Orientation to HSTW Goals and Key Practices
Download
Report
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 2005 Orientation
2
HSTW Goals
Southern
Regional
Education
Board
Getting 85 percent of students
to meet reading, mathematics
and science goals
Teaching most students the
essential content of the
college-preparatory academic
core and a career or academic
concentration
SC 2005 Orientation
3
Southern
Regional
Education
Board
Work Harder to Get
Smarter:
We need to change
our thinking and our
language from an
ability model to an
effort model.
SC 2005 Orientation
4
Southern
Regional
Education
Board
Key Practice #1
Have students
complete a
challenging program
of study with an
upgraded academic
core and a major.
SC 2005 Orientation
5
Completing a Challenging
Program of Study Matters
Southern
Regional
Education
Board
Gives focus
Prepares students for the
next step
Makes high school count
Values students
SC 2005 Orientation
6
Recommended Academic Core
for All Students
Southern
Regional
Education
Board
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
Three years of social studies; four
credits with a block schedule
Career or academic concentration
SC 2005 Orientation
7
Recommended Core and
Higher Achievement
00%
80%
60%
40%
84%
76%
60%
55%
71%
48%
35%
34%
27%
20%
0%
Reading
Completed
Mathematics
Partial
Source: 2004 HSTW Assessment and Student Survey
Science
Did Not Complete
SC 2005 Orientation
8
Percent of Students Meeting
Performance Goals at Top 75
Schools and at All Schools
Percent
Reading Math Science
Completing
Core
Southern
Regional
Education
Board
Top 75
Schools
43%
66%
69%
56%
All
Schools
21%
53%
58%
47%
Source: 2004 HSTW Assessment and Student Survey
SC 2005 Orientation
9
Key Practice #2
Southern
Regional
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.
SC 2005 Orientation
10
Quality Career/Technical
Courses Matter
Southern
Regional
Education
Board
Increase understanding of
academic content
Give meaning to school
Motivate students
Improve retention of
academic skills
SC 2005 Orientation
11
Vocational Practices and
Higher Achievement
Southern
Regional
Education
Board
At least weekly, students:
use mathematics to complete
assignments;
read technical books to complete
assignments;
do projects that require research
and written plans; and
meet standards on a course exam.
SC 2005 Orientation
12
Quality Vocational Studies and
Higher Achievement
70%
60%
50%
59% 56%
58%
52%
50%
43%
40%
50%
45%
38%
30%
20%
10%
0%
Reading
Mathematics
Intensive
Source: 2004 HSTW Assessment and Student Survey
Moderate
Science
Low
SC 2005 Orientation
13
Southern
Regional
Education
Board
Key Practice #3
Give students access
to a system of workbased and schoolbased learning planned
cooperatively by
educators and
employers.
SC 2005 Orientation
14
Quality Work-site Learning Linked to
a Solid Academic Core Matters
Southern
Regional
Education
Board
Apply academic and technical
skills
Learn that high performance
counts
Have richer on-the-job
experiences
Discover career options
Get on track faster after
graduation
SC 2005 Orientation
15
Quality Work-site Learning and
Higher Achievement
80
70
60
50
40
30
20
10
0
64
60
51
46
39
Reading
Intensive
53
45
Mathematics
Moderate
40
34
Science
Low
SC 2005 Orientation
16
Southern
Regional
Education
Board
Key Practice #4
Set high
expectations
and get
students to
meet them.
SC 2005 Orientation
17
Raising Expectations Matters
Southern
Regional
Education
Board
Communicate that high school
counts
Give students a sense of selfworth
Help students see that the
school believes in them
Help students be more focused,
motivated and goal-oriented
SC 2005 Orientation
18
Expectation Practices and
Higher Achievement
Students understand the amount
and quality of work expected.
Students frequently receive extra
help.
Students complete homework daily.
Southern
Regional
Education
Board
Students redo work to meet
standards.
Students work hard on assignments.
SC 2005 Orientation
19
High Expectation Practices and
Higher Achievement
70%
68%
52%
45%
High
58%
60%
57%
48%
42%
Moderate
Source: 2004 HSTW Assessment and Student Survey
Low
SC 2005 Orientation
20
Southern
Regional
Education
Board
Key Practice #5
Have teachers
work together to
integrate
academic and
technical studies.
SC 2005 Orientation
21
Teachers Working Together
Matters
Southern
Regional
Education
Board
Makes learning count
Helps teachers “grow”
Changes teachers’ perceptions
of students
Promotes professionalism
Contributes to a climate of
improvement
SC 2005 Orientation
22
%
%
%
Teachers Working Together To Integrate
Academic and Technical Studies and Higher
Achievement
65%
65%
55%
51%
45%
56%
50%
44%
38%
%
%
%
%
%
Reading
Mathematics
Science
Intensive
Moderate
Low
Source: 2004 HSTW Assessment and Student Survey
SC 2005 Orientation
23
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.
SC 2005 Orientation
24
Engaging Literacy Practices and
Higher Achievement
Southern
Regional
Education
Board
Students frequently:
revise written work to improve
quality;
complete short writing
assignments;
discuss readings with other
students;
read books outside of class and
demonstrate understanding;
SC 2005 Orientation
25
Literacy Experiences Across the
Curriculum and Higher Reading
Achievement
68%
70%
58%
60%
44%
50%
40%
30%
20%
10%
0%
Intensive
Moderate
Source: 2004 HSTW Assessment and Student Survey
Low
SC 2005 Orientation
26
Engaging Numeracy Practices and
Higher Achievement
Southern
Regional
Education
Board
Students:
take math the senior year;
solve real-world problems;
use math to complete vocational
assignments;
use graphing calculators; and
work with other students on
assignments.
SC 2005 Orientation
27
Numeracy Experiences Across the
Curriculum and Higher Mathematics
Achievement
0%
66%
61%
0%
43%
0%
0%
0%
0%
0%
0%
Intensive
Moderate
Source: 2004 HSTW Assessment and Student Survey
Low
SC 2005 Orientation
28
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.
SC 2005 Orientation
29
A Supportive Guidance
System Matters
Southern
Regional
Education
Board
Clear goals
Focused program of study
Students have someone who
cares
Students believe in
themselves
Students get needed services
SC 2005 Orientation
30
Comparison of Guidance Practices at
High- and Low-implementation
Schools
59%
43%
47%
36%
5%
Intensive
Moderate
High-implementation
Source: 2004 HSTW Assessment and Student Survey
10%
Low
Low-implementation
SC 2005 Orientation
31
Southern
Regional
Education
Board
Key Practice #9
Provide a structured
system of extra help
to enable students
to meet higher
standards.
SC 2005 Orientation
32
Conditions Under Which Extra Help
Improves Achievement the Most
Southern
Regional
Education
Board
Students get extra help without
much difficulty.
Help is frequently provided by the
teacher.
Students receive extra help to pass
more demanding courses.
Students are held to higher literacy
standards in all classes.
Students are in classrooms with
higher expectations.
SC 2005 Orientation
33
Extra Help and
Higher Achievement
66%
63%
55%
50%
Reading
55%
44%
Mathematics
Help Often Received
Source: 2004 HSTW Assessment and Student Survey
Science
Help Not Readily Available
SC 2005 Orientation
34
Six Extra-help Strategies
Southern
Regional
Education
Board
“Fast start” seven and eight
Summer bridge program
Catch-up program in grade
nine
Readiness course grade 12
Make students independent
learners
Continuous extra help and
extra time
SC 2005 Orientation
35
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 2005 Orientation
36
Using Data to Keep Score
Matters
Southern
Regional
Education
Board
Clarify where you are
Inspire change
Determine progress
Link achievement and
practices
Change what doesn’t work
Celebrate accomplishments
SC 2005 Orientation
37
Leadership Practices and
Higher Achievement
Southern
Regional
Education
Board
Goals and priorities are clear.
The school maintains a
demanding yet supportive
climate.
Teachers meet to examine
student work.
Teachers search for new ideas.
SC 2005 Orientation
38
Continuous Improvement at Top 75
HSTW Schools and at All Schools
44%
38%
32%
25% 26%
25%
Top 75 Schools
Intensive
All Schools
Moderate
Source: 2004 HSTW Assessment and Student Survey
Low
SC 2005 Orientation
39
Key Condition 1: Continuous
Improvement of Curriculum,
Instruction and Student Achievement
Southern
Regional
Education
Board
A clean mission statement –
preparation for postsecondary
study and a career
Improve student achievement and
high school completion rate
Focus school activities on core
mission
Assess, prioritize, plan, do,
evaluate and plan
SC 2005 Orientation
40
Key Condition 2:
District and School Leadership Focus
on Using Key Practices As a Guide to
School Improvement
Southern
Regional
Education
Board
School leadership teams
Instructional teams that focus on
core groups of students
Faculty meeting time on what is
taught, how it is assessed and how
students become independent
learners
Feedback from students
SC 2005 Orientation
41
Key Condition 3:
School Board Support for
Replacing the General Track
Southern
Regional
Education
Board
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
Eliminate low-level academic courses
Make co-curricular activities an essential
part of the high school curriculum
SC 2005 Orientation
42
Key Condition 4:
District Leaders Support School
Leaders and Teachers to Carry Out
Key Practices
Southern
Regional
Education
Board
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
Encourage planning among academic
and technical teachers; high schools and
career centers; and between high
schools, middle grades schools and
postsecondary schools
SC 2005 Orientation
43
Key Condition 5:
Allow Schools to Adopt a Flexible
Schedule
Allow students to earn more credits
Increase time for hands-on,
interdisciplinary and experiential
learning
Reduce teacher load to no more than 80
students per day
Southern
Regional
Education
Board
Make greater use of off-site learning
opportunities
SC 2005 Orientation
44