Transcript Orientation to HSTW Goals and Key Practices

Southern
Regional
Education
Board
Orientation to
HSTW Goals
and Key
Practices
High Schools That Work
Southern
Regional
Education
Board
SC 2009 Orientation
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HSTW Goals
Southern
Regional
Education
Board
 Having 85 percent of students meet
college- and career-readiness standards –
reading, mathematics and science
 Graduating 90 percent of students entering
grade nine graduating them prepared for
college, training, work or all
 Teaching most students the essential
content of the college-preparatory
academic core and a career or academic
concentration
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Work Harder to Get
Smarter:
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Board
We need to change our
thinking and our
language from an ability
model to an effort,
interest-based model.
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Key Practice #1
Have students
complete a
challenging program
of study with an
upgraded academic
core and a major.
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Completing a Challenging
Program of Study Matters
Gives focus
Prepares students for the next
step
Makes high school count
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Education
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Values students
Students choose based on
interest
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Recommended Academic
Core for All Students
 Four credits in college-prep/honors
English
 Four mathematics credits – Algebra I,
geometry, Algebra II and above
 Three science credits at the college-prep
level; four credits with a block schedule
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 Three years of social studies; four
credits with a block schedule
 Career or academic concentration
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Recommended Core and
Meeting Reading and
Mathematics Readiness Goals
68%
65%
52%
43%
40%
25%
Both Goals
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Regional
Education
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Reading Goal
Completed 2-3 parts
Mathematics Goal
Completed 0-1 Part
Source: 2008 HSTW Assessment and Student Survey
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Comparison CT Students
Completing HSTW-Recommended
Curriculum in 2004 and 2008
48%
47%
38%
37%
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English
2004
Source: 2004 and 2008 HSTW Assessment
Mathematics
2008
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Top 100 Implementation Sites vs. All
Other Sites:
Percentages of Students Meeting
Readiness Goals
83%
78%
53%
Southern
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Education
Board
Reading
77%
50%
Mathematics
Top 100 Impl Sites
Source: 2008 HSTW Assessment and Student Survey
48%
Science
All Other Sites
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Key Practice #2
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Education
Board
Increase access to
challenging vocational and
technical studies, with a
major emphasis on using
high-level mathematics,
science, language arts and
problem-solving skills.
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Quality Career/Technical
Courses Matter
 Increase understanding of
academic content
 Give meaning to school
 Motivate students
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 Improve retention of
academic skills
 Intellectual development
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Vocational Practices and
Higher Achievement
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Regional
Education
Board
Students:
 use mathematics to complete assignments
weekly;
 read technical books to complete assignments
weekly;
 do projects that require research and written
plans;
 meet standards on a course exam.
 Use computer skills to do assignments in their
CT studies monthly; and
 Speak with or visit someone in a career to which
they aspire.
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Quality Vocational Studies
and Higher Achievement
70%
60%
50%
59%
54%
46%
53% 51%
54%
46%
49%
45%
40%
30%
20%
10%
0%
Southern
Regional
Education
Board
Reading
Intensive
Mathematics
Moderate
Science
Low
Source: 2008 HSTW Assessment and Student Survey
SC 2009 Orientation
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Southern
Regional
Education
Board
Key Practice #3
Give students access
to a system of workbased and schoolbased learning planned
cooperatively by
educators and
employers.
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Quality Work-site Learning Linked
to a Solid Academic Core Matters
Apply academic and technical
skills
Learn that high performance
counts
Have richer on-the-job experiences
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Regional
Education
Board
Discover career options
Get on track faster after graduation
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Quality Work-site Learning
and Higher Achievement
51%
49%
33%
25%
Reading
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Regional
Education
Board
Intensive
46%
38%
30%
30%
24%
Mathematics
Moderate
Science
Low
Source: 2008 HSTW Assessment and Student Survey
SC 2009 Orientation
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Southern
Regional
Education
Board
Key Practice #4
Set high
expectations
and get
students to
meet them.
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Raising Expectations Matters
Communicate that high school
counts
Give students a sense of selfworth
Help students see that the
school believes in them
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Regional
Education
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Help students be more focused,
motivated and goal-oriented
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Expectation Practices and
Higher Achievement
 Students understand the amount
and quality of work expected.
 Students frequently receive extra
help.
 Students complete homework daily.
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 Students redo work to meet
standards.
 Students work hard on assignments.
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High Expectation Practices
and Higher Achievement
70%
62%
58%
61%
52%
54%
45%
Reading
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Regional
Education
Board
High
47%
Mathematics
Moderate
Source: 2008 HSTW Assessment and Student Survey
44%
Science
Low
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Southern
Regional
Education
Board
Key Practice #5
Have teachers
work together to
integrate
academic and
technical studies.
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Teachers Working
Together Matters
 Makes learning count
 Helps teachers “grow”
 Changes teachers’ perceptions
of students
 Promotes professionalism
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Education
Board
 Contributes to a climate of
improvement
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Increase in Number of CT Students per 100 Meeting
College- and Career-Readiness Goals Who
Experienced CT Instruction with Embedded Literacy
and Mathematics Assignments
Agriculture
13
Business
13
STEM
13
Health Sciences
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Regional
Education
Board
Hospitality
Manufacturing/Transport.
Source: 2006 HSTW Assessment
11
6
15
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Southern
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Education
Board
Key Practice #6 and #7
Engage students actively
in learning and increase
access to academic
studies that teach
college-preparatory
content through
functional and applied
strategies.
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Engaging Literacy Practices
and Higher Achievement
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Regional
Education
Board
Students frequently:
 revise written work to improve
quality;
 complete short writing reflective
assignments;
 discuss readings with other
students;
 read books outside of class and
demonstrate understanding;
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Literacy Experiences Across the
Curriculum and Higher Reading
Achievement
80%
71%
70%
59%
60%
50%
41%
40%
30%
20%
10%
Southern
0%
Regional
Education
Board
Intensive
Moderate
Low
Source: 2008 HSTW Assessment and Student Survey
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Engaging Numeracy Practices
and Higher Achievement
Students:
take math the senior year;
solve real-world problems;
use math to complete
career/technical assignments;
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Regional
Education
Board
use graphing calculators; and
work with other students on
assignments.
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Numeracy Experiences Across
the Curriculum and Higher
Mathematics Achievement
60%
57%
54%
50%
36%
40%
30%
20%
10%
0%
Southern
Regional
Education
Board
Intensive
Moderate
Low
Source: 2008 HSTW Assessment and Student Survey
SC 2009 Orientation
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Southern
Regional
Education
Board
Key Practice #8
Involve students and
parents in a guidance
and advisement
system that ensures
completion of an
accelerated program
of study and a major.
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A Supportive Guidance
System Matters
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Regional
Education
Board
 Clear goals
 Focused program of study
 Students have someone who
cares
 Students believe in
themselves
 Students get needed services
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Effective Guidance System and
Higher Achievement
58%
56%
56%
51%
Southern
Regional
Education
Board
Reading
Intensive
53%
52%
50%
Mathematics
Moderate
51%
50%
Science
Low
Source: 2008 HSTW Assessment and Student Survey
SC 2009 Orientation
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Southern
Regional
Education
Board
Key Practice #9
Provide a structured
system of extra help
to enable students
to meet higher
standards.
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Conditions Under Which Extra Help
Improves Achievement the Most
 Students get extra help without much
difficulty.
 Help is frequently provided by the
teacher.
 Students receive extra help to pass
more demanding courses.
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 Students are held to higher literacy
standards in all classes.
 Students are in classrooms with higher
expectations.
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Quality Extra Help and
Higher Achievement
62%
54% 52%
Southern
Regional
Education
Board
Reading
Intensive
56%
52% 51%
Mathematics
Moderate
Source: 2008 HSTW Assessment and Student Survey
55%
50% 49%
Science
Low
SC 2009 Orientation
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Extra-Help/Transition Strategies
 “Fast start” seven and eight
 Summer bridge program
 Catch-up program in grade nine
 Make students independent learners
– Teach study skills
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Regional
Education
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 Continuous extra help and extra time
 Readiness course grade 12
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Southern
Regional
Education
Board
Key Practice #10
Use student assessment
and program evaluation
data to continuously
improve curriculum,
instruction, school climate,
organization and
management to advance
student learning.
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Using Data to Keep
Score Matters
 Clarify where you are
 Inspire change
 Determine progress
 Link achievement and practices
 Change what doesn’t work
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 Celebrate accomplishments
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Leadership Practices and
Higher Achievement
Goals and priorities are clear.
The school maintains a
demanding yet supportive
climate.
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Regional
Education
Board
Teachers meet to examine
student work.
Teachers search for new ideas.
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Top 100 Implementation Sites vs.
All Other Sites:
Faculty Perceptions on Continuous
School Improvement
44%
43%
31%
27%
Intensive
Southern
Regional
Education
Board
30%
26%
Moderate
Top 100 Impl Sites
Low
All Other Sites
Source: 2008 HSTW Assessment and Student and Teacher Survey
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Key Condition 1: Continuous
Improvement of Curriculum,
Instruction and Student Achievement
 A clear mission statement – Graduate
students prepared for postsecondary
study and a career
 Teach all students an accelerated
curriculum
 Believe students’ learning is first
Southern
Regional
Education
Board
 Assess, prioritize, plan, do, evaluate
and plan
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Key Condition 2:
District and School Leadership
Focus on Using Key Practices As a
Guide to School Improvement
 School leadership teams
 Instructional teams that focus on core
groups of students – on what is taught,
how it is assessed and how students
become independent learners
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Regional
Education
Board
 Broader definition of rigor
 Feedback from students
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Key Condition 3:
School Board Support for
Replacing the General Track
 Improve the middle grades to high school
transition – refocused ninth grade
 Improve high school to college and career
transition – revitalized senior year
 Have all students complete challenging
academic core and focus
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Regional
Education
Board
 A career-focused program of study
 Make co-curricular activities an essential part
of the high school curriculum
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Key Condition 4:
District Leaders Support School Leaders
and Teachers to Carry Out Key Practices
 Financial support for materials
 Time for teachers to plan together
 Support at least 10 days of staff development
annually focused on educators’ needs to
improve student learning
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Regional
Education
Board
 Encourage planning among academic and
technical teachers; high schools and career
centers; and between high schools, middle
grades schools and postsecondary schools
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Key Condition 5:
Allow Schools to Adopt a
Flexible Schedule
 Allow students to earn more credits
 Adopt policy to recognize hands-on,
interdisciplinary and experiential learning
 Reduce teacher load to no more than 80
students per day
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Regional
Education
Board
 Make greater use of off-site learning
opportunities
 Adopt policy to embed academics into CT
courses
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