Transcript Slide 1

WELCOME
Getting More Students
to Take the HSTW
Recommended
Curriculum
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Introductions . . .




Gary Keller
School Improvement Consultant/Coach
Native of Ohio
Adult Life in Kentucky (victorious over LSU –
previously #1 which allowed OSU the
opportunity to move to #1 in the nation)
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 Teacher all my adult life
 Retired from Public Education 2000
 SREB/HSTW since that time
Housekeeping
Protocols
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 Phone calls
 Rest rooms
 Breaks
 Lunch
 Punctuality
 Sharing
Who are you?
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What
important role
do you play
for students?
Workshop Take-away’s
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 An understanding of the HSTW
recommended curriculum
 How personalization enhances a high
expectation challenge to students
 How to implement a personal advocate
program
 An understanding of college prep and
rigorous instruction
 How to extend extra help to those in
need
How?
 Power Point
 Handouts
 Discussion
 Activities
 Sharing
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Question 1
 What is the HSTW
Recommended
Curriculum?
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Recommended Academic Core for
All Students
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 Four credits in college-prep/honors English
 Four mathematics credits – Alg. I, geometry,
Alg. II and above
 Three science credits at the college-prep
level; four credits with a block schedule
 Three units of social studies; four credits
with a block schedule
 Mathematics the senior year
Recommended Concentrations
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 Mathematics and Science Concentration –
four credits in each field, with at least one at
the AP level
 Humanities Concentration – four credits
each in college-prep language arts and
social studies with at least one at the AP
level and four additional credits from foreign
language, fine arts, journalism debate, etc.
 Career/technical Concentration – four credits
in a planned sequence of courses within a
broad career field – pre-engineering,
health/medical science, etc.
Transcript Study:
 The single biggest
predictor of college
success is quality and
intensity of high school
curriculum.
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
Cliff Adelman, Answers in the Tool Box, U.S. Department of
Education.
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Encouraging Students to take More
Challenging Courses
How Do You Get Students
to Complete the HSTWRecommended
Curriculum?
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Work Harder to
Get Smarter
We need to change our thinking and our
language from:
• an
ability-based learning model to an
effort-based learning model.
• from punishment
to encouragement and
extra help in order to complete work.
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High Expectations
The school expects high-quality work from all
students and all students participate in
challenging classes.
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Ability-based
• Standards vary
according to each
student’s perceived
ability
• Emphasis on learning
procedural skills and
following directions –
students dependent on
someone else to do the
thinking
• Standards known only
to teacher.
Effort-based
• All students are expected
to meet high standards
• Emphasis is on helping
students become
independent learners who
can think through
problems and find
solutions
• Teacher indicates quality
and amount of work
necessary to earn an “A”
or “B”
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A New Mind-set Is Needed
Many people believe that a person is born
either smart, average or dumb and stays
that way for life.
But new research shows that the brain is
more like a muscle: It changes and gets
stronger when you use it.
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Source: The New Psychology of Success, 2006
Raising Expectations for ALL
The locker
Story!
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Four Corners
 Open enrollment for AP classes
 All classes heterogeneous placement of
students
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Leading Students to
Believe in EFFORT
Respond to failure honestly.
• Do not help them blame others.
(“The test was too hard.”)
• Do not provide false praise.
(“I’m sure you really knew this.”)
• Explain to students what it will take to succeed,
and how they can achieve
success if they apply the necessary effort.
• Provide grade-recovery options.
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Source: Mindset: The New Psychology of Success, pp. 174-175
Leading Students to
Believe in EFFORT
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Praise effort and growth – not results
• Praising students for being smart teaches
them that if they don’t learn quickly,
they are dumb.
• Praising results can discourage students from
taking on challenging courses for fear of
failure. (“You’re so smart; you got an A.”)
• Praising students for applying themselves
teaches them that success is determined
by effort, not just by results.
Source: Mindset: The New Psychology of Success, pp. 171-172
Praising students as “smart” may cause
them to think they can put forth less effort,
whereas praising their
EFFORT
encourages them to work harder.
This involves teaching students
how to work smarter.
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Source: Techniques, April 2007
Marzano’s Effort Rubric
A Continuum of Effort
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•
I put very little effort into the task.
•
I put some effort into the task, but I stopped working
when difficulties arose.
•
I worked on the task until it was completed. I pushed
myself to continue working on the task even when
difficulties arose or a solution was not immediately
evident.
•
I worked on the task until it was completed. I pushed
myself to continue working on the task even when
difficulties arose or a solution was not immediately
evident. I viewed difficulties that arose as opportunities
to strengthen my understanding.
RIGOR
Webster defines rigor as:
To be stiff; the quality of being
unyielding or inflexible; a condition
that makes life difficult, challenging
or uncomfortable.
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RIGOR
. . . is the goal of helping ALL
students develop the capacity
to understand content that is
complex, ambiguous,
provocative, and personally or
emotionally challenging.
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Source: Teaching What Matters Most: Standards and Strategies for Raising Student
Achievement by Richard W. Strong, Harvey F. Silver and Matthew J. Perini, ASCD, 2001
What Rigor Is and Is Not
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Rigor Is NOT
Rigor IS
•A college-prep track for a
small percent of students
•Having a ‘general’ track for
some students
•A change in course titles
•Remedial support that
doesn’t accelerate students
•A ‘one-size-fits-all’
approach to teaching
•College-prep or honors level
courses for ALL students
•Elimination of the general
track
•Course titles represent
appropriate content approach
•Elimination of ‘remedial’
courses and addition of or
double- dosing in a ‘catch-up’
or acceleration course in
addition to the regular course
•Structured extra help for those
students needing time or
assistance
Rigorous and Challenging
English/language arts Curriculum
Why?
 Reading and writing are keys to learning
in all content areas.
 Reading and writing advance student
achievement.
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 Reading and writing assist students in
advancing in our information-based
society.
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Rigorous E/LA Curriculum
Actions Schools Take
Students wrote a major research paper.
Students completed short writing
assignments of one to three pages.
Students read the equivalent of 25 books or
more.
Teachers used assessment strategies that
required students to summarize and
apply academic concepts.
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Rigorous and Challenging
Mathematics Curriculum
Why?
 Success in Mathematics is a gateway to higher education
and higher earnings.
 Almost two out of five eighth-graders scoring in the lowest
two quartiles in math fail whatever math course they take
in grade nine.
 Completing a challenging mathematics curriculum is
essential for postsecondary and career.
 Far too many students repeat sixth-grade math content in
grades seven and eight.
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 One third to one half of students leave eighth grade
performing below grade level.
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Rigorous and Challenging
Science Curriculum
Why?
 Science strengthens our problem-solving and critical
thinking abilities.
 Science drives reading achievement and provides a
context for mathematics.
 Science enables us to make wise personal and
environmental decisions.
 Science helps us to comprehend the natural world.
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 Science is linked to the economic productivity of our
society.
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Rigorous Science Curriculum
Actions Schools Take
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• Students completed hands-on projects with living
things, chemistry, simple machines and the
environment;
• Students used mathematics skills to solve problems in
science;
• Students chose topics for investigation;
• Students prepared written reports of the lab results;
• Students talked to the class about the lab results;
• Students took integrated science in the 8th grade.
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Content Indicators
Social Studies
•
•
•
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Understand the essential concepts of
geography, economics, history and
government.
Analyze conflicts and debate and
defend a position.
Participate in hands-on activities such as:
♦ problem-solving and decision-making in
the real world
♦ simulations
♦ service learning
Content Indicators for
Exploratory/Elective Courses
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•
•
•
aligned to core academic standards
•
projects integrating academic
standards
•
projects that explore different career
pathways
reading and writing to learn emphasis
align to technology
competencies/skills
Rigor Exercise at your tables
 Each person read the Algebra 1
examples and select the
statement that indicates basic,
proficient or advanced.
 Complete English section
 Complete the Science section
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Essential Question 2
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 What does a
personalized school
look like?
 What are the key
ingredients?
Essential Question 2a
 How can we use an
advisement system to give
each student personal
attention in creating and
implementing long-term
goals?
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Guidance: What is it?
Guidance
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The help all students
receive from
parents, teachers,
counselors,
community
members and
others to assist with
educational and
career development
Counseling
The help some
students receive
from credentialed
professionals to
overcome personal
and social problems
that interfere with
learning.
Benefits of an Advisory Program
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 All students are well known by at least one
adult
 Minimizes chance of students “falling through
the cracks”
 Identifies students “at risk”
 Opens channels of communication
 Designated time to address student issues
 Improves social skills
 Reduces discipline problems
 Vehicle for gathering student input
 Advisors are viewed as “real people,” not just
teachers
Goals of
Guidance and Advisement - MS
 Middle grades
• become familiar with high school
requirements
• develop tentative education plans
for high school and at least one
year of post secondary
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Indicators of a High-quality Guidance
and Advisement System - MS
Students report…
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
Being encouraged by a counselor or teacher to
take Algebra in 7th or 8th grade

Having a written plan for courses they plan to
take in high school

That their parents and someone at school
helped them write their plan for courses they
will take in high school.
Carrousel Activity:
The Benefits of a Quality Advisement Program
1.
2.
3.
4.
What are the benefits to students?
What are the benefits to parents?
What are the benefits to teachers?
What are the keys to successful
implementation?
5. What are the major
challenges/barriers?
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Directions:
 Count off by 5’s
 Go to the poster with your number
on it.
 Select a recorder.
 Brainstorm answers to each
question and record your answers
 Times for each round:
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
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Round 1 – 5 minutes
Round 2 – 4 minutes
Round 3 – 3 minutes
Round 4 – 2 minutes
Round 5 - 1 minute
QUESTION:
What organizational concerns must
be addressed to put a successful
guidance and advisement
program in place?
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Guidance and Advisement
Suggestions for the
Guidance
Curriculum
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Content Areas
1. Academic development
2. Career development
3. Personal-social
development
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© Sue Reynolds and Peggy LaTurno Hines, 2001

May be reproduced by educators with proper citations for educational purposes.
Academic Development
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 Standard A: Students will acquire the
attitudes, knowledge and skills contributing
to effective learning in school and across
the life span.
 Standard B: Students will complete school
with the academic preparation essential to
choose from a wide range of substantial
post-secondary options, including college.
 Standard C: Students will understand the
relationship of academics to the world of
work and to life at home and in the
community.
Career Development
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 Standard A: Students will acquire the skills
to investigate the world of work in relation to
knowledge of self and to make informed
career decisions.
 Standard B: Students will employ strategies
to achieve future career success and
satisfaction.
 Standard C: Students will understand the
relationship between personal qualities,
education and training and the world of work.
Did you know?
“The more students know about
education, career options and program
requirements, the more reasons they
have to set goals and work hard to
achieve them.”
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“Things That Matter Most in Improving
Student Learning” SREB, 1999
Personal/Social Development
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 Standard A: Students will acquire the
attitudes, knowledge and interpersonal skills
to help them understand and respect self
and others.
 Standard B: Students will make decisions,
set goals and take necessary action to
achieve goals.
 Standard C: Students will understand safety
and survival skills.
Academic Guidance Needed
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Most college-bound students simply
do not know which courses are
necessary not just to enter college,
but to begin credit-bearing work.
One of the most common student
misconceptions about college
readiness is that meeting their high
school graduation requirements will
prepare them for college.
Why are so many students who expect to
go to college not enrolled in the collegepreparatory courses they need to be
successful in higher education?
 They want the easy way out.
 No one has encouraged them to take the
right courses.
 College seems too far away.
 They believe they will get in “somewhere.”
 They are concerned about their grade point
average.
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WHAT IS THE GOAL?
 College Admissions or
College Success?
 College Attendance or
Graduation?
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(Dr. Ken Gray, Penn State University)
Every Child
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 Deserves to be
surrounded by a
culture of high
expectations and a rich
array of options for the
future
 Deserves individual
educational and career
guidance in order to
define the pathways to
the options he or she
deserves
Parental Involvement – How Do We
Get It?
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How to find success for all
students
Parental Involvement is the
single greatest factor in
determining student success.
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Did You Know . . .
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School practices that encourage
parents to participate are the most
important factors in whether or not
parents will participate. School
attitudes and actions are more
important than the parents/ income,
education level, marital status, race
or student grade level in predicting
whether the parent would be involved
in the school.
Our World
“In this complex world, it takes more
than a good school to educate
children. And it takes more than a
good home. It takes these two
major educational institutions
working together.”
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Epstein’s Framework of Six Types of
Parental Involvement
1.
2.
3.
4.
5.
6.
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Parenting (Help all families establish home environments to
support children as students.)
Communicating (Design effective forms of school-to-home
and home-to-school communications about school programs
and children’s progress.)
Volunteering (Recruit and organize parent help and
support.)
Learning at Home (Provide information and ideas to
families about how to help students at home.)
Decision Making (Include parents in school decisions,
developing parents leaders and representatives.)
Collaborating with Community (Identify and integrate
resources and services from the community to strengthen
school programs, family practices and student learning and
development.)
(Joyce Epstein of Johns Hopkins Univ.)
Recommendations to Improve Parental
Involvement
1) Eliminate barriers

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
Cultural and language – Use a translator - a
parent, faculty member, or student
Time Constraints – Accommodate parents’ work
schedules
Transportation – Offer transportation, arrange
carpools
Provide childcare, meals
Encourage family members to send a substitute
family member
Arrange meetings off campus
2. Adopt a philosophy that family and
community engagement is a key
component of your whole school
improvement plan.
 Develop the capacity of school staff to work with
families and community members.
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 Design staff development that:
-- helps all staff recognize the advantages of school,
family and community connections.
-- explores how trusting and respectful relationships
with families and community members are achieved.
-- enhance school staff’s ability to work with diverse
families.
3. Create a Parent Center that
will…
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
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Provide school information
Recruit parent volunteers
Provide grade-level breakfasts
Help with ESL parents
Provide GED classes for parents
Provide access to computer classes
Clothes exchange
4. Establish a Home Visitation
Program
 Provide parents information on special
programs, activities, curriculum,
expectations
 Serve as a liaison to convey parental
concerns back to the school
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5. Link efforts to engage families
to students learning.
 Schools should give parents
information that is factual and
empowering, along with strategies for
supporting the learning of their
children.
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“Best Practices” - Strategies:
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 Stress personal contact with parents.
 Foster communication with parents.
 Make the parents feel welcomed; create a
warm environment for parents.
 Take parents’ interests and needs into
consideration when planning activities.
 Facilitate structural accommodations for
parental involvement.
 Consider the education level, language, and
culture of parents.
 Provide staff development to teachers.
REMEMBER . . .
Parental involvement is
neither a quick fix nor a
luxury; it is absolutely
fundamental to a healthy
system of public
education.
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How Do you Get Parents to Attend
Annual Student-Adviser-Parent
Meetings?
 Student-Led Conferences
 Have an Appointment
 Make the Appointment
Meaningful
 Make the time convenient
 Do not invite – require!
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Let’s do some
scheduling!
HOW?
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Who will lead conferences?
 Teacher/Adviser
 Student
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How do you sustain an Advisement
Program?
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 Provide staff development that is quick and
painless.
 Include all faculty.
 Conduct walk-through’s
 Evaluate your Data – show that advisement is
making a difference.
 Make it a part of a Teacher’s Evaluation.
 Give it time.
 Make it easy!
Suggested Topics for
Staff Development
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 Academic Topics:
 Tests and test interpretation (PLAN, ACT,
PSAT, SAT, ASVAB)
 Graduation Requirements
 How to calculate GPA
 Registration and scheduling information
 Student financial aid for postsecondary
training
 Academic expectations for vocational
studies
Suggested Topics for
Staff Development
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 Career Topics:
 Knowledge of interest/aptitude
inventories
 Employability skills
 Applying for a job
 Interviewing
 Resume writing
 Communication skills
Suggested Topics for
Staff Development
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 Social/Personal Topics:
 Effective listening skills
 Substance abuse
education/knowledge
 Community resources/hotlines for
crisis assistance
 Interacting positively with parents;
how to hold a parent conference
 Awareness of cultural differences
 Conflict intervention
Are They Ready for College?
 Academically
 Socially
 Responsible
 Goal Oriented
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Essential Question 3
 How can we provide the
extra help needed to make
sure that all students reach
high expectations?
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Extra Help
 Why is it needed?
 What is the number one
key to success?
 What are the different
types?
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Getting Started With Extra
Help

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

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Offer help early
Frequent and regular
Easy to access; sometimes required
Goal setting important (school level,
teacher level, student level)
 Relationships over time
 Volunteers and technology help
 Avoid pull out programs
Providing Extra Help
 Tied to work students doing as a
normal part of the school routine
 Supplement; don’t repeat
 Use multiple strategies
 Pick up the pace
 Provided by trained person
 Personalize
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Providing Extra Help
 At your table brainstorm how you could
use the “prescription” sheet and
“academic probation” sheet.
Handout front/back
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Types
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 Peer Tutoring
 On-line Tutoring and ComputerAssisted Instruction
 After School Programs (and Morning
and Saturday Programs)
 Mentoring
 In-Class Programs
 Summer School/intersession
Thanks
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Board
For your
professionalism and
what you do for
students every day!
I am proud to call you a
colleague!
Contact us!
Gary Keller, HSTW
Phone: 270.993.1740
[email protected]
www.sreb.org
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“Learn to Earn”
The game that matches workers and
salaries!
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Rules of the Game:
 Study the two choices of
workers
 Decide who earns more
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ROUND #1
 LAURA, 46
 Mortician
 Powell, Wyo.
$ 35,800
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 PATRICIA, 32
 Pet groomer
 Dallas, Texas
$ 27,000
ROUND #2
 Erica, 28
 Athletic Trainer
 Alexandria, VA
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$ 57,700
 Marlyn, 49
 Home-care provider
 Oahu, Hawaii
$ 100,000
ROUND #3
 Barbara, 57
 Machinist
 St. Paul, MN
$ 51,100
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 Thomas, 26
 Newspaper reporter
 St. Louis, MO
$ 40,000
ROUND #4
 Eric, 29
 Plumbing
contractor
 Sarasota, FL
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$ 45,000
 Deborah, 51
 Costume designer
 Minneapolis, MN
$ 20,000
ROUND #5
 Leroy, 45
 Train operator
 Antioch, CA
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$ 62,000
 John, 52
 State Marine patrol
 Augusta, ME
$ 64,000
ROUND #6
 Lisa, 33
 College volleyball
coach
 Havre, MT
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$ 32,900
 Sally, 52
 Lighthouse keeper
 Plymouth, MA
$ 50,000
ROUND #7
 Joshua, 29
 Hotel bellman
 Las Vegas, NV
$ 46,000
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 Miguel, 28
 Hotel bellman
 Biloxi, MS
$ 11,000
ROUND #8
 Stewart, 46
 Computer technician
 Ferrisburgh, VT
$ 32,000
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 Jeannie, 44
 911 Dispatcher
 Peoria, IL
$ 48,300
ROUND #9
 Paul, 52
 Part-time tennis pro
 Indianapolis, IN
$ 48,000
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 Shawn, 31
 Private investigator
 Palm Harbor, FL
$ 210,000
ROUND #10
 Kelly, 37
 Adjunct college
professor
 South Bend, IN
$ 6,000
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 Mark, 40
 Mechanic
 Elkview, WV
$ 46,000
BONUS ROUND!
 Ronald, 47
 Harness race
driver
 Clarksburg, NJ
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Education
Board
$ 495,000
 Funny Cide, 4
 Thoroughbred
 Saratoga Springs, NY
$ 2 million