High Schools That Work

A school reform design that provides a framework of goals, key practices, and key conditions for setting higher standards and accelerating learning.

High Schools That WorkHSTW @ Rutland

2006-2008

Attitudes, Atmosphere Achievement

I. Attitude

12th GradersPerceptions About School12th GradersPerceptions About School

39%

21%28%

0%

10%

20%

30%

40%

50%

60%

School work i s often or a lwaysmeaningful

Courses are quite or very interesting School lea rning w ill be quite or veryi mportant in la te r life

1983 1990 1995 2000

I. Teacher Attitude (square one):

Setting a Clear Mission and Vision for Success

I. Teacher Attitude (square one):

Teachers’ ReportTeacher survey Rutland

(2008)Rutland(2006)

High-Scoring Sites

Teachers maintain a demanding yet supportive environment that pushes students to do their best

50 % 8 % 44 %

Teachers are continually learning and seeking new ideas on how to improve students’ achievement

75 % 17 % 55 %

Teachers and administrators work as a team to improve student achievement

75 % 33 % 45 %

Teachers use data to continuously evaluate programs and activities

50 % 8 % 37 %

II. Atmosphere

Students’ Report

Student survey Rutland(2008)

Rutland(2006)

High-Scoring Sites

Teachers often clearly indicate the amount and quality of work necessary to earn an “A” or “B” at the beginning of a project or unit.

71 % 27 % 63 %

Students complete short writing assignments for which they received a grade at least monthly

100 % 91 % 87 %

Students often use word processing software to complete an assignment or project

100 % 73 % 74 %

II. Atmosphere

Students’ Report

Student survey Rutland(2008)

Rutland(2006)

High-Scoring Sites

Students were often able to get extra help from their teachers when they needed it without much difficulty.

86 % 36 % 56 %

Students complete reading assignments and demonstrate understanding of the significance of the main ideas at least monthly

71 % 36 % 71 %

High Schools That Work indices of focus at Rutland: Engaging and challenging

instruction Personal support and

relationships Transition (post-

secondary) Relevance

HSTW – A Results-Based Design Forget HSTW, NCLB and the DOE-

Rutland will focus on R-E-A-L-I-T-Y as the ultimate success indicator

\HSTW Goals

Raise the reading, mathematics, science, communication, problem-solving and technical achievement of more students to be at or above the national average.

Meeting HSTW Readiness Goals

Rutland (2008)

Goal

Percentage of students meeting the reading readiness goal of 250.

86 % 85 %

Percentage of students meeting the mathematics readiness goal of 257

86 % 85 %

Percentage of students meeting the science readiness goal of 258

86 % 85 %

HSTW Goals

Have all students who enter grade nine complete high school.

Have all graduates leave high school with postsecondary credits or meet standards for postsecondary studies without having to take remedial courses.

Remedial Enrollment(SD BOR “High School Transition Report”)

2006 High School Graduates

Percent College Freshman requiring

remedial Math or English courses

Rutland 0 %

Madison 18 %

Brookings 26 %

State Average 29 %

Remedial Enrollment(SD BOR “High School Transition Report”)

2005 High School Graduates

Percent College Freshman requiring

remedial Math or English courses

Rutland 0 %

Madison 25 %

Brookings 27 %

State Average 31 %

Remedial Enrollment(SD BOR “High School Transition Report”)

2004 High School Graduates

Percent College Freshman requiring

remedial Math or English courses

Rutland 25 %

Madison 26 %

Brookings 35 %

State Average 32 %

HSTW Schools Experience An increase in the proportion of

students who meet HSTW performance goals in reading, math, and science;

Rising ACT scores as more students take the exams;

Improved attendance, graduation rates and postsecondary enrollment;

Decreased dropout rates and discipline referrals;

Growing confidence by teachers that new instructional methods can enable more students to succeed in challenging courses.

ACT ScoresSD BOR “High School Transition Report”

ACT ScoresSD BOR “High School Transition Report”

ACT ScoresSD BOR “High School Transition Report”

High Schools That Work Goals Getting 85% of students to

meet reading, mathematics and science goals

Teaching most students the essential content of the college-preparatory academic core and either a career or an academic concentration.

Average College GPASD BOR “High School Transition Report”2006 High School Graduates

Average GPA (first year at SD public universities)

Rutland 3.02

Madison 2.97

State Average 2.82

Brookings 2.96

Average College GPASD BOR “High School Transition Report”2005 High School Graduates

Average GPA (first year at SD public universities)

Rutland 2.97

Madison 2.85

State Average 2.82

Brookings 2.80

Average College GPASD BOR “High School Transition Report”2004 High School Graduates

Average GPA (first year at SD public universities)

State Average 2.79

Rutland 2.68

Brookings 2.67

Madison 2.67

Average College GPASD BOR “High School Transition Report”

HSTW Key Practices Major factors that

influence student achievement that provide direction and meaning to comprehensive school improvement and student learning.

Key Practice #1

Set high expectations and get students to meet them.

HSTW Key Practice #4

Increase access to academic studies that teach college-preparatory content through functional and applied strategies.

Key Practice #4College Preparation and Degree Completion

“A recent report shows that only 39 % of students from the Sioux Falls class of 2001 have finished college at either a two or four year school.” Argus Leader

“How do 2001 Rutland graduates compare? This is the bottom line success indicator for high school graduates-

Do they have a plan for life after high school and are they successful in pursuing this plan?

Key Practice #4College Preparation and Degree Completion•81 % of the Rutland graduates from 2001 attempted a post-secondary degree at a university or vocational school

•85 % of the 2001 graduates pursuing a college or vocational degree completed that degree.

Key Practice #5

Have students complete a challenging program of study with an upgraded academic core and a major.

HSTW- Academic Core(*Rutland Requirement)

*Four credits college-prep English *Three mathematics credits – at least

two at the college-prep level *Three science credits – at least two

at the college-prep level Mathematics in the senior year(* Seniors required to take 6 classes to qualify for

senior release)

Key Practice #6

Engage students actively in learning.

Multi-age/grade interactions, HS laptop program

Key Practice #8

Involve students and parents in a guidance and counseling system that ensures completion of an accelerated program of study and a major.

Key Practice #9

Provide a structured system of extra help to enable students to meet higher standards.

Key Practice #10 Use student

assessment and program evaluation data to continuously improve curriculum, instruction, school climate, organization and management to advance student learning.

Leadership Practices andHigher Achievement School uses data for continuous

improvement. Principal organizes study teams. Teachers search for new ideas. Teachers and administrators work

as a team.

Bravely and boldly creating a future of our own choosing….

sleeping bears or not!

Rutland ISD 39-4