivated
are dynamic and can be cultivated
are dynamic and can be cultivated through hard work through specific
through hard work through specific
through hard work through specific strategies and through help from others
strategies and through help from others
strategies and through help from others as opposed to a fixed mindset which
as opposed to a fixed mindset which
as opposed to a fixed mindset which assumes that one’s basic qualities are
assumes that one’s basic qualities are
assumes that one’s basic qualities are static and unchangeable when a teacher
static and unchangeable when a teacher
static and unchangeable when a teacher truly believes in their students they
truly believes in their students they
truly believes in their students they approach those students with a growth
approach those students with a growth
approach those students with a growth mindset about the students but also
mindset about the students but also
mindset about the students but also about themselves that teacher never
about themselves that teacher never
about themselves that teacher never assumes they already know how to address
assumes they already know how to address
assumes they already know how to address all the needs in the classroom so when
all the needs in the classroom so when
all the needs in the classroom so when that student slams her books shut and
that student slams her books shut and
that student slams her books shut and refuses to work the teacher doesn’t send
refuses to work the teacher doesn’t send
refuses to work the teacher doesn’t send her out of class and blame it on her
her out of class and blame it on her
her out of class and blame it on her tough family life the teacher starts by
tough family life the teacher starts by
tough family life the teacher starts by believing that student doesn’t want to
believing that student doesn’t want to
believing that student doesn’t want to be disruptive I mean who does but that
be disruptive I mean who does but that
be disruptive I mean who does but that teacher looks at that behavior as a
teacher looks at that behavior as a
teacher looks at that behavior as a symptom of a need that teacher starts to
symptom of a need that teacher starts to
symptom of a need that teacher starts to try to find strategies to support that
try to find strategies to support that
try to find strategies to support that student some might fail
student some might fail
student some might fail she knows that but she keeps trying that
she knows that but she keeps trying that
she knows that but she keeps trying that teacher doesn’t judge the student by her
teacher doesn’t judge the student by her
teacher doesn’t judge the student by her behavior or by her academic
behavior or by her academic
behavior or by her academic accomplishments but sees that student as
accomplishments but sees that student as
accomplishments but sees that student as a work in product work in progress and
a work in product work in progress and
a work in product work in progress and sees herself as that students
sees herself as that students
sees herself as that students developmental partner and when that
developmental partner and when that
developmental partner and when that happens students start to develop a
happens students start to develop a
happens students start to develop a growth mindset for themselves too so at
growth mindset for themselves too so at
growth mindset for themselves too so at one level this might be simple but it’s
one level this might be simple but it’s
one level this might be simple but it’s still not easy a key component of our
still not easy a key component of our
still not easy a key component of our secret sauce of the secret sauce we know
secret sauce of the secret sauce we know
secret sauce of the secret sauce we know works is that teachers cannot do this
works is that teachers cannot do this
works is that teachers cannot do this alone teachers must have the support of
alone teachers must have the support of
alone teachers must have the support of an organization behind them one that
an organization behind them one that
an organization behind them one that similarly believes in students and one
similarly believes in students and one
similarly believes in students and one that supports teachers who share that
that supports teachers who share that
that supports teachers who share that growth mindset so what does that look
growth mindset so what does that look
growth mindset so what does that look like leaders need to be specific and
like leaders need to be specific and
like leaders need to be specific and clear about their beliefs in students
clear about their beliefs in students
clear about their beliefs in students it’s not we believe in all students it’s
it’s not we believe in all students it’s
it’s not we believe in all students it’s we believe that each and every student
we believe that each and every student
we believe that each and every student can achieve this particular outcome and
can achieve this particular outcome and
can achieve this particular outcome and it is our job to make that happen
it is our job to make that happen
it is our job to make that happen at Bart that meant developing clarity
at Bart that meant developing clarity
at Bart that meant developing clarity around our mission statement we prepare
around our mission statement we prepare
around our mission statement we prepare all students for college and then
all students for college and then
all students for college and then developing the metrics to ensure we were
developing the metrics to ensure we were
developing the metrics to ensure we were on the pathway to get there and we had
on the pathway to get there and we had
on the pathway to get there and we had to be relentless in communicating this
to be relentless in communicating this
to be relentless in communicating this to our team and to ourselves and then
to our team and to ourselves and then
to our team and to ourselves and then just as the teacher needs to become a
just as the teacher needs to become a
just as the teacher needs to become a diagnostician in their classroom with
diagnostician in their classroom with
diagnostician in their classroom with their students leaders need to become
their students leaders need to become
their students leaders need to become diagnosticians for the school and the
diagnosticians for the school and the
diagnosticians for the school and the faculty with a clear goal in place a way
faculty with a clear goal in place a way
faculty with a clear goal in place a way to measure progress a deep belief that
to measure progress a deep belief that
to measure progress a deep belief that every student can get there
every student can get there
every student can get there with the right supports administrators
with the right supports administrators
with the right supports administrators can begin to understand what systems and
can begin to understand what systems and
can begin to understand what systems and supports need to be added changed
supports need to be added changed
supports need to be added changed tweaked or thrown out let me give you an
tweaked or thrown out let me give you an
tweaked or thrown out let me give you an example of a system we needed to
example of a system we needed to
example of a system we needed to redesign at Bart discipline like most
redesign at Bart discipline like most
redesign at Bart discipline like most schools our discipline system was based
schools our discipline system was based
schools our discipline system was based on negative consequences for bad
on negative consequences for bad
on negative consequences for bad behaviors we had detentions suspensions
behaviors we had detentions suspensions
behaviors we had detentions suspensions expulsions like most schools our
expulsions like most schools our
expulsions like most schools our discipline system was based on the
discipline system was based on the
discipline system was based on the belief that children will misbehave and
belief that children will misbehave and
belief that children will misbehave and I’m a parent I get it when we looked at
I’m a parent I get it when we looked at
I’m a parent I get it when we looked at our student discipline data we could see
our student discipline data we could see
our student discipline data we could see there were some students who kept
there were some students who kept
there were some students who kept misbehaving regardless of how many
misbehaving regardless of how many
misbehaving regardless of how many consequences they received so it was
consequences they received so it was
consequences they received so it was pretty easy to conclude there’s
pretty easy to conclude there’s
pretty easy to conclude there’s something wrong with these students
something wrong with these students
something wrong with these students right but when we stepped back and when
right but when we stepped back and when
right but when we stepped back and when we said what do we need to do
we said what do we need to do
we said what do we need to do differently to support these students we
differently to support these students we
differently to support these students we know that they can succeed what do we
know that they can succeed what do we
know that they can succeed what do we need to do differently we created
need to do differently we created
need to do differently we created something new we designed and
something new we designed and
something new we designed and implemented restorative practices we
implemented restorative practices we
implemented restorative practices we developed new social and emotional
developed new social and emotional
developed new social and emotional behavioral supports for our students and
behavioral supports for our students and
behavioral supports for our students and what did we see from those efforts in a
what did we see from those efforts in a
what did we see from those efforts in a short period of time we saw a 30%
short period of time we saw a 30%
short period of time we saw a 30% decrease in office referrals a 50%
decrease in office referrals a 50%
decrease in office referrals a 50% decrease in failed classes and a
decrease in failed classes and a
decrease in failed classes and a 15-point increase in academic
15-point increase in academic
15-point increase in academic proficiency so leaders must hold tight
proficiency so leaders must hold tight
proficiency so leaders must hold tight to that belief in students as they
to that belief in students as they
to that belief in students as they design the right
design the right
design the right Rick ulam the right schedule as they
Rick ulam the right schedule as they
Rick ulam the right schedule as they choose the right faculty and staff but
choose the right faculty and staff but
choose the right faculty and staff but more importantly leaders must be
more importantly leaders must be
more importantly leaders must be deliberate about developing a school
deliberate about developing a school
deliberate about developing a school culture that drives that growth mindset
culture that drives that growth mindset
culture that drives that growth mindset for everyone so so why am I here
for everyone so so why am I here
for everyone so so why am I here today sharing this with you because you
today sharing this with you because you
today sharing this with you because you need to be a part of that secret sauce
need to be a part of that secret sauce
need to be a part of that secret sauce to students and teachers need your
to students and teachers need your
to students and teachers need your support behind them I ask you to
support behind them I ask you to
support behind them I ask you to challenge yourself and those around you
challenge yourself and those around you
challenge yourself and those around you to change our collective dialogue from
to change our collective dialogue from
to change our collective dialogue from some version of these kids can’t make it
some version of these kids can’t make it
some version of these kids can’t make it to what do we need to do to help these
to what do we need to do to help these
to what do we need to do to help these children succeed children need to be
children succeed children need to be
children succeed children need to be surrounded by adults at at school at
surrounded by adults at at school at
surrounded by adults at at school at home at the mall on the playground by
home at the mall on the playground by
home at the mall on the playground by adults who truly believe in their
adults who truly believe in their
adults who truly believe in their ability to be better to do better to
ability to be better to do better to
ability to be better to do better to grow and to succeed when that belief
grow and to succeed when that belief
grow and to succeed when that belief permeates our culture when that belief
permeates our culture when that belief
permeates our culture when that belief is evident in our daily conversations in
is evident in our daily conversations in
is evident in our daily conversations in our school budgets at the voting booth
our school budgets at the voting booth
our school budgets at the voting booth we will all see a difference in our
we will all see a difference in our
we will all see a difference in our schools
schools
schools [Applause]
”
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