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
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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
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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.
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Southern
Regional
Education
Board
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
Southern
Regional
Education
Board
Gives focus
Prepares students for the
next step
Makes high school count
Values students
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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
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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
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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
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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.
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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
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Vocational Practices and
Higher Achievement
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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.
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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
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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
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
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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
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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
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
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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.
Southern
Regional
Education
Board
 Students redo work to meet
standards.
 Students work hard on assignments.
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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
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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
Southern
Regional
Education
Board
Makes learning count
Helps teachers “grow”
Changes teachers’ perceptions
of students
Promotes professionalism
Contributes to a climate of
improvement
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%
%
%
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
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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
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;
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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
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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.
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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
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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
Southern
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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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
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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
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.
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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
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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
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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
Southern
Regional
Education
Board
Clarify where you are
Inspire change
Determine progress
Link achievement and
practices
Change what doesn’t work
Celebrate accomplishments
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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.
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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
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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
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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
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Key Condition 3:
School Board Support for
Replacing the General Track
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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
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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
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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
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