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Southern
Regional
Education
Board
HSTWHigh School Redesign: Getting a Workable Model
High School Redesign:Getting a Workable Model
Gene BottomsSenior Vice President
Southern Regional Education [email protected]
Louisiana 01-23-09 2
Southern
Regional
Education
Board
HSTWHigh School Redesign: Getting a Workable Model
Policies for Achieving High-Performing Schools
Rigor: achieved Focus: partially achieved Relevance: partially achieved Engaging assignments: not addressed Relationship and Support: weak Improved transitions: weak Leadership: not addressed
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HSTWHigh School Redesign: Getting a Workable Model
Strengths of the Current Louisiana Graduation Policy
Four years of mathematics, Algebra I and higher
Options fourth science course under core 4
Academic concentration (complete core 4+) and academic endorsement core 4+ added requirement
CT concentration (4 primary credits and 2 related credits) and CT endorsement
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HSTWHigh School Redesign: Getting a Workable Model
Gaps in Existing Policies
Higher value placed on academic endorsement than on CT endorsement
11th grade is too late for many students to choose a default program of study
Fails to recognize alternative assessment beyond English/reading and mathematics
Simplify endorsement requirements and provide incentive to increase number earning endorsement
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HSTWHigh School Redesign: Getting a Workable Model
Why a Rigorous Academic Core?More Students Meet Readiness Goals
Career ClusterMathematics
Academic Core Completed
2 to 3 Parts 0 to 1 Part Gap
Agriculture 75% 44% 31%Business 70 45 25Health Sciences 73 39 34Hospitality/FamilyConsumer Sci.
59 35 24
Manufacturing/Transportation
62 44 18
STEM 83 55 28
Source: 2006 HSTW Assessment
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HSTWHigh School Redesign: Getting a Workable Model
How many students in CT courses meet college- and
career-readiness goals without completing HSTW-recommended curriculum?
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HSTWHigh School Redesign: Getting a Workable Model
Percentages of CT Graduates Meeting Readiness Goals without Completing the HSTW-Recommended Curriculum
Career Cluster Reading Math
Agriculture 38% 44%
Business 39 45
STEM 45 55
Health Sciences 40 39
Hospitality 36 35
Manufacturing and Transportation
35 44
Source: HSTW Assessment
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HSTWHigh School Redesign: Getting a Workable Model
Gaps in Existing Policies
Absence of adequate incentives and
optional pathways for poorly-prepared students to graduate from high school prepared for postsecondary studies and careers
Require students to complete a concentration, but no requirement that schools increase the percentage of students earning an endorsement by program
Fail to present an optional ways for becoming a high-performing school
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Southern
Regional
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HSTWHigh School Redesign: Getting a Workable Model
Gaps in Existing Policies
Do not address transitions from middle
grades to ninth-grade and from senior year to college and careers
Need to encourage non-traditional approaches to advancing student achievement
Stress the quality of guidance and advisement needed
Do not address expectations for district and school leaders to engage students, teachers and parents for improved results.
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HSTWHigh School Redesign: Getting a Workable Model
Guiding Principles of High-Performing High Schools to Engage All Students in
Challenging Learning
Each student is pursuing a career-focused program aligned with his or her talents, interests and aspirations and aligned to grade-level and to college- and career-readiness standards – core 4 and core 4 plus.
Each student in academic, CT and fine arts classes has intellectually challenging assignments built around authentic, real-world tasks and rich in opportunities to: solve problems. make decisions. use academic knowledge and skills. reflect on and assess performance and technical and
academic knowledge gained. maintain a reflect by a portfolio of work
accomplished and learning acquired.
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HSTWHigh School Redesign: Getting a Workable Model
Guiding Principles of High-Performing High Schools to Engage All Students in
Challenging Learning
Each student is enrolled in courses where expectations regarding quality of work are clear and redo opportunities are expected until standards are met.
Each student has a continuing opportunity to investigate, explore and reflect on his/her talents, interests and aspirations and to make adjustments in learning experiences and the customized program of study.
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HSTWHigh School Redesign: Getting a Workable Model
Guiding Principles of High-Performing High Schools to Engage All Students in
Challenging Learning
Each student is enrolled in academic, fine arts and CT courses where teachers communicate frequently and help students make connections in learning assignments.
School leaders and teachers use data to drive improvements in school and classroom practices, achievement, aptitude, interests, students’ perceptions, etc.
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HSTWHigh School Redesign: Getting a Workable Model
Expansion of Louisiana’s Graduation Opportunities
Develop policies and initiatives to reduce the number of students leaving grade eight unprepared for high school studies.
Study successful efforts in accelerating mathematics achievement in middle grades (Delaware, Maryland, Texas and Virginia).
Study Florida’s legislation on the middle grades, which places a strong emphasis on career exploration and accelerating middle grades curriculum with a special emphasis on adolescent literacy. (See SREB draft report.)
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HSTWHigh School Redesign: Getting a Workable Model
Replace the Minimum with Accelerated Career-Focused
Program of Study Set aside the requirement that all
students participate in the core 4 curriculum for a minimum of 2 years.Provide incentives to districts and schools
to redesign their ninth grade. Establish a vision and criteria for ninth-
grade redesign.Reward schools that are successful in
raising achievement and graduation rates of at-risk students.
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HSTWHigh School Redesign: Getting a Workable Model
Create an Accelerated Career-Focused Program of Study
Allow at-risk entering ninth-graders to choose a career-focused program of study that is organized into a coherent sequence of school-based and work-site learning experiences and includes at least two CT credits per year.Greater emphasis on project and problem-
based learning that integrates academic and technical content
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HSTWHigh School Redesign: Getting a Workable Model
Create an Accelerated Career-Focused Program of Study
Require students in a career-focused program to:
• complete at least four years of mathematics, including Algebra I and geometry.
• pass the GEE exams in English/language arts and mathematics, and choose other optional requirements to meet graduation requirements.
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HSTWHigh School Redesign: Getting a Workable Model
Create an Accelerated Career-Focused Program of Study
Consider a variety of options for teaching Algebra I to a full range of students.
Allow school districts to adopt an applied Algebra I, geometry and Algebra II series.
Allow algebra and geometry to be taught through approved hybrid courses developed collaboratively by mathematics and CT teachers.Commission a study on the effectiveness
of taking 2 years to teach Algebra I.
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HSTWHigh School Redesign: Getting a Workable Model
Create an Accelerated Career-Focused Program of Study
Award grants to schools that are willing to develop and implement an improvement plan that meets established criteria.
At the end of the four years, allow schools to continue to receive the grants if they have met and continue to meet the targets for increased graduation rates.
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Beyond Tracking: Multiple Pathways to College, Careers and Civic Participation
Consider offering same weight in the index – for academic endorsement and a CT endorsement.
Consider giving greater weight to schools who take at-risk students entering grade nine below grade level and who then complete the career-focused program of study option.
Allow students choosing a career-focused program of study in grade nine to opt into either core 4 or core 4 plus.
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HSTWHigh School Redesign: Getting a Workable Model
Beyond Tracking: Multiple Pathways to College, Careers and Civic Participation
Allow students in the career-focused pathway to take the same CT credits as students who earn the ct endorsement.
Emphasize reading, writing, listening and speaking for learning in all courses in the career-focused, advanced academic and technical endorsement programs of study. (See SREB adolescent literacy report.)
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HSTWHigh School Redesign: Getting a Workable Model
Expand Key Goals to Include:
Reduce failure rates in the middle grades and ninth grade, and increase the percentage of students meeting grade-level standards.
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HSTWHigh School Redesign: Getting a Workable Model
Expand Strategic Intent to Include:
Improve transitions from the middle grades to ninth grade and from the senior year to postsecondary studies and careers.
Create a reflective school leadership team that focuses on continuous improvement of school and classroom practices.
Instill the value that failure is not an option and having all students meet standards is the mission of he school.
Form partnerships to make use of community work sites, virtual learning opportunities and postsecondary institutions to achieve key goals.
Redesign career/technical courses so students use academic and technical knowledge and skills to complete intellectually demanding, authentic assignments.
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HSTWHigh School Redesign: Getting a Workable Model
Expand Strategic Intent to Include:
Broaden the high school redesign to focus on establishing readiness for the ninth grade and the redesign of the ninth grade as a major statewide educational priority. (See HSTW Ninth-Grade Redesign report.)
Define ninth-grade readiness standards, and benchmark for success in Algebra I in grade nine, college-preparatory-level language arts and science.
Identify students early in the middle grades who are at risk of being unprepared for high school and provide a system of accelerated instruction and support. Study the Texas and Virginia approaches.
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HSTWHigh School Redesign: Getting a Workable Model
Expand Strategic Intent to Include:
Require accelerated intensive academic help in reading and mathematics for students before they begin the ninth grade or early in the ninth-grade year.
Redesign the ninth grade so students who are behind receive the help they need to catch up, particularly in reading and mathematics.
Make the emphasis in middle grades and early high school on having students meet standards, not on failure.
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HSTWHigh School Redesign: Getting a Workable Model
Establish a statewide process for determining high school juniors’
readiness for college and careers.
Allow students who are ready for postsecondary study at the end of the junior year to earn at least nine semester hours of credit during the senior year.
Enroll students who are planning to enroll in postsecondary studies but who fail to meet readiness standards in specially designed mathematics and English transitional courses the senior year.
Use the senior year to allow students who are not planning to attend college to earn employer certification.
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HSTWHigh School Redesign: Getting a Workable Model
Redesign high school CT courses and make them more intellectually demanding .
Identify the most essential reading, writing, mathematics and science standards that are needed for work and further study.
Establish a process to support teams of outstanding academic and CT teachers and experts from the technical field to prepare course syllabi for each CT course.
Develop authentic problems and projects to engage students in using essential college-readiness standards.
Train teachers to use the course syllabi, using the AP model.
Create a repository of these syllabi and projects for all schools to share.
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HSTWHigh School Redesign: Getting a Workable Model
Trouble-shooting and problem-solving skills
Use of research skills to collect and organize information into a work plan
Use of mathematics to support decision-making and planning
Use of writing to aid learning and to complete tasks
Communication and interaction with adults outside the school
A setting where students experiment, invent, design and construct
Recognize and encourage good CT instruction that can foster 21st-century skills/intellectually challenging work.
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HSTWHigh School Redesign: Getting a Workable Model
Gains in Number of CT Students Per 100 Meeting Readiness Goals Who Experienced
21st-Century Assignments
Source: HSTW Assessment
8
9
10
13
10
15
Manufacturing/Transport.
Hospitality
Health Sciences
STEM
Business
Agriculture
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HSTWHigh School Redesign: Getting a Workable Model
Success Stories
Tri-County Regional Vocational Technical Center
Franklin, Massachusetts
Rigorous, Intellectually Demanding Assignments
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HSTWHigh School Redesign: Getting a Workable Model
Expand Students’ Opportunities for Study in High-Quality, High-Demand CT Fields
Dual credit courses meeting established standards
Career academies Adopt new kinds of programs such as
PLTW’s pre-engineering and biomedical science curricula
Formulate an apprenticeship program similar to the one that has been developed by the state of Georgia and other proven work-site learning models
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HSTWHigh School Redesign: Getting a Workable Model
Average Point Gain in Achievement Scores on HSTW Assessment
2004 to 2006
100 Non-Improved Sites
100 Most-Improved Sites
Reading -11 +15
Mathematics -8 +12
Science -12 +16
Source: 2004 and 2006 HSTW Assessments
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HSTWHigh School Redesign: Getting a Workable Model
Average Point Changes in Reading Achievement
100 Non-Improved Sites
100 Most-Improved
Sites
All Students -11 +15
Black -12 +16
White -10 +13
Parents w/ no college education
-11 +14
Parents w/ some college education
-11 +14
Source: 2004 and 2006 HSTW Assessments
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HSTWHigh School Redesign: Getting a Workable Model
Average Point Changes in Mathematics Achievement
100 Non-Improved Sites
100 Most-Improved
Sites
All Students -8 +12
Black -9 +13
White -6 +11
Parents w/ no college education
-7 +11
Parents w/ some college education
-8 +12
Source: 2004 and 2006 HSTW Assessments
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HSTWHigh School Redesign: Getting a Workable Model
Average Point Changes in Science Achievement
100 Non-Improved Sites
100 Most-Improved
Sites
All Students -12 +16
Black -12 +19
White -10 +15
Parents w/ no college education
-11 +17
Parents w/ some college education
-12 +16
Source: 2004 and 2006 HSTW Assessments
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HSTWHigh School Redesign: Getting a Workable Model
Changes in Percentages of Students Completing HSTW-Recommended Academic
Curriculum: 2004 to 2006
6
21
14
17
15
English Mathematics Science
Non-Improved Most-Improved
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HSTWHigh School Redesign: Getting a Workable Model
Changes in Percentages of Students Experiencing HSTW Indicators at Most-Improved and Non-
Improved Schools: 2004 -2006
-0.1
-1.4
-2.1
-2
-2
-1.8
-0.9
9
9.7
2.9
2.9
4.8
8.9
4.9
7.1
8.9
0.4
2
Non-Improved Most-Improved
High School Importance
Extra Help
Guidance
Work-based Learning
Quality CT
Science
Numeracy
Literacy
Expectations
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HSTWHigh School Redesign: Getting a Workable Model
Resources for Your Consideration
Beyond Tracking: Multiple Pathways to College, Career and Civic Participation, edited by Jeannie Oakes and Marsha Saunders, Harvard Educational Press
The Mind At Work: Valuing the Intelligence of the American Worker, Mike Rose
Crafting a New Vision for High School: How States Can Join Academic and Technical Studies to Promote More Powerful Learning
Lost in Transition: Building a Better Path from School to College and Careers
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HSTWHigh School Redesign: Getting a Workable Model
Resources for Your Consideration
Preparing Middle Grades Students for High School Success
A Critical Mission: Making Adolescent Reading a priority in SREB States
Redesigning the Ninth Grade Experience
Measuring Technical and Academic Achievement – Employer/Certification Examinations’ role in High School Assessment
