West Virginia
Enhanced HSTW Design
Site Development
Workshop:
Southern
Regional
Education
Board
Developing a School
Improvement Plan
Site Development Workshop
Objectives
 Understanding of HSTW enhanced
design.
 Current status of school and
classroom practices.
 Develop actions for closing the
knowing and doing gap.
 Connect HSTW and 21st century
learning
Southern
Regional
Education
Board
SDW
2
Actions for Closing the
Knowing and Doing Gap




Southern
Regional
Education
Board
Why – Before – How
Knowing comes from doing
Actions count more than plans
There is no doing without
mistakes
 Measure what matters
 What leaders do matters
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3
Workshop Format
 Introduce Key Practices
 Why?
 Discuss key indicators
 Determine status of school practices
 Actions taken by successful schools
 Agree on actions to implement
Southern
Regional
Education
Board
 Work as a leadership team
SDW
4
Work Harder to Get
Smarter:
Southern
Regional
Southern
Regional
Education
Education
Board
We need to change our
thinking and our
language from an ability
model to an effort model.
Board
SDW
5
Enhanced HSTW Goals
Southern
Regional
Education
Board
 85 percent of high school students meet HSTW
reading, mathematics and science
performance goals
 Increase the percentages of students at the
proficient level to at least 50 percent in
reading, mathematics and science as
measured by the HSTW assessment and the
West Virginia state assessment.
 85 percent of high school graduates complete
college preparatory courses in mathematics,
science, English/language arts and social
studies and a concentration.
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Enhanced HSTW Goals
Continued…
 Improve middle grades to high school
transition.
 Increase to 90 percent of students who
enter grade nine and complete high
school four years later.
 All students leave high school with
postsecondary credit or having met
standards to avoid remedial courses.
Southern
Regional
Education
Board
SDW
7
Enhanced
HSTW Key Practices
Southern
Regional
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Board
 Culture of
Continuous
Improvement
 Program of Study
 Career/Technical
Studies
 Structured
Experiential
Learning
 High Expectations
 Academic
Studies
 Students
Actively Engaged
 Teachers
Working
Together
 Guidance
 Extra Help
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Linking HSTW and 21st Century
Learning
 Key items taken from the HSTW
assessment student survey
related to applied skills
Pages 6-7 of Planner
Southern
Regional
Education
Board
SDW
9
Framework for 21st Century
Learning




Core Subjects
21st Century Content
Learning and Thinking Skills
Information and Communications
Technology (ICT) Literacy
 Life Skills
 21st Century Assessments
Southern
Regional
Education
Board
SDW
10
Instruction and Learning Appraisal
(ILA) Report Summary/HSTW
APPRAISAL
AREA
Southern
Regional
Education
Board
LOW IMP
MODERATE
IMP
TOTAL
# ILA
SITES
FULL IMP
WV
HSTW*
WV
HSTW*
WV
HSTW*
Shared Goals for
Learning
44
36
44
38
13
27
16
Shared Leadership
50
61
50
25
0
14
16
Learning Culture
56
51
44
28
0
21
16
High Expectations
(HSTW)
52
38
10
Importance of High
School (HSTW)
25
41
34
Effective Teaching
94
30
6
44
0
26
16
Aligned
Curriculum
80
34
20
60
0
6
15
Purposeful Student
Assessment
94
62
6
29
0
10
16
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Instruction and Learning
Appraisal (ILA) Report Summary
Continued…
APPRAISAL
AREA
School-Family-Comm.
Connections
LOW IMP
FULL IMP
WV
HSTW*
WV
HSTW*
WV
HSTW*
25
30
56
38
19
32
Timely
Guidance/HSTW
Southern
Regional
Education
Board
MODERATE
IMP
40
6
Total
# ILA
Sites
16
54
Math
69
31
31
49
0
20
16
Science
50
37
50
47
0
16
16
Literacy Across the
Curriculum
73
50
27
37
0
14
15
Special Education
73
27
15
English Lang.
Learners
50
50
2
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Applied Skills
 Basic skills high school graduates
should possess as ranked as very
important by employers
 Professionalism / Work Ethic (80%)
 Teamwork / Collaboration (74%)
 Oral Communications (70%)
 Ethics / Social Responsibility (63%)
 Critical Thinking / Problem Solving (58%)
 Information Technology Application (53%)
Southern
Regional
Education
Board
SDW
13
Applied Skills
 Basic skills high school graduates
should possess as ranked as very
important by employers, cont.
 Written Communication (53%)
 Diversity (52%)
 Lifelong Learning / Self Direction (43%)
 Creativity / Innovation (36%)
 Leadership (29%)
Southern
Regional
Education
Board
SDW
14
Emphasis on Applied Skills
Students have worked with one or more
students in their class on a challenging science
assignment at least monthly.
Southern
Regional
Education
Board
64%
Students analyzed works of literature in class
at least monthly.
57
Students often tried to do their best work in
school.
55
Students have drafted, rewritten and edited
writing assignments before they were given a
grade at least monthly.
52
Students stood before the class and made an
oral presentation on a project or assignment to
meet specific requirements of quality at least
monthly.
37
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15
Emphasis on Applied Skills
Students have often been part of a team
or small group in class.
Southern
Regional
Education
Board
41%
Students have often revised their
essays or other written work several
times to improve their quality.
36
Students have orally defended a
process they used to solve a
mathematics problem at least monthly.
29
Students often had to develop and
analyze tables, charts and graphs in
their school work.
28
SDW
16
Enhanced
HSTW Key Conditions
Southern
Regional
Education
Board
 A clear, functional mission
statement
 Strong leadership
 Plan for continuous improvement
 Qualified teachers
 Commitment to goals
 Flexible scheduling
 Support for professional
development
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West Virginia and The
Partnership for 21st Century
Skills
 Emphasizes:
 information and communications
technology literacy,
 critical thinking,
 communication skills,
 global awareness, and
Southern
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 business, economic and civic
literacy.
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18
Why Have Leadership Teams?
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Regional
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Board
 Teachers spend more time talking about their
work
 Leadership teams sustain efforts when a
leader leaves
 Communication improves
 Teams come up with better ideas
 Work and responsibility are shared
• A facilitator
• A recorder
• A timekeeper
• A scribe
• A presenter
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2006 HSTW Assessment
 NAEP-referenced subject tests
 Reading, Mathematics, Science
 Scale 0-500
 Student Survey
 Course History
 School and Classroom Experiences
 Teacher Survey
Southern
Regional
Education
Board
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20
West Virginia (2006)
21st Century HSTW Pilot Sites
Participation
 2006 HSTW Assessment
 16 schools
 1,148 students
 800 teachers
Southern
Regional
Education
Board
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21
Most-improved and
Non-improved Schools
Southern
Regional
Education
Board
 Comparison of two sets of 100
schools using 2004 and 2006 data
 Similar ethnicity
 Similar sizes
 Similar locations – Urban,
Suburban, Rural
 Similar parent education
 Different progress in
implementation and achievement
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22
Implementation Differences Result in
Achievement Differences
Southern
Regional
Education
Board
Nonimproved
Schools
Mostimproved
Schools
Reading
- 11
+ 15
Mathematics
-8
+ 12
Science
-12
+ 16
Source: 2006 HSTW Assessment
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23
Achievement Reading
Differences across Sub-groups
Reading
Southern
Regional
Education
Board
All students
African-American
White
Low parent education
High parent education
Source: 2006 HSTW Assessment
NonMostimproved improved
- 11
- 12
- 10
- 11
- 11
+ 15
+ 16
+ 13
+ 14
+ 14
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Average Gains/Declines in
Mathematics Achievement Scores
Mathematics
Southern
Regional
Education
Board
NonMostimproved improved
All Students
African-American
White
-8
-9
-6
+ 12
+ 13
+ 11
Low parent education
-7
+ 11
High parent education
-8
+ 12
Source: 2006 HSTW Assessment
SDW
25
Average Gains/Declines in
Science Achievement Scores
Science
Southern
Regional
Education
Board
NonMostimproved improved
All Students
African-American
White
Low parent education
- 10
- 12
- 10
- 11
+ 16
+ 19
+ 18
+ 17
High parent education
- 12
+ 16
Source: 2006 HSTW Assessment
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Key Question
Why do students at mostimproved schools make
greater gains in
achievement than students
at non-improved schools?
Southern
Regional
Education
Board
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Key Practice:
Continuous Improvement
Southern
Regional
Education
Board
Use student assessment and
program evaluation data to
continuously improve school
culture, organization,
management, curriculum
and instruction to advance
student learning.
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28
School Leaders Need to:
Southern
Regional
Education
Board
 Use formative assessments and
benchmarks to assess student
learning
 Monitor instructional practice for
the use of research-based
strategies
 Conduct surveys of students,
teachers, and parents and analyze
responses to determine the impact
of school structure and practices
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29
Why is using data for continuous
improvement important?
Southern
Regional
Education
Board
 Know where you are-where you
need to be
 Inspire change
 Measure progress
 Link achievement with changes in
classroom practices
 Celebrate accomplishments
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30
Foundation for Continuous
Improvement
Southern
Regional
Education
Board
 Establish a consensus about the need to
change (assess)
 Set interim targets to close the gap between
current and desired practices (plan)
 Engage and support faculty to reach the
targets (do)
 Assess progress in terms of targeted goals
(evaluate)
 Celebrate successes frequently
 Repeat the cycle
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Climate for Continuous
Improvement
WV Pilot
Sites
Top 50
Sites
Goals are clear
44%
80%
Teachers maintain a demanding and
supportive environment
31%
71%
Principals stress the need to teach all
students to same high standards
(monthly)
40%
60%
Teachers continue to learn and seek out
new ideas
33%
74%
Teachers/administrators work as a team
39%
78%
Teachers use data to evaluate school and
classroom practices
27%
51%
Teachers Say:
Southern
Regional
Education
Board
Source: 2006 HSTW Assessment
SDW
32
Take five minutes to
complete the climate for
continuous improvement
checklist as a team.
Page 12 of Planner
Southern
Regional
Education
Board
SDW
33
How are performance and
practices measured?
Southern
Regional
Education
Board
 Students Completing HSTW
Recommended Curriculum
 State Assessments
 WV - Appalachia Regional
Comprehensive Center at Edvantia:
Instruction and Learning Appraisal
Reports
 CT End-of-Course Exams
 % Students Meeting HSTW
Performance Goals
 ACT/SAT Results
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How Schools Measure the Depth
of HSTW Implementation
The HSTW Assessment:
• NAEP – referenced assessment in Reading,
Mathematics and Science
• Student survey of school and classroom
practices
• Student transcript analysis
• Faculty Survey
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Annual Report
Technical Assistance Visit
Assessing Practice
SDW
35
Organizing Teams for Continuous
Planning and Implementation
Five Focus Teams (included in overall
school improvement team):
Southern
Regional
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Board
1. Curriculum leadership team
2. Professional development
leadership team
3. Guidance and public
information leadership team
4. Transitions leadership team
5. Evaluation leadership team
See Page 14 in the Planner
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Continuous Improvement:
Specific Actions
Page 13-14
Describe how you will organize an overall school
improvement team and five focus teams
1. How will you select a team leader?
2. How will you select team members and what content
areas will be represented on each team?
3. How will you establish expectations for each team?
Which teams will analyze gaps in:
Southern
Regional
Education
Board





Enrollment in advanced academics
Classroom expectations
Readiness for grade 9
Readiness for postsecondary and careers
Alignment of teacher assignments, student work, and
classroom assessments to college and career
readiness standards
SDW
37
Key Practice:
Program of Study
Require each student to
complete an upgraded
academic core and a
concentration.
Southern
Regional
Education
Board
SDW
38
Completing a Challenging
Program of Study Matters
A Challenging Program of Study:
 Is the best predictor of
achievement
 Gives focus
 Prepares students for the next step
 Makes high school count
Southern
Regional
Education
Board
SDW
39
HSTW Recommended Academic
Core for All Students
 Four credits in college-prep/honors English
 Students read 8-10 books a year, write short papers
weekly, and complete at least one major research paper
 Four mathematics credits – Algebra I,
geometry, and two other math courses (at
least 85% complete Algebra II and above)
 Students completing algebra I in grade 8 complete four
additional math courses
 Students take math the senior year
 Three college-prep science credits
 Biology, chemistry, physics or applied physics, or
anatomy/physiology
Southern
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Board
 Four college-prep social studies
 Including 21st Century civics, economics and global
awareness
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40
Recommended Concentrations
• Mathematics and science concentration – four
college prep credits in each field, with at least
one at the AP level
• Humanities concentration – four or more
credits in college-prep/Honors English, social
studies, foreign language, fine arts or
literature with at least one credit at the AP or
college level
• Career/technical concentration – four or more
credits in an approved CT field
Southern
Regional
Education
Board
SDW
41
Take 5 minutes to complete
the pre-learning concept
check on a Rigorous
Curriculum.
Southern
Regional
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Board
Take 3 minutes to discuss
answers in table groups.
Pages 15
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42
Recommended Core and
Higher Achievement
100%
80%
60%
40%
88%
79%
75%
63%
52%
50%
32%
30%
24%
20%
0%
Reading
Completed 15%
Southern
Regional
Education
Board
Mathematics
Partial
54%
Science
Did Not Complete 31%
Source: WV Enhanced Sites 2006 HSTW Assessment and Student Survey
SDW
43
Changes in Percentages of Students
Completing Recommended Academic
Curriculum
17
14
13
6
1
English
Southern
Regional
Education
Board
0
Mathematics
Non-improved
Science
Most-improved
Source: 2004 and 2006 High School Assessment
SDW
44
Changes in Percentages of Majority
Students Completing Recommended
Academic Curriculum
15
12
15
8
3
2
English
Southern
Regional
Education
Board
Mathematics
Non-improved
Science
Most-improved
Source: 2006 HSTW Assessment and Student Survey
SDW
45
Changes in Percentages of AfricanAmerican Students Completing
Recommended Academic Curriculum
23
20
6
3
0
English
Mathematics
Science
-8
Southern
Regional
Education
Board
Non-improved
Most-improved
Source: 2006 HSTW Assessment and Student Survey
SDW
46
Changes in Percentages of Students
Having Parents with High Levels of
Education: Completing Recommended
Curriculum
18
13
13
6
1
English
Southern
Regional
Education
Board
0
Mathematics
Non-improved
Science
Most-improved
Source: 2006 HSTW Assessment and Student Survey
SDW
47
Changes in Percentages of Students
Having Parents with Low Levels of
Education: Completing Recommended
Academic Curriculum
14
13
12
6
2
English
2
Mathematics
Non-improved
Science
Most-improved
Southern
Regional
Education
Board
Source: 2006 HSTW Assessment and Student Survey
SDW
48
Reflection Question
What actions did adults
take to increase the
percentages of all groups
of students taking the
right courses?
Southern
Regional
Education
Board
SDW
49
Strategies for Implementing the
HSTW Core Curriculum
 Enroll ALL students in the Core
 Enroll 15-20 percent more students in
higher level courses
 Adopt alternative schedules to allow
time for students to take critical
courses
 Use the core as the default curriculum
 Get guidance staff on board
Southern
Regional
Education
Board
SDW
50
Actions to Get Students to Take
the Right Courses
Southern
Regional
Education
Board
 Raise graduation requirements
 Strengthen guidance and advisement involve parents
 Develop student handbook with career
pathways and related course of study
 Eliminate smorgasbord scheduling
 Use guest speakers, hold career expos
and college fairs
 Establish small learning communities
SDW
51
“Students’
Southern
Regional
Education
Board
behavior and attitude
toward school changes when
school leaders agree to do whatever
it takes to get students to gradelevel standards, prepared for
challenging high school studies and
for postsecondary studies and
careers.
Achievement goes up,
graduation rates increase and
students become more engaged
when leaders lead to set higher
expectations and support students
to meet them.”
SDW
52
Major Actions to Enroll More Students in
HSTW-recommended Core and
Concentration
 Review your current status related to the key practice and
determine one outstanding practice in place
 Identify major actions to increase annually by 10% - 20%
students completing
 Four college preparatory English courses (students read 8-
10 books a year, write weekly and complete at least one
research paper)
 Four courses in mathematics – Algebra I and higher
 Three college preparatory, lab-based science courses
 Four college preparatory social studies courses
Southern
Regional
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Board
 A concentration – academic and/or career/technical
Page 16-17
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53
Key Practice:
Career/Technical Studies
Provide more students access to intellectually
challenging career/technical studies in highskill/high-demand fields that emphasize higherlevel mathematics, science, literacy and problemsolving skills needed in the workplace and in
further education.
Southern
Regional
Education
Board
School leaders need to:
 Develop standards for awarding postsecondary
credit.
 Require senior projects.
 Have students work toward a recognized employer
certification.
SDW
54
How does your school rate?
Take a few minutes to check the
column that best fits the
concepts and instructional
practices that provide the
foundation for your students.
Pages 18 and 19 of planner
Southern
Regional
Education
Board
SDW
55
Quality Career/Technical Courses Matter
Southern
Regional
Education
Board
 Improve high school retention
 Increase understanding of academic
content
 Give meaning to school
 Motivate students
 Improve retention of academic skills
 Get on track faster after graduation
 Discover career options
SDW
56
Purpose of High School
Career/technical Studies
 Prepare students for work and further
study
 Advance technical literacy
 Understand technical concepts
 Read and comprehend technical materials
 Advance technical numeracy
 Apply mathematics problems within
Southern
Regional
Education
Board
chosen field
 Solve problems and think critically
SDW
57
Organizing High School Career/technical
Programs around 16 Career Clusters




Southern
Regional
Education
Board




Agriculture and Natural Resources
Construction
Manufacturing
Transportation, Distribution and Logistics
Services
Business and Administrative Services
Wholesale/retail Sales and Services
Financial Services
Hospitality and Tourism
Source: U.S. Department of Education.
SDW
58
Organizing High School Career/technical
Programs around 16 Career Clusters (cont’d)
Southern
Regional
Education
Board
 Health Services
 Arts, Audio, Video Technology and
Communication Services
 Information Technology Services
 Scientific Research, Engineering and
Technical Services
 Human Services
 Legal and Protective Services
 Education and Training Services
 Public Administration/Government Services
(www.careerclusters.org)
Source: U.S. Department of Education.
SDW
59
Different Ways to Organize High
School Career/technical Studies
Southern
Regional
Education
Board
 Using a career major/academies
 Organizing into small learning
communities around career themes
 Organizing around broad career pathways
 Planning programs of academic and
career/technical studies that are linked to
postsecondary studies
 Having partnership with technology
center/employer/postsecondary institution
SDW
60
Strengthening C/T Studies
• Enroll at-risk students in at least one C/T
credit course annually
• Offer ninth grade exploratory course
• Increase the number of students
completing 4 or more technical courses
• Expand opportunities to earn postsecondary credit or certifications while
in high school
Southern
Regional
Education
Board
SDW
61
WV Students at Enhanced Sites
CTE Students said they had to:
Southern
Regional
Education
Board
2006
Sites Goal
 Use mathematics to complete
challenging assignments in their CTE
area at least weekly
24% 75%
 Read and interpret technical books and
manuals to complete assignments at
least weekly
27% 80%
 Read a career-related article and
demonstrate understanding of the
content at least monthly
47% 85%
 Complete short writing assignments of
one to three pages and receiving a a
grade in their career/technical classes at
least weekly
Source: WV Enhanced Sites, 2006 HSTW Assessment
6%
65%
SDW
62
Quality Career/Technical Studies and
Higher Achievement
60%
50%
40%
57%
57%
52%
51%
45%
44%
40%
32%
31%
30%
20%
10%
0%
Reading
Southern
Regional
Education
Board
Mathematics
Intensive 28%
Moderate
Science
45%
Low 27%
Source: WV Enhanced Sites 2006 HSTW Assessment and Student Survey
SDW
63
2004 Graduates Say Their High
School Should Have:
Graduates said their school should have placed
a greater emphasis on the following:
Provided information and counseling about
continuing my education and careers
Southern
Regional
Education
Board
Agree
Strongly or
Somewhat
76%
Placed more emphasis on oral communication
skills.
70
Placed more emphasis on mathematics.
63
Assisted me in meeting high academic
standards
60
Placed more emphasis on career/technical
programs
61
Expected me to read in all my classes
59
Required me to take more courses at a high
level
54
SDW
64
Key Practice:
Structured Experiential Learning
Engage students in quality workbased, service-based, communitybased, and/or research-based
learning experiences.
Southern
Regional
Education
Board
SDW
65
What improves the quality of
experiential learning?
Southern
Regional
Education
Board
Each student has:
 Classroom and work-site
assignments that are correlated
to career field
 Work-site experiences connected
to career goals
 A work-site mentor
SDW
66
Quality Experiential Learning and
Higher Achievement
80
70
60
50
40
30
63
55
51
42
49
40
43
36
29
20
10
0
Reading
Southern
Regional
Education
Board
Intensive
Mathematics
Moderate
Science
Low
Source: WV Enhanced Sites 2006 HSTW Assessment and Student Survey
SDW
67
Structured Experiential Learning
Opportunities
• Job Shadowing
• Service Learning
• Co-op
• Internships
• Youth Apprenticeship
Southern
Regional
Education
Board
SDW
68
Quality Experiential Learning
Experiences Set High Expectations
for Students
They require students to:
 Attend a regular class and/or
seminar
 Plan experiences with work-site
employer and teacher
 Keep a journal of experiences
 Develop a career portfolio
Southern
Regional
Education
Board
SDW
69
Assess Current Status: CTE and
Student Experiential Learning
 Assess your current CTE
and Student Experiential
Learning Status
Southern
Regional
Education
Board
Pages 20-21 of planner
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70
Designing Authentic Integrated
Project Units: Eight Steps
Southern
Regional
Education
Board
1. Identify the embedded
mathematics, science and technical
content taught
2. Identifying the literacy study skills
and habits of success
3. Assess students’ current
knowledge and skills
4. Develop engaging, high-level
activities
Page 22-23 in Planner
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71
Designing Authentic Integrated
Project Units: Eight Steps
Southern
Regional
Education
Board
5. Develop related math and science
activities
6. Prepare traditional math and
science activities
7. Describing how students will
demonstrate their understanding of
mathematics, science and technical
knowledge and skills
8. Develop a summative assessment
Page 22-23 in Planner
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72
Read Pages 22-23 in Planner
TOPIC—Title of Reading
Main
Ideas
Southern
Regional
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Board
Details
GIST/Summary – How you see this being
implemented in your school
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73
Major Actions to Implement
Integrated Projects
Southern
Regional
Education
Board
 Page 23 in Planner: Identify integrated
projects in your school that already follow
these steps or that would be easy to adapt
 Page 24 in Planner: Identify one
outstanding Practice in CTE and/or
Structured Experiential Learning
 Identify a major action for developing a
major project each 12 weeks of school
with embedded mathematics, science, and
technology skills
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74
Reading Homework: Day 1
1. Project-based Learning Guide #11
2. Literacy Guide #12
3. Where Do You Begin? Guide #1
(Principal)
4. HSTW: An Enhanced Design (Principal)
5. Developing Effective Teams Guide #2
(HSTW Coordinator)
Southern
Regional
Education
Board
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75
Reading Homework: Day 1
6. Students Will Take the Right Courses When
the Principal Leads Guide #14 (Counselor)
7. Students Can’t Wait (Department Chair)
8. Extra Help Guide #6
9. Business Education Guide #7 (CTE
Leader/Chair)
10. Ten Strategies for Creating a Classroom
Culture of High Expectations Guide 13
Southern
Regional
Education
Board
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76
Key Practice:
High Expectations
Motivate more students to meet high
expectations by integrating high
expectations into classroom practices and
giving students frequent feedback.
Southern
Regional
Education
Board
When he wrote, “Blessed is he who expects
nothing, for he shall never be disappointed,”
Alexander Pope could have been describing the
expectations that some teachers at non-improved
schools have for their students – nothing.
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77
Literacy Strategy
Four Corners
“Allowing students to redo work
until it meets standards and
giving them credit is a form of
cheating and unfair to students
who do it right the first time.”
Southern
Regional
Education
Board
SDW
78
Why Raise Expectations?
 Communicate that high school
counts
 Give students a sense of self-worth
 Help students see that the school
believes in them
Southern
Regional
Education
Board
 Help students be more focused,
motivated and goal-oriented
 Prepare students for the next level
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High Expectation Practices and
Higher Achievement
WV
Pilot
Sites
MostImproved
Sites
Students report that their teachers often clearly
indicated the amount and quality of work that are
necessary to earn a grade of "A" or "B“ at the
beginning of a project or unit.
38%
50%
Students report that their teachers were frequently
available before during or after school to help them
with their studies.
43%
59%
Students report that they usually spend one or more
hours on homework each day.
15%
24%
Students report that they often revise their essays or
other written work several times to improve their
quality.
27%
38%
Students report that they have worked hard to meet
high standards on assignments often.
41%
46%
High Expectations Indicators:
Southern
Regional
Education
Board
Source: 2006 HSTW Assessment and Student Survey
SDW
80
High Expectations and
Higher Achievement
80
70
60
50
40
30
73
61
60
56
51
55
49
42
41
20
10
0
Reading
Southern
Regional
Education
Board
Intensive 10%
Mathematics
Moderate 38%
Science
Low 52%
Source: WV Enhanced Sites 2006 HSTW Assessment and Student Survey
SDW
81
WV Pilot Sites Emphasis on High Expectations
85
Percentage of Student Responses
80
80
80
61
60
60
57
45
47
44 44
43
41
38
36 36
27
20
17 17
23
14
10
Southern
Regional
Education
Board
Intensive emphasis on high Teachers often indicate the
expectations.
quality of work needed to
earn an "A" or "B."
WV Pilot Site 2006
Teachers are frequently
available to help with
studies.
WV High-Scoring Sites 2006
Source: WV Special Report, 2006 HSTW Assessment
Spend one more hours on Often revise written work
homework daily.
to meet high standards.
All HSTW Sites 2006
Often work hard to meet
high standards on
assignments.
HSTW Goal 2006
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82
 Why do you think some
students are in classrooms
with high expectations
while others are not?
Southern
Regional
Education
Board
SDW
83
Key Indicators That A School Has
High Expectations
Southern
Regional
Education
Board
More students perceive that:
• Courses are exciting and
challenging
• They often try to do their best work
• They seldom or never fail to
complete assignments
• Teachers often encourage them to
do well in school
SDW
84
Key Indicators That A School Has
High Expectations
Southern
Regional
Education
Board
More students perceive that:
 Teachers often showed they care by
not letting them get by without doing
the work.
 It is very important to study hard to
get good grades.
 It is very important to participate
actively in and attend all classes.
 It is very important to take a lot of
college-preparatory classes.
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85
Different Strategies for Agreeing
on A-, B- and C-level Work
 Use basic, proficient and advanced
NAEP National Readiness Standards
 Use select universities, regional
universities, community college and
high school graduation
 Use procedural/comprehension,
application/analysis, and
analysis/synthesis
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Regional
Education
Board
Intellectual (Webb/Bloom)
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86
College Readiness
 SAT scores
 500 or higher= ready for college level work
 Below 450 = remediation
 Select universities (1100 score for acceptance)
 ACT College-readiness Benchmarks:
 English
 Reading
 Mathematics
Southern
Regional
Education
Board
 Science
18
21
22
24
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College and Career Readiness:
Percent of WV Seniors Meeting ACT
College-readiness Benchmarks (2006)
69% 72%
53% 52%
42%
30%
27%
22%
English (18)
Southern
Regional
Education
Board
Math (22)
U.S
Source: ACT, Inc. 2006
Science (24)
Reading (21)
West Virginia
SDW
88
Actions for Defining the Amount
and Quality of Work Expected
Southern
Regional
Education
Board
 Benchmark assignments and
assessment to proficient level/grade
level
 Develop common course syllabi, rubrics
and end-of-course exams
 A = Above grade level work
 B = Grade level work
 C = Approaching grade level work
 The Power of “I”
-- Do Assignment -SDW
89
Actions for Revising Work
 Three-week assessment
 Requiring extra help for those
not meeting standards
 Teachers do not let students
get by without doing work
Southern
Regional
Education
Board
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90
Actions to Make Homework of Value
Southern
Regional
Education
Board
 Multiple formats for homework include shortterm practice and long-term high level
projects
 Study groups established so students can
get support
 Homework crosses multiple curricular areas
and students receive credit in each area
 Teachers communicate that homework is
important
 School establishes and communicates a
clear homework policy
SDW
91
Team Planning Time
Southern
Regional
Education
Board
 Review your current status related to raise
expectations and determine one outstanding practice
in place.
 Determine one major action your school can take to
establish common expectations for A work, B work,
and Introduce the Power of I in the highest failed
courses in grade 9 and 10.
 Determine one major action your school can take to get
students to redo work until it meets standards.
 Determine one additional major action for grade and
credit recovery.
 Note: Actions should be measurable.
See Pages 25-26 of Planner
SDW
92
Key Practice:
Students Actively Engaged
Southern
Regional
Education
Board
Engage all students in academic
and career/technical classrooms
in rigorous and challenging
proficient-level assignments
using research-based
instructional strategies and
technology.
SDW
93
School Leaders Can Support:
Southern
Regional
Education
Board
 All teachers in engaging students in
reading, writing, making presentations,
using technology, and applying highlevel problem-solving and thinking
skills.
 Mathematics, science and
career/technical teachers working
together to better align and integrate
concepts and skills into assignments
and assessments.
SDW
94
SREB’s Literacy Goals
Southern
Regional
Education
Board
 Students will:
 read the equivalent of 25 books per
year across the curriculum
 write weekly in all classes
 use reading and writing strategies to
enhance their learning in all classes
 write research papers in all classes
 be taught as if they were in honors
language arts classes
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95
Fifteen Literacy Strategies Any
Teacher Can – and Should – Use
1.
2.
3.
4.
5.
Admit slips
Exit slips
Double entry or two column notes
ReQuest
Interactive CLOZE
6. Cubing
7. Open-response questions – A KEY
Southern
Regional
Education
Board
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96
Fifteen Literacy Strategies Any
Teacher Can – and Should – Use
8.
KWL charts
9.
Metaphorical Thinking
10. Jigsaw reading
11. Paired Reading
Southern
Regional
Education
Board
12.
13.
14.
15.
Graphic organizers
GIST
WordSplash/Capsule Vocabulary
RAFT
SDW
97
Key Indicators for Literacy
Southern
Regional
Education
Board
Students:
 Often used word-processing software to
complete an assignment or project
 Often revised their essays or other written work
several times to improve their quality
 Sometimes or often were asked to write indepth explanations about a class project or
activity
 Discussed or debated with other students each
about what they read in English or language
arts classes at least each month
 Read and interpreted technical books or
manuals at least weekly to complete
assignments in CTE areas (CTE Students SDW
only) 98
What do you think the 100 most improved
schools did to engage more students in
literacy across the curriculum?
Southern
Regional
Education
Board
Indicator:
WV
Sites
MostImp Sites
They used word-processing software to
complete an assignment or project often.
+2
+9
They revised their essays or other written work
several times to improve their quality often.
+0
+6
They were asked to write in-depth explanations
about a class project or activity sometimes or
often.
-4
+ 13
They read and interpreted technical books and
manuals at least monthly to complete
assignments in their career/technical area (CTE
students only).
+1
+7
Source: WV Special Report, 2006 HSTW Assessment
SDW
99
What do you think the 100 most improved
schools did to engage more students in
literacy across the curriculum?
WV Sites
MostImp Sites
They read an assigned book outside of English
class and demonstrated that they understood the
significance of the main ideas at least monthly.
- 1%
+ 6%
They completed short writing assignments of one
to three pages for which they received a grade in
their English classes at least monthly.
+5
+7
They completed short writing assignments of one
to three pages for which they received a grade in
their science classes at least monthly.
-4
+3
They completed short writing assignments of one
to three pages for which they received a grade in
their social studies classes at least monthly.
+3
+6
Indicator:
Southern
Regional
Education
Board
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100
Literacy Experiences Across the Curriculum
and Higher Reading Achievement
70%
64%
60%
52%
50%
37%
40%
30%
20%
10%
Southern
Regional
Education
Board
0%
Intensive
13%
Moderate
37%
Low
51%
Source: WV Pilot Sites 2006 HSTW Assessment and Student Survey
SDW
101
Table Teams
 Review your current status related to
Literacy and determine one outstanding
practice in place.
Southern
Regional
Education
Board
 Determine one action for year 1, year 2
and year 3 the school can take to get
students to read 25 books a year, write
weekly in all classes, use reading and
writing strategies to learn content in all
classes and write at least one research
paper in each class.
Page 27-29
SDW
102
Significantly More Students in 2006
than in 2004 Experienced High-quality
Mathematics Instruction
Southern
Regional
Education
Board
Students said they:
WV
Pilot
Sites
Most
-Imp.
Took a math class their senior year
-3
+6
Took at least four full-year courses
in math in grades 9 through12
+1
+7
Their math teachers showed them
how math concepts are used to
solve real-life problems sometimes
or often
+4
+5
Source: WV Special Report, 2006 HSTW Assessment
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103
Significantly More Students in 2006 than
in 2004 Experienced High-quality
Mathematics Instruction
WV
Pilot
Sites
MostImp.
Completed a math project in ways that
most people would use math in a work
setting at least monthly
+0
+1
Solved math problems other that those
found in textbook at least monthly
+2
+3
Used math to complete challenging
assignments in their career/technical
area at least monthly
+8
+1
Students said they:
Southern
Regional
Education
Board
SDW
104
Significantly More Students in 2006
than in 2004 Experienced High-quality
Mathematics Instruction
Students said they:
Used a graphing calculator to
complete math assignments at least
monthly
Southern
Regional
Education
Board
WV
Pilot
Sites
Most
-Imp.
+5
+ 11
Orally defended a process they used +0
to solve a math problems at least
monthly
+2
Solved math problems with more
than one-answers at least monthly
+4
-1
SDW
105
Numeracy Experiences Across the
Curriculum and Higher Mathematics
Achievement
80%
70%
60%
50%
40%
30%
20%
10%
0%
Southern
Regional
Education
Board
70%
57%
34%
Intensive
Moderate
19%
50%
Low
31%
Source: WV Pilot Sites 2006 HSTW Assessment and Student Survey
SDW
106
Standards Based Units that Address
Numeracy Across the Curriculum
 Teachers create units of study aligned
to standards in all classes
 Unit plans should include the
following:
 Standard or standards addressed
 Level of intellectual demand—move beyond recall
Southern
Regional
Education
Board
& procedural skills to analysis and application
 Major assignments to be given
 Outline the major study skills addressed: literacy
skills and the research-based instructional
strategies
SDW
107
Standards Based Units that Address
Numeracy Across the Curriculum
 Increase student use of math skills in
all content areas—with special
emphasis in science, CT courses,
physical education, & athletics
Southern
Regional
Education
Board
For example:
 Students orally defend a process
they used to solve a math problem
 Students work in groups to solve
math problems
SDW
108
Table Teams
 Review your current status related to
numeracy and determine one outstanding
practice in place.
 Determine one action for year 1, year 2 and
year 3 the school can take to get:
 All seniors enrolled in math
 Teachers to use more real-world problems,
Southern
Regional
Education
Board
technology and cooperative learning
 Teachers to create units of study based upon
college and career readiness standards
 Integrate math into career/technical and science
classes
See pages 28 and 29
SDW
109
Significantly More Students in 2004
than in 2002 Experienced High-quality
Science Instruction
WV
Pilot
Sites
MostImp.
Used science equipment to do
science activity in the classroom at
least monthly
+7
+7
Prepared a written report of lab
results for laboratory investigations
at least monthly
+ 11
+ 13
Students said they:
Southern
Regional
Education
Board
Worked with one or more students in + 6
class on a science assignment at
least monthly
+9
SDW
110
Table Teams
 Review your current status related to science
instruction and determine one outstanding practice in
place
 Determine one action for Year 1, Year 2 and Year 3 the
school can take to get students to:
 Take at least 3 CP Science courses (4 in a block)
 Conduct frequent labs in science classes and write about
what they learn
 Read science-related articles science
 Design and conduct scientific investigations in all
Southern
Regional
Education
Board
classes
 Analyze and defend findings from investigations
See pages 28 and 29
SDW
111
Developing 21st Century Skills
 21st Century technology tools:
 Information and communication
Southern
Regional
Education
Board
technologies (computers, networking,
MP3 players, interactive white boards,
probes/sensors, etc.
 Audio, video, multimedia and other
digital tools
 Access to online learning communities
and resources
 Aligned digital content software and
adequate hardware for all students
SDW
112
Emphasis on Applied Skills
25%
Intensive Emphasis
62%
64%
52%
Reading
Southern
Regional
Education
Board
Mathematics
Science
Source: WV Pilot Sites 2006 HSTW Assessment and Student Survey
SDW
113
Emphasis on Applied Skills
46%
Moderate Emphasis
56%
51%
46%
Reading
Southern
Regional
Education
Board
Mathematics
Science
Source: WV Pilot Sites 2006 HSTW Assessment and Student Survey
SDW
114
Emphasis on Applied Skills
29%
Low Emphasis
38%
29%
26%
Reading
Southern
Regional
Education
Board
Mathematics
Science
Source: WV Pilot Sites 2006 HSTW Assessment and Student Survey
SDW
115
Emphasis on Applied Skills
Percentage of Students Meeting Performance
Goals
64%
62%
56%
52%
51%
46%
38%
29%
26%
Reading
Mathematics
Intensive
Southern
Regional
Education
Board
25%
Moderate
46%
Science
Low
29%
Source: WV Pilot Sites 2006 HSTW Assessment and Student Survey
SDW
116
Developing 21st Century Skills
 Circle promising practices you
have in place to help students
develop these skills?
 Place a checkmark by the
greatest areas of weakness?
Southern
Regional
Education
Board
Planner, page 6
SDW
117
Table Teams

List three actions can the school take
to have teachers integrate 21st
Century Learning Skills into the
existing curriculum.
Pages 29 in planner
Appendix B, pages 41-55 of planner
Southern
Regional
Education
Board
SDW
118
Key Practice:
Guidance
Involve students and their parents in a
guidance and advisement system that
develops positive relationships and
ensures completion of an accelerated
program of study with an academic or
career/technical concentration.
Southern
Regional
Education
Board
SDW
119
A Supportive Guidance System Matters
 Clear goals
 Focused program of study
 Students have someone who cares
 Students believe in themselves
 Students get needed services
Southern
Regional
Education
Board
SDW
120
A Teacher Advisement System
is Key
Southern
Regional
Education
Board
 A counselor oversees the program
 An Advisor who remains with their
students throughout high school
 Staff development for Advisors
 A written curriculum
 A portfolio for each student
 Regular meetings (at least monthly)
with planned lessons
 Necessary adjustments based on
annual assessment
SDW
121
A Good Guidance and Advisement
Program Includes:
Southern
Regional
Education
Board
 Assisting students in planning their
high school program of study by the
end of grade nine
 Having teachers or counselors talk
with students individually about plans
for careers or further study
 Helping students review their
programs of study at least annually
 Providing each student with an adult
mentor throughout high school
SDW
122
A Good Guidance and
Advisement Program:
Southern
Regional
Education
Board
 Provides students with
opportunities to speak with persons
in careers to which they aspire
 Provides information on college and
postsecondary studies to all
students and parents
 Educates teachers, parents, and
students about the level of
achievement needed for
postsecondary study and high
demand jobs
SDW
123
Significantly More Students in 2006 than
in 2004 Experienced High-quality
Guidance Assistance
Students said:
Southern
Regional
Education
Board
WV
Pilot
Sites
Most
-Imp.
Before and during high school they + 4
talked to their parents or guardians
at least once a year about planning a
four-year course plan
+5
During high school a teacher or
+7
counselor talked to them individually
about their plans for a career or
further education.
+5
Source: WV Special Report, 2006 HSTW Assessment
SDW
124
Significantly More Students in 2006
than in 2004 Experienced High-quality
Guidance Assistance
WV
Pilot
Sites
Most
-Imp.
Someone from a college talked to
them about going to college
+6
+7
A teacher or guidance counselor
helped them review a program of
study at least once a year
+3
+2
Students said:
Southern
Regional
Education
Board
Source: WV Special Report, 2006 HSTW Assessment
SDW
125
Significantly More Students in 2006
than in 2004 Experienced High-quality
Guidance Assistance
Students said:
Southern
Regional
Education
Board
WV
Pilot
Sites
Most
-Imp.
Received the most help in planning a + 4
high school program of studies by
the end of ninth grade
+4
They and/or their parents received
information or assistance from
someone at school about selecting
or applying to college
+6
Source: WV Special Report, 2006 HSTW Assessment
+1
SDW
126
Significantly More Students in 2006
than in 2004 Experienced High-quality
Guidance Assistance
WV
Pilot
Sites
Most
-Imp.
They spoke with or visited someone
in a career they aspire to
+2
+2
They had an adult mentor or adviser
who worked with them all four years
of high school
-1
+3
Students said:
Southern
Regional
Education
Board
Source: WV Special Report, 2006 HSTW Assessment
SDW
127
Effective Guidance System and
Higher Achievement
70%
60%
50%
40%
64%
56%
51%
51%
42%
42%
33%
36%
36%
30%
20%
10%
0%
Southern
Regional
Education
Board
Reading
Mathematics
Science
Intensive
Moderate
Low
54%
40%
6%
Source: WV Enhanced Sites 2006 HSTW Assessment and Student Survey
SDW
128
System of Guidance and
Advisement, Page 30-31
Southern
Regional
Education
Board
 Review your current status related to
guidance and advisement and determine one
outstanding practice in place.
 Determine one action to ensure every student
has a goal and a program of study by the end
of 9th grade.
 Determine one action to provide each student
with an adult mentor throughout high school.
 Determine one action to ensure students meet
at least once a year with his/her parent or
guardian and a school representative to
review progress toward the program of study.
SDW
129
Key Practice:
Extra Help
Southern
Regional
Southern
Regional
Education
Education
Board
Provide a structured
system of extra help to
assist students in
completing an accelerated
program of study.
Board
SDW
130
Extra Help is important because it:
 Reduces failure rates
 Reduces the ninth grade
retention rate
 Increases the high school
graduation rate
 Encourages students to
“stretch” themselves
Southern
Regional
Education
Board
SDW
131
A Comprehensive Extra Help
Program Must Include:
Southern
Regional
Education
Board
 Continuous extra help to meet
standards
 Middle grades actions
 Ninth-grade transition
 High school, postsecondary and
careers transitions
 Develop independent learners
SDW
132
Effective Extra Help
Southern
Regional
Education
Board
 Is available, without difficulty, from the
teacher
 Is available before, during or after
school
 Results in motivating students to try
harder
 Results in better grades
 Builds students’ sense of self worth
SDW
133
Significantly More Students in 2006 than in
2004 Received Extra Help
Southern
Regional
Education
Board
Students said:
WV
Pilot
Sites
Most
-Imp.
Their teachers frequently were
available before, during or after
school to help them with their
studies
-2
+4
They often were able to get extra
help from their teachers when they
needed it without much difficulty.
+5
+ 11
Source: WV Special Report, 2006 HSTW Assessment
SDW
134
Significantly More Students in 2006 than in
2004 Received Extra Help
Southern
Regional
Education
Board
Students said:
WV
Pilot
Sites
Most
-Imp.
Extra help they received at school
often helped them understand their
schoolwork better
+6
+8
Extra help they received at school
often helped them to get better
grades
+5
+7
Source: WV Special Report, 2006 HSTW
Assessment
SDW
135
Quality Extra Help and
Higher Achievement
70%
60%
57%54%
50%
64%
59%
54%
43%
52%
47%
44%
40%
30%
20%
10%
0%
Southern
Regional
Education
Board
Reading
Mathematics
Science
Intensive
Moderate
Low
24%
18%
58%
Source: WV Enhanced Sites 2006 HSTW Assessment and Student Survey
SDW
136
Implementation Issues
Southern
Regional
Education
Board
 How do you identify students who need
it?
 How do you require students to attend?
 How do you get parents’ commitment?
 How will extra help be delivered?
 Who will teach it?
 How will the strategy or strategies be
matched to student needs?
SDW
137
Extra Help Strategies
Southern
Regional
Education
Board
 Peer Tutoring
 On-line Tutoring and ComputerAssisted Instruction
 After School Programs (and
Morning and Saturday Programs)
 Credit Recovery Classes
 Organized Student Study Teams
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Why target middle school
transition?
 The transition point from middle
school to high school has the highest
percentages of dropouts nation wide.
 The highest failure rate occurs in
grade nine.
 Preparing students for high school
work, directly impacts retention.
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How can school leaders make sure
that students are ready for rigorous
high school studies?
District, high school and middle school leaders
can:
 Establish readiness indicators for challenging
high school English, mathematics and science
courses
 Align curriculums, teacher assignments and
assessments to the readiness indicators
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 Set goals to annually increase the percentages
of students having successfully completed
Algebra I by the end of grade eight
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Actions for Transition from Middle
Grades to High School
 Structured extra help programs in
grades 7 and 8
 4 to 6 week summer bridge program for
students who need accelerated
instruction in math, English and reading
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 Develop courses in grades seven and
eight to give extended time to read,
write and do math
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Actions for Transition from Middle
Grades to High School Continued…
 Orient students and parents to high
school expectations
 Reduce the ratio of students to
teachers in grade nine
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 Get a master teacher to lead a team of
teachers in core academic courses in
grade nine
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What makes a ninth-grade catch-up
program high-quality?
 Early identification of students
 A lower student-teacher ratio in grade
nine
 Qualified teachers with depth of content
knowledge teach challenging content
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 School schedules are modified to allow
students to be double-dosed –
English/reading and mathematics
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What makes a ninth-grade catch-up
program high-quality?
 Standard-based Curriculum with unit
planning by teachers
 Teachers are organized into planning
teams so they can plan together
 Recruit the best teachers to lead the
ninth-grade teams
 Move beyond remedial instructional
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 Comprehensive evaluation plan
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Organize a Ninth-Grade
School/Academy
 Separate grade nine from the rest of
the school
 Get parent support
 Organize into a series of learning
communities:
 teams of teachers
 common groups of students
 common planning time
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Regional
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Board
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Why target postsecondary
transition?
 Senior year not taken seriously
 Low ACT and SAT scores
 High remedial rate in English and
mathematics
 Students unprepared for workforce
 National completion rate for college
only 39.9%
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Research Based Strategies
for Postsecondary Transition
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 Students earn college credit while in high
school
 Enroll unprepared students in transition
mathematics and English courses
 Courses aligned to college and career
readiness standards
 Ensure that students who do not plan to go
on to further study are in a CT program
 Develop extra help for students having
trouble graduating (credit recovery)
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Additional Actions for Making the
Senior Year Count
 Have community college administer placement exam
during 11th grade
 ACT Test for everyone in 11th grade
 Reality check prior to the senior year with parents,
adviser and counselor
 Enroll seniors in upper-level courses
 Enroll all seniors in at least five credit-bearing courses
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 Consider requiring a senior project that includes a
research paper, a product or service, an oral
presentation and a power point
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Extra Help/Transitions
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1. Review your current status related to
the key practice and determine one
outstanding practice in place.
2. Determine three major actions to
improve ongoing, timely extra help at
your school.
 Extra help to remove the I
 Grade recovery strategies
 Credit recovery strategies
See Pages 32-34 of Planner
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Extra Help/Transitions
3. Determine three major actions to identify atrisk students and improve their ninth-grade
transition.



Work with Middle Grades to accelerate instruction for at-risk
students, grades 7-8
Plan a summer bridge program
Design a ninth-grade program aimed at catching up students
4. Determine three major actions to improve
high school to college and career
transitions.



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Enrolling ready students in college-credit bearing courses
Getting students ready for college
Helping students earn an employer certification
See Pages 32-34 of Planner
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Team Planning…
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Focus on What You Can Change
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 Structure: Rigor of what is taught and
what is expected.
 Quality Instruction: How students are
taught.
 Support for Students: How staff
relates to students.
 Support for Teachers: How teachers
learn and related to each other.
 Leadership: How leaders work for
continuous improvement.
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Action goals for
September, 2007, 2008 and 2009
 Increase by 10 percent annually the
percentage of students completing the
enhanced academic core.
 How will you do it?
 Who will design the implementation plan?
 Who will implement it?
 How and who will keep score?
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Action goals for
September, 2007, 2008 and 2009
 Increase annually by four courses
where A, B, C not yet is applied – start
September 2007 with most frequently
failed courses in grades nine and 10.
 How will you do it?
 Who will design the implementation plan?
 Who will give leadership to
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implementation?
 Who will see that support is provided to
students and teachers?
 How will you keep score?
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Action goals for
September, 2007, 2008 and 2009
 Increase by 10 percent annually the
percentage of students reporting
intensive literacy experiences across
the curriculum.
 How will you develop a school-wide
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literacy plan?
 Who will lead the implementation?
 How will you support teachers and
students?
 How will you keep score?
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Action goals for
September, 2007, 2008 and 2009
 Increase by 10 percent annually the
percentage of students reporting quality
mathematics and science instruction.
 How will you design a plan?
 Who will lead the implementation?
 How will you support teachers and
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students?
 How will you keep score
 How will you make greater use of applied
methods including the integration into other
subjects?
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Action goals for
September, 2007, 2008 and 2009
 Increase by 10 percent annually the
percentage of students experiencing
intensive guidance assistance and
getting extra help early that resulted in
better grades.
 How will you do it?
 Who will design it?
 Who will lead the implementation?
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 How will you find time and resources for it?
 How will you keep score?
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Action goals for
September, 2007, 2008 and 2009
 Increase by 10 percent annually
teachers who believe the school has an
intensive continuous improvement
climate.
 What will school and teacher leaders to
differently?
 Who will lead?
 How will you keep score?
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Team Planning
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1. Prioritize Actions
2. Determine how you will take this
back to your faculty Determine
steps to form focus teams and
make them active
3. Develop expectations for focus
teams
4. Add HSTW actions to your school
improvement plan; submit action
plan in 90 days
Page 33-38 of planner
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Suggestions for Building Faculty Support
3-Hour Orientation:
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1. Admit Slip/Enhanced HSTW
Brochure
2. SREB Orientation PowerPoint
3. Create Cross-Curricular Teams
4. Each team take one action goal
for 2007
5. Submit results of brainstorming
to school improvement team
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Establish Need for Change:
Share Information with faculty and students
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 Through gap analysis
 Determine number of students who
could earn a “C” in college courses
based on ACT scores
 Obtain numbers of students who
are in remedial courses in postsecondary
 Teachers conduct interviews with
graduates and report back to faculty
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Establish Need for Change:
Engaging faculty in gap analysis
 Opportunity Gap

Who is enrolled in which courses?
• Majority/minority
• Free/reduced lunch
• Gender
 Expectations Gap


Variances in expectations across courses
Variances in literacy across the curriculum
• Survey students/teachers
 Achievement Gap

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Course levels enrolled in by ACT (College/non-College
core)
 Expectations
 Grade level analysis (grade 9)
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Create Focus Teams and Get
Them Organized
 Select Chair & Recorder
 Chair: Keeps group on target, moving
and involves all
 Timekeeper: Limits time per speaker,
gets group back for large meeting
 Recorder: Get the information down for
all
 Everybody: Get the job done
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 See page 30-33 of Planner.
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Focus Teams: Develop
Implementation Steps for Actions
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 Assign a major action to one or more of the
focus teams
 Draft a charge to the team regarding
implementation of this action in year 1
 Have teams develop an implementation plan
for the action, present it to the school
improvement team and eventually to the entire
faculty
 When year 1 is completed, start work on year 2
 Ask teams to develop benchmarks and monitor
plan for implementation
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Ideas to Introduce HSTW to Faculty
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Board
 SREB materials/newsletters
 Send teams to national staff
development workshops
 Teams share and implement ideas
 Visit outstanding HSTW sites
 Create study teams around selected
materials
 Seek input on implementation plan
 Technical Assistance Visits
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Take Some Action in Year 1
Don’t wait a year, but do it well.
• What five to seven things can
your staff do in year 1?
• Determine steps to form focus
teams and make them active.
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See Page 30 of Planner
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Next 30 Days – Establish Focus Teams
 Present priority actions
developed during the workshop to
entire staff
 Form focus teams and assign
priority actions to teams
 Ask teams to develop
implementation plans
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Second 30 Days – Focus Team
Development Implementation Plans
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 School improvement team reviews
initial draft of focus team
implementation steps with
timeline and benchmarks
 Have staff review implementation
plan
 Develop revised implementation
plan based on staff review
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Third 30 Days – Present
Implementation Plans to District
Leadership
 Present implementation to
district staff
 Revise based on district
staff input
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Fourth Month – Present to All for
Approval and State Implementation
 Present final implementation plan
to all constituents
 Start planning implementation of
proposed action plans for year 2
 Continue implementation of year 1
actions
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Final plan due to state by
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School Leadership Team: Identify staff
development needed based on
implementation plan




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School leadership teams
Guidance counselors
All teachers
Specialized staff development needed
by






English
Mathematics
Science
Social studies
Career/technical
Others
See Page 34 of Planner.
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Next Steps
 KEEP MOVING!!!!!!!
 REMEMBER – You own the plan!
 Schools that fail to make
progress:
 Keep moving after this
workshop – the next 90 days
are critical to success
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REMEMBER …
All schools want to improve but
few want to change. The fact
remains that to improve, one
MUST change.
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Memory Box
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4-2-1 Free Write
Individually: Four Ideas
Pairs: 2 Central Ideas
Groups of 4: One Big Idea
Write for 5 minutes
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Source: Silver & Strong, 2001, “Tools for Promoting Active, In-depth, Learning.”
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