HSTW

Southern

Regional

Education

Board

HSTW

West Virginia Enhanced HSTW Design

Site Development Workshop:

Developing a School Improvement Plan

HSTW

Southern

Regional

Education

Board

HSTW

SDW 2

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 3

Actions for Closing the Knowing and Doing Gap

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

Southern

Regional

Education

Board

HSTW

SDW 4

Workshop Format

Introduce Key Practices

Why?

Discuss key indicators

Determine status of school practices

Actions taken by successful schools

Agree on actions to implement

Work as a leadership team

HSTW

Southern

Regional

Education

Board

HSTW

SDW 5

Work Harder to Get Smarter:

We need to change our thinking and our

language from an ability model to an effort model.

SouthernRegionalEducationBoard

Southern

Regional

Education

Board

HSTW

SDW 6

Enhanced HSTW Goals

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.

HSTW

Southern

Regional

Education

Board

HSTW

SDW 7

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.

HSTW

Southern

Regional

Education

Board

HSTW

SDW 8

Enhanced HSTW Key Practices

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 9

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

HSTW

SDW 10

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

HSTW

SDW 11

Instruction and Learning Appraisal (ILA) Report Summary/HSTW

APPRAISAL AREA

LOW IMP MODERATE IMP

FULL IMPTOTAL # ILA SITES

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

Southern

Regional

Education

Board

HSTW

SDW 12

Instruction and Learning Appraisal (ILA) Report SummaryContinued…

APPRAISAL AREA

LOW IMP MODERATE IMP

FULL IMPTotal # ILA Sites

WV HSTW* WV HSTW* WV HSTW*

School-Family-Comm. Connections 25 30 56 38 19 32 16

Timely Guidance/HSTW 6 40 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

Southern

Regional

Education

Board

HSTW

SDW 13

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

HSTW

SDW 14

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

HSTW

SDW 15

Emphasis on Applied Skills

Students have worked with one or more students in their class on a challenging science assignment at least monthly.

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

Southern

Regional

Education

Board

HSTW

SDW 16


Students have often been part of a team or small group in class.

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

Southern

Regional

Education

Board

HSTW

SDW 17

EnhancedHSTW Key Conditions

A clear, functional mission statement

Strong leadership Plan for continuous improvement Qualified teachers Commitment to goals Flexible scheduling Support for professional

development

HSTW

Southern

Regional

Education

Board

HSTW

SDW 18

West Virginia and The Partnership for 21st Century Skills

Emphasizes: information and communications

technology literacy, critical thinking, communication skills, global awareness, and business, economic and civic

literacy.

Southern

Regional

Education

Board

HSTW

SDW 19

Why Have Leadership Teams?

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 20

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

HSTW

SDW 21

West Virginia (2006) 21st Century HSTW Pilot Sites Participation

2006 HSTW Assessment 16 schools 1,148 students 800 teachers

Southern

Regional

Education

Board

HSTW

SDW 22

Most-improved and Non-improved Schools

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 23

Implementation Differences Result in

Achievement Differences

Non-improved

Schools

Most-improved

Schools

Reading - 11 + 15

Mathematics - 8 + 12

Science -12 + 16

Source: 2006 HSTW Assessment

Southern

Regional

Education

Board

HSTW

SDW 24

Achievement Reading Differences across Sub-groups

Reading

Non-improved

Most-improved

All students - 11 + 15

African-American - 12 + 16

White - 10 + 13

Low parent education - 11 + 14

High parent education - 11 + 14


Southern

Regional

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Board

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SDW 25

Average Gains/Declines in Mathematics Achievement Scores

Mathematics

Non-improved

Most- improved

All Students - 8 + 12


White - 6 + 11




Southern

Regional

Education

Board

HSTW

SDW 26

Average Gains/Declines in Science Achievement Scores

Science

Non-improved

Most- improved

All Students - 10 + 16


White - 10 + 18




Southern

Regional

Education

Board

HSTW

SDW 27

Key Question

Why do students at most-improved schools make greater

gains in achievement than students at non-improved

schools?

HSTW

Southern

Regional

Education

Board

HSTW

SDW 28

Key Practice:Continuous Improvement

Use student assessment and program evaluation data to

continuously improve school culture, organization,

management, curriculum and instruction to advance

student learning.

HSTW

Southern

Regional

Education

Board

HSTW

SDW 29

School Leaders Need to:

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

Southern

Regional

Education

Board

HSTW

SDW 30

Why is using data for continuous improvement important?

Know where you are-where you need to be

Inspire change Measure progress Link achievement with changes

in classroom practices Celebrate accomplishments

HSTW

Southern

Regional

Education

Board

HSTW

SDW 31

Foundation for Continuous Improvement

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 32

Teachers Say: 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%

Climate for Continuous Improvement


Southern

Regional

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Board

HSTW

SDW 33

Take five minutes to complete the climate for continuous improvement checklist as a team.

Page 12 of Planner

Southern

Regional

Education

Board

HSTW

SDW 34

How are performance and practices measured?

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 35

How Schools Measure the Depth of HSTW Implementation

HSTW

The HSTW Assessment:

•NAEP – referenced assessment in Reading,

Mathematics and Science•Student survey of school and

classroom practices•Student transcript analysis•Faculty Survey

Annual ReportTechnical Assistance VisitAssessing Practice

Southern

Regional

Education

Board

HSTW

SDW 36

Organizing Teams for Continuous Planning and Implementation

Five Focus Teams (included in overall school improvement team):

1. Curriculum leadership team2. Professional development leadership team3. Guidance and public information leadership team4. Transitions leadership team5. Evaluation leadership team

See Page 14 in the Planner

Southern

Regional

Education

Board

HSTW

SDW 37

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: 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

Southern

Regional

Education

Board

HSTW

SDW 38

Key Practice:Program of Study

HSTW

Require each student to complete an upgraded academic core and a concentration.

Southern

Regional

Education

Board

HSTW

SDW 39

Completing a Challenging Program of Study Matters

HSTW

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

HSTW

SDW 40

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

Four college-prep social studies Including 21st Century civics, economics and global

awareness

HSTW

Southern

Regional

Education

Board

HSTW

SDW 41

Recommended Concentrations

HSTW

• 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

HSTW

SDW 42

Take 5 minutes to complete the pre-learning concept check on

a Rigorous Curriculum.

Take 3 minutes to discuss answers in table groups.

Pages 15

HSTW

Southern

Regional

Education

Board

HSTW

SDW 43

Recommended Core andHigher Achievement

Source: WV Enhanced Sites 2006 HSTW Assessment and Student Survey

15% 54% 31%

Southern

Regional

Education

Board

HSTW

SDW 44

Changes in Percentages of Students Completing Recommended Academic Curriculum

6

1 0

1417

13

English Mathematics Science

Non-improved Most-improved

Source: 2004 and 2006 High School Assessment

Southern

Regional

Education

Board

HSTW

SDW 45

Changes in Percentages of Majority Students Completing Recommended Academic Curriculum

8

2 3

1215 15



Source: 2006 HSTW Assessment and Student Survey

Southern

Regional

Education

Board

HSTW

SDW 46

Changes in Percentages of African-American Students Completing Recommended Academic Curriculum


30

-8

2023

6



Southern

Regional

Education

Board

HSTW

SDW 47Source: 2006 HSTW Assessment and Student Survey

Changes in Percentages of Students Having Parents with High Levels of Education: Completing Recommended Curriculum

6

1 0

13

18

13



Southern

Regional

Education

Board

HSTW

SDW 48

Changes in Percentages of Students Having Parents with Low Levels of Education: Completing Recommended Academic Curriculum


62 2

13 1412



Southern

Regional

Education

Board

HSTW

SDW 49

Reflection Question

What actions did adults take to increase the percentages of all groups of students taking the right courses?

Southern

Regional

Education

Board

HSTW

SDW 50

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 51

Actions to Get Students to Take the Right Courses

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 52

“Students’ behavior and attitude toward school changes when school leaders agree to do whatever it takes to get students to grade-level 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.”

Southern

Regional

Education

Board

HSTW

SDW 53

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

A concentration – academic and/or career/technical

Page 16-17

HSTW

Southern

Regional

Education

Board

HSTW

SDW 54

HSTWKey Practice:Career/Technical Studies

Provide more students access to intellectually challenging career/technical studies in high-skill/high-demand fields that emphasize higher-level mathematics, science, literacy and problem-solving skills needed in the workplace and in further education.

School leaders need to: Develop standards for awarding postsecondary

credit. Require senior projects. Have students work toward a recognized employer

certification.

Southern

Regional

Education

Board

HSTW

SDW 55

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

HSTW

SDW 56

Quality Career/Technical Courses Matter

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 57

Purpose of High School Career/technical Studies

HSTW

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

chosen field Solve problems and think critically

Southern

Regional

Education

Board

HSTW

SDW 58

Organizing High School Career/technical Programs around 16 Career Clusters

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.

Southern

Regional

Education

Board

HSTW

SDW 59

Organizing High School Career/technical Programs around 16 Career Clusters (cont’d)

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.

Southern

Regional

Education

Board

HSTW

SDW 60

Different Ways to Organize High School Career/technical Studies

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

Southern

Regional

Education

Board

HSTW

SDW 61

Strengthening C/T Studies

HSTW

• 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 post-secondary credit or certifications while in high school

Southern

Regional

Education

Board

HSTW

SDW 62

WV Students at Enhanced Sites

CTE Students said they had to: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

6% 65%

Source: WV Enhanced Sites, 2006 HSTW Assessment

Southern

Regional

Education

Board

HSTW

SDW 63

Quality Career/Technical Studies and Higher Achievement


28% 45% 27%

Southern

Regional

Education

Board

HSTW

SDW 64

2004 Graduates Say Their High School Should Have:

Graduates said their school should have placed a greater emphasis on the following:

Agree Strongly or Somewhat

Provided information and counseling about continuing my education and careers

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

Southern

Regional

Education

Board

HSTW

SDW 65

Key Practice:

Structured Experiential Learning

Engage students in quality work-based, service-based, community-

based, and/or research-based learning experiences.

HSTW

Southern

Regional

Education

Board

HSTW

SDW 66

What improves the quality of experiential learning?

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 67

Quality Experiential Learning andHigher Achievement


Southern

Regional

Education

Board

HSTW

SDW 68

Structured Experiential Learning Opportunities

HSTW

• Job Shadowing

• Service Learning

• Co-op

• Internships

• Youth Apprenticeship

Southern

Regional

Education

Board

HSTW

SDW 69

Quality Experiential Learning Experiences Set High Expectations

for Students

HSTW

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

HSTW

SDW 70

Assess Current Status: CTE and Student Experiential Learning

Assess your current CTE and Student Experiential Learning Status

Pages 20-21 of planner

Southern

Regional

Education

Board

HSTW

SDW 71

Designing Authentic Integrated Project Units: Eight Steps

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

Southern

Regional

Education

Board

HSTW

SDW 72

Designing Authentic Integrated Project Units: Eight Steps

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

Southern

Regional

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Board

HSTW

SDW 73

Main Ideas Details

TOPIC—Title of Reading

GIST/Summary – How you see this being implemented in your school

Read Pages 22-23 in Planner

Southern

Regional

Education

Board

HSTW

SDW 74

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

Major Actions to Implement Integrated Projects

Southern

Regional

Education

Board

HSTW

SDW 75

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

HSTW

SDW 76

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

HSTW

SDW 77

Key Practice:High Expectations

Motivate more students to meet high expectations by integrating high

expectations into classroom practices and giving students frequent feedback.

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.

HSTW

Southern

Regional

Education

Board

HSTW

SDW 78

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.”

HSTW

Southern

Regional

Education

Board

HSTW

SDW 79

Why Raise Expectations?

Communicate that high school counts

Give students a sense of self-worth

Help students see that the school believes in them

Help students be more focused, motivated and goal-oriented

Prepare students for the next level

HSTW

Southern

Regional

Education

Board

HSTW

SDW 80

High Expectation Practices andHigher Achievement


High Expectations Indicators:

WV Pilot Sites

Most-Improved

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%

Southern

Regional

Education

Board

HSTW

SDW 81

High Expectations andHigher Achievement


10% 38% 52%

Southern

Regional

Education

Board

HSTW

SDW 82

WV Pilot Sites Emphasis on High Expectations

Source: WV Special Report, 2006 HSTW Assessment

10

38

43

14

27

41

17

45

61

20

36

44

17

47

57

23

36

44

60

85

80 80 80

60

Intensive emphasis on highexpectations.

Teachers often indicate thequality of work needed to

earn an "A" or "B."

Teachers are frequentlyavailable to help w ith

studies.

Spend one more hours onhomework daily.

Often revise written workto meet high standards.

Often work hard to meethigh standards on

assignments.

Perc

enta

ge of

Stu

dent

Res

pons

es

WV Pilot Site 2006 WV High-Scoring Sites 2006 All HSTW Sites 2006 HSTW Goal 2006

Southern

Regional

Education

Board

HSTW

SDW 83

Why do you think some students are in classrooms with high expectations while others are not?

Southern

Regional

Education

Board

HSTW

SDW 84

Key Indicators That A School Has High Expectations

HSTW

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

Southern

Regional

Education

Board

HSTW

SDW 85

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.

HSTWKey Indicators That A School Has High Expectations

Southern

Regional

Education

Board

HSTW

SDW 86

Different Strategies for Agreeing on A-, B- and C-level Work

Use basic, proficient and advancedNAEP National Readiness Standards

Use select universities, regional universities, community college and high school graduation

Use procedural/comprehension, application/analysis, and analysis/synthesis

Intellectual (Webb/Bloom)

Southern

Regional

Education

Board

HSTW

SDW 87

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 18 Reading 21 Mathematics 22 Science 24

Southern

Regional

Education

Board

HSTW

SDW 88

College and Career Readiness:Percent of WV Seniors Meeting ACT

College-readiness Benchmarks (2006)

69%

42%

27%

53%

72%

30%

22%

52%

English (18) Math (22) Science (24) Reading (21)

U.S West Virginia

Source: ACT, Inc. 2006

Southern

Regional

Education

Board

HSTW

SDW 89

Actions for Defining the Amount and Quality of Work Expected

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 --

HSTW

Southern

Regional

Education

Board

HSTW

SDW 90

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

HSTW

SDW 91

Actions to Make Homework of Value

Multiple formats for homework include short-term 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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 92

Team Planning Time

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 93

Key Practice:Students Actively Engaged

Engage all students in academic and career/technical classrooms in rigorous and challenging proficient-level assignments using research-based instructional strategies and technology.

HSTW

Southern

Regional

Education

Board

HSTW

SDW 94

School Leaders Can Support:

All teachers in engaging students in reading, writing, making presentations, using technology, and applying high-level 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.

HSTW

Southern

Regional

Education

Board

HSTW

SDW 95

SREB’s Literacy Goals

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 96

Fifteen Literacy Strategies Any Teacher Can – and Should –

Use1. Admit slips

2. Exit slips

3. Double entry or two column notes

4. ReQuest

5. Interactive CLOZE

6. Cubing

7. Open-response questions – A KEY

HSTW

Southern

Regional

Education

Board

HSTW

SDW 97

Fifteen Literacy Strategies Any Teacher Can – and Should – Use

8. KWL charts

9. Metaphorical Thinking

10. Jigsaw reading

11. Paired Reading

12. Graphic organizers

13. GIST

14. WordSplash/Capsule Vocabulary

15. RAFT

HSTW

Southern

Regional

Education

Board

HSTW

SDW 98

Key Indicators for Literacy

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 in-depth

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 only)

HSTW

Southern

Regional

Education

Board

HSTW

SDW 99

What do you think the 100 most improved schools did to engage more students in

literacy across the curriculum?


Indicator:WV Sites

Most-Imp Sites

They used word-processing software to complete an assignment or project often.

+ 2 + 9They 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

Southern

Regional

Education

Board

HSTW

SDW 100

What do you think the 100 most improved schools did to engage more students in

literacy across the curriculum?

Indicator:WV Sites Most-

Imp 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

Southern

Regional

Education

Board

HSTW

SDW 101

Literacy Experiences Across the Curriculum and Higher Reading Achievement

Source: WV Pilot Sites 2006 HSTW Assessment and Student Survey

13% 37% 51%

Southern

Regional

Education

Board

HSTW

SDW 102

Table Teams

Review your current status related to Literacy 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 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

Southern

Regional

Education

Board

HSTW

SDW 103

Significantly More Students in 2006 than in 2004 Experienced High-quality Mathematics Instruction

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


Southern

Regional

Education

Board

HSTW

SDW 104

Significantly More Students in 2006 than in 2004 Experienced High-quality

Mathematics Instruction

Students said they:

WV Pilot Sites

Most-Imp.

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

Southern

Regional

Education

Board

HSTW

SDW 105


Mathematics Instruction

Students said they:

WV Pilot Sites

Most-Imp.

Used a graphing calculator to complete math assignments at least monthly

+ 5 + 11

Orally defended a process they used to solve a math problems at least monthly

+0 + 2

Solved math problems with more than one-answers at least monthly

- 1 + 4

Southern

Regional

Education

Board

HSTW

SDW 106

Numeracy Experiences Across the Curriculum and Higher Mathematics

Achievement


19% 50% 31%

Southern

Regional

Education

Board

HSTW

SDW 107

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

& 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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 108

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

For example: Students orally defend a process

they used to solve a math problem Students work in groups to solve

math problems

HSTW

Southern

Regional

Education

Board

HSTW

SDW 109

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,

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

Southern

Regional

Education

Board

HSTW

SDW 110


Science Instruction

Students said they:

WV Pilot Sites

Most-Imp.

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

Worked with one or more students in class on a science assignment at least monthly

+ 6 + 9

Southern

Regional

Education

Board

HSTW

SDW 111

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

classes Analyze and defend findings from investigations

See pages 28 and 29

HSTW

Southern

Regional

Education

Board

HSTW

SDW 112

Developing 21st Century Skills

21st Century technology tools: Information and communication

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

Southern

Regional

Education

Board

HSTW

SDW 113


Intensive Emphasis

62% 64%

52%

Reading Mathematics Science


25%

Southern

Regional

Education

Board

HSTW

SDW 114


Moderate Emphasis

51%56%

46%



46%

Southern

Regional

Education

Board

HSTW

SDW 115


Low Emphasis

26%

38%

29%



29%

Southern

Regional

Education

Board

HSTW

SDW 116


Percentage of Students Meeting Performance Goals

62% 64%

52%51%56%

46%

26%

38%

29%


Intensive Moderate Low


25% 46% 29%

Southern

Regional

Education

Board

HSTW

SDW 117

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?

Planner, page 6

Southern

Regional

Education

Board

HSTW

SDW 118

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 119

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.

HSTW

Southern

Regional

Education

Board

HSTW

SDW 120

A Supportive Guidance System Matters

Clear goals

Focused program of study

Students have someone who cares

Students believe in themselves

Students get needed services

HSTW

Southern

Regional

Education

Board

HSTW

SDW 121

A Teacher Advisement System is Key

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

Southern

Regional

Education

Board

HSTW

SDW 122

A Good 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

Southern

Regional

Education

Board

HSTW

SDW 123

A Good Guidance and Advisement Program:

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

Southern

Regional

Education

Board

HSTW

SDW 124


Guidance Assistance

Students said:

WV Pilot Sites

Most-Imp.

Before and during high school they talked to their parents or guardians at least once a year about planning a four-year course plan

+ 4 + 5

During high school a teacher or counselor talked to them individually about their plans for a career or further education.

+ 7 + 5


Southern

Regional

Education

Board

HSTW

SDW 125


Guidance Assistance

Students said:

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


Southern

Regional

Education

Board

HSTW

SDW 126


Guidance Assistance

Students said:

WV Pilot Sites

Most-Imp.

Received the most help in planning a high school program of studies by the end of ninth grade

+ 4 + 4

They and/or their parents received information or assistance from someone at school about selecting or applying to college

+ 1 + 6


Southern

Regional

Education

Board

HSTW

SDW 127


Guidance Assistance

Students said:

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


Southern

Regional

Education

Board

HSTW

SDW 128

Effective Guidance System and Higher Achievement


54% 40% 6%

Southern

Regional

Education

Board

HSTW

SDW 129

System of Guidance and Advisement, Page 30-31

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

Southern

Regional

Education

Board

HSTW

SDW 130

Key Practice: Extra Help

Provide a structured system of extra help to

assist students in completing an accelerated

program of study.SouthernRegionalEducationBoard

HSTW

Southern

Regional

Education

Board

HSTW

SDW 131

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

Southern

Regional

Education

Board

HSTW

SDW 132

A Comprehensive Extra Help Program Must Include:

Continuous extra help to meet standards

Middle grades actions Ninth-grade transition High school, postsecondary and

careers transitions Develop independent learners

HSTW

Southern

Regional

Education

Board

HSTW

SDW 133

Effective Extra Help

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 134

Significantly More Students in 2006 than in 2004 Received Extra Help

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


Southern

Regional

Education

Board

HSTW

SDW 135

Significantly More Students in 2006 than in 2004 Received Extra Help

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

Southern

Regional

Education

Board

HSTW

SDW 136

Quality Extra Help andHigher Achievement


24% 18% 58%

Southern

Regional

Education

Board

HSTW

SDW 137

Implementation Issues

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?

HSTW

Southern

Regional

Education

Board

HSTW

SDW 138

Extra Help Strategies

Peer Tutoring On-line Tutoring and Computer-

Assisted Instruction After School Programs (and

Morning and Saturday Programs) Credit Recovery Classes Organized Student Study Teams

HSTW

Southern

Regional

Education

Board

HSTW

SDW 139

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.

HSTW

Southern

Regional

Education

Board

HSTW

SDW 140

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

Set goals to annually increase the percentages of students having successfully completed Algebra I by the end of grade eight

HSTW

Southern

Regional

Education

Board

HSTW

SDW 141

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

Develop courses in grades seven and

eight to give extended time to read,

write and do math

HSTW

Southern

Regional

Education

Board

HSTW

SDW 142

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

Get a master teacher to lead a team of

teachers in core academic courses in

grade nine

HSTW

Southern

Regional

Education

Board

HSTW

SDW 143

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

School schedules are modified to allow students to be double-dosed – English/reading and mathematics

HSTW

Southern

Regional

Education

Board

HSTW

SDW 144

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

Comprehensive evaluation plan

Southern

Regional

Education

Board

HSTW

SDW 145

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 146

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

Southern

Regional

Education

Board

HSTW

SDW 147

Research Based Strategies for Postsecondary Transition

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)

HSTW

Southern

Regional

Education

Board

HSTW

SDW 148

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

Consider requiring a senior project that includes a research paper, a product or service, an oral presentation and a power point

HSTW

Southern

Regional

Education

Board

HSTW

SDW 149

Extra Help/Transitions

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

HSTW


Southern

Regional

Education

Board

HSTW

SDW 150

Extra Help/Transitions

3. Determine three major actions to identify at-risk 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. Enrolling ready students in college-credit bearing courses Getting students ready for college Helping students earn an employer certification


HSTW

Southern

Regional

Education

Board

HSTW

SDW 151

Team Planning…

Southern

Regional

Education

Board

HSTW

SDW 152

Focus on What You Can Change

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.

Southern

Regional

Education

Board

HSTW

SDW 153

Action goals forSeptember, 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?

Southern

Regional

Education

Board

HSTW

SDW 154


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

implementation? Who will see that support is provided to

students and teachers? How will you keep score?

Southern

Regional

Education

Board

HSTW

SDW 155


Increase by 10 percent annually the percentage of students reporting intensive literacy experiences across the curriculum. How will you develop a school-wide

literacy plan? Who will lead the implementation? How will you support teachers and

students? How will you keep score?

Southern

Regional

Education

Board

HSTW

SDW 156


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

students? How will you keep score How will you make greater use of applied

methods including the integration into other subjects?

Southern

Regional

Education

Board

HSTW

SDW 157


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? How will you find time and resources for it? How will you keep score?

Southern

Regional

Education

Board

HSTW

SDW 158


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?

Southern

Regional

Education

Board

HSTW

SDW 159

Team Planning

1. Prioritize Actions2. 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

Southern

Regional

Education

Board

HSTW

SDW 160

Suggestions for Building Faculty Support

3-Hour Orientation:

1. Admit Slip/Enhanced HSTW Brochure2. SREB Orientation PowerPoint3. Create Cross-Curricular Teams4. Each team take one action goal for 20075. Submit results of brainstorming to school

improvement team

Southern

Regional

Education

Board

HSTW

SDW 161

Establish Need for Change:Share Information with faculty and students

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 post-secondary

Teachers conduct interviews with graduates and report back to faculty

Southern

Regional

Education

Board

HSTW

SDW 162

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 Course levels enrolled in by ACT (College/non-College

core) Expectations Grade level analysis (grade 9)

Southern

Regional

Education

Board

HSTW

SDW 163

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

See page 30-33 of Planner.

HSTW

Southern

Regional

Education

Board

HSTW

SDW 164

Focus Teams: Develop Implementation Steps for Actions

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 165

Ideas to Introduce HSTW to Faculty

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

Southern

Regional

Education

Board

HSTW

SDW 166

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.

See Page 30 of Planner

Southern

Regional

Education

Board

HSTW

SDW 167

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 168

Second 30 Days – Focus Team Development Implementation Plans

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

Southern

Regional

Education

Board

HSTW

SDW 169

Third 30 Days – Present Implementation Plans to District

Leadership

Present implementation to district staff

Revise based on district staff input

Southern

Regional

Education

Board

HSTW

SDW 170

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

Final plan due to state by

Southern

Regional

Education

Board

HSTW

SDW 171

School Leadership Team: Identify staff development needed based on

implementation plan

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.

Southern

Regional

Education

Board

HSTW

SDW 172

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

HSTW

Southern

Regional

Education

Board

HSTW

SDW 173

REMEMBER …

All schools want to improve but few want to change. The fact remains that to improve, one MUST change.

HSTW

Southern

Regional

Education

Board

HSTW

SDW 174

Memory Box

Southern

Regional

Education

Board

HSTW

SDW 175

4-2-1 Free Write

Individually: Four Ideas

Pairs: 2 Central Ideas

Groups of 4: One Big Idea

Write for 5 minutes

Source: Silver & Strong, 2001, “Tools for Promoting Active, In-depth, Learning.”

Documents

HSTW