Orientation to HSTW Goals and Key Practices
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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
2
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:
Southern
Regional
Education
Board
We need to change our
thinking and our
language from an ability
model to an effort,
interest-based model.
SC 2009 Orientation
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Southern
Regional
Education
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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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Regional
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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Regional
Education
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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
Board
Reading Goal
Completed 2-3 parts
Mathematics Goal
Completed 0-1 Part
Source: 2008 HSTW Assessment and Student Survey
SC 2009 Orientation
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Comparison CT Students
Completing HSTW-Recommended
Curriculum in 2004 and 2008
48%
47%
38%
37%
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Regional
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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
Regional
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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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
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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
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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
Board
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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Regional
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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
Southern
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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Regional
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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
Regional
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
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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
SC 2009 Orientation
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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.
Southern
Regional
Education
Board
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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Education
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Continuous extra help and extra time
Readiness course grade 12
SC 2009 Orientation
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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.
SC 2009 Orientation
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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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Regional
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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
SC 2009 Orientation
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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
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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
Southern
Regional
Education
Board
Broader definition of rigor
Feedback from students
SC 2009 Orientation
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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
Southern
Regional
Education
Board
A career-focused program of study
Make co-curricular activities an essential part
of the high school curriculum
SC 2009 Orientation
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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
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Make greater use of off-site learning
opportunities
Adopt policy to embed academics into CT
courses
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