Transcript Doing What Works: Moving Together on High Standards for

High Schools That Work
ORIENTATION
Southern
Regional
Education
Board
KWL Strategy
What I’ve
What I Want
What I Know
Learned
to know about
about HSTW
HSTW
about HSTW
Complete
Column 1
Complete
Column 2
What about…
 Southern Regional Education Board
(SREB)
 High Schools That Work (HSTW)
WWW.sreb.org
Work Harder to Get
Smarter:
Southern
Regional
Education
Board
We need to change our
thinking and our
language from an
ability model to an
effort model.
American Institute for Research
“High Schools That Work is one of only three
research-based school reform designs that
has significant data supporting
effectiveness in raising student
achievement.”
That quote is based upon the state network of schools.
HSTW States
TOPIC—HSTW 10 Key Practices
Main
Ideas
Details
(10 Key
Practices)
GIST/Summary
Key Practice #1
Raise
expectations
and get
students to
meet them.
Students Experience Intensive
High Classroom Expectations
Indicator:
Top 50
All
Sites
Teachers state amount and quality of work
for an A or a B (often)
57%
42%
Revise written work (often)
51%
17%
Work hard to meet high standards (often)
55%
54%
Teachers are available for
extra help (frequently)
67%
57%
One or more hours of homework (daily)
35%
21%
Students See that High School
is Important to Their Future
Indicator:
Top 50
All
Sites
83%
17%
Tried to do their best work in
school (often)
68%
54%
Very important to participate actively
in class
77%
58%
Very important to study hard to get
good grades
83%
69%
Courses are exciting or challenging
(often)
Common Actions Schools Take
 Increased requirements – total or specific
courses – GO BEYOND THE MINIMUM
 Senior course requirements/Senior
Project
 Course syllabi clearly defines
expectations
 Common end-of-course (and unit) exams
 A-B-C Not Yet grading
 Expand opportunities to earn college
credit in high school
Key Practice #2
Increase access to challenging
career and technical studies,
with a major emphasis on
using high-level mathematics,
science, language arts and
problem-solving skills.
High-Achieving Sites
Challenge Students
Students said they:
Used mathematics in
vocational assignments
Read technical manuals to
complete assignments
Met standards on a written
exam to pass a course
HighAchieving
Sites
LowAchieving
Sites
73%
57%
85
65
92
36
Common Actions Schools Take
 Business Advisory Committees become active
 Seek industry certification
 Require reading, writing and math
 Written final exams
 Capstone Projects
 Link with community colleges for dual credit
opportunities
 Expand work-based/school-based/virtual
learning opportunities
Key Practice #3
Increase access to
challenging academic
studies
Common Actions Schools Take
 Literacy Focus
 25 books per year across the curriculum
 Write weekly in all classes
 Reading and writing strategies to help
understand the content of all classes
 Research papers in all classes
 Eliminate sections of low-level courses
 Curriculum maps – pacing guides
 Raise the level of classroom questioning
2004 Percentage of Students
Experiencing Quality Academic
Studies
Indicator:
Top 50
All
Sites
Revise written work for quality
(often)
47%
17%
Write in-depth explanations
(sometimes and often)
67%
54%
Solve problems outside the
textbook (monthly)
77%
62%
Key Practice # 4
Have students complete
a challenging program
of study with an
upgraded academic
core and a
concentration.
HSTW-Recommended Academic
Core
 Four credits in college-prep/honors English
 Four mathematics credits – including Algebra
I, II, and Geometry
 At least three credits in lab-based science –
Physical, Biology & Chemistry
 At least three credits in college-prep/honors
social studies
 NOTE: 4 X 4 core for schools with schedules that
allow at least 28 credits.
 Math in the senior year
 PLUS. . .
Concentrations
 4 credits in a planned sequence of
career and technical studies
or
 4 credits in a planned academic
concentration such as:
 Humanities
 Math/Science
 Fine Arts
 Schools determine concentrations with
business community help
2004 Recommended Core and
Academic Achievement
Average
Reading
Score
Average
Mathematics
Score
Average
Science
Score
279
297
299
Fully Completed
(completed all three
subjects)
294
319
313
Partially Completed
(completed 1 or 2 of
the subjects)
279
301
294
Did Not Complete
264
284
275
HSTW Goal
2004 Percentage Taking
Recommended Academic Core
Indicator:
Top 50
All
Sites
84%
40%
Mathematics (4 credits, Algebra I or
higher)
77%
42%
Science (3 credits at college-prep
level)
91%
56%
Completed all three parts
66%
21%
College-prep English
(4 credits)
Key Practice #5
Give students access to a
system of work-based and
school-based learning
planned cooperatively by
educators and employers.
Work-based Opportunities
 Job shadowing
 Internships
 Co-op
 Youth apprenticeship
 Service learning
 School-based enterprises
 Teacher externships
Require students in work-based
learning opportunities to:
 Attend a regular class and/or seminar
 Keep a journal of experiences
 Develop a professional portfolio
2004 Percentage of Students
Having Quality Work-site Learning
Indicator:
Top 50
All
Sites
Observed veteran workers
60%
43%
Taught how to do the work
87%
76%
Encouraged to develop good
work habits (monthly)
Encouraged to develop good
customer relations skills
(monthly)
77%
62%
76%
62%
Key Practice #6
Have
teachers work
together
to integrate
instruction.
Approaches to Integration
 Short-term projects
 Long-term projects
 Thematic projects
 Academies
Ninth-grade
Career
Magnet Schools
 Team teaching
Academic and Career Technical
Teachers Work Together
Students said
they frequently
had joint
assignments in:
HighLowAchieving Achieving
Sites
Sites
Writing
90%
23%
Mathematics
41%
13%
Science
60%
19%
Key Practice #7
Engage
students
actively in
learning.
Actions for Engaging Students
 Literacy Across the Curriculum
 Socratic Seminars
 Project-based learning
 Cooperative learning
 High-level questioning
 Integrated instruction
 Integration of technology
 Effective direct instruction
Key Practice #8
Involve
students and
parents in a
guidance and
advisement
system
Actions Schools Take
 Advisor-Advisee
 Reality checks for juniors
 Required annual parent meetings
 Follow-up studies
 Graduates return to talk to students
 Use technology to communicate with parents
 Involve community leaders
 Meet at convenient places for parents
 Provide child care
Key Practice #9
Provide a
structured system
of extra help
Common Actions Schools Take
 Require extra help
 Build extra help into school day
 Use technology
 Credit recovery
 The 9th grade transition
 9th Grade Academy
 Double-dosing and/or Ninth Grade Seminar
 Summer bridge program (1 day to 6 weeks)
 Tutoring program using various support
Key Practice #10
Use student assessment and
program evaluation data to
continuously improve.
THE FOUNDATION
Four Types of Data
1. Achievement
2. Demographics
3. School and
Classroom
Practices
4. Perceptions
Three R’s for High Schools
 Rigor
 Raise Expectations
 Challenging Academic
 Program of Study
 Relevance
 Challenging Career Technical
 Work-based Learning
 Teachers Working Together
 Active Engagement
 Relationships
 Guidance and Advisement
 Extra Help
Monitoring Progress:
The HSTW Assessment
 Required in even years and optional in odd
 NAEP Based Assessment in Reading,
Mathematics and Science
 Student Survey of Experiences
 Transcript Analysis
 Faculty Survey
 Given to seniors (random sample or all) in
January window
 Goals based on skills needed to pass employer
exams and college placement exams
HSTW Design
 Whole-school reform design requiring
faculty ownership
 Network provides expertise – learn from
others with similar issues
 Key Conditions create the culture for
improvement
 Schools develop plans to address the
10 Key Practices using faculty teams
TOPIC—10 Key Practices
Main
Ideas
Details
GIST/Summary
4-2-1 Free Write
Four Corners Activity
 The four corners of the
room are each marked
with a key practice
 Please move to the
corner that most
represents which key
practice you think
should be top priority for
our high school
Why Develop Leadership Teams?
 Teachers spend too little time
talking about their work.
 Leadership teams carry on if a
leader leaves and sustains the
effort.
 Communication improves.
 Teams come up with better ideas;
work and responsibility are shared
Focus on What You Can Change
 Structure: Rigor of what is taught and what
is expected.
 Quality Instruction: How are students
taught?
 Support for Students: How is staff related
to students?
 Support for Teachers: How do teachers
learn and related to each other?
 Leadership: How are we involved in using
data for Continuous Improvement?
Table Teams
 Review your current status
 Identify one outstanding practice
 Determine 3-5 major actions for
year 1
 When you finish with year 1, go on
to year 2 and 3
Next Steps - Today
 Regroup into your focus teams
 Take the charts with actions aimed at
addressing your focus team’s charge.
 Hold first meeting
 Determine date/time for next team
meeting
Focus Teams
 Select Chair
 Select recorder
 Select a team song--must relate to




challenge
List 3-5 major actions for year one
Complete assigned section in planner
Complete pages 31-32 of planner
Return to large group for presentations
of actions and team song
Focus Team Presentation
Scoring Rubric:
1. Team selects a song
2. Team song relates to Key
Practice
3. Team knows the words to
the song’s chorus
4. Team performs song (or
chorus) and shares
results of team
assignment on key
practice
REMEMBER …
All schools want to
improve but few
want to change. The
fact remains that to
improve one MUST
change.