great expectations: REDEFINING AN URBAN SCHOOL

Forest Hill High institute has the distinct look and have feeling of a typical suburban high place of education although it is unquestionably located in the inner city of Jackson, M Everything in Forest Hill-a large, active common-entry a bustling cafeteria, chattering learners walking through the wide hallways-creates a familiar picture seen each day in high institutes across the United States. Everyone is in class as the bell rings and a hush falls above the facility. Announcements over the public address combination of parts to form a whole urge students to return field-trip forms, purchase a yearbook, get involved with a community service throw out or stop in the guidance center to sign up for a body seminar. The smorgasbord of activities appears endles Forest Hill is a comprehensive high institute that is designed to provide something for each type of student.

In this age of greater academy accountability, however, some of our country's larger comprehensive high place of educations have lost their allure with the public. Because of significant achievement gaps between White and minority learners many of these schools have been blamed for not meeting the emergencys of poor and disadvantaged pupils Detractors point out that these gymnasiums do not have high expectations for their scholars and, while some options may be available, scholars are not encouraged to take advantage of them. A quick assessment displays that none of this is pure at Forest Hill.

Forest Hill is not a typical academy Although it is a comprehensive high gymnasium with 1,100 students, its profile is vastly different from suburban institutes and it is unmistakably urban. In new years, the school has experienced a significant demographic shift from middle-class White learners to a current student population that is 90% Black with a large number of economically disadvantaged scholars Because nearly 60% of learners are eligible for free or reduced-price meals, the seminary now receives Title I funding. Unlike many other academys as Forest Hill has become more urban its focus upon student achievement has not changed. Actively engaged, auspicious students are this school's standard.

A Focus upon High Expectations

Principal Norm Chappell's mantra is "student will do as plenteous as you expect, so put high expectations." Chappell reinforces his belief in high expectations through using a continuous improvement pattern of assessment and adjustments to instruction. The focus at Forest Hill is upon intense professional development designed to improve pupil achievement. This strategy has been thus successful that more than 10% of Forest Hill's teachers-more than any other high academy in the district-are certified by dint of the National Board for Professional Teaching Standards. In addition, many other teachers are participating in the certification proces which requires reflective teaching, mate review, and continuous analysis of scholar achievement within the teaching proces [i]or[/i] part of to the other their daily behavior, Forest Hill's teachers consistently demonstrate the importance of being a life-long learner to their students

To translate high expectations into learner achievement, student skill levels must be appropriate to the contented When an analysis of the data showed that almost 30% of ninth graders entering Forest Hill were reading below grade horizontal a reading-intervention program was implemented. The design of the program is based upon student needs and supported by dint of the district's Consortium on Reading pre-eminence (CORE) literacy training for all easy in mind teachers. The program includes safeguards to make secure that professional development is consistent and linked to program implementation. The program has l to increased pupil achievement on state standardized exams and contributes to the high percentage of Forest Hill scholars who pursue postsecondary education.

Personalization + Rigor + Collaboration = Success

Staff members at Forest Hill accept the responsibility for scholar engagement and believe that it is their piece of work to enhance the teaching and learning proces for pupils This daily way of life has tend hitherward about with support from the mathematics and science teacher-coaches, as well as from one side professional development activities in math and science provided by dint of the school district to the entire staff. This archetype of daily support and professional unravelling in math and science is stocked by a National Science Foundation grant that pays teachers to attend summer seminars and weekend training sessions. The teachers eye lab demonstrations and make task plans that include content literacy and relevant throws The coaches model lessons, team teach, mark and provide regular feedback.

Making gymnasium Personal

A focus on ninth grade. To help ninth graders make a felicitous transition into tenth grade in individual year, Forest Hill has placed a special emphasis upon working with parents as well as the pupils Meetings with parents are held to discuss in what manner they can help their children be more fortunate in school. This year, for ninth graders, Forest Hill initiated GEAR UP a federally stocked program designed to increase the number of low-income learners who are prepared to penetrate and succeed in postsecondary education. In addition, considerable time and effort are placed upon addressing school attendance issues for ninth graders.