Transcript Slide 1
Welcome!
New Mexico
Summer
Symposium
Southern
Regional
Education
Board
SREB/HSTW
&
Schlechty Center
Opening Session
Welcome
What issues face schools today?
Introduction to The HSTW
Framework: What are successful
schools doing?
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Regional
Education
Board
A little background on SREB and
HSTW?
According to the Center
for Educational
Statistics…
In 2005, approximately 488,000
students dropped out of American
high schools
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Regional
Education
Board
3
“The Bulge Begins in the Middle”
2003 Nation-Wide Enrollment Data
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Regional
Education
Board
Grade
Enrollment
7
3,840,514
8
3,809,431
9
4,190,639
10
3,675,312
11
3,277,253
12
3,046,516
Source: National Center for Education Statistics, 2007
4
The Education Pipeline
100
80
60
40
20
0
9th Grade
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Regional
Education
Board
Graduate HS Enter College Return for 2nd Earn degrees
Yr.
3-6 yrs. Later
Source: The Bridge Project Stanford University
5
When Asked “How Much Education I
Will Complete by Age 30”
Less Than HS
Diploma
HS Diploma
45%
40%
35%
CT Certification
30%
25%
2-Yr. Degree
20%
15%
4-Yr. Degree
10%
5%
0%
Percent
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Regional
Education
Board
Source: HSTW Student Survey
Graduate
Degree
Don't Know
6
Fastest Growing Jobs Require Some
Education Beyond High School
First-professional degree
18
Doctoral degree
24
Master's degree
23
19
Bachelor's or higher + work exp
23
Bachelor's degree
32
Associate degree
11
8
Work experience
11
Long-term OJT
14
15
Moderate-term OJT
Short-term OJT
Total
0
10
20
30
40
50
60
Percent of Employment Growth
Business-Higher Education Forum
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Regional
Education
Board
In 1950, 80 percent of the jobs
were classified as “unskilled.”
Now, an estimated 85 percent are
classified as “skilled,” requiring
education beyond high school.
60 percent of future jobs will
require training that only 20
percent of today’s workers
possess.
9
In the United States…
65% of the fastest growing
occupations require some
postsecondary education or
training.
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Board
By 2010, 42% of all new jobs will
require a vocational certificate,
associate degree, bachelor’s degree
or higher.
In the United States…
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Sixteen of the 30 fastest growing
occupations are health related,
including 13 in healthcare and 3 in
other occupation groups. Of the
non-health-related occupations, 6 are
computer specialist occupations, 3
are environment related, and 2 are in
teaching. The remaining ones are
forensic science technicians;
employment, recruitment, and
placement specialists; and
paralegals and legal assistants.
Why are student needs different in 2007?
Read The World is Flat by Thomas Friedman
In 1957, parents said, “Eat your
dinner; there are children in
India who are starving.”
In 2007, parents say, “Go to
school and learn; there are
children in India who are
starving for your job!”
WHY CHANGE?
According to the United States
Bureau of Labor Statistics:
Only 6% of the jobs in America
are for high school drop-outs
Nationally 25% of our students
are dropping-out
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Regional
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Board
What's wrong with this
picture ?
Percent of Students Who Take
Remedial Courses
63% at two-year
institutions
40% at four-year
institutions
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Regional
Education
Board
Source: The Bridge Project Stanford University
AssignmentsStandards Alignment
Percent of Assignments
Aligned With SC Standards
As grade level increases, % of assignments aligned to standards decreases
100
97
95
89
87
80
70
66
60
55
56
57
6
7
8
40
20
0
K
1
2
3
4
5
Grade
Source: John Holton, South Carolina Department of Education, analysis of assignments from 362
Elementary and Middle Schools in SC.
Assignment Levels Decline
As Grade Level Increases, the Assignments Given to Students Fall Further
and Further Behind Grade Level Standards
8
8
7
7
6
Grade
6
5
4
4
3
3
2
2
1
5.78
5
1
0
0
K
6.37
4.97
4.34
3.62
2.88
1.94
0.99
0.02
1
2
3
4
Average Grade Level of Assignment
5
6
7
8
Grade Level Standard
Source: John Holton, South Carolina Department of Education, analysis of assignments from 362
Elementary and Middle Schools in SC.
Pattern Continues in HS
12
12
11
11
Grade
10
10
9
9
8
7.82
9.56
9.78
8.5
7
6
5
Grade 9
Grade 10
Average Grade Level of Assignment
Grade 11
Grade 12
Grade Level Standard
Source: John Holton, South Carolina Department of Education, analysis of English Language Art
Assignments in14 High Schools in South Carolina
What Are Successful
Schools Doing To:
Improvement at the Same
Time in Both
Student completion rates
Student achievement
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Using Data for Improvement
Process
Performance
Data Inquiry Process
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A facilitator will provide your group a
data poster
First, as a group, try to determine
how the poster is organized
We will rotate posters. There are
eleven different posters
I will add information about the
posters after each rotation
2006 HSTW Assessment
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Board
NAEP-referenced subject tests
Reading, Mathematics, Science
Scale 0-500
Student Survey
Course History
School and Classroom Experiences
Teacher Survey
Reports produced by Educational Testing
Service
Data/Survey linked to HSTW Key Practices
Readiness Requirements
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SAT scores
500 or higher= ready for college level work
Below 450 = remediation
Select universities (1100 score for acceptance)
ACT College-readiness Benchmarks:
English
18
Reading
21
Mathematics
22
Science
24
HSTW Performance Goals:
Reading
279
Mathematics
297
Science
299
2006 Assessment Participation
2006 HSTW Assessment
1,028 schools
61,815 students
50,439 teachers
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Extension of Data Walk
Process-performance data relationship
Predict your students’ responses
Top two
Bottom two
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What can we control?
How much will it cost us to change?
The Southern Regional
Education Board (SREB)
Founded in 1948 to improve the plight of the
south through a focus on education
Nonprofit, nonpartisan organization
Works with leaders and policy-makers in 16
member states
Provide data to legislatures and state boards of
education for decision making
Focus on improving education pre-K through
best practice
Link states together as a network
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High Schools That Work Making
and Middle Grade Work
HSTW is the largest and oldest of
SREB’s school improvement
initiatives for secondary schools
1987 – 27 HSTW sites
2008 – 1400 HSTW sites in 32 states
MMGW was founded to focus on
middle grades issues
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1998 – 25 MMGW sites for research
2001 – MMGW opened to all
2008 – 300 MMGW sites in 16 states
About HSTW
Link policies, initiatives, and resources to
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districts and states
Core Beliefs
Effort-Based
Prepare all Students for postsecondary
and careers
Focus on Transitions
Theory of Change
Ownership
Distributed Leadership
Community of Learners
Continuous Improvement
Framework: Ten Key Practices
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
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
The Framework:
10 Key Practices
Rigor
Raise Expectations
Challenging Academic
Program of Study
Relevance
Challenging Career
Technical
Work-based Learning
Teachers Working
Together
Active Engagement
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Relationships
Guidance and
Advisement
Extra Help
Key Practice
Culture of Continuous
Improvement
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Utilize student
assessment and
program evaluation
data to continuously
improve school
culture, organization,
management,
curriculum and
instruction to
advance student
learning.
The Foundation
Students Meeting the HSTW
Performance Goals
Percent
Meeting
Performance
Goals
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Regional
Education
Board
Reading (Goal 279)
Mathematics (Goal
297)
Source: 2006 HSTW Assessment
Science
(Goal 299)
36%
Medium
to High
Socioeconomic
Status
n =
5,160
54%
44
63
32
50
Low
Socioeconomic
Status
n =
2,696
Students Meeting the HSTW
Performance Goals
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Regional
Education
Board
New Mexico
Percent
Meeting
Performance
Goals
Low
Socioeconomic
Status
n=190
Reading (Goal 279)
Mathematics (Goal
34%
Medium
to High
Socioeconomic
Status
n=319
57%
42
63
29
51
297)
Science
(Goal 299)
Source: 2006 HSTW Assessment
Socio-Economic Status and
High School Experiences
Low Socioeconomic
Status
Intensive
Experience in: n = 2,696
High Expectations
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Regional
Education
Board
Medium to
High
Socioeconomic
Status
n = 5,160
16%
21%
Literacy
14
20
Numeracy
24
29
Science
19
26
Work-based Learning
48
55
Guidance
41
50
Perceived
Source:
2006 HSTW Assessment
Importance
of HS
35
41
Extra Help
33
38
New Mexico Sites compared to High
Scoring Sites in Your Category
High
New Mexico
Scoring
2006
Sites Like
Intensive
New Mexico
Experience in:
High Expectations
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Regional
Education
Board
12%
25%
Literacy
9
23
Numeracy
14
30
Science
10
32
Work-based Learning
45
61
Guidance
44
52
Recommended
Curriculum
11
38
Integrating
Ac and
Source:
2006 HSTW Assessment
3
11
CT
The Good News: The
Experiences We Give Our
Students Makes a Difference
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Education
Board
Comparison of two sets of 100 schools
using 2004 and 2006 data
Similar ethnicity
Similar sizes
Similar locations – urban, suburban,
rural
Similar parent education
Different progress in implementation
and achievement
Average Gains in Achievement Between
2004 and 2006 for Most Improved and
Non-improved High Schools
Non-improved
School Gains +-
Most Improved
School Gains +-
Reading
- 11
+ 15
Mathematics
-8
+ 12
Science
- 12
+ 15
All Students
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Regional
Education
Board
Source: 2004 & 2006 HSTW Assessment
Achievement Reading
Differences Across Sub-Groups
Reading
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All students
African-American
White
Low parent education
High parent education
100 Non- 100 Mostimproved improved
- 11
- 12
- 10
- 11
- 11
+ 15
+ 16
+ 13
+ 14
+ 14
Source: 2004 and 2006 High Schools That Work Assessment and Student Survey
Average Gains/Declines in
Mathematics Achievement Scores
Mathematics
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Regional
Education
Board
100 Non- 100 Mostimproved improved
All Students
African-American
White
-8
-9
-6
+ 12
+ 13
+ 11
Low parent education
-7
+ 11
High parent education
-8
+ 12
Source: 2004 and 2006 High Schools That Work Assessment and Student Survey
Average Gains/Declines in
Science Achievement Scores
Science
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Regional
Education
Board
100 Non- 100 Mostimproved improved
All Students
African-American
White
Low parent education
- 12
- 12
-10
-11
+ 16
+ 19
+ 15
+ 17
High parent education
-12
+ 16
Source: 2004 and 2006 High Schools That Work Assessment and Student Survey
The Essential Questions
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Regional
Education
Board
Why do students at most-improved
schools make greater gains in
achievement than students at nonimproved schools?
Are there differences in student
experiences and adult behaviors (that
we control) associated with these
differences in student achievement?
Breakout Session Format
Introduce Key Practices for the Session
Why is this important?
Identify key indicators
Determine status of your school practices
Learn actions taken by successful schools
Agree on actions to implement at our
school
Work as a leadership team
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Regional
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Board
• Data Person
• Recorder/Reporter
• Team Facilitator
Opening Session Summary
Issues facing schools: improving
achievement and completion rate at the same
time
What makes HSTW Schools Different?
Process v. Performance
Effort v. Ability
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Regional
Education
Board
Successful schools are improving by
focusing on things they control and influence
42
Instructions for Breakouts
Ivy Alford
Look on the back of your name tag
You will be sitting with your school at your
designated table in a specific color room
Room Designations:
•
•
•
•
Green—Rio Grande
Red—Parlor EFG
Yellow—Parlor ABC
Blue—Remain in Ballroom
Look for a sign on each table that
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Regional
Education
Board
designates your table letter
Please ask a presenter if you have
questions
Breaks and Lunch
43
Thank You!
Contact Information:
Steven K. Broome, Ph.D.
[email protected]
404-879-5592
Southern
Regional
Education
Board