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