Slide 1

Download Report

Transcript Slide 1 

Using Data to Set Priorities
for Teaching and Learning
HSTW Assessment
Southern
Regional
Education
Board
Illinois State HSTW Data Workshop
Bloomington, Illinois
October 21-22, 2008
1
Welcome and Introductions
Icebreaker: Metaphorical
Thinking
Finish this sentence:
A school without data is like a(n)
_______________________________
_______________________________
because _______________________.
Southern
Regional
Education
Board
Workshop Objectives
Southern
Regional
Education
Board
 Understand the 2008 HSTW
Assessment and Assessment Report
 Use data to analyze your
school/district/state’s challenges and
develop an action plan for
addressing those challenges
 Develop a plan for engaging others
in analyzing assessment results and
using data to make change
3
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
 Network states
Southern
Regional
Education
Board
4
High Schools That Work
and Making Middle Grade Work
 HSTW is the largest and oldest of SREB’s
school improvement initiatives for
secondary schools
 1987 – 27 HSTW sites
 2008 – 1,000+ HSTW sites in 32 states
 MMGW was founded to focus on middle
grades issues
 1998 – 25 MMGW sites for research
 2001 – MMGW opened to all
 2008 – 300+ MMGW sites in 16 states
Southern
Regional
Education
Board
5
High Schools That Work
(HSTW)
Southern
Regional
Education
Board
6
HSTW Key Practices
Southern
Regional
Education
Board
 High
Expectations
 Program of Study
 Academic
Studies
 Career/Technical
Studies
 Work-Based
Learning
 Teachers
Working Together
 Students Actively
Engaged
 Guidance
 Extra Help
 Culture of
Continuous
Improvement
7
What Will it Take?
 Improvement at the same time
in both
 Student achievement
 Student completion rate
 Truly use data for improvement
Southern
Regional
Education
Board
 Process
 Performance
8
Data Inquiry Process - Data Walk
 Your facilitator will direct your group
to a data poster.
 We will rotate clockwise to posters.
There are twelve different posters.
 I will add information about the
posters after each rotation.
Southern
Regional
Education
Board
 As a group, try to determine: How is
the poster organized?
9
Data Inquiry Process
 Rotate to the next poster.
 There are multiple measures of data
on these posters.
Southern
Regional
Education
Board
 What types of data do you think were
collected and analyzed to provide the
information you see on the posters?
10
2008 HSTW Assessment
 NAEP-like subject tests
 Reading, Mathematics, Science
 Scale 0-500
 Student Survey
 Course History
 School and Classroom Experiences
Southern
Regional
Education
Board
 Teacher Survey
 Reports produced by Educational
Testing Service
 Data/Survey linked to HSTW Key
Practices
11
Data Inquiry Process
 Rotate to the next poster.
 What are the subjects of this data set?
 What is the purpose of this data set?
Southern
Regional
Education
Board
12
2008 Assessment Participation
 2008 HSTW Assessment
 1,048 schools
 61,234 students
 51,064 teachers
Southern
Regional
Education
Board
 Given to seniors in even years
 Sample of 60+ per school
 School improvement data
13
Data Inquiry Process
 Rotate to the next poster.
 Where are college-readiness
indicators located on the posters?
 Discuss your definitions of collegereadiness.
Southern
Regional
Education
Board
14
Readiness Requirements



Southern
Regional
Education
Board
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 Readiness Goals:
 Reading
250
 Mathematics
257
 Science
258
15
Data Inquiry Process
 Rotate to the next poster.
 How does this data relate to other data
your school typically reviews?
 What’s the difference in the types of
data on all these posters?
Southern
Regional
Education
Board
 What is the value of using both types
of results data?
16
Multiple Measures
School
Processes
Perceptions
Effort
Demographics
Student
Achievement
Southern
Regional
Education
Board
17
Data Inquiry Process
 Rotate to the next poster
 Predict your school’s students’
responses
 Top two
 Bottom two
Southern
Regional
Education
Board
18
Data Inquiry Process
 Rotate to the next poster. On the last
rotation:
 Which of the indicators on your
group’s final poster do adults in the
school community have control over?
Southern
Regional
Education
Board
 Which indicators would it cost you
money to change?
19
Debriefing the Data Walk
 Process-performance data
relationship
 What can we control?
 How much will it cost us to change?
Southern
Regional
Education
Board
 Issues facing schools: improving
achievement and completion rate at
the same time
20
Debriefing the Data Walk
 What makes HSTW schools
different?
 Process v. Performance
 Effort v. Ability
 Successful schools are improving
by focusing on things they control
and influence
Southern
Regional
Education
Board
 We must take ownership of what we
can control.
21
The Essential Question
Why do students at mostimproved schools make greater
gains in achievement than
students at non-improved
schools?
Southern
Regional
Education
Board
22
The Detailed Answer
Southern
Regional
Education
Board
More students at most-improved schools:
 Completed the HSTW-recommended curriculum
in reading, math and science
 Experienced high expectations in the classroom
 Experienced reading, writing and math skills
across the curriculum
 Were engaged in science
 Experienced quality career/technical studies and
work-based learning
 Had access to quality extra help and guidance
 Understood the importance of learning and doing
well in high school
23
The Short Answer
The most-improved schools more
fully implemented the HSTW
design.
They took action to increase
student achievement.
Southern
Regional
Education
Board
24
Interpreting the 2008 HSTW
Assessment
Southern
Regional
Education
Board
25
2008 HSTW Assessment
 NAEP-like subject tests
 Reading, Mathematics, Science
 Student Survey
 Course History
 School and Classroom Experiences
 Teacher Survey
Southern
Regional
Education
Board
 Administered to all or a random sample of 60+
seniors in January 2008
 Comprehensive report disaggregating
achievement by school/classroom practices
26
2008 Assessment Participation
 2008 HSTW Assessment
 1,048 schools
 61,234 students
 51,064 teachers
 2008 Middle Grades Assessment
Southern
Regional
Education
Board
 309 schools
 18,300 students
 10,758 teachers
27
2008 HSTW Assessment Results
All Sites
Percentage of Students at Each Performance Level
55%
Reading
44%
23%
24%
8%
53%
Math
47%
39%
12%2%
51%
Science
Southern
Regional
Education
Board
49%
below Basic
34%
Basic
Proficient
14% 3%
Advanced
Source: 2008 HSTW Assessment, All Sites
28
2008 HSTW Assessment Results
All Illinois Sites
Percentage of Students at Each Performance Level
66%
Reading
41%
23%
28%
9%
59%
Math
48%
38%
12%2%
61%
Science
Southern
Regional
Education
Board
53%
below Basic
Source: 2008 HSTW Assessment, All Illinois Sites
30%
Basic
Proficient
14% 3%
Advanced
29
2008 HSTW Assessment Results
Percentage of Students Meeting Readiness Goals
100%
80%
80%
60%
73%
59% 56%
52% 53%
72%
47%
HSTW
Goal =
85%
51%
40%
20%
0%
Southern
Regional
Education
Board
Reading
Your Site
Mathematics
Illinois Sites
Source: 2008 HSTW Assessment
All Sites
Science
High-Scoring Sites (A)
30
Report Format
Southern
Regional
Education
Board
 Executive Summary (pg. 1-2)
 Overview (pg. 3-24)
 Full Report
 Indices (pg. 25-36)
 Benchmarks (pg. 37-57)
 Student survey results (pg. 58-209)
 Teacher survey results (pg. 210-241)
 Appendix (pg. 242-258)
31
Test Development
 Why revise the assessment?
 Refresh subject tests
 Add utility
Southern
Regional
Education
Board
 Purpose
 Continue measuring continuous
school improvement
 Add measure of student college- and
career-readiness
32
Test Development
Southern
Regional
Education
Board








Determine broad guidelines
Specify content to be included
Develop and review test questions
Write performance level descriptors
Review performance level descriptors
Administer assessment
Standard setting workshop
Research and validity studies
33
Test Content
Reading
Southern
Regional
Education
Board
 80% informational texts; 20% literary
nonfiction
 Includes meaning vocabulary
 Includes paired texts (to assess
critical analysis)
 Does not include literary fiction or
poetry
34
Test Content
Mathematics
Southern
Regional
Education
Board
 10% - Number Properties and
Operations
 30% - Measurement/Geometry
 25% - Data Analysis, Statistics and
Probability
 35% - Algebra
35
Test Content
Science
 40% - Life science
 40% - Physical science
 20% - Earth and space science
Southern
Regional
Education
Board
36
Test Details
Southern
Regional
Education
Board
 Reading
 90 minutes in length
 5 passages, 46 MC questions, 2 CR
questions
 Mathematics
 70 minutes in length
 50 MC questions and 2 CR questions
 Graphing calculator for some questions
 Science
 70 minutes in length
 50 MC questions and 2 CR questions
37
Standard Setting
 What is a cut score?
 The minimum test score a student must earn to be
considered at a certain performance level
 Three cut scores result in four levels of
performance.
below
Basic
Southern
Regional
Education
Board
Cut
Score A
Basic
Proficient
Cut
Score B
Advanced
Cut
Score C
38
Standard Setting
 Finding the target student
Basic
Southern
Regional
Education
Board
Proficient
Target
Basic Student
39
Standard Setting
Southern
Regional
Education
Board
Reading
Mathematics
Science
Basic
250-271
257-291
258-285
Proficient
272-301
292-318
286-310
Advanced
302-500
319-500
311-500
Students scoring below 250 in reading, 257 in mathematics or 258 in
science are considered to be performing below the Basic level.
40
Test Scores
Southern
Regional
Education
Board
 All three tests are scored on a scale of 0 to
500.
 Scores are not comparable across subject
areas (i.e., a score of 270 in reading is not the
same as a 270 in mathematics).
 Students performing below a 250 in reading,
257 in mathematics or 258 in science are
considered performing below the Basic level
in that subject area.
 The readiness goals are set at the basic level
in each subject area (reading = 250;
mathematics = 257; science = 258).
41
Performance Level Descriptors
 Pages 11-13
 Read the basic, proficient and
advanced descriptors for each subject
test
 In 2 or 3 sentences, describe what it
means for a student to achieve in each
level
Southern
Regional
Education
Board
10:00
0:06
0:07
0:08
0:09
0:10
0:18
0:19
0:20
1:18
1:19
1:20
1:06
1:07
1:08
1:09
1:10
0:54
0:55
0:56
0:57
0:58
0:59
0:42
0:43
0:44
0:45
0:46
0:47
0:31
0:32
0:33
0:34
0:35
0:21
0:22
0:23
0:30
2:18
2:19
2:20
2:06
2:07
2:08
2:09
2:10
1:54
1:55
1:56
1:57
1:58
1:59
1:42
1:43
1:44
1:45
1:46
1:47
1:31
1:32
1:33
1:34
1:35
1:21
1:22
1:23
1:30
3:06
3:07
3:08
3:09
3:10
3:42
3:43
3:44
3:45
3:46
3:47
3:31
3:32
3:33
3:34
3:35
3:21
3:22
3:23
3:30
3:18
3:19
3:20
2:54
2:55
2:56
2:57
2:58
2:59
2:42
2:43
2:44
2:45
2:46
2:47
2:31
2:32
2:33
2:34
2:35
2:21
2:22
2:23
2:30
9:06
9:07
9:08
9:09
9:10
9:42
9:43
9:44
9:45
9:46
9:47
9:31
9:32
9:33
9:34
9:35
9:21
9:22
9:23
9:30
9:18
9:19
9:20
3:58
3:59
3:54
3:55
3:56
3:57
9:58
9:59
9:54
9:55
9:56
9:57
0:11
1:11
2:11
3:11
9:11
STOP
0:01
0:02
0:03
0:04
0:05
0:12
0:13
0:14
0:15
0:16
0:17
1:12
1:13
1:14
1:15
1:16
1:17
1:01
1:02
1:03
1:04
1:05
0:51
0:52
0:53
0:41
0:48
0:49
0:50
0:36
0:37
0:38
0:39
0:40
1:00
0:24
0:25
0:26
0:27
0:28
0:29
2:12
2:13
2:14
2:15
2:16
2:17
2:01
2:02
2:03
2:04
2:05
2:00
1:51
1:52
1:53
1:41
1:48
1:49
1:50
1:36
1:37
1:38
1:39
1:40
1:24
1:25
1:26
1:27
1:28
1:29
3:01
3:02
3:03
3:04
3:05
3:00
3:41
3:36
3:37
3:38
3:39
3:40
3:24
3:25
3:26
3:27
3:28
3:29
3:13
3:14
3:15
3:16
3:17
2:51
2:52
2:53
2:41
2:48
2:49
2:50
2:36
2:37
2:38
2:39
2:40
2:24
2:25
2:26
2:27
2:28
2:29
9:01
9:02
9:03
9:04
9:05
9:41
9:36
9:37
9:38
9:39
9:40
9:24
9:25
9:26
9:27
9:28
9:29
9:13
9:14
9:15
9:16
9:17
3:51
3:52
3:53
3:48
3:49
3:50
3:12
9:00
9:51
9:52
9:53
9:48
9:49
9:50
9:12
42
Interpreting Scores
 Raw scores mapped to scale scores
Southern
Regional
Education
Board
Raw
Scale
0
0
1
50
2
66
.
.
.
.
.
.
52
368
53
407
54
500
43
Interpreting Scores
 No direct comparisons of test scores!!!
 Or the percentage of students meeting
readiness goals
 Or the percentage of students at each
performance level
 But you can compare survey data!!!
Southern
Regional
Education
Board
44
Interpreting Scores
 Page 14
 Take 5 minutes to discuss these scenarios
at your table. Then we’ll discuss as a
group.
Southern
Regional
Education
Board
10:00
0:06
0:07
0:08
0:09
0:10
0:18
0:19
0:20
1:18
1:19
1:20
1:06
1:07
1:08
1:09
1:10
0:54
0:55
0:56
0:57
0:58
0:59
0:42
0:43
0:44
0:45
0:46
0:47
0:31
0:32
0:33
0:34
0:35
0:21
0:22
0:23
0:30
2:18
2:19
2:20
2:06
2:07
2:08
2:09
2:10
1:54
1:55
1:56
1:57
1:58
1:59
1:42
1:43
1:44
1:45
1:46
1:47
1:31
1:32
1:33
1:34
1:35
1:21
1:22
1:23
1:30
3:06
3:07
3:08
3:09
3:10
3:42
3:43
3:44
3:45
3:46
3:47
3:31
3:32
3:33
3:34
3:35
3:21
3:22
3:23
3:30
3:18
3:19
3:20
2:54
2:55
2:56
2:57
2:58
2:59
2:42
2:43
2:44
2:45
2:46
2:47
2:31
2:32
2:33
2:34
2:35
2:21
2:22
2:23
2:30
9:06
9:07
9:08
9:09
9:10
9:42
9:43
9:44
9:45
9:46
9:47
9:31
9:32
9:33
9:34
9:35
9:21
9:22
9:23
9:30
9:18
9:19
9:20
3:58
3:59
3:54
3:55
3:56
3:57
9:58
9:59
9:54
9:55
9:56
9:57
0:11
1:11
2:11
3:11
9:11
STOP
0:01
0:02
0:03
0:04
0:05
0:12
0:13
0:14
0:15
0:16
0:17
1:12
1:13
1:14
1:15
1:16
1:17
1:01
1:02
1:03
1:04
1:05
0:51
0:52
0:53
0:41
0:48
0:49
0:50
0:36
0:37
0:38
0:39
0:40
1:00
0:24
0:25
0:26
0:27
0:28
0:29
2:12
2:13
2:14
2:15
2:16
2:17
2:01
2:02
2:03
2:04
2:05
2:00
1:51
1:52
1:53
1:41
1:48
1:49
1:50
1:36
1:37
1:38
1:39
1:40
1:24
1:25
1:26
1:27
1:28
1:29
3:01
3:02
3:03
3:04
3:05
3:00
3:41
3:36
3:37
3:38
3:39
3:40
3:24
3:25
3:26
3:27
3:28
3:29
3:13
3:14
3:15
3:16
3:17
2:51
2:52
2:53
2:41
2:48
2:49
2:50
2:36
2:37
2:38
2:39
2:40
2:24
2:25
2:26
2:27
2:28
2:29
9:01
9:02
9:03
9:04
9:05
9:41
9:36
9:37
9:38
9:39
9:40
9:24
9:25
9:26
9:27
9:28
9:29
9:13
9:14
9:15
9:16
9:17
3:51
3:52
3:53
3:48
3:49
3:50
3:12
9:00
9:51
9:52
9:53
9:48
9:49
9:50
9:12
45
Interpreting Scores
 I had 28 students earn the HSTW
Award of Educational
Achievement in 2006. That
number decreased to 15 in 2008.
Does that mean these students
didn’t perform as well?
Southern
Regional
Education
Board
Not necessarily!
46
Interpreting Scores
 The reading goal went from 279
in 2006 to 250 in 2008. Does that
mean it is easier to meet the
goal?
No!
Southern
Regional
Education
Board
New tests and new
standards –
They’re just different!
47
Interpreting Scores
 Our school’s 2008 mean math
score is 267. It was 298 in 2006.
Does that mean we did worse?
No!
Southern
Regional
Education
Board
We need to look at the
concordance tables to
find out.
48
Interpreting Scores
 We do have a way to estimate
change in performance from
2006 to 2008 by using the
concordance tables produced
by ETS.
Southern
Regional
Education
Board
49
BREAK
12:00
13:00
14:00
15:00
11:00
0:06
0:07
0:08
0:09
0:10
4:10
4:40
4:50
4:20
4:00
4:30
0:18
0:19
0:20
0:54
0:55
0:56
0:57
0:58
0:59
0:42
0:43
0:44
0:45
0:46
0:47
0:31
0:32
0:33
0:34
0:35
2:00
2:10
2:40
2:50
2:20
2:30
0:21
0:22
0:23
0:30
0:11
STOP
10:00
0:01
0:02
0:03
0:04
0:05
3:20
3:10
3:40
3:50
3:00
3:30
5:00
6:00
7:00
8:00
9:00
0:12
0:13
0:14
0:15
0:16
0:17
0:51
0:52
0:53
0:41
0:48
0:49
0:50
0:36
0:37
0:38
0:39
0:40
1:20
1:30
1:00
1:10
1:40
1:50
0:24
0:25
0:26
0:27
0:28
0:29
Using Concordance Tables to
Estimate Change in
Achievement
Southern
Regional
Education
Board
51
Concordance Tables
Southern
Regional
Education
Board
 Relate the performance of two
different assessments of the
same general content (e.g., the
SAT and the ACT tests)
 Provide an estimate of how
achievement changed from 2006
to 2008
52
Concordance Tables
Keep in mind…
 The scores from the 2006 and 2008
assessments are not
interchangeable because:
Southern
Regional
Education
Board
 The test content changed from 2006 to
2008
 The 2008 scales could not be equated to
the 2006 scales
 The 2008 assessment is on a new
reporting scale
53
Concordance Tables
Southern
Regional
Education
Board
Keep in mind…
 The concordance tables are not
comparable across content areas
 Student performance could have
changed, but the change is not
measurable because the same
students did not take both
assessments (2006 and 2008)
54
Southern
Regional
Education
Board
55
Concordance Tables
 To evaluate the site’s overall mean
scores:
Southern
Regional
Education
Board
 Obtain the overall subject mean score
from 2006 (from 2006 report)
 Using that subject’s concordance table,
locate the 2006 mean score in the 2006
score column.
 Read across the row of the table to find
the corresponding score from the 2008
assessment.
 Use this number to make an
approximate comparison.
56
Concordance Tables
 To evaluate the site’s performance relative
to the HSTW network:
Southern
Regional
Education
Board
 Obtain the overall subject mean score from 2006
(from 2006 report)
 Using that subject’s concordance table, locate
the 2006 mean score in the 2006 score column
and locate the percentile that corresponds to the
mean.
 Obtain the overall subject mean score for 2008.
 Using that subject’s concordance table, locate
the 2008 mean score in the 2008 score column
and locate the percentile that corresponds to the
mean.
 The difference in the two percentiles will indicate
whether the site’s mean has increased or
decreased relative to the HSTW network.
57
Concordance Tables
 Example
 2006 Mean Reading Score = 262
 2008 Mean Reading Score = 244
Southern
Regional
Education
Board
 If you compared them directly, you
would think reading achievement
decreased by 18 points. But is that
accurate? Let’s check the concordance
table…
58
228 < from
244
Increased
the 25th
(2006 estimate) in(2008
mean)
percentile
2006
to the
41st percentile in 2008!
262 ≈ 228
Southern
Regional
Education
Board
Reading
Achievement
increased
more thanachievement
the network as
a whole.
has
improved!!!
59
Concordance Tables
 Page 20
 Use the concordance tables to
estimate the change in achievement
for your school/district/state from
2006 to 2008.
Southern
Regional
Education
Board
10:00
0:06
0:07
0:08
0:09
0:10
0:18
0:19
0:20
1:18
1:19
1:20
1:06
1:07
1:08
1:09
1:10
0:54
0:55
0:56
0:57
0:58
0:59
0:42
0:43
0:44
0:45
0:46
0:47
0:31
0:32
0:33
0:34
0:35
0:21
0:22
0:23
0:30
2:18
2:19
2:20
2:06
2:07
2:08
2:09
2:10
1:54
1:55
1:56
1:57
1:58
1:59
1:42
1:43
1:44
1:45
1:46
1:47
1:31
1:32
1:33
1:34
1:35
1:21
1:22
1:23
1:30
3:06
3:07
3:08
3:09
3:10
3:42
3:43
3:44
3:45
3:46
3:47
3:31
3:32
3:33
3:34
3:35
3:21
3:22
3:23
3:30
3:18
3:19
3:20
2:54
2:55
2:56
2:57
2:58
2:59
2:42
2:43
2:44
2:45
2:46
2:47
2:31
2:32
2:33
2:34
2:35
2:21
2:22
2:23
2:30
9:06
9:07
9:08
9:09
9:10
9:42
9:43
9:44
9:45
9:46
9:47
9:31
9:32
9:33
9:34
9:35
9:21
9:22
9:23
9:30
9:18
9:19
9:20
3:58
3:59
3:54
3:55
3:56
3:57
9:58
9:59
9:54
9:55
9:56
9:57
0:11
1:11
2:11
3:11
9:11
STOP
0:01
0:02
0:03
0:04
0:05
0:12
0:13
0:14
0:15
0:16
0:17
1:12
1:13
1:14
1:15
1:16
1:17
1:01
1:02
1:03
1:04
1:05
0:51
0:52
0:53
0:41
0:48
0:49
0:50
0:36
0:37
0:38
0:39
0:40
1:00
0:24
0:25
0:26
0:27
0:28
0:29
2:12
2:13
2:14
2:15
2:16
2:17
2:01
2:02
2:03
2:04
2:05
2:00
1:51
1:52
1:53
1:41
1:48
1:49
1:50
1:36
1:37
1:38
1:39
1:40
1:24
1:25
1:26
1:27
1:28
1:29
3:01
3:02
3:03
3:04
3:05
3:00
3:41
3:36
3:37
3:38
3:39
3:40
3:24
3:25
3:26
3:27
3:28
3:29
3:13
3:14
3:15
3:16
3:17
2:51
2:52
2:53
2:41
2:48
2:49
2:50
2:36
2:37
2:38
2:39
2:40
2:24
2:25
2:26
2:27
2:28
2:29
9:01
9:02
9:03
9:04
9:05
9:41
9:36
9:37
9:38
9:39
9:40
9:24
9:25
9:26
9:27
9:28
9:29
9:13
9:14
9:15
9:16
9:17
3:51
3:52
3:53
3:48
3:49
3:50
3:12
9:00
9:51
9:52
9:53
9:48
9:49
9:50
9:12
60
Utilizing the Executive
Summary
Southern
Regional
Education
Board
61
Approaching the Report
 Before analyzing data, ask yourself
“who participated in this
assessment?”
 Random sample or all students?
 Career/technical or all students?
 Who completed the assessment?
• Page 59 of assessment report
 What is your category?
Southern
Regional
Education
Board
62
Executive Summary
 Now that we know who participated,
how did we do overall?
Southern
Regional
Education
Board
63
Utilizing the Executive Summary
Pairs Check a
Name: ____________
Name: ____________
Date: ____________
Date: ____________
a
1
a
2
a
3
a
4
a
5
Southern
Regional
Education
Board
Sponge:
Sponge:
a
66
Executive Summary
 Pages 21-22
 Use the executive summary to obtain
an overall picture of your
school/district/state’s performance.
Southern
Regional
Education
Board
12:00
13:00
14:00
15:00
11:00
0:06
0:07
0:08
0:09
0:10
4:10
4:40
4:50
4:20
4:00
4:30
0:18
0:19
0:20
0:54
0:55
0:56
0:57
0:58
0:59
0:42
0:43
0:44
0:45
0:46
0:47
0:31
0:32
0:33
0:34
0:35
2:00
2:10
2:40
2:50
2:20
2:30
0:21
0:22
0:23
0:30
0:11
STOP
10:00
0:01
0:02
0:03
0:04
0:05
3:20
3:10
3:40
3:50
3:00
3:30
5:00
6:00
7:00
8:00
9:00
0:12
0:13
0:14
0:15
0:16
0:17
0:51
0:52
0:53
0:41
0:48
0:49
0:50
0:36
0:37
0:38
0:39
0:40
1:20
1:30
1:00
1:10
1:40
1:50
0:24
0:25
0:26
0:27
0:28
0:29
67
Share
 What value does this data
provide?
 How can you use this executive
summary in your
school/district/state?
Southern
Regional
Education
Board
68
STOP
12:00
13:00
14:00
15:00
10:00
60:00
55:00
56:00
57:00
58:00
59:00
54:00
49:00
50:00
51:00
52:00
53:00
48:00
43:00
44:00
45:00
46:00
47:00
42:00
37:00
38:00
39:00
40:00
41:00
36:00
31:00
32:00
33:00
34:00
35:00
30:00
24:00
25:00
26:00
27:00
28:00
29:00
16:00
17:00
18:00
19:00
20:00
21:00
22:00
23:00
11:00
3:00
3:30
4:00
4:30
5:00
6:00
7:00
8:00
9:00
0:01
0:02
0:03
0:04
0:05
0:06
0:07
0:08
0:09
0:10
3:20
3:10
4:10
3:40
3:50
4:40
4:50
4:20
0:12
0:13
0:14
0:15
0:16
0:17
0:18
0:19
0:20
0:51
0:52
0:53
0:54
0:55
0:56
0:57
0:58
0:59
0:41
0:42
0:43
0:44
0:45
0:46
0:47
0:48
0:49
0:50
0:31
0:32
0:33
0:34
0:35
0:36
0:37
0:38
0:39
0:40
1:20
1:30
1:00
1:10
2:00
2:10
1:40
1:50
2:40
2:50
2:20
2:30
0:21
0:22
0:23
0:24
0:25
0:26
0:27
0:28
0:29
0:30
0:11
Utilizing the Overview
Southern
Regional
Education
Board
70
Overview
 Now that we’ve gotten a picture of
overall performance, where can I get
some more details?
Southern
Regional
Education
Board
71
Overview
 Pages 23-29
 Use the overview to obtain a more
detailed picture of your
school/district/state’s performance.
Southern
Regional
Education
Board
12:00
13:00
14:00
15:00
16:00
11:00
4:00
4:30
0:06
0:07
0:08
0:09
0:10
4:10
4:40
4:50
4:20
0:18
0:19
0:20
0:54
0:55
0:56
0:57
0:58
0:59
0:42
0:43
0:44
0:45
0:46
0:47
0:31
0:32
0:33
0:34
0:35
2:00
2:10
2:40
2:50
2:20
2:30
0:21
0:22
0:23
0:30
0:11
STOP
10:00
17:00
18:00
19:00
20:00
3:00
3:30
5:00
6:00
7:00
8:00
9:00
0:01
0:02
0:03
0:04
0:05
3:20
3:10
3:40
3:50
0:12
0:13
0:14
0:15
0:16
0:17
0:51
0:52
0:53
0:41
0:48
0:49
0:50
0:36
0:37
0:38
0:39
0:40
1:20
1:30
1:00
1:10
1:40
1:50
0:24
0:25
0:26
0:27
0:28
0:29
74
Share
 Did you notice anything interesting
in this data that you want to explore
further?
Southern
Regional
Education
Board
 If you could increase one or two
indices by 20 or 30 percent over the
next two years, which ones would
have the greatest impact on student
achievement and the other indices?
75
Getting Students to Take a
Rigorous Curriculum
Southern
Regional
Education
Board
76
Key Practice:
Program of Study
Have students complete a
challenging program of study
with an upgraded academic core
and a concentration.
Southern
Regional
Education
Board
77
HSTW Recommended Curriculum
 Four credits in college-prep/honors English
 Students read 8-10 books a year
 Students write weekly
 Students complete at least one major research paper
 Four mathematics credits – Algebra I,
geometry, Algebra II and above
 Three lab-based science credits at the collegeprep level; four credits with a block schedule
Southern
Regional
Education
Board
 Three credits of social studies; four credits
with a block schedule
 Mathematics and science in the senior year
78
Recommended Concentrations
• Mathematics/science – four credits in each
field, with at least one at the Advanced
Placement level
Southern
Regional
Education
Board
• Humanities – four credits each in college-prep
level language arts and social studies, with at
least one at the college level and four
additional credits from foreign language, fine
arts, journalism, debate, music, etc.
• Career/technical – four credits in a planned
sequence of courses within a broad career
field – pre-engineering, health/medical
science, construction, etc.
79
HSTW-Recommended Curriculum
and Academic Achievement
Percentage of Students Meeting Readiness Goals by
Completion of Recommended Curriculum
74%
71%
56%
52%
36%
Reading
Southern
Regional
Education
Board
69%
Fully (All 3 Parts)
50%
35%
32%
Mathematics
Science
Partially (1-2 Parts)
None (0 Parts)
Source: 2008 HSTW Assessment
80
HSTW-Recommended Curriculum
and Academic Achievement - Illinois
Percentage of Students Meeting Readiness Goals by
Completion of Recommended Curriculum
80%
78%
73%
64%
54%
41%
Reading
Southern
Regional
Education
Board
Fully (All 3 Parts)
48%
36%
31%
Mathematics
Science
Partially (1-2 Parts)
None (0 Parts)
Source: 2008 HSTW Assessment, All Illinois Sites
81
Which Actions Can You Take to Get
Students to Take the Right Courses?
 Enroll ALL students in the core
 Eliminate 15-20 percent of low-level
courses/sections annually to enroll more
students in higher level courses
 Investigate alternative schedules to allow
more time for students to take critical courses
 Use the core as the default curriculum
 Get guidance staff on board
Southern
Regional
Education
Board
82
Which Actions Can You Take to Get
Students to Take the Right Courses?
Southern
Regional
Education
Board
 Raise graduation requirements
 Strengthen guidance and advisement involve parents
 Develop student handbook with career
pathways and related course of study
 Eliminate smorgasbord scheduling
 Use guest speakers, hold career expos and
college fairs
 Establish small learning communities
83
Standards-Based Reform
 The quality and intensity of the high
school curriculum are powerful
predictors of success in college
 Preparedness for postsecondary
education depends on




specific courses taken
rigor of the curriculum
quality of the instruction
effort of the student
Southern
Regional
Education
Board
84
Activity
 Using your school’s data, complete
tables on pages 31-32 in your
participant guide.
 Using your results, answer the
questions on pages 32-33.
Southern
Regional
Education
Board
85
Review
 What does this type of curriculum data
tell us about our schools?
 How can this data be used to impact
student achievement?
Southern
Regional
Education
Board
 What actions can be taken to increase
the numbers of students taking a
rigorous college-prep curriculum?
86
BREAK
12:00
13:00
14:00
15:00
11:00
0:06
0:07
0:08
0:09
0:10
4:10
4:40
4:50
4:20
4:00
4:30
0:18
0:19
0:20
0:54
0:55
0:56
0:57
0:58
0:59
0:42
0:43
0:44
0:45
0:46
0:47
0:31
0:32
0:33
0:34
0:35
2:00
2:10
2:40
2:50
2:20
2:30
0:21
0:22
0:23
0:30
0:11
STOP
10:00
0:01
0:02
0:03
0:04
0:05
3:20
3:10
3:40
3:50
3:00
3:30
5:00
6:00
7:00
8:00
9:00
0:12
0:13
0:14
0:15
0:16
0:17
0:51
0:52
0:53
0:41
0:48
0:49
0:50
0:36
0:37
0:38
0:39
0:40
1:20
1:30
1:00
1:10
1:40
1:50
0:24
0:25
0:26
0:27
0:28
0:29
High Expectations and
Extra Help
Southern
Regional
Education
Board
88
HSTW Key Practices:
Motivate more students to meet high
expectations by integrating high
expectations into classroom practices
and giving students frequent feedback.
Southern
Regional
Education
Board
Provide a structured system of extra help
to enable students to meet higher
standards.
89
Agreeing on A-, B- and C-level
Work – Suggested Strategies
 Use basic, proficient and advanced
NAEP National Readiness Standards
 Use select universities, regional
universities, community college and
high school graduation
 Use procedural/comprehension,
application/analysis, and
synthesis/evaluation
Southern
Regional
Education
Board
Intellectual (Webb/Bloom)
90
Emphasize College
Readiness Requirements
 SAT scores
 500 or higher= ready for college level work
 Below 450 = remediation
 Select universities (1100 score for acceptance)
 ACT College-Readiness Benchmarks:
Southern
Regional
Education
Board




English
Reading
Mathematics
Science
18
21
22
24
91
Actions for Defining the Amount
and Quality of Work Expected
 Benchmark assignments and
assessment to proficient
level/grade level
 Develop common course syllabi,
rubrics and end-of-course exams
 A, B, C, Not-yet grading scale
Southern
Regional
Education
Board
92
High Expectations
Southern
Regional
Education
Board
 Teachers often clearly indicated the amount
and quality of work that are necessary to
earn a grade of A or B at the beginning of a
project or unit.
 Teachers were frequently available before,
during or after school to help them with their
studies.
 Usually spent one or more hours on
homework each day.
 Often revised essays or other written work
several times to improve their quality.
 Often worked hard to meet high standards on
assignments.
93
Emphasis on High Expectations
Your Site
Illinois Sites
All Sites
28%
24%
High-Scoring Sites
(A)
Southern
Regional
Education
Board
44%
44%
34%
Intensive
Source: 2008 HSTW Assessment
23%
26%
45%
Moderate
7%
17%
Low
6%
4%
Incomplete
94
Emphasis on High Expectations Illinois
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
74%
64%
59%
58%
51%
52%
47%
45%
39%
Southern
Regional
Education
Board
Reading
Mathematics
Intensive
Moderate
Source: 2008 HSTW Assessment, All Illinois Sites
Science
Low
95
Emphasis on High Expectations
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
70%
62%
58%
54%
44%
Southern
Regional
Education
Board
61%
Reading
52%
47%
43%
Mathematics
Intensive
Moderate
Science
Low
Source: 2008 HSTW Assessment, All Sites
96
Sticking to Expectations—
Actions for Revising Work
 Three-week assessment
 Requiring extra help for those
not meeting standards
 Teachers do not let students
get by without doing work
Southern
Regional
Education
Board
97
Extra Help
Southern
Regional
Education
Board
 Often able to get extra help from
teachers when needed without
difficulty.
 Teachers are frequently available
before, during or after school to help
them with their studies.
 Extra help received often helps them
to understand their schoolwork better.
 Extra help received often helps them
get better grades.
98
Emphasis on Extra Help
Your Site
Illinois Sites
34%
All Sites
33%
High-Scoring Sites
(A)
Southern
Regional
Education
Board
22%
21%
41%
Intensive
Source: 2008 HSTW Assessment
31%
Moderate
Low
43%
1%
45%
1%
27%
Incomplete
99
Emphasis on Extra Help - Illinois
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
64%
56% 58%
57%
49% 50%
52%
42%
Southern
Regional
Education
Board
Reading
Mathematics
Intensive
Moderate
Source: 2008 HSTW Assessment, All Illinois Sites
46%
Science
Low
100
Emphasis on Extra Help
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
62%
54% 52%
Southern
Regional
Education
Board
56%
Reading
52% 51%
55%
Mathematics
Intensive
Moderate
50% 49%
Science
Low
Source: 2008 HSTW Assessment, All Sites
101
A Comprehensive Extra Help
Program Must Include:
Southern
Regional
Education
Board
 Continuous extra help to meet
standards
 Middle grades actions
 Ninth-grade transition
 High school, postsecondary and
careers transitions
 Develop independent learners
102
Activity
 Using your school’s data, complete
tables on pages 35-36.
 Using your results, answer the
questions on pages 37-38.
Southern
Regional
Education
Board
103
Review
 What does this type of data tell us
about our schools?
 How can this data be used to impact
student achievement?
Southern
Regional
Education
Board
 What actions can be taken to increase
the expectations of students and the
numbers of students receiving quality
extra help?
104
Quality Career/Technical
Studies and Work-Based
Learning
Southern
Regional
Education
Board
105
HSTW CT Key Practices:
Provide more students access to intellectually
challenging career/technical studies in highdemand fields that emphasize the higher-level
mathematics, science, literacy and problemsolving skills needed in the workplace and in
further education.
Southern
Regional
Education
Board
Enable students and their parents to choose from
programs that integrate challenging high
schools studies and work-based learning and
are planned by educators, employers and
students.
106
Top 5 Mean Reading Scores by CT Field
264
258
STEM
Southern
Regional
Education
Board
Arts, AV
Tech,
Comm
256
IT
255
Health
Science
250
Marketing
Source: 2008 HSTW Assessment, All Sites
107
Top 5 Mean Math Scores by CT Field
271
257
STEM
Southern
Regional
Education
Board
IT
253
251
249
Arts, AV
Tech,
Comm
Finance
Agriculture
Source: 2008 HSTW Assessment, All Sites
108
Top 5 Mean Science Scores by CT Field
269
259
STEM
Southern
Regional
Education
Board
IT
255
Arts, AV
Tech,
Comm
252
251
Agriculture
Health
Science
Source: 2008 HSTW Assessment, All Sites
109
Top 5 Completing the Recommended
Curriculum by CT Field
46%
STEM
Southern
Regional
Education
Board
33%
31%
30%
29%
Arts, AV
Tech,
Comm
Gov, Pub
Admin
Health
Science
Finance
Source: 2008 HSTW Assessment, All Sites
110
Quality C/T Studies
 Read non-school-related materials outside of
class for one or more hours in a typical week.
 Used math to complete challenging
assignments in career/technical classes at
least weekly.
 Read and interpreted technical books/manuals
in career/technical classes at least weekly.
 Read a career-related article and
demonstrated understanding at least monthly.
 Used computer skills to complete
assignments in CT at least monthly.
Southern
Regional
Education
Board
111
Quality C/T Studies
(continued)
 Had challenging assignments in CT at least
monthly.
 Completed a project requiring research and
plan.
 Had to meet standards on a written exam to
pass CT course.
 Completed a senior project.
 Spoke or visited with someone in a career they
aspire to.
 Spent time on CT homework each day.
Southern
Regional
Education
Board
112
Emphasis on Quality Career/Technical
Studies
Your Site
Illinois Sites
33%
38%
All Sites
High-Scoring Sites
(A)
Southern
Regional
Education
Board
29%
29%
44%
Intensive
Source: 2008 HSTW Assessment
11%
8%
29%
Moderate
28%
Low
7%
24%
21%
Incomplete
113
Emphasis on Quality
Career/Technical Studies - Illinois
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
66%
63%
57%
Southern
Regional
Education
Board
Reading
62%
55% 55%
60%
53%
Mathematics
Intensive
Moderate
Source: 2008 HSTW Assessment, All Illinois Sites
57%
Science
Low
114
Emphasis on Quality
Career/Technical Studies
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
59%
54%
46%
Southern
Regional
Education
Board
53% 51%
Reading
53%
46%
Mathematics
Intensive
Moderate
49%
45%
Science
Low
Source: 2008 HSTW Assessment, All Sites
115
Integrating Academics into
CT Studies
Southern
Regional
Education
Board
 Career/technical teachers often stressed
reading.
 Career/technical teachers often stressed
writing.
 Career/technical teachers often stressed
mathematics.
 Used math to complete challenging
assignments at least weekly.
 Read and interpreted technical books and
manuals at least weekly.
 Used computer skills to complete an
assignment or project at least weekly.
116
Emphasis on Integrating Academics
into CT
Your Site
Southern
Regional
Education
Board
Illinois Sites
18%
All Sites
20%
High-Scoring Sites
(A)
21%
Intensive
Source: 2008 HSTW Assessment
39%
19%
42%
18%
46%
Moderate
24%
14%
Low
20%
18%
Incomplete
117
Emphasis on Integrating
Academics into CT - Illinois
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
63%
66%
61%
51%
57%
50%
42%
Southern
Regional
Education
Board
Reading
42%
Mathematics
Intensive
60%
Moderate
Source: 2008 HSTW Assessment, All Illinois Sites
Science
Low
118
Emphasis on Integrating
Academics into CT
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
61%
56%
43%
Southern
Regional
Education
Board
55%
54% 52%
Reading
44%
40%
Mathematics
Intensive
Moderate
51%
Science
Low
Source: 2008 HSTW Assessment, All Sites
119
Conditions for Supporting
Integration
Southern
Regional
Education
Board
 Common planning time
 Standards-based, not activity-based
 Create organizational structure that will
support teacher collaboration
 Provide large blocks of instructional time for
completion of complex tasks
 Provide professional development to support
teachers
 Establish clear expectations for teachers–
Collaboration by invitation does not work
120
Quality Work-Based Learning
 Observed veteran workers performing
certain jobs.
 Had someone teach them how to do
the work.
 Employers encouraged them to
develop good work habits at least
monthly.
 Employers encouraged them to
develop good customer relations skills
at least monthly.
Southern
Regional
Education
Board
121
Emphasis on Work-Based Learning
Your Site
37%
Illinois Sites
All Sites
31%
51%
High-Scoring Sites
(A)
Southern
Regional
Education
Board
31%
25%
63%
Intensive
Source: 2008 HSTW Assessment
Moderate
21%
21%
Low
2%
4%
12% 5%
Incomplete
122
Emphasis on Work-Based Learning Illinois
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
48%
43%
39%
38%
28%
33%
26%
26%
18%
Southern
Regional
Education
Board
Reading
Mathematics
Intensive
Moderate
Source: 2008 HSTW Assessment, All Illinois Sites
Science
Low
123
Emphasis on Work-Based Learning
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
51%
49%
37%
33%
25%
Southern
Regional
Education
Board
46%
Reading
30%
30%
24%
Mathematics
Intensive
Moderate
Science
Low
Source: 2008 HSTW Assessment, All Sites
124
Activity
 Using your school’s data, complete
tables on pages 40-42.
 Using your results, answer the
questions on pages 43-44.
Southern
Regional
Education
Board
125
Review
 What does this type of data tell us
about career/technical studies and
work-based learning in our schools?
 How can this data be used to impact
student achievement?
Southern
Regional
Education
Board
 What actions can be taken to increase
the quality of C/T studies and workbased learning?
126
Day One Exit Ticket
 Use the +  card found on page 47.
 Please write down the positives (+ ) and
the questions () you have from day one
and give them to the presenter as you
leave.
Southern
Regional
Education
Board
127
Welcome to
Day Two!
Review of Day One
Southern
Regional
Education
Board
 Using Data to Take Action
 Interpreting the 2008 HSTW Assessment
 Using Concordance Tables to Estimate
Change in Achievement
 Utilizing the Executive Summary
 Utilizing the Overview
 Rigorous Curriculum
 High Expectations and Extra Help
 Quality CT Studies and Work-Based Learning
129
Questions from Day One
 ???
Southern
Regional
Education
Board
130
Plan for Day Two




Southern
Regional
Education
Board
Quality Instruction
Guidance and Transitions
Leadership and School Improvement
Developing an Action Plan
 Using data to identify challenges
 Developing a plan to address challenges
 Engaging others in using data and taking
action
131
Quality Instruction
Southern
Regional
Education
Board
132
HSTW Key Practices:
 Engage students in academic and
career/technical classrooms in
rigorous and challenging
assignments using researchbased instructional strategies and
technology.
Southern
Regional
Education
Board
133
Engaging Students in Relevant
Instruction
Southern
Regional
Education
Board
 Provide teams of teachers from several
disciplines the time and support to
work together to help students
succeed in challenging academic and
career/technical studies.
 Integrate reading, writing and speaking
as strategies for learning in all parts of
the curriculum and integrate
mathematics and science in
career/technical classrooms.
134
SREB’s Literacy Goals
Southern
Regional
Education
Board
 Students will read the equivalent of 25 books
per year across the curriculum.
 Students will write weekly in all classes.
 Students will use reading and writing
strategies to help them understand and use
the content of all classes.
 Students will write investigative research
papers in all classes.
 Students will be taught as if they were in
honors language arts classes.
135
Literacy Across the Curriculum








Southern
Regional
Education
Board


Often use word-processing software to complete
assignments.
Often revise written work to improve quality.
Sometimes or often write in-depth explanations about
projects.
Discuss or debate with others about what they read at least
monthly.
Read and interpret technical books in CT at least monthly.
Read an assigned book demonstrate understanding at least
monthly.
In a typical week, read non-school materials outside of class
for two or more hours.
Complete graded short writing assignments in English at
least monthly.
Complete graded short writing assignments in science at
least monthly.
Complete graded short writing assignments in social studies
at least monthly.
136
Emphasis on Literacy
Your Site
Illinois Sites
23%
All Sites
23%
High-Scoring Sites
(A)
Southern
Regional
Education
Board
40%
37%
34%
Intensive
Source: 2008 HSTW Assessment
24%
24%
40%
Moderate
14%
16%
15%
Low
11%
Incomplete
137
Emphasis on Literacy - Illinois
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
73%
64%
66%
59%
59%
55%
59%
55%
31%
Southern
Regional
Education
Board
Reading
Mathematics
Intensive
Moderate
Source: 2008 HSTW Assessment, All Illinois Sites
Science
Low
138
Emphasis on Literacy
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
70%
59%
55%
41%
Southern
Regional
Education
Board
64%
63%
Reading
53%
44%
39%
Mathematics
Intensive
Moderate
Science
Low
Source: 2008 HSTW Assessment, All Sites
139
Numeracy Across the Curriculum









Southern
Regional
Education
Board


Took a math class during the senior year.
Took at least four math courses in grades 9-12.
Math teachers sometimes or often show how math concepts
are used to solve problems in real-life situations.
Use a graphing calculator to complete assignments at least
monthly.
Complete a math project using math in a way that would be
used in a work setting at least monthly.
Orally defend a process used to solve a problem at least
monthly.
Worked with other students on a challenging math
assignment – group and individual grade at least monthly .
Worked in groups to brainstorm how to solve a problem at
least monthly.
Solved math problems with more than one possible answer
at least monthly.
Solved non-textbook math problems at least monthly.
Used math to complete CT assignments at least monthly.
140
Emphasis on Numeracy
Your Site
31%
Illinois Sites
All Sites
35%
High-Scoring Sites
(A)
Southern
Regional
Education
Board
47%
43%
42%
Intensive
Source: 2008 HSTW Assessment
13%
11%
43%
Moderate
Low
9%
12%
6% 9%
Incomplete
141
Emphasis on Numeracy - Illinois
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
63% 63%
58% 56%
53%
47%
44%
36%
34%
Southern
Regional
Education
Board
Reading
Mathematics
Intensive
Moderate
Source: 2008 HSTW Assessment, All Illinois Sites
Science
Low
142
Emphasis on Numeracy
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
59% 59%
57%
38%
Southern
Regional
Education
Board
Reading
54%
54% 53%
36%
36%
Mathematics
Intensive
Moderate
Science
Low
Source: 2008 HSTW Assessment, All Sites
143
Engaging Science Experiences
Southern
Regional
Education
Board
 Completed three or more: CP physical science,
CP biology/biology 2, anatomy, CP chemistry,
physics or AP science
 Science teachers often show them how concepts
are used to solve problems in real-life situations.
 Took a science class during the senior year.
 Use science equipment to do science activities in
a laboratory with tables and sinks at least weekly.
 Read an assigned article or book (other than
textbook) dealing with science at least monthly.
 Use science equipment to do science activities in
a classroom at least monthly.
 Work with other students on a challenging
science assignment at least monthly.
 Prepare a written report of lab results at least
monthly.
144
Emphasis on Engaging Science
Your Site
Illinois Sites
23%
51%
22%
5%
All Sites
23%
49%
24%
5%
High-Scoring Sites
(A)
Southern
Regional
Education
Board
35%
Intensive
Source: 2008 HSTW Assessment
47%
Moderate
Low
14% 3%
Incomplete
145
Emphasis on Engaging Science - Illinois
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
74%
68%
63%
64%
57%
50%
43%
33%
Southern
Regional
Education
Board
Reading
29%
Mathematics
Intensive
Moderate
Source: 2008 HSTW Assessment, All Illinois Sites
Science
Low
146
Emphasis on Engaging Science
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
68%
65%
58%
54%
42%
Southern
Regional
Education
Board
64%
Reading
53%
42%
37%
Mathematics
Intensive
Moderate
Science
Low
Source: 2008 HSTW Assessment, All Sites
147
Actions for Engaging Students in
Research-Based Instructional
Strategies
Southern
Regional
Education
Board






Project-based learning
Cooperative learning
Student-designed research
Integrated, interdisciplinary studies
Integrating Technology
Effective direct instruction
148
How will you improve the
quality of instruction?
Focus on Improving Professional Practice…
 Common Planning Time
 Integration
 Common Unit Planning, Syllabi, Exams, etc….
 Peer Observations
 Demonstration Classrooms
 Professional Development & Follow-up
 Marzano’s Classroom Instruction that Works
 Kagan Strategies
Southern
Regional
Education
Board
 Team Teaching/Buddy Teaching
 Teacher Evaluation; Annual Plan for
Improving
149
Activity
 Using your school’s data, complete the
tables and answer the questions on
pages 48-54.
Southern
Regional
Education
Board
150
Review
 What does this type of data tell us
about quality instruction in our
schools?
 How can this data be used to impact
student achievement?
Southern
Regional
Education
Board
 What actions can be taken to increase
the quality of instruction?
151
Guidance and Transitions
Southern
Regional
Education
Board
152
Key Practice:
Guidance and Advisement
Involve students and parents in a
guidance and advisement system
designed to ensure that students
complete an accelerated academic
program of study and a major.
Southern
Regional
Education
Board
153
Providing Timely Guidance
Southern
Regional
Education
Board
 Reviewed the sequence of courses they
planned to take at least once a year.
 Received the most helping in planning their
h.s. education plan by the end of 9th grade.
 When planning and reviewing their four-year
plan, talked with parents at least once a year.
 A teacher/counselor talked to them individual
about plans for after high school.
 Spoke with or visited someone in a career
they aspire to.
 Someone from a college talked to them about
going to college.
 Received information about applying to
college.
 Had an adult mentor all four years.
154
Emphasis on Guidance
Your Site
Illinois Sites
57%
32%
5% 5%
All Sites
59%
31%
5% 6%
High-Scoring Sites
(A)
Southern
Regional
Education
Board
64%
Intensive
Source: 2008 HSTW Assessment
Moderate
29%
Low
4%4%
Incomplete
155
Emphasis on Guidance - Illinois
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
61% 62%
Southern
Regional
Education
Board
57%
Reading
55% 54%
51%
48% 50% 48%
Mathematics
Intensive
Moderate
Source: 2008 HSTW Assessment, All Illinois Sites
Science
Low
156
Emphasis on Guidance
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
58% 56%
Southern
Regional
Education
Board
51%
56%
Reading
52% 50%
53% 51%
50%
Mathematics
Intensive
Moderate
Science
Low
Source: 2008 HSTW Assessment, All Sites
157
Emphasis on Perceived
Importance of High School
Southern
Regional
Education
Board
 Their courses are sometimes or often exciting and
challenging.
 They often try to do their best work in school.
 They never or seldom fail to complete or turn in their
assignments.
 Most of their teachers often encourage them to do well
in school.
 Their teachers often care about them enough that they
will not let them get by without doing the work.
 It is very important to study hard to get good grades.
 It is very important to participate actively in class.
 It is very important to attend all of their classes.
 It is very important to take a lot of college-preparatory
classes.
158
Emphasis on Perceived Importance
Your Site
Illinois Sites
41%
38%
17%
4%
All Sites
42%
38%
16%
5%
High-Scoring Sites
(A)
Southern
Regional
Education
Board
49%
Intensive
Source: 2008 HSTW Assessment
37%
Moderate
Low
11% 2%
Incomplete
159
Emphasis on Perceived Importance Illinois
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
67%
59%
58%
51%
53%
51%
45%
43%
Southern
Regional
Education
Board
Reading
Mathematics
Intensive
Moderate
Source: 2008 HSTW Assessment, All Illinois Sites
41%
Science
Low
160
Emphasis on Perceived Importance
Percentage of Students Meeting Readiness Goals by Level
of Emphasis
64%
59%
54%
51%
44%
Southern
Regional
Education
Board
57%
Reading
49%
47%
Mathematics
Intensive
Moderate
44%
Science
Low
Source: 2008 HSTW Assessment, All Sites
161
Why target middle school transition?
 The transition point from middle
school to high school has the highest
percentages of dropouts nation wide.
 The highest failure rate occurs in
grade nine.
 Preparing students for high school
work, directly impacts retention.
Southern
Regional
Education
Board
162
How can school leaders make sure
that students are ready for rigorous
high school studies?
District, high school and middle school leaders
can:
 Establish readiness indicators for challenging
high school English, mathematics and science
courses;
 Align curriculums, teacher assignments and
assessments to the readiness indicators; and
Southern
Regional
Education
Board
 Set goals to annually increase the percentages
of students having successfully completed
Algebra I by the end of grade eight.
163
Actions for Transition from
Middle Grades to High School
 Structured extra help programs in
grades 7 and 8
 4 to 6 week summer bridge program
for students who need accelerated
instruction in math, English and
reading
Southern
Regional
Education
Board
 Develop courses in grades seven
and eight to give extended time to
read, write and do math
164
Actions for Transition from
Middle Grades to High School
Continued…
 Orient students and parents to high
school expectations
 Reduce the ratio of students to
teachers in grade nine
Southern
Regional
Education
Board
 Get a master teacher to lead a team of
teachers in core academic courses in
grade nine
165
What makes a high quality
Ninth-grade Redesign program?
 Early identification of students
 A lower student-teacher ratio in grade nine
 Qualified teachers with depth of content
knowledge teach challenging content
 School schedules that allow students to be
double-dosed – English/reading and
mathematics
 A career exploratory course for ninth-graders
Southern
Regional
Education
Board
166
What makes a high quality
Ninth-grade Redesign program?
 Catch-up courses with standard-based
Curriculum and unit planning by teachers
 Ninth-grade Academies where teachers are
organized into common planning teams
 Recruitment of the best teachers to lead the
ninth-grade teams
 Movement beyond remedial instruction
 Comprehensive evaluation plan
Southern
Regional
Education
Board
167
Why target postsecondary
transition?
 Senior year not taken seriously
 Low ACT and SAT scores
 High remedial rate in English and
mathematics
 Students unprepared for workforce
 National completion rate for college
only 39.9%
Southern
Regional
Education
Board
168
Research Based Strategies
for Postsecondary Transition
Southern
Regional
Education
Board
 Students earn college credit while in
high school.
 Enroll unprepared students in transition
mathematics and English courses.
Courses aligned to college and career
readiness standards
 Ensure that students who do not plan to
go on to further study are in a CT
program.
 Develop extra help for students having
trouble graduating.
169
Additional Actions for Making the
Senior Year Count
 Have community college administer placement
exam during 11th grade
 ACT Test for everyone in 11th grade
 Reality check prior to the senior year with
parents, adviser and counselor
 Enroll seniors in upper-level courses
 Enroll all seniors in at least three academic
courses
Southern
Regional
Education
Board
 Consider requiring a senior project that includes a
research paper, a product or service, an oral
presentation and a power point
170
Emphasis on Transitions





Southern
Regional
Education
Board

Teachers report that they meet with teachers from feeder middle grades
or junior high schools to discuss expectations, content knowledge and
performance standards for students entering their high school at least
annually.
Teachers report that their school effectively uses a required parentstudent-school conference to plan or review the high school program of
study for every entering ninth-grader.
Teachers report that their school effectively uses a summer bridge
program in reading and mathematics to help selected eighth-graders get
ready for high school.
Teachers report that their school effectively uses a schedule that allows
double periods in reading and mathematics for students who need extra
help.
Teachers report that a caring adult is assigned to mentor each entering
ninth-grader.
Students report that they earned or attempted to earn college credit in
high school by taking classes at a local four-year college, Advanced
Placement courses at their high school, classes at a community or
technical college, a joint-enrollment class at their high school or a Webbased course.
171
Activity
 Using your school’s data, complete the
tables and answer the questions on
pages 56-60.
Southern
Regional
Education
Board
172
Review
 What does this type of data tell us
about guidance opportunities in our
schools?
 How can this data be used to impact
student achievement?
Southern
Regional
Education
Board
 What actions can be taken to increase
the guidance provided to students?
173
BREAK
12:00
13:00
14:00
15:00
11:00
0:06
0:07
0:08
0:09
0:10
4:10
4:40
4:50
4:20
4:00
4:30
0:18
0:19
0:20
0:54
0:55
0:56
0:57
0:58
0:59
0:42
0:43
0:44
0:45
0:46
0:47
0:31
0:32
0:33
0:34
0:35
2:00
2:10
2:40
2:50
2:20
2:30
0:21
0:22
0:23
0:30
0:11
STOP
10:00
0:01
0:02
0:03
0:04
0:05
3:20
3:10
3:40
3:50
3:00
3:30
5:00
6:00
7:00
8:00
9:00
0:12
0:13
0:14
0:15
0:16
0:17
0:51
0:52
0:53
0:41
0:48
0:49
0:50
0:36
0:37
0:38
0:39
0:40
1:20
1:30
1:00
1:10
1:40
1:50
0:24
0:25
0:26
0:27
0:28
0:29
Leadership and School
Improvement
Southern
Regional
Education
Board
175
Key Practice:
Continuous Improvement
Southern
Regional
Education
Board
Use student achievement and
program evaluation data to
continuously improve school
culture, organization,
management, curriculum and
instruction to advance student
learning.
176
Focusing on the Continuous
Improvement Cycle
Southern
Regional
Education
Board
 Establish a consensus about the need to
change (assess)
 Set interim targets to close the gap between
current and desired practices (plan)
 Engage and support faculty to reach the
targets (do)
 Assess progress in terms of targeted goals
(evaluate)
 Celebrate successes frequently
 Repeat the cycle
177
Setting a Clear Mission and Vision for
Success - Illinois
47% 49%
42% 44%
27%
19%
19%
24%
10%
Southern
Regional
Education
Board
Preparing all
Goals and priorities
students is the most for their school are
important goal of
clear
their HS
Illinois Sites
Source: 2008 HSTW Assessment
All Sites
Community
supports school's
goals
High-Scoring Sites (A)
178
Continuous School Improvement Illinois
40%
27%
Southern
Regional
Education
Board
Goals and priorites
are clear
31%
Demanding yet
supportive
environment
28%
Teachers are
continually
learning
Source: 2008 HSTW Assessment, All Illinois Sites
Work as a team
24%
Use data for
improvement
179
Continuous School Improvement
44%
42%
45%
35%
Southern
Regional
Education
Board
Goals and
priorites are
clear
Demanding yet All students
supportive
should be
environment taught to same
standards
Teachers are
continually
learning
40%
Work as a team
35%
Use data for
improvement
Source: 2008 HSTW Assessment
180
To Begin the Focus and Sustain
Efforts Teams Are a MUST
Five Focus Teams (included in overall
school improvement team):
Southern
Regional
Education
Board
1. Curriculum leadership team
2. Professional development
leadership team
3. Guidance and public
information leadership team
4. Transitions leadership team
5. Evaluation leadership team
181
Activity
 Using your school’s data, complete
tables and answer questions on pages
63-65.
Southern
Regional
Education
Board
182
Review
 What does this type of faculty
perception data tell us about our
schools?
 How can this data be used to impact
student achievement?
Southern
Regional
Education
Board
 What actions can be taken to increase
faculty support for continuous
improvement?
183
Developing an Action Plan
Southern
Regional
Education
Board
184
Next Steps:
How to Use the HSTW Assessment Report
Southern
Regional
Education
Board
 Show the “positives”
 Identify the challenges
 Use state assessment & HSTW/MGA
report findings that explain why
 What actions can you take to change
that?
 Walk through the report
 Identify strengths and weaknesses
 Identify improvement actions
 Develop plan to share findings with the
faculty and other stakeholders
185
Next Steps: Identify and Prioritize
Actions
 List areas in need of improvement
 Rank items based on impact on student
achievement and completion rates.
 Identify short-term goals
 Implementation in the first year
 Have one item in each of the four areas of
structural, instructional, support and leadership
change
 Identify long-term goals
Southern
Regional
Education
Board
 Implementation in years two and three
 Have one item in each of the four areas of
structural, instructional, support and leadership
change
 Use pages 67-69.
186
Defining the Next Steps:
Creating a Data Communication Plan







Southern
Regional
Education
Board
Focus Teams
Leadership Team
Faculty
District
Parents
Students
Practical Suggestions
 Use page 70
187
Wrapping it all up-Remember…
All schools want to improve but
few want to change. The fact
remains that to improve, one
MUST change.
Southern
Regional
Education
Board
188
Major Lessons Learned from
Twenty Years of HSTW:
What Adults Do Counts
 Actions are more important than plans
 Participation in the state and national
networks matters
 Use of data for improvement
 Quality career and technical studies
adds value
 The HSTW design works
Southern
Regional
Education
Board
189
Are You Ready to Implement the
HSTW Design?
Southern
Regional
Education
Board
 Will the district and board align its policies,
vision, mission, and goals?
 Will the district and school use data to set
targets?
 Will the budget support reaching these targets?
 Will you teach all students what has
traditionally been reserved for only the best?
 Will you align your curriculum to college and
career readiness standards?
 Are you ready to move these standards into the
classroom engaging teacher instruction,
quality student assignments, and rigorous
tests?
190
Exit Slip
 Page 72
 Briefly summarize what you have
learned at this workshop, what you will
do in your state, districts, school
and/or classroom when your return,
and what kind of support you will need
in order to be successful.
Southern
Regional
Education
Board
191
Conclusion of Workshop
Questions?
[email protected]
Southern
Regional
Education
Board
192