southern regional education board hstw illinois statewide re-energizer site development workshop:...
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Southern
Regional
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HSTWIllinois Statewide Re-Energizer Site Development
Workshop:Implementing an Effort-based
Action Plan
September 14-15, 2011Parke Hotel
Bloomington, Illinois
Lois [email protected]
HSTW
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HSTWWelcome! Do Now!
1. Fix School “Name Tent” (“hot dog” style – School Name LARGE)
2. Table Talk: Think back over the last school year (s).
What is ONE major accomplishment related to school improvement for your school in 2010-2011 ?
What is ONE problem related to school improvement that you think needs to be faced / addressed for 2011-2012 in your school?
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Welcome and Introductions
Introduction of state staff and workshop facilitator and orientation to state efforts underway
School team introductions
Review agenda, planner, andmaterials
HSTW
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HSTWHousekeeping
Phone calls Restrooms Breaks Punctuality Sharing “Rule of Two Feet”
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Ask It Basket
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Re-energizer Site DevelopmentWorkshop Objectives
Renew awareness and understanding of HSTW Goals Key Conditions Key Practices
Use data throughout the workshop to identify school improvement priorities based on the HSTW Key Practices
Utilize a six-step process as a framework for focus teams to address school improvement challenges, focusing on identified priorities
Review resources and other supports for deeper implementation of HSTW
HSTW
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HSTWSite DevelopmentWorkshop Format
Assess your school’s focus team structure Apply a Six-Step process for school
improvement Review the Ten HSTW Key Practices priority
improvement areas Discuss why each one is important Identify key indicators Table teams determine your current status and
brainstorm root causes Table teams identify actions taken by successful
schools Table teams agree on goals and strategies to
implement
HSTW
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The Foundation of the Designs:
Effort Magnifies Ability
Continuous effort – not strength or intelligence – is the key to unlocking our potential.
Winston Churchill
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HSTWHSTW Key Conditionsfor Accelerating Student
Achievement
A clear, functional mission statement Strong leadership Plan for continuous improvement Quality teachers Commitment to goals Flexible scheduling opportunities Support for professional developmentSouthern
RegionalEducationBoard
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Purpose-DrivenPurpose-DrivenMission StatementsMission Statements
Guess the CompanyGuess the Company
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““To satisfy the world’s To satisfy the world’s appetite for good food, appetite for good food, well-served, at a price well-served, at a price people can afford.”people can afford.”
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““To organize the world's To organize the world's information and make it information and make it universally accessible universally accessible and useful.”and useful.”
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"To solve "To solve unsolved unsolved problems problems
innovatively”innovatively”
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"To give "To give unlimited unlimited
opportunity to opportunity to women"women"
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““A passion to A passion to create plus a create plus a
mission to enrich mission to enrich lives”lives”
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"To give ordinary folk "To give ordinary folk the chance to buy the the chance to buy the same things as rich same things as rich
people"people"
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"To make "To make people happy"people happy"
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The Charles Darwin SchoolThe Charles Darwin School The Pontius Pilate SchoolThe Pontius Pilate School
The Henry Higgins SchoolThe Henry Higgins SchoolThe Chicago Cub Fan SchooThe Chicago Cub Fan School
““We believe all We believe all kids can learn . kids can learn .
. . based on . . based on their ability.”their ability.”
““We believe all kids We believe all kids can can
learn . . . if they learn . . . if they taketake
advantage of the advantage of the opportunityopportunity
we give them to we give them to learn.”learn.”
“We believe all kids We believe all kids can learn . . . can learn . . . something, and we something, and we will help all students will help all students experience experience academic growth in academic growth in a warm and a warm and nurturing nurturing environment.”environment.”
“We believe all We believe all kids can kids can
learn . . . and we learn . . . and we will work to help will work to help
all students all students achieve high achieve high standards of standards of
learning.”learning.”
Source: DuFour, Dufour, Eaker, & Karhanek (2004).Whatever it Takes
Four SchoolsFour Schools
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A Purpose Driven Mission
Guides school and classroom Guides school and classroom practices and decision practices and decision making at every level.making at every level.
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HSTWThink and Act – Page 2 Group Discussion
1. What is your school’s Mission?
2. Is there a 5-7 word “tagline” that can easily capture your purpose/mission?
3. How can the mission/tagline drive decision-making at school?
4. Create a Bumper sticker for your table
5. Does it communicate a clear purpose that will guide everyday responsibilities at school?
Be prepared to share a summary of your table’s discussion with the large group.
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HSTWPurpose-Driven, Functional Mission - Examples
High School: graduate students prepared for further study without remediation or to enter a program to earn industry certification.
Middle Grades: prepare students to enter high school performing at grade level in order to succeed in college-preparatory courses.
HSTW
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HSTWHSTW Fundamental Beliefs
Read the Beliefs in the Planner on page 2. Discuss what each belief “looks like” in
practice. (What would you see, hear, say?)
Discuss as a table: Which Beliefs are “in place” and drive school
practices? Which Beliefs need additional emphasis? Estimate the percentage of staff whose
practices indicate they hold each belief. What actions can the school take to get more
faculty to embrace the core beliefs?
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HSTWHSTW and MMGW Fundamental Beliefs
Almost all students can and will make the effort to learn standards if adults create the right conditions
All students should be enrolled in a program of study that will prepare them for further study and a career
Students who have a goal and see meaning and purpose in learning are more motivated to learn
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HSTWHSTW and MMGW Fundamental Beliefs
Students learn best when they have a personal connection to the school
Students learn best when teachers maintain a demanding and supportive environment
Students change behavior and become more motivated to meet school goals when adults use school and classroom practices based on effort rather than ability.
All faculty should be involved in continuously improving teaching and learning.
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To change student outcomes, schools must change adult practices!
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HSTWHSTW Key Practicesto Get Students to Put Forth Greater Effort
Challenging Programs of Study
Challenging Career/Technical Studies
Work-based Learning
High Expectations Challenging
Academic Studies
Students Actively Engaged
Teachers Working Together
Guidance and Advisement
Extra Help and Transitions
Using Data for Continuous Improvement
HSTW
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HSTWData Graffiti Walk
Starting with the poster where you are: With a partner or small group, record on the
poster…• Thoughts• Doodles/graphics• Concepts
…related to the data and question about the Illinois composite data presented on the poster.
When I call “time,” move to the next poster and repeat. IL SDW 2011 34
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HSTWData Graffiti Walk Debrief
Relationship between school and classroom practices and student performance
What can we control? What will it cost to make changes?
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HSTWDebriefing the Data Graffiti Walk
What makes HSTW schools different?
Relationship between school and classroom practices and student performance – focus on improving students’ experiences
Effort, not ability
Successful schools are improving by focusing on things they control and influence
We must take ownership of what we can control.
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The Essential Question
Why do students at most-improved schools make greater
gains in achievement than students at non-improved
schools?
HSTW
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More students at most-improved schools: Completed the HSTW-recommended curriculum
in reading, math and science Experienced high expectations in the classroom Experienced reading, writing and math skills
across the curriculum Were engaged in science Experienced quality career/technical studies and
work-based learning Had access to quality extra help and guidance Understood the importance of learning and doing
well in high school
The Detailed Answer
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The Short Answer
The most-improved schools more fully implemented the
HSTW design.
They took action to increase student achievement.
HSTW
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Key Practice:Continuous Improvement
Use student achievement and program evaluation data to
continuously improve school culture, organization,
management, curriculum and instruction to advance student
learning.
HSTW
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HSTWAbout the HSTW Assessment
HSTW is a research-based school improvement model
HSTW Assessment is used to set baselines, acknowledge progress, identify areas for improvement, and set priorities
Only initiative combining student achievement data with students’ perceptions of school and classroom practices
Required of HSTW sites in even-numbered years
Administered to seniors to collect data on entire high school experience
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HSTWNew in 2012
HSTW Teacher Survey will be conducted online
There will be no constructed response items in the assessment
The overall assessment time will be shortened by 20 minutes
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HSTWHow Schools Measure the Depth of HSTW Implementation
HSTW Assessment for seniors NAEP-referenced subject tests
• Reading, Mathematics, Science• Scale 0-500
Student Survey of Experiences Transcript analysis Teacher Survey Data/Surveys linked to HSTW Key Practices
Technical Assistance Visits Annual Reports
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Leadership for Continuous Improvement
Teachers’ Perception of Continuous School Improvement
Source: 2006, 2008, and 2010 HSTW Assessments
26 26
43
5
31
25
40
4
32
25
40
4
Intensive Moderate Low Incomplete
2006 2008 2010
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HSTWFocus on Continuous Improvement
Reflect on current practices and as a table group rate each indicator:
4 = Fully Implemented
3 = Implemented
2 = Some Use
1 = Not Implemented Respond with the # as to current status.
Planner pages 4 and 5.
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Why Work in Teams
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How Many Do You Remember?
Take one minute to work independently to list all the items on the preceding slide
*Hint: There were 25.
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Teams Work Better
Now work together in table teams to see if your table can come up with all 25.
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Teams Work Better
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Why Develop Focus Teams?
Teachers spend too little time talking about their work
Leadership teams can sustain the improvement effort when a school leader leaves
Communication improves Teams come up with better ideas; work
and responsibility are shared
None of us is as smart as all of us!Ken Blanchard
HSTW
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Organizing Teams for Continuous Planning and Implementation
Five Focus Teams (included in overall school improvement team):
1. Curriculum and instruction leadership team2. Professional development leadership team3. Guidance and public information leadership team4. Transitions leadership team5. Evaluation leadership team
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What Do Focus Teams Do?
Top-performing schools establish a culture of continuous improvement supported by teacher focus teams that strategic plan for improvement. Teams:
identify challenges research possible solutions identify actions for implementation implement and monitor
Each team focuses on a particular aspect of school improvement and leads actions to address needs.
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Continuous Improvement: Specific Actions
Determine how you will organize an overall school improvement team and focus teams How will you select team members and what content areas will be represented on each team?1. How will you establish expectations for each team?2. What will each focus team have as their charge?
What evidence will be collected to monitor your status on achieving the HSTW goals?
Planner page 6
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HSTWSix-Step Process – planner pages 7-24
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HSTWStep 1: Identify the Problem
Recognize that there is a problem Be specific in defining the problem Distinguish between performance and
process problems Performance problems – student
achievement, graduation rates, failure rates, etc.
Process problems – the school and classroom practices and issues that are leading to the performance problems
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How Is Performance Measured?
State Assessments Teacher Assessments College level assessments (AP, IB) Course Failures (ninth-grade) ACT/SAT Results Attendance Rates Graduation Rates Certification Exam Results Post-Secondary Readiness/Success
HSTW
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School Must Also Measure Implementation
Instructional Reviews Staff Experience Charts Remedial Studies Reports Follow-up studies Drop-out exit reports Master Schedules Walkthrough Observations Focus Group Interviews Graduates’ Feedback HSTW Assessment Reports
HSTW
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HSTWStep 1: Identify the Problem
Example — Allstar High School Performance problem – The current four-
year cohort graduation rate is 65%. That rate has been decreasing over recent years (72% - 70% - 66%). Of the current cohort’s dropouts, 45% occurred during the ninth grade (25% in 10th grade, 20% in 11th grade and 10% in 12th grade).
Process problem – Low student engagement in lessons, lack of an at-risk identification and intervention system, little guidance, no extra help, poor CT opportunities
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Step 2: Identify Possible Causes
What factors contribute to the problem? What are the process problems leading to the
performance problems?
• Example — Poor math achievement may be caused by poor instruction
What are the factors causing the process problems? (School and classroom practices)
• Example — A drill approach to instruction, teachers not having adequate content knowledge, etc. may be leading to unmotivating instruction
Which are the major factors that are most responsible for the problem?
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HSTWValue of Root Cause Analysis
Problem identification
Problem solution
Root
Cause
sProblem identification(real problem)
Problem solution(right solution)
Root
Cause
s
From:
To:
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Step 2: Identify Possible Causes Example — Allstar High School
Performance problem causes — unengaging instruction, lack of an at-risk identification and intervention system, transition from middle grades, little guidance, no extra help, poor CT opportunities
Process problem causes — school culture, no school mission, lack of strong leadership, teachers lack interest in students or teaching
Major factors — unengaging instruction, transition from middle grades, and lack of at-risk identification and intervention system
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HSTWStep 3: Set goals
What do you want to accomplish? Set both performance and process outcomes
Performance outcomes — student achievement, graduation rates, failure rates, etc.
Process outcomes — changes in school and classroom practices
Be specific Insufficient — “Increase math achievement” Good — “Increase the percentage of students
passing the Algebra I EOC on the first attempt by 10% each year”
What will be measured to evaluate the results?
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HSTWMeasurable HSTW Goals Students have the academic knowledge and skills needed
to meet local, state and HSTW achievement goals. Ninety (90) percent of students who enter ninth grade
complete high school four years later. All students leave high school demonstrating readiness
for further study or careers by: 1) earning post-secondary credit; 2) passing college placement examinations; or 3) earning employer certification or state licensure.
Eight-five (85) percent of graduates complete the HSTW recommended core curriculum and a concentration of four courses in an academic or career area.
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HSTWWhat Does Your School Data Reveal?
Set bold Goals for ‘11 and ’12 Are there specific “domains” that need attention Can you move more students into Level 4 – more
closely aligned with college readiness
Add “actions” throughout the workshop to reach the goals.
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What changes in school and classroom practices should occur to address the causes of the problem and meet the goal?
How will you create that change?
Step 4: Select strategies (SDW- BrainstormFocus Teams Will Lead Effort)
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What strategies are available? What are the advantages and disadvantages to
each? What are the obstacles and solutions? What
resources are required? What professional development is necessary
to enable faculty and staff to implement the selected strategies effectively?
What would ideal implementation look like? How will implementation be measured?
Step 4: Select strategies (SDW- BrainstormFocus Teams Will Lead Effort)
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HSTWActions Schools take to Meet the Goals
Teach all students an academic core that prepares them for success in further study and careers.
Implement school and classroom practices that motivate students to work hard to learn.
Work to upgrade all CT offerings. Provide students with a goal and a plan to
achieve that goal. Engage students in learning rigorous content Personalize the learning environment by
developing a schoolwide teacher advisement program.
Strengthen transitions into and out of high school.
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4 HSTW Key Practices:Programs of Study Academic Studies
Career Technical Studies Quality Work Based Learning
Taking the Right Courses Matters
HSTW
Have all students complete a challenging program of study with an upgraded academic core and a concentration. IL SDW 2011 70
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Why take Challenging Courses?
HSTW
A Challenging Program of Study: Is the best predictor of
achievement Gives students a focus Prepares students for the next
step Makes high school count
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HSTWTaking the Right Classes Matters
The academic intensity and quality of one’s high school curriculum (not test scores, class rank, or grade point average) counts most in preparation for bachelor’s degree completion . This is particularly true for economically disadvantaged, African American and Hispanic students.
(Clifford Adelman, Tool Box)
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HSTW Recommended Academic Core for All Students
Four courses in college-preparatory English Four mathematics courses – Algebra I,
geometry, Algebra II and above
Three college-prep, lab-based science courses; four courses with a block schedule
Three social studies courses; four courses with a block schedule
Mathematics and science in the senior year
Read further definitions in your planner on pages 25-26
HSTW
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HSTWConcentration
Humanities Math/Science Career Technical Area
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23%
47%
16%
31%
10%
23%
4%8%
0%
20%
40%
60%
perc
ent e
arni
ng D
or
F
LowestQuartile 1
Quartile 2 Quartile 3 HighestQuartile 4
Students Are More Likely to Fail Low-Level English Courses
College-Prep
Lower-level
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HSTW16% 23.0% 13.0% 5%44% 33.0% 16.0% 8%
0%
10%
20%
30%
40%
50%
Lowest Quartile 1
Quartile 2 Quartile 3 Highest Quartile 4
47%
31%
16%9%
42%37%
25%16%
perc
ent e
arni
ng D
or F
Students of All Abilities Are MoreLikely to Fail Low-Level Mathematics Courses
9th Graders earning Ds and Fs by 8th grade achievement & course assignment
College-Prep Lower-level
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0%5%
10%15%20%25%30%35%40%45%50%
perc
ent ea
rnin
g D
or F
Lowest Quartile 1 Quartile 2 Quartile 3 Highest Quartile 4
Students of All Abilities Are More Likely to Fail Low-Level Science Courses
9th Graders earning Ds and Fs by 8th grade achievement & course assignment College-Prep
Lower-level
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HSTWHSTW 2010: Percentage of All Students Meeting Readiness Goals by Completion of Core Curriculum
Source: 2010 HSTW Assessment
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Too Many Students Do Not Complete High School
U.S. graduation rate (2007-2008): 74.9% Graduation rates over 80%:
NJ, SD, NE, PA, MO, MA Graduation rates 75% to 80%:
IL, MD, ID, KS, OH, OK, WV, VA, HI, AR, TN
Graduation rates under 75%:KY, IN, TX, NC, DE, NY, AL, FL, NM, GA, MS, LA, D.C.
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HSTWThe Cost of Dropouts
A HS dropout contributes about $60,000 less in taxes over a lifetime
Dropouts from the class of 2007 will cost the U.S. $330 billion in lost wages and productivity over their lifetime
America could save more than $17 billion in Medicaid and expenditures for health care for the uninsured by graduating all students
If the male graduation rate were increased 5%, the nation would see an annual savings of $4.9 billion in crime-related costs
(Source: Alliance for Excellent Education, 2007)
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HSTWStrategies for Implementing the HSTW Core Curriculum
Enroll ALL students in the recommended core as the default curriculum
Eliminate 15-20 percent of low-level courses/sections annually by enrolling more students in higher level courses
Investigate alternative schedules to allow more time for students to take critical courses
Create recruitment plans for each department to have teachers “push” students to take higher-level courses
Expand opportunities for students to participate in AP, IB and dual enrollment courses
Have each student develop a program of study including the recommended core and a concentration and use the programs of study to change the scheduling process
HSTW
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HSTWHSTWKey Practice:
Challenging Career/Technical Studies
Provide more students access to intellectually challenging
career/technical studies that emphasize the higher-level
mathematics, literacy and problem-solving skills needed in the
workplace and in further education.
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HSTWPurposes of High School Career/Technical Studies
HSTW
Prepare students for further study and careers
Advance technical literacy, numeracy and problem-solving skills Understand technical concepts Read and comprehend technical materials Apply mathematical concepts within
chosen field Solve problems and think critically
Keep students in school
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HSTWQuality Career Technical Studies- Jigsaw Literacy Strategy:
Combining Academic and Technical Studies to Prepare Students for College
and Careers#1s - Newsletter pages 1 – 4
#2s – Newsletter pages 5-8
#3s – Newsletter article pages 9-11
#4s – Newsletter article pages 12-14
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HSTWAcademic Impact of Quality C/T Programs
Quality Career/Technical programs can boost reading achievement by 3 to 4 levels (3 to 4 grades)
when students feel the “need to learn” for application.
Gary Hoachlander
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Quality Career/Technical Programs Matter
Improve high school retention Increase understanding of academic
content Give meaning to school Motivate students Improve retention of academic skills Get students on track faster after
graduation Helps students discover career
options
HSTW
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HSTWQuality Career/Technical Studies
and Higher Achievement
Source: 2010 HSTW Assessment87IL SDW 2011 87
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HSTWStrengthening C/T Studies
HSTW
• Enroll at-risk students in at least one C/T credit course annually
• Offer ninth grade, project-based, exploratory course introducing broad career fields
• Increase the number of students completing a concentration of courses that lead to industry certification
• Expand opportunities for students to earn post-secondary credit or certifications
• Emphasize literacy, numeracy, and problem-solving in all C/T classrooms.
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HSTWStrategies to Strengthen C/T Courses
Create C/T anchor project assessments - interim and end-of course - that reflect industry standards and require use of literacy and numeracy skills
Purposefully embed academics in all C/T courses
Require a career-focused senior (capstone) project
Get input from local business and industry partners to strengthen applications of career/tech content and expand WBL/internships
HSTW
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Key Practice:Quality Work-Based Learning
Enable students and their parents to choose from programs that integrate
challenging high schools studies and work-based learning and are planned by educators, employers
and students.
HSTW
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What Makes a Quality WBL Program?
Classroom and work assignments correlate to career field
Work experiences connect to career goals
Students have a mentor at work
HSTW
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HSTWWork-based Learning Opportunities – More than Just a Job
HSTW
• Job Shadowing• Guest Speakers• Service Learning Requirements• Cooperative Work Experiences• Short-term Internships• School-based Enterprises• Virtual Enterprises• Youth Apprenticeships• Others?
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Quality Work-Based Learning Programs Have High Expectations
for Students
HSTW
They require students to: Attend a regular class and/or
seminar Plan experiences with employer
and teacher Keep a journal of experiences Develop a career portfolio
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HSTWQuality Work-Based Learning and
Higher Achievement
Source: 2010 HSTW Assessment
43% 44% 40%
28%35%
30%
20%27%
22%
Reading Mathematics Science
Intensive Moderate Low
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HSTWPriority Planning – The Right Courses for All Students- Rigorous and Relevant Program of Study
Subject Area Page
ELA 27-28
MATH 29-30
SCIENCE 31
SOCIAL STUDIES 32
ELECTIVES 33
CT and WBL 34-35
ALL 36
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Putting It All Together
Creating a Career-themed Program of Study for a
Student
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HSTWEach Student’s Program of Study Includes:
Planned Sequence of Courses Recommended academic core for all
students Concentration aligned to a career Potential internships/work-based learning
Also: Postsecondary options Career Opportunities Industry certifications Planned set of co-curricular activities Student support opportunities
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HSTWSchools Create Programs of StudyBased upon: Labor market needs Current offerings Opportunities to link with area
postsecondary institutions Recommendations from the
community
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HSTWStudents Use the Program of Study
To achieve their postsecondary goals
Determine classes for each grade level
To give them a plan for success
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HSTWPriority Planning – The Right Courses for All Students-
Rigorous and Relevant Program of Study
Respond to statements on planner pages 27-36individually (5 minutes).
1= Not implemented; 2 = Some use3 = Implemented; 4 = Fully Implemented
Discuss with those at your table (15 minutes) Best Practices Performance and Process Problem Possible Causes Potential Strategies
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SDW 101
Key Practices:Actively Engaging Students
andTeachers Working Together
Engage students in academic and career/technical classrooms in rigorous assignments using research-based instructional strategies.
HSTW
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IL SDW 2011
Key Practice: Teachers Working Together
Provide teams of teachers from several disciplines the time and support to work together to help students succeed in challenging academic and career/technical studies.
Integrate reading, writing and speaking as strategies for learning in all parts of the curriculum and integrate mathematics and science in career/technical classrooms.
HSTW
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HSTWWhy Focus on Student Engagement?
Student boredom is number one reason given for dropouts
Students are more engaged when they can build on prior knowledge and see connections to the world they live in.
Even small opportunities for choice give students a greater sense of autonomy.
Students are more engaged when sharing what they are learning is needed by others in the group to complete an assignment.
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98%
90%
70%
50%
30%
20%
10%
1%
Learning Pyramid
104
Refer to page 37 in the planner
95%
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Use art, drama, music, movement – Integrated curriculum with content
Having a personal experience – Making connections (hands on)
Teaching someone else
Discussion with others
Lecture with visuals
Fill out
worksheetReading
Assignment
Lecture
Using only visuals
HOW WE LEARN
1%
10%
20%
30%
50%
70%
80%
95%
98%
Learning Pyramid
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HSTWStudent Engagement Is:
Challenging assignments that stretch students to develop ideas and problem-solve;
Linking content to a topic students want to learn more about;
Having students “go on stage” to present something they have learned very well.
Students working collaboratively to complete real-world projects or solve real-world problems.
Requiring students to use 21st Century SkillsIL SDW 2011 106
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HSTWReading and Writing for Learning Across the Curriculum
Intensive Emphasis on Literacy Across the Curriculum and Percentage Meeting the Reading Readiness Goal
27% 26%
37%
67% 66%
88%
All Sites 2008 All Sites 2010 High-Scoring Sites2010
Intensive Emphasis Met Reading Readiness Goal
Source: 2010 HSTW Assessment IL SDW 2011 107
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Quality Mathematics Instruction
Intensive Emphasis on Numeracy Across the Curriculum and Percentage Meeting Mathematics Readiness Goal
36% 39%
51%
62% 63%
83%
All Sites 2008 All Sites 2010 High-Scoring Sites2010
Intensive Emphasis Met Math Readiness Goal
Source: 2010 HSTW AssessmentIL SDW 2011 108
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Engaging Science
Intensive Emphasis on Engaging Science and Percentage Meeting Science Readiness Goal
13% 16%23%
60% 60%
80%
All Sites 2008 All Sites 2010 High-Scoring Sites2010
Intensive Emphasis Met Science Readiness Goal
Source: 2010 HSTW AssessmentIL SDW 2011 109
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IL SDW 2011
Focus on Literacy
SREB Literacy Goals Students will read the equivalent of 25 books
per year across the curriculum. Students will write weekly in all classes. Students will use reading and writing
strategies to help them understand and use the content of all classes.
Students will write investigative research papers in all classes.
Students will be taught as if they were in honors language arts classes.
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IL SDW 2011
Six Key Reading Skills
1. Summarizing
2. Paraphrasing
3. Categorizing
4. Inferring
5. Predicting
6. Recognizing Academic Vocabulary
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HSTWNumeracy Actions Math embedded in C/T Math teachers link content to the real world Expand math/science link Create a math in P.E. focus Students use technology effectively Math processes (problem solving, analysis of
information) in all classes Use of charts, tables & graphs in all classes Using appropriate math terminology in all
classes Strive to create a positive math attitude What else?
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113
Improving Instruction through Effective Planning
Expand from individual lesson planning around a specific standard to unit planning where teachers cluster similar standards
Teachers need time for this new type of planning
Teachers need professional development in the unit planning process
Teachers work together to analyze the quality of units using the unit planning rubric
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IL SDW 2011
Teachers Working Together:Integration Indicators for Higher Achievement
Students believe their teachers work together.
Mathematics and science teachers use real-world problems.
Career/technical teachers require students to read, write and use mathematics.
Students complete a senior project. Students receive work-site instruction
on communications and mathematics.
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HSTWEmbedding Academics into CT
Intensive Emphasis on Embedding Academics into CT and Percentage Meeting Reading and Mathematics Readiness Goals
18%27% 26%
61% 58%
71%
54% 55%
71%
All Sites 2008 All Sites 2010 High-Scoring Sites 2010
Intensive Emphasis Met Reading Readiness Goal
Met Math Readiness Goal
Source: 2010 HSTW AssessmentIL SDW 2011 115
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Yes, when we:
Infuse academic content into CT courses and incorporate authentic assignments into academic courses.
Make greater use of internships, projects and problem-based learning.
Connect abstract academic content to authentic work in a particular career to foster greater effort from unmotivated students.
Are we giving students experiencesthat connect literacy and mathematics to careers?
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IL SDW 2011
Conditions for Supporting Integration
Common planning time Standards-based, not activity-based Create organizational structure that will
support teacher collaboration Provide large blocks of instructional time for
completion of complex tasks Provide professional development to support
teachers Establish clear expectations for teachers–
Collaboration by invitation does not work
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IL SDW 2011
Table Teams (p. 38-40)
Review your current status related to literacy, numeracy and teachers working together and determine one outstanding practice in place.
Determine actions your school can take to: Create a Literacy Across the Curriculum
Focus Improve Numeracy Across the Curriculum Develop a culture of instructional planning
by developing units of study Increase Integration of Instruction
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Key Practice:High Expectations
Hold students to rigorous high school readiness standards and reorganize time and resources to provide students the extra help
needed to meet those standards.
HSTW
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The Foundation of the Design:
Effort Magnifies Ability
Continuous effort – not strength or intelligence – is the key to unlocking our
potential.Winston Churchill
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EFFORT vs. ABILITY“We have to believe — before students can
believe — that hard work pays off,
that effort matters, that success depends
not on your genes but on your sweat.
What we GIVE to the BEST, we want for the REST!”
Gene BottomsSenior Vice President
SREB
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HSTWWho is putting forth effort?
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SDW 123
Why Raise Expectations?
Communicates that high school counts
Gives students a sense of self-worth
Helps students see that the school believes in them
Helps students be more focused, motivated and goal-oriented
Prepares students for the next level
HSTW
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ACT Says
High school students who plan to enter workforce training programs after they graduate need academic skills similar to those of college-bound students.
An ACT Policy Alert: Ready for College=Ready for Workforce Training, 2006.
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HSTWStudents Experiencing High Expectations Practices Achieve
Higher
Source: 2010 HSTW Assessment 125IL SDW 2011 125
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SDW 126
Raising Expectations by Holding Students Accountable
Number off 1 to 5!
HSTW
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SDW 127
Raising Expectations by Holding Students Accountable
Four Corners Debate
“Students should be given opportunities to redo work so that their grade is not affected by the
number of times it takes to achieve the standard.”
HSTW
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Day One Exit Tickets
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HSTWIllinois Statewide Re-Energizer Site Development
Workshop:Implementing an Effort-based
Action Plan
Day TwoSeptember 15, 2011
HSTW
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HSTWReflections on Day One:Feedback from Exit Tickets
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HSTWGains in Percentages of Students Meeting Readiness Goals Who Experienced High Expectations
56% 53%63%67%
Reading Mathematics
Met Readiness Goal
Met Readiness Goal with Intensive Emphasis on High Expectations
Source: 2010 HSTW Assessment IL SDW 2011 131
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HSTWRaising Expectations
Increasing the rigor in classrooms Level of questioning
Defining grade level work Clear definitions in course syllabi (more than a
number) Focus on college and career readiness Rubrics Quality Student Work
Grading Practices Failure is Not an Option Standards-based Grading Use of Incomplete Grades
Teachers Working Together to Create Common Expectations
Course Syllabi End-of-course and end-of-unit Analyzing Student Work
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Rigor – The Focus for Many Schools
What does rigor mean?
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HSTWWhat is Rigor?
What Does It Look Like in CTE Classrooms
What Does It Look Like in Academic Classrooms
What Does It Look Like Across the School
Ways Leaders Support It
Rigor
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HSTWHSTW Frayer
What Does It Look Like in CTE Classrooms
•Concentrations, not courses
•Academics in CTE
•Anchor Projects
•Work-based Learning Opps
What Does It Look Like in Academic Classrooms
•Redoing work
•Literacy Focus
•High level questions
•Units aligned to standards
What Does It Look Like Across the School
•Clear Expectations for Academic Achievement/Redo
•College/Career Readiness Focus
•Common Policies/Syllabi/Exams
Ways Leaders Support It
•Time for teachers to work together
•Using walkthroughs to collect instructional data
Rigor
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Do You Have RIGOR?
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HSTWRigor-Related Research: The
Silent Epidemic (2006)
69% of dropouts said they were not motivated or inspired to work hard.
80% of dropouts said they were required one hour or less of homework each day in high school.
66% of dropouts reported they would have worked harder if more was demanded of them.
Source: Bridgeland, J.M., Dilulio, J.H., & Morison, K.B. (2006). The silent epidemic: Perspectives of high school dropouts. Washington, DC: Bill & Melinda Gates Foundation.
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HSTWRigor-Related Recommendations
from Dropouts
Make school interesting (71%).
Help students who have trouble learning (55%).
Offer more “real-world” learning opportunities (81%).
Have smaller classes with more individual instruction (75%).
Source: Bridgeland, J.M., Dilulio, J.H., & Morison, K.B. (2006). The silent epidemic: Perspectives of high school dropouts. Washington, DC: Bill & Melinda Gates Foundation.
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What is Rigor?“Rigor is the goal of helping
students develop the capacity to understand content that is complex, ambiguous, provocative,
and personally or emotionally challenging.”
Source: Strong, Harvey F. Silver, and Matthew J. Perini
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Another Definition of Rigor
Rigor is the expectation that students will be able to perform at levels of cognitive complexity
necessary for proficiency at each grade level and college-
and career-readiness standards.
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Student achievement will never rise above the assignments and assessments students are given.
141IL SDW 2011 141
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HSTWAssignment Levels Decline
0.02
0.99
1.94
2.883.62
4.344.97
5.786.37
0
1
32
4
8
7
6
5
0
1
2
3
4
5
6
7
8
K 1 2 3 4 5 6 7 8
Gra
de
Average Grade Level of Assignment Grade Level Standard
Source: John Holton, South Carolina Department of Education, analysis of assignments from Elementary and Middle Schools.
As Grade Level Increases, the Assignments Given to Students Fall Further and Further Behind Grade Level Standards
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HSTWPattern Continues in HS
7.828.5
9.56 9.78
9
10
11
12
5
6
7
8
9
10
11
12
Grade 9 Grade 10 Grade 11 Grade 12
Gra
de
Average Grade Level of Assignment Grade Level Standard
Source: John Holton, South Carolina Department of Education, analysis of English Language Arts - Assignments in High Schools
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HSTWDefining Grades
Teachers indicating the amount and quality of work required to make an A or B is a key to increased student achievement.
What is: “A” Work“B” Work“C” Work
Write a description thatdistinguishes each level of work.
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HSTWDefining Advanced, Proficient, Basic and Below Basic
Advanced – signifies superior performance; above grade level; honors level work
Proficient – represents solid academic performance; at grade level work
Basic – denotes partial mastery of prerequisite knowledge; passing – but not at grade level
Below Basic – denotes performance that is below grade level; failed to meet the very rudimentary skills needed for going forward
145IL SDW 2011 145
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Raising Expectations by Holding Students Accountable
Table Talk: Grading and Learning Do grades reflect what your students
know of the required content? Do grades reflect compliance with
directions and timeliness? What is the purpose of grades
anyway?
HSTW
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SDW 150
Raising Expectations
Review your current status on High Expectations Indicators (p. 41)
Best Practices Problem…causes Determine possible strategies to raise
expectations across the school
HSTW
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SDW 151
Grading Practices that Encourage Effort
Get assignments to grade level standards. Make sure assignments are worth doing. Teachers are clear on the work it takes to
earn an A, B, C. Decide what to do with students that do not
earn an A, B, C.
Students must be held accountable
for meeting the standards.
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Advantages ofStandards-based Grading
Helps create a culture of high expectations where excuses are not tolerated
“You don’t get to choose not to do it” Eliminates the blame game – Changes
conversations with parents Promotes more students mastering grade level
standards and gives you a better idea of how many are meeting standards
Can lead to a protocol-driven extra help system.
Fear of failure does not motivate
those used to failure!
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Essential Conditions
Work below a B is not good enough Frequent and consistent feedback Late work is just that – late – but it must be
completed if teachers are to correctly determine if students know and understand the standards being taught and assessed
Students must be given extra help opportunities (required) to complete the work during the school day (not during the class – ever), after school, Saturday School, or whatever fits the school’s possibilities.
This is RTI – Tier 1 and Tier 2!
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HSTWTeachers Working Together to Create Common Expectations
Teachers create common course syllabi that clearly define the level of work required for success
Teachers create common exams Formative Assessments End-of-unit End-of-Course
Teachers use protocols to analyze assignments, assessments and student work to ensure the work meets standards.
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SDW 155
Strategies for Establishing Higher Expectations
Create school-wide rubrics to communicate expectations
Establish expectations for courses by utilizing common course syllabi
Create common assessments for any course taught by multiple teachers
Review and consistently implement attendance, tardy and discipline policies
HSTW
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SDW 156
Key Practice: Extra Help
Provide a structured system of extra help to enable
students to meet higher standards.
SouthernRegionalEducationBoard
HSTW
IL SDW 2011 156
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SDW 157
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
HSTW
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HSTWExtra Help
Why is it needed? What is the number one key to success? What are the different types? How can we provide the extra help needed
to make sure that all students reach high expectations?
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HSTWTurn and Talk!
Turn to a shoulder partner and ask each other this question:
“What do you think is the number one factor impacting whether extra help programs are successful?”
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HSTWGetting Started With Extra Help
Offer help early Frequent and regular Easy to access; sometimes required Goal-setting important (school level, teacher level, student
level) Relationships over time Volunteers and technology help Avoid pull-out programs
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HSTWProviding Extra Help
Tie to work students are doing as a normal part of the school routine
Supplement; don’t repeat Use multiple strategies Pick up the pace Provided by trained person Personalize
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HSTWTypes
Peer Tutoring On-line Tutoring and Computer-Assisted
Instruction After-School Programs (and Morning and
Saturday Programs) Mentoring In-Class Programs Summer School/intersession Parent workshops
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SDW 163
A Comprehensive Extra Help Program Must Include:
1. Continuous extra help to meet standards and develop independent learners
2. Ninth-grade transition
3. High school, postsecondary and careers transitions
HSTW
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SDW 164
Effective Ongoing Extra Help
Is available, without difficulty, from the teacher
Is available before, during or after school
Results in motivating students to try harder
Moves beyond homework help, study hall and simply re-telling information
Develops learning skills
HSTW
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SDW 165
Extra Help Successful Strategies
Peer Tutoring On-line Tutoring and Computer-
Assisted Instruction Support during the school day Formative assessments with feedback After School Programs (and Morning
and Saturday Programs) Credit Recovery Classes Organized Student Study Teams Clear expectations for participation
HSTW
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SDW 166IL SDW 2011 166
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SDW 167
Redesigning the Ninth grade Experience
1. Early Orientation
2. Summer Bridge
3. Ninth Grade Academy (Teacher Teams)
4. Catch-up Courses
5. Guidance/Advisement (Program of Study)
6. Career Exploratory (Career Course)
7. Grading Practices/Credit Recovery
HSTW
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SDW 168
Conditions for Effective Catch-up Courses
Early identification of at-risk students A lower student-teacher ratio in grade
nine Qualified teachers with depth of content
knowledge teach challenging content Standard-based Curriculum with unit
planning by teachers Move beyond remedial instruction School
schedules modified to allow students to be double-dosed – English/reading and mathematics
Comprehensive evaluation plan
HSTW
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SDW 169
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%
HSTW
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SDW 170
Postsecondary Transition – Four Components
1. For students meeting college readiness standards on state assessments - College credit while in high school.
2. Students planning on further study who do not pass state assessments at college readiness level take transitional mathematics and/or English courses.
3. Students who pass state assessments not planning to go on to further study complete a program leading to industry certification.
4. Students who do not pass state assessments enrolled in double-dose courses and CT program.
HSTW
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Additional Actions for Making the Senior Year Count
Have community college administer placement exam during 11th grade
SAT/ACT Test for everyone in 11th grade
Reality check prior to the senior year with parents, adviser and counselor
Enroll seniors in default curriculum of upper-level courses
Enroll all seniors in at least three academic courses Require a senior project that includes a research
paper, a product or service, an oral presentation and a power point
HSTW
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SDW 172
Extra Help/Transitions – Current Status p. 42-43
1. Best Practices
2. Problem
3. Possible Causes
4. Potential Strategies
HSTW
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SDW 173
Key Practice:Guidance and Advisement
Involve students and parents in a guidance and advisement system
designed to develop positive relationships and ensure that students
complete an program of study that includes the HSTW recommended core
and a concentration.
HSTW
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HSTWGoals for a Good Guidance and Advisement Program:
Connect every student to a goal beyond high school and give them a plan to reach that goal – Program of Study
Connect every student to an adult in the school
Connect every parent/guardian in a meaningful way of supporting their child in achieving goals.
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A Quality Guidance and Advisement Program Includes:
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
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SDW 176
A Quality Guidance and Advisement Program Includes:
Providing students with opportunities to speak with persons in careers to which they aspire
Providing information on college and postsecondary studies to all students and parents
Assisting students and parents with the postsecondary application process
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HSTWEffective Guidance System and Higher
Achievement
Source: 2010 HSTW Assessment177IL SDW 2011 177
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HSTWBest Practices in Teacher Advisement Programs
Specified goals and outcomes
Leadership involvement
Thoughtful planning/conditions
Well-defined roles for the counseling staff
Well-defined role of the adviser
An effective curriculum
A portfolio for each student
Manageable advisory group size
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HSTWBest Practices in Advisement Programs (continued) Ongoing staff development for Advisers
Sufficient time to build relationships
Keeping the same adviser
Supports for rigor: Students develop
postsecondary goals and a plan to achieve those
goals with the help of their parents and advisers
Annual meeting of students, parents and adviser
to review the past year and plan for the upcoming
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System of Guidance and Advisement (pp. 44-45)
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.
HSTW
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IL SDW 2011
Now what?
Back to the Continuous Improvement Framework -
The Design Works when Implemented!
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HSTWBack to:Step 3: Set goals
What do you want to accomplish? Set both performance and process outcomes
Performance outcomes — student achievement, graduation rates, failure rates, etc.
Process outcomes — changes in school and classroom practices
Be specific Insufficient — “Increase math achievement” Good — “Increase the percentage of students
passing the Algebra I EOC on the first attempt by 10% each year”
What will be measured to evaluate the results?
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HSTWMeasurable HSTW Goals Students have the academic knowledge and skills needed
to meet local, state and HSTW achievement goals. Ninety (90) percent of students who enter ninth grade
complete high school four years later. All students leave high school demonstrating readiness
for further study or careers by: 1) earning post-secondary credit; 2) passing college placement examinations; or 3) earning employer certification or state licensure.
Eight-five (85) percent of graduates complete the HSTW recommended core curriculum and a concentration of four courses in an academic or career area.
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HSTWWhat Does Your School Data Reveal?
Set bold Goals for ‘11 and ’12 Are there specific “domains” that need attention Can you move more students into Level 4 – more
closely aligned with college readiness
Add “actions” throughout the workshop to reach the goals.
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What strategies are available? What are the advantages and disadvantages to
each? What are the obstacles and solutions? What
resources are required? What professional development is necessary to
enable faculty and staff to implement the selected strategies effectively?
What would ideal implementation look like? How will implementation be measured?
Back to: Step 4: Select strategies (SDW- BrainstormFocus Teams Will Lead Effort)
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HSTWStep 4: Select strategies
Be specific about changes in: School structure, organization and
instructional planning School processes, teacher/classroom
practices and student support Support to be provided by school and
district coaches to build school-level capacity
Support to be given by principal, including classroom observations
Role of school-based teacher facilitators
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HSTWStep 4: Select strategies
Example — Allstar High School Strategies —
• Engaging instructional techniques — project-based learning, real-world assignments, cooperative learning
• Ninth-grade academy: transition program, success as the only option policy, organize into teacher planning teams with a regular schedule, low student-to-teacher ratio
• Early warning identification and intervention system — develop student data system to track at-risk indicators, create intensive extra help program to get at-risk students back on track
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Six-Step Process
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HSTWStep 5: Take Action
Few problems are owned by only one or a few people. The school community must work together to solve its problems.
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HSTWStep 5: Take action
Develop and implement the following three plans: Implementation plan – Assign tasks and
responsibilities: who is responsible for what; timeline Data collection and evaluation plan – what data will be
collected to evaluate both implementation of strategies and progress toward meeting goal; when will data be collected; who will collect data
Professional development plan (next slide)
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HSTWStep 5: Take action
Assign tasks and responsibilities Who is responsible for what? Timeline? Provide necessary professional development Who will be responsible for initial and ongoing training; coaching support;
planning with teacher teams
Implement selected strategies Document implementation
Monthly review of progress
Monitor progress Collect data for evaluation
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HSTWStep 5: Take action
Professional development plan Train leadership on organizing, scheduling and
supporting learning teams Provide leadership with PD specific to the
strategies being implemented Train facilitators to lead learning teams Customized training for facilitators as needed Electronic delivery of professional development for
teachers as needed• In-person professional development provided as
needed
Learning teams meet weekly for sharing, learning and problem-solving
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HSTWStep 5: Take action
Professional development plan, continued Coach visits school monthly to observe team meetings and
meets with leadership and facilitators Leadership conducts classroom observations monthly, attends
learning team meetings and meets with facilitators Leadership meets with coach and district personnel monthly to
addresses successes and challenges Review progress continually and make adjustments as
necessary
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HSTWStep 6: Evaluate results
Was the goal achieved? Were the strategies implemented as intended?
Did the desired and necessary changes in school and classroom practices occur?
Was training and support adequate?
Re-evaluate the problem and begin the process again
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HSTWLearning Team Framework
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HSTWStep 6: Evaluate results
Literacy Example Was the goal achieved?
• Did our school increase by five points the percentage of students performing at or above proficient?
• Did our school decrease the achievement gap by five points?
Were the strategies implemented as intended?• Were leaders and facilitators provided training?
• Were learning teams functional?
• Did facilitators and teachers receive ongoing support (PD, leaders, coaches, trainers)?
• Did teachers implement changed practices in their classrooms?
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Do not attempt this process on your own
Warning to Administrators!!!!
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Remember, you can’t do it all….
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HSTWFocus on What You Can Change
Structure: Rigor of what is taught and what is expected.
Quality Instruction: How are students taught?
Support for Students: How is staff related to students?
Support for Teachers: How do teachers learn and related to each other?
Leadership: How are we involved in using data for Continuous Improvement?
Planner page 48
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HSTWStrategic Planning
Leadership provides each focus team with their area of focus.
Focus teams analyze current status (use all data sources including the TAV and HSTW Assessment Report, if available), (problems and root causes) and develop priority measureable goals
Plans include specific strategies for implementation along with persons responsible
Plans include measures for implementation Focus team leaders present plans to the
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Strategic Planning
Leadership team prioritizes action plans for implementation (NOTE: Begin with mission and beliefs if they are not in place)
Limit the focus to no more than a couple of areas each year (Big ticket items that have the greatest impact)
School leadership presents prioritized plans to district leadership and board of education
Board of education asks for annual review of progress in implementation
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HSTWTaking it Back to the School
How will your team share the information learned in this workshop
How will your team get all faculty involved?
How will your team get focus teams functioning? What support/professional development do they need to operate effectively?
How will leadership push the effort?
planner page 47
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HSTWPutting It All Together: Prioritizing Actions Review the actions your team has come
up with during the workshop Rank the actions based upon ones that will have the greatest impact on achievement.
Can they be implemented this year? What support is needed? How can you get faculty to take
ownership of the actions? Note how this relates to the 2011-12
HSTW Annual Reporting process…
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HSTWBest Practices Share-Around!Success Analysis Protocol
See page 46 for the directions, as they are explained.
30 minutes for small groups’ success analysis Then – groups report out their conclusions -
analysis - of the reasons for the successes.
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REMEMBER …
All schools want to improve but few want to change. The fact remains that to improve, one MUST change.
For HSTW to impact student achievement and completion rates, schools must change school and classroom practices.
Leaders create structures that assure that positive changes occur that promote student success.
HSTW
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HSTW26th Annual HSTW Staff Development
Conference
July 11 - 14, 2012Ernest N. Morial Convention Center New Orleans,
LA
Purpose: To inform state, district, school and teacher leaders about practices in high schools and middle grades that will increase high school completion rates and postsecondary and workplace success of students.
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Closure: Exit Ticket
From the last page of your planner , please complete the following outcome sentences as reflections on the day:
Important things I learned or had reaffirmed….
Today’s experiences have left me feeling…
Questions I want answered now…Our team’s next steps…
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