Foundation for Educational Success

High Performance-Base Culture And Climate
FFES Provides a Systemic Approach for Schools
We believe that our unique system of assessing the culture and climate of a school, provides a pathway for creating and developing a high performing school culture and climate
allowing us to support principals in a sustainable way for them to develop a holistic approach to improve the school’s outcomes for all stakeholders.
FOUNDATION FOR EDUCATIONAL SUCCESS
Website: http://foundationforeducationalsuccess.com
Phone: 770-716-9238 Email: info@theffes.com
Social Emotional Learning
Faces Of Change 2
Assess Create
Parent
Engagement
Sustain

FFES Provides an Evidence-Based Culture and Climate Assessment for Schools
Assessment is the First Step in Creating and Sustaining a High Performance Culture and Climate (HPCC)
• Need: An accurate current view of your school(s) culture and climate based on both qualitative and quantitative research.
• Satisfaction: In-depth assessments provide a gateway for state legislation, funding and quality improvements.
• Visualization: A school specific view of culture and climate accelerates understanding and decision making.
Why You?
• Need: FFES uses established and validated information to collecting data at the point of concern, the school.
• Satisfaction: Identifying specific information regarding rules, rituals, and team cohesion enable stakeholders actions.
• Visualization: Schools are provided an accurate summation and overall description of all categories assessed.
Why FFES?
• Need : Legislatures, School Boards and Leadership, and Parents need accurate portrayals of current school problems vs. trendy
news snippets.
• Satisfaction: Evidence-based supported actions provide meaningful change at our schools.
• Visualization: Assessments provides a pathway for all school stakeholders to collaborate and communicate.
Why Now?
The HPCC Assessment process is a systematic way of collecting, analyzing and presenting data for all school stakeholders. People minimize the cost of disruption.
Could we provide an accurate portrayal cost of disruption that was discovered as the result of a FFES assessment?

Is Culture and Climate as Important as Curriculum and Instruction?
Do you just think and hope that way? Or, do have evidence?
• Need: How much of our professional development time and resources are spent on culture and climate?
• Satisfaction: Educators are deliberate and intentional on creating a high performing culture and climate (HPCC).
• Visualization: Student/School success is ensured through balanced training of cognitive and non-cognitive skillsets.
Why You?
• Need: FFES provides a systematic path in providing professional services through a portfolio of HPCC services.
• Satisfaction: Schools see a fundamental shift in mindset about the value of a HPCC and how it supports academic achievement.
• Visualization: Schools are provided an accurate summation and overall description of all categories assessed.
Why FFES?
• Need: Establish an environment where all stakeholders understand work together to achieve academic success.
• Satisfaction: FFES helps school stakeholders improve their knowledge, competence, and skills to sustain a HPCC.
• Visualization: A collaborative school leadership becomes more holistic in their approach to improve academic success
Why Now?
I would love to follow up with you and/or someone within your organization that we can schedule a more detailed presentation.
Is there a time or number I can reach back out to you that’s convenient or a referral of a colleague?

FFES Provides a Systemic Approach for Schools
To Assess, Create, and Sustain a High-Performance Culture and Climate (HPCC)
• Need: How do you know when measure the impact of your culture and climate?
• Satisfaction: A HPCC That is developed and maintained with intentionality is a place where everyone can do their work effectively.
• Visualization: FFES provides a way to make data driven decisions on culture and climate to support academic success.
Why You?
• Need: FFES specializes in helping schools become those kinds of places where people want to be.
• Satisfaction: Organizations that work with us become partners in the process of maintaining schools with a HPCC.
• Visualization: Schools were environment or healthy foster a sense of well-being in the community and with individuals they serve.
Why FFES?
• Need: Schools provide opportunities to train our next citizens and serve as places communities engage in positive activities.
• Satisfaction: FFES Provides treatment and strategies and strategies to increase the ability for teaching and learning to occur.
• Visualization: Decreasing toxic aspects of the school environment allows focus on building a healthy and self-learning environment.
Why Now?
We believe that our unique system of assessing the culture and climate of a school, provides a pathway or creating and developing a high performing school culture and
climate allowing us to support principals in a sustainable way for them to develop a holistic approach to improve the school’s outcomes for all stakeholders.

Faces of Change 2 (FOC2) – Ensuring Success in a Young Person’s Life
A structured evidence-based process that caring adults can do to increase the chances of young people being successful.
• Need: Is giving young people the best chance possible, one of your primary goals?
• Satisfaction: Structured environments are critical to ensuring that young people receive the tools that they need to be successful.
• Visualization: Adults must be intentional with providing an engaging narrative engaging that will lead them to a promising future.
Why You?
• Need: Is giving young people the best chance possible, one of your primary goals?
• Satisfaction: Structured environments are critical to ensuring that young people receive the tools that they need to be successful.
• Visualization: Adults must be intentional with providing an engaging narrative engaging that will lead them to a promising future.
Why FFES?
• Need: It is more important to teach students how to think as opposed to teaching them discrete set of information.
• Satisfaction: The skills of creativity, flexibility and persistence are more important now than ever before.
• Visualization: FOC2 is the curriculum that educators need to address students’ social emotional needs.
Why Now?
Is it your responsibility to the young people lives you touch that you are deliberate in developing their non-cognitive future proof skills?
Would you or your school/district/community benefit from an intentional Social Emotional Learning process?

FFES Parent Engagement Tool
Parents are the First Educators in a Child’s Life! Help get youth ready for life and learning.
• Need: How can I actively participate in the education process?
• Satisfaction: Effectiveness of parental involvement as it relates to the academic success of children.
• Visualization: Parents clearly see their role in being the primary and most important educator in a child’s life.
Why You?
• Need: Parent Tool includes applicable practices to assist with creating a successful home learning environment
• Satisfaction: The FFES tool for parents helps evaluate key factors at home that impact student academic achievement.
• Visualization: Parents who receive scores well through The Parent Tool are more likely to see the same results from their children.
Why FFES?
• Need: It is critical for parents to provide children opportunities to implement what is learned at school.
• Satisfaction: Most non-cognitive skills begin and are established at home.
• Visualization: Parent Tool gives parents a way to ensure that their child obtains non-cognitive skills
Why Now?
If you believe that the effectiveness of parental involvement is integral to the academic success of your children, please contact us to learn about our next session.
We will send you the FFES outline to help evaluate key factors at home that impact student academic achievement.

Foundation for Educational Success

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