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From your experience, name two strategies that have been attempted but found unsuccessful in helping a school improve?"Effx? Facts about High School"f7F High school completion rates have remained the same for nearly 30 years. After decades of leading the world in high school completion, the U.S. currently ranks 17th. *@ ,About two-thirds of high school graduates go on to college. 26% do not return for the sophomore year at 4-year colleges. 45% do not return for the second year at 2-year colleges. Nearly a quarter of freshman in 4- year colleges need remediation while nearly 50% of students 2-year colleges need it. ",ZZ-A Even at highly selective colleges, only 50% earn a bachelor degree within 6 years. 70% of the fastest-growing jobs will require education beyond high school TSJ$,$B The national dropout rate is 26%. The estimated financial cost to society for each dropout is $1.7-2.3 million, according to a 1999 Juvenile Justice Center report. $C `Girls outnumber boys in advanced placement courses 124 to 100, in 1987, boys outnumbered girls.  `a$D African-American and Latino 17- year-olds read at the same level as Caucasian 13-year-olds. During a typical year, we lose 1-30 Caucasians, 1-20 African-Americans and 1-10 Latinos. H\Y$EIM)Southern Regional Education Board (SREB) (*((7F7FSREB, the nation s first interstate compact for education, was created in 1948 by southern governors Efforts are focused in the south but have spread throughout the nation The goal raise the achievement of all students P$Z-Z-$KHigh Schools That Work (1987)*7F7FHSTW is the nation s first large-scale effort to engage educators in partnerships with students, parents and community to improve the way all students are prepared for further education and work. >  6 Z6NxWork Harder to Get Smarter: We need to change our thinking and our language from an ability model to an effort model. 2yZ6\66> HSTW Goals, 07F07FGetting 85 percent of students to meet reading, mathematics and science goals Teaching most students the essential content of the college-preparatory academic core and a career concentration$10 Key PracticesRelevance Challenging Career/Technical Studies Work-based Learning Integration of Academic and Career/Technical Studies ~ Teachers Working Together Active Engagement \ ZBZZ  7F337Long term approach to deeply implementing Key Practices88 HSTW Assessment6 NAEP-Based Assessment Reading, Mathematics, Science Goals based upon skills necessary for students to not require remedial courses in post-secondary study. Linking achievement to school and classroom practices Student Survey Data Teacher Survey Data6( 6 (PKey Practice Use student assessment and program evaluation data to continuously improve curriculum, instruction, school climate, organization and management to advance student learning.  Keeping Score B(((7F(R+Leadership Practices and Higher Achievement,,( Goals and priorities are clear. The school maintains a demanding yet supportive climate. Teachers/administrators work as a team Teachers meet to examine student work. Teachers search for new ideas.L!9O)'O kEDepth of Continuous Improvement at High- and Low-implementation SitesFF$[T[Key Condition 1: Continuous Improvement of Curriculum, Instruction and Student Achievement 0\ 7FJ  A clear mission statement  preparation for postsecondary study and a career Improve student achievement and high school completion rate Focus school activities on core mission Assess, prioritize, plan, do, evaluate and plan<ZM<O(0OUmKey Condition 2: District and School Leadership Focus on Using Key Practices As a Guide to School Improvement&n 7F^ School leadership teams Instructional teams that focus on core groups of students Faculty meeting time on what is taught, how it is assessed and how students become independent learners Feedback from students<Z:OhOVEKey Condition 3: School Board Support for Replacing the General Track&F$7F6$Improve the middle grades to high school transition  refocused ninth grade Improve high school to college and career transition  revitalized senior year Have all students complete challenging academic core and focus Eliminate low-level academic courses Make co-curricular activities an essential part of the high school curriculumPMPLOO?%ONW`Key Condition 4: District Leaders Support School Leaders and Teachers to Carry Out Key Practices&a 7FQ Financial support for materials Time for teachers to plan together Support at least 10 days of staff development annually focused on educators needs to improve student learning Encourage planning among academic and technical teachers; high schools and career centers; and between high schools, middle grades schools and postsecondary schoolsDWZ #OoOX;Key Condition 5: Allow Schools to Adopt a Flexible Schedule&<$7F,$Allow students to earn more credits Increase time for hands-on, interdisciplinary and experiential learning Reduce teacher load to no more than 80 students per day Make greater use of off-site learning opportunitiesDn$HO84O Key Practice Have students complete a challenging program of study with an upgraded academic core and an academic or career concentration.8 333~/ 1Completing a Challenging Program of Study Matters22*Recommended Academic Core for All Students+Z+$JFour credits in college-prep/honors English Four mathematics credits  Algebra I, geometry, Algebra II and above Three science credits at the college-prep level; four credits with a block schedule Three years of social studies; four credits with a block schedule Mathematics in the senior yearP&Z,EOTBOlRecommended Concentrations(Mathematics and science concentration  four credits in each field, with at least one at the Advanced Placement level Humanities concentration  four credits each in college-prep-level language arts and social studies, with at least one at the Advanced Placement level and four additional credits from foreign language, fine arts, journalism, debate, etc. Career/technical concentration  four credits in a planned sequence of courses within a broad career field  pre-engineering, health/medical science, etc. vPPPPP%GOCOCGOCCGOC{C#@2004 Percentage of Students Taking the Recommended Academic CoreAAC$ Key Practice Increase access to challenging vocational and technical studies, with a major emphasis on using high-level mathematics, science, language arts and problem-solving skills. Dn /'3'' 'Quality Career/Technical Courses Matter(P(/ 3Career/Technical Experiences and Higher Achievement44$At least weekly, students: use mathematics to complete assignments; read technical books to complete assignments; do projects that require research and written plans; and meet standards on a course exam.P)O.9O!qPNumber of Career/Technical Courses Taken at High- and Low-implementation SchoolsQQ$Key Practice Give students access to a system of work-based and school-based learning planned cooperatively by educators and employers.6 003|BQuality Work-Site Learning Linked to a Solid Academic Core MattersCZC rSComparison of Work-based Learning Experiences at High- and Low-implementation SitesTT 7BKey Practice Set high expectations and get students to meet them.(C?5?8Raising Expectations MattersP'9<VKey Practice Have teachers work together to integrate academic and technical studies.*WZ9I9=!Teachers Working Together Matters"Z"(@Key Practices Engage students actively in learning and increase access to academic studies that teach college-preparatory content through functional and applied strategies.( ++t0Engage Students through& C Literacy for learning Numeracy for learning Science for learningDC $A2Engaging Literacy Practices and Higher Achievement33$Students frequently: revise written work to improve quality; complete short writing assignments; discuss readings with other students; read books outside of class and demonstrate understanding;P(f$&f;E#2Engaging Numeracy Practices and Higher Achievement33 Students: take math the senior year; solve real-world problems; use math to complete vocational assignments; use graphing calculators; and work with other students on assignments.^  f-f){1Engaging Science Practices and Higher Achievement22 Students: take science the senior year; link science to real life; read other scientific books; and took four or more science courses.\ } $$f!$#$fH&Key Practice Involve students and parents in a guidance and advisement system that ensures completion of an accelerated program of study and concentration.*Z 00I'$A Supportive Guidance System Matters%% }-Transitions: Practices to Support and Bridge $.,(7F(AMiddle Grades to Ninth Grade High School to College and Careers BB  ~( Middle Grades to Ninth Grade Transition4)s '  {;C Getting students ready for CP English: a ninth grade catch-up course Getting students ready for real Algebra: a ninth grade catch-up course Summer Program Curriculum alignment with middle grades schools Orientation of students and parents to the demands of high schoolP PEGf0fB- High School to College and Career Transition$.i - Use the senior year to: Allow students who are ready to earn college credit Get unprepared students ready for college Prepare those not planning for college to earn a certificate or pass an employer certification examJZZ7F4*fdM+fKey Practice Provide a structured system of extra help to enable students to meet higher standards.(g 6Z6N,?Conditions Under Which Extra Help Improves Achievement the Most@@  Students get extra help without much difficulty. Help is frequently provided by the teacher. Students receive extra help to pass more demanding courses. Students are held to higher literacy standards in all classes. Students are in classrooms with higher expectations.NZ2,f>?f6ghActive Membership0 Form a School Improvement Committee Appoint a HSTW Coordinator Develop a three- to five-year improvement plan. Submit an initial plan to your state coordinator Do continuous planning Become an active network member f%PP/ RFollow SREB s guidelines in assessing in 2006 and 2008 Demonstrate and monitor progress toward implementing the goals Show evidence of raising student achievement Complete the HSTW Annual Report Participate in a refresher Site Development Workshop and other professional development opportunities 8*PuiWhat is a TAV?7F\Technical Assistance Visit (TAV) Three-day investigation of a school s curriculum and instructional practices Snap shot from an external eye to assist in school improvement jWhat is the HSTW Assessment?< (7F(7F (7F9 NAEP-based assessment of high school seniors in English, mathematics and science and a student survey Additional features: Reports teacher survey data Presents student achievement data as both mean scores and proficiency levels Disaggregates achievement data by student experiences Linked to HSTW Key Practices PfPPP%:!Mf6 fffZWrap Up & Contacts  $ Website: www.sreb.org IL Contacts: Dora Welker dwelker@isbe.net SREB Office: 404-875-9211 SREB contact: kathleen.mcnally@sreb.org 1E$ $$7F$$7F*$$7F$$7F 0  02B 0n/|"#$ )*RSTWX[\` c#d$h(i)4578=@BCEGJVWXY]^ hikl@   0` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@,@4|?n_7Fd@ @4|l " d@ ` ?dd@ "  @@" ``PR    @ ` ` p>> ph(    6h2 "P   T Click to edit Master title style! !$  02 " 2 RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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Improving Schools through High Schools That Work ZD<<<7F7F<  0<7 >   0P=7 \[ n"Southern Regional Education Board # 2# #  B  C A LdB  <D)@ dB  <D)0@ 0B  s *޽h ? ̙33y___PPT10Y+D=' E = @B +  0 B:0(  r  S P7P   7 x  c $d70 7  0 TA ;? ?P H> ; 7H  0޽h ? ̙3380___PPT10.X#   0L0 ` X(  Xx X c $d70  7 x X c $<70p 7 X X C 0A ce_uofzr[1] H X 0޽h ? f̙y___PPT10Y+D=' E = @B +q  0L0 xp \(  \x \ c $70p 7 X \ C 0A uks1tj10[1] `H \ 0޽h ? f̙y___PPT10Y+D=' E = @B +i  0 x `(  `x ` c $h7 7 X ` C 0A uks1tj10[1] 0H ` 0޽h ? ̙33___PPT10i.UP,+D=' E = @B +q  0L0 x d(  dx d c $(m 0 m  X d C 0A uks1tj10[1] )H d 0޽h ? f̙y___PPT10Y+D=' E = @B +q  0L0 x h(  hx h c $m 0 m  X h C 0A uks1tj10[1] PH h 0޽h ? f̙y___PPT10Y+D=' E = @B +i  0 x l(  lx l c $(m  m  X l C 0A uks1tj10[1] `aH l 0޽h ? ̙33___PPT10i.U`+D=' E = @B +8 0 ;3  p(  pr  p s *C"?P r p s *C"?  p 6m z" DE P p C A" 1 p 6l m  `` kHigh School Graduation: Percentage of Ninth-graders Who Do Not Graduate - 1990 and 2001 for Non-SREB StatesDl}8F--F.F--x p <A ??    p 0$&m  \[ n"Southern Regional Education Board # 2# #  H p 0޽h ? 3380___PPT10.`O= 0 vn`  (    s *,m      m  LHistory and Development ofB  0|1m  >   0/m  \[ n"Southern Regional Education Board # 2# #  B  C A LdB  <D)@ dB  <D)0@ 0p  c :ABlack HSTW"p`B  s *޽h ? ̙33y___PPT10Y+D=' E = @B + B 0 0 n(  ~  s *=m m  m  ~  s *>m   m  dB  <D)   0XBm  >   0(Em  \[ n"Southern Regional Education Board # 2# #  B  C A LH  0޽h ? ̙33y___PPT10Y+D=' E = @B +K @ 0 f^ (  ~  s *tOm p@  m  ~  s *LPm `p0 m    dA Black HSTW" 0` m H  0޽h ? 33___PPT10e.+D=' E = @B +l 0L0 %(    0am  &` Q HSTW States* (266~  BA m??0Y m  H?"6@ NNN?NP0 pP  s *޽h ?"` ̙33y___PPT10Y+D=' E = @B + 5 0L0   D (  ~  s *jm Pp   m    0nm  >   0om  \[ n"Southern Regional Education Board # 2# #  B  C A L  6sm   THigh Schools That Work"  0wm  C"?PO,$  0 JNGrown from 28 pilot sites in 13 states to over 1100 sites in 32 states States include: Alabama, Arkansas, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Kansas, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, Missouri, Nebraska, New Hampshire, New Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Pennsylvania, South Carolina, South Dakota, Tennessee, Texas, Vermont, Virginia, & West Virginia 32 State HSTW Offices  part of a state s Department of Education Up to 7000 participants HSTW Summer Conferences (PG7FOZ-r 7F7F67F3333H  0޽h ? ̙33  ___PPT10 +dIYDF ' E = @B D ' = @BA?%,( < +O%,( < +D' =%(D' =%(DD' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*G%(D' =-s6Bwipe(left)*<3<*GD' =%(D' =%(DD' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*G%(D' =-s6Bwipe(left)*<3<*GD@' =%(D' =%(DD' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-s6Bwipe(left)*<3<*DD' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*&%(D' =-s6Bwipe(left)*<3<*&+8+0+0 +$ 0 ;3`(    6m  ` =Beliefs63  04m  P .By improving the experiences of the  other 60 percent of students, schools will make the greatest gains in achievement. Work harder to get better! Students will rise (or sink) to the level of expectations placed upon them.PLz37FL3R  C *Aj0299125 AH  0޽h ? ̙33___PPT10i. 6+D=' E = @B + C 0L0 ` |(  ~  s *$m Pp   m    0m  >   0m  \[ n"Southern Regional Education Board # 2# #  B  C A LH  0޽h ? ̙33y___PPT10Y+D=' E = @B + 7 0 <n(  <~ < s *m m  m  ~ < s *Xm   m  dB < <D)  < 0m  >  < 0Dm  \[ n"Southern Regional Education Board # 2# #  B < C A LH < 0޽h ? ̙33y___PPT10Y+D=' E = @B +  0 ]Up(    6m  P R10 Key Practices&f{  0m  "`` ,$ 0 _Rigor High Expectations Challenging Academic Courses HSTW Academic Core and a Concentration^YB7F133#3  0m  ,$D 0 ~ Data-based Decision MakingFB 33X  C 0A j0232842[1]PH  0޽h ? ̙33___PPT10.!0;+t8vD' E = @B DF' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(+8+0+0 +  0 `X(  ~  s *m   m    s *m p <$@ 0 m    0Dm  p ` ,$@ 0 >Relationships Guidance and Advisement Involving Parents Extra Help  Focus on Transitions jZ+BZ#BZ7FN3  fA j0232842[1]` m H  0޽h ? ̙33___PPT10.,W}+0D' E = @B D' = @BA?%,( < +O%,( < +Dd' =%(D ' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* 0%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*0E%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*E%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(DL' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*9%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*9\%(+ k 0 &(  ~  s *Dm   m    `  3 S"r ..N5.RUc.0$=.rQk.@Y.#Gbv .jz[a./Ln9W.0`P  m T  c $X99?` nB  S 0o_s304133" v [ 2  BDx _s304134" M}  EEngaging StudentsnB B S 0o_s304135" o o2  Bx _s304136#" ` 1,  OTeachers Working TogethernB  B S 0o_s304137" v T [ 9 2   B x _s304138#" ` N c  <Guidance  nB   S 0o_s304139" @ @ 2   Bx _s304140#" `    EAcademic StudiesnB   S 0o_s304141" % T 9 2  Bx _s304142"  4b  HWork-based LearningnB  S 0o_s304143"  o o2  Bpx _s304144"  +P  QCareer and Technical StudiesnB  S 0o_s304145" %  2  Bx _s304146"  |3 > Extra Help  nB  S 0o_s304147" @ @ ,2  B`x _s304148#" `  `  FHigh Expectations2  Bx _s304149"  ,  DProgram Of Studyf  0uX9"` b  <h#x "`0  > H  0޽h ? !2ffm___PPT10i.B +D=' E = @B +=  0 TL(  ~  s *+x P   x  ~  s *,x  x   0 TA @? ? @ x H  0޽h ? ̙33___PPT10i.4pc+D=' E = @B +g E 0L0 vn (  ~  s *8x    x    0d;x 7F >7F   09x  \[ n"Southern Regional Education Board # 2# #  B  C A L  BA 'P x H  0޽h ? ̙33y___PPT10Y+D=' E = @B + G 0  b(  x  c $`Gx  0  x  x  c $$Hx   x  dB  <D)  P   0Kx  >   0Jx  \[ n"Southern Regional Education Board # 2# #  B  C A LH  0޽h ? ̙33___PPT10i.!`o$D+D=' E = @B + X 0 (  ~  s *Wx 0   x   0 C xLA ? ?  x H  0޽h ? ̙33___PPT10i.f:@(+D=' E = @B +aJ 0  ((  ( ( s *ax      x  ^HSTW Key Conditions .66B ( 0ex  >  ( 0cx  \[ n"Southern Regional Education Board # 2# #  B ( C A LdB ( <D)@ dB ( <D)0@ 0p ( c :ABlack HSTW"p`B ( s *޽h ? ̙33y___PPT10Y+D=' E = @B +  0  b(  x  c $,px `  x  x  c $px P x    0Ltx  >   0|rx  \[ n"Southern Regional Education Board # 2# #  B  C A LdB  <D)PH  0޽h ? ̙33___PPT10i.S@0C+D=' E = @B +  0 0  b(   x   c $x P   x  x   c $ x  P x     0hx  >    0x  \[ n"Southern Regional Education Board # 2# #  B   C A LdB   <D)PH   0޽h ? ̙33___PPT10i.S+D=' E = @B +  0 @ b(  x  c $x   `  x  x  c $Xx @ x    0x  >   0x  \[ n"Southern Regional Education Board # 2# #  B  C A LdB  <D)PH  0޽h ? ̙33___PPT10i.S|R+D=' E = @B +  0 P b(  x  c $px P    x  x  c $x @ x    0x  >   0$x  \[ n"Southern Regional Education Board # 2# #  B  C A LdB  <D)PH  0޽h ? ̙33___PPT10i.Sտ+D=' E = @B +  0 ` b(  x  c $8x    x  x  c $x   x    0Xx  >   0x  \[ n"Southern Regional Education Board # 2# #  B  C A LdB  <D)PH  0޽h ? ̙33___PPT10i.Sp"+D=' E = @B +g  0L0 vn$(  $~ $ s *Tx PP`   x   $ 0x 7F >  $ 0x  \[ n"Southern Regional Education Board # 2# #  B $ C A L $ BA  x H $ 0޽h ? ̙33y___PPT10Y+D=' E = @B +|  0L0 ,(  ,~ , s *H} P  }  + , s *} P }  [ Prepares students for the next step Gives focus Makes high school count Values studentsB\&& &O&&OdB , <D)P , 0 }  >  , 0}  \[ n"Southern Regional Education Board # 2# #  B , C A LH , 0޽h ? ̙33y___PPT10Y+D=' E = @B +  0 4h(  4~ 4 s *<}   }  x 4 c $} P  }  dB 4 <D)P 4 0}  >  4 0!}  \[ n"Southern Regional Education Board # 2# #  B 4 C A LH 4 0޽h ? ̙33___PPT10i. !w+D=' E = @B + Y 0 06(  ~  s *3} `  }  x  c $4}  ` }  H  0޽h ? 33___PPT10i.ky+D=' E = @B +  0L0 PH(  ~  s * F} P   }  " pP@3  #"&SSSJPp@3 }   NI}  ?"6@ NNN?Np @3 J21 @`  N0X}  ?"6@ NNN?Np p3 J66 @`-  Na}  ?"6@ NNN?Np p3 iCompleted all three parts @`  NR}  ?"6@ NNN?Np @  J56 @`  N(l}  ?"6@ NNN?Np p  J91 @`Y   N}}  ?"6@ NNN?Np p  )Science (3 credits at college-prep level):* z @`   Nd}  ?"6@ NNN?NpC @  J42 @`   NX}  ?"6@ NNN?NpC p  J77 @`N   Nt}  ?"6@ NNN?NpC p  ,Mathematics (4 credits, Algebra I or higher),-  z @`   N}  ?"6@ NNN?Np@C  K40% @`  NT}  ?"6@ NNN?NppC  K84% @`M  Np}  ?"6@ NNN?NppC  +College-prep English (4 credits),,  z @`  H0} ?"6@ NNN?NpP@ W All Sites  3 @`  H} ?"6@ NNN?NpPp TTop 503 @`  H} ?"6@ NNN?NpPp V Indicator:  3 @`B  No ?"0@NNN?NpP@PB  H1 ?"0@NNN?Np@B  H1 ?"0@NNN?NpC @C B  H1 ?"0@NNN?Np @ B  H1 ?"0@NNN?Np @ B  No ?"0@NNN?Np3@3B  No ?"0@NNN?NpPp3B  H1 ?"0@NNN?NpPp3B  H1 ?"0@NNN?NpPp3B  No ?"0@NNN?N@P@3H  0޽h ? 33g80___PPT10.}Eag  0L0 vn@P(  P~ P s *}    }   P 0} 7F >  P 0X}  \[ n"Southern Regional Education Board # 2# #  B P C A L P BA  L } H P 0޽h ? ̙33y___PPT10Y+D=' E = @B +  0L0 `X<(  X~ X s *(}     }  L X s *}   p  }  | Increase understanding of academic content Give meaning to school Motivate students Improve retention of academic skillsB}-&&O&%&OdB X <D)# X 0}  >  X 0}  \[ n"Southern Regional Education Board # 2# #  B X C A LH X 0޽h ? ̙33y___PPT10Y+D=' E = @B +   0 `b(  `x ` c $      x ` c $ `   dB ` <D) P  ` 0   >  ` 0  \[ n"Southern Regional Education Board # 2# #  B ` C A LH ` 0޽h ? ̙33___PPT10i."@r+D=' E = @B + ] 0L0 |(  ~  s * P       # #""    < ?8  J44 @`  <L+ ? 8  J50 @`  <L- ?8  O 6 or more   @`  << ? 8  J25 @`  <5 ? 8  J30 @`   <   0Ĕ  \[ n"Southern Regional Education Board # 2# #  B  C A L  BA P<  H  0޽h ? ̙33y___PPT10Y+D=' E = @B +  0L0 @y(  ~  s * ]`      s *@  P`     Apply academic and technical skills Learn that high performance counts Have richer on-the-job experiences Discover career options Get on track faster after graduationPP&#O%O&dB  <D)  0L  >   0|  \[ n"Southern Regional Education Board # 2# #  B  C A LH  0޽h ? ̙33y___PPT10Y+D=' E = @B +k ^ 0 z#%(  x  c $$ p    Z   % #"*pS*     <D ?  X7F  @`  < ?   H61 @`  <  ?  H72 @`  < ?  9Mentor encouraged good customer relation skills (monthly)&:0 7F @`  <$ ? P   H60 @`   < ?P   H72 @`   <D ?P   ,Mentor encouraged good work habits (monthly)&-# 7F @`   <$ ? P  H75 @`   < ? P  H82 @`   <X ?P  fMentor taught job instruction. @`  <! ? P I41% @`  <D* ?P  I48% @`  <P3 ?P aObserved veteran workers. @`  <8< ? P MLow7F @`  <D ? P NHigh7F @`  <`G ?P q%Specific Work-site Learning Practices&&7F @``B  0o ?`B  0o ?  `B  0o ?P`B  0o ?P`B  0o ? `B  0o ?P`B  0o ? `B  0o ?P`B  0o ?P `B  0o ?P `B  0o ?P `B  0o ?P  `B   0o ? `B ! 0o ? `B " 0o ? `B # 0o ? H  0޽h ? ̙33___PPT10i.9+D=' E = @B +g  0L0 vn(  ~  s *@       0 7F >   0c  \[ n"Southern Regional Education Board # 2# #  B  C A L  BA x  H  0޽h ? ̙33y___PPT10Y+D=' E = @B +  0L0 u(  ~  s *Pj `P     s *l  P   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-orientedB$"$"f3";"fdB  <D)`a  0hu  >   08x  \[ n"Southern Regional Education Board # 2# #  B  C A LH  0޽h ? ̙33y___PPT10Y+D=' E = @B +6 0 ]U(    c $    ^,Expectation Practices and Higher Achievement--(  c $     EStudents understand the amount and quality of work expected. Students frequently receive extra help. Students complete homework daily. Students redo work to meet standards. Students work hard on assignments.Zn=C(Gf"C&Gf#CdB  <D)_  0  >   0X  \[ n"Southern Regional Education Board # 2# #  B  C A LH  0޽h ? ̙33y___PPT10Y+D=' E = @B +g  0L0 vn@(  ~  s *ܥ       0Ы 7F >   0  \[ n"Southern Regional Education Board # 2# #  B  C A L  BA   H  0޽h ? ̙33y___PPT10Y+D=' E = @B +Y  0L0 h``(  ~  s *       s *     ,Makes learning count Helps teachers  grow Changes teachers perceptions of students Promotes professionalism Contributes to a climate of improvementN""f*""f*"dB  <D)   0€  >   0Ā  \[ n"Southern Regional Education Board # 2# #  B  C A LH  0޽h ? ̙33y___PPT10Y+D=' E = @B +g  0L0 vn(  ~  s *΀       0lҀ 7F >   0׀  \[ n"Southern Regional Education Board # 2# #  B  C A L  BA q  H  0޽h ? ̙33y___PPT10Y+D=' E = @B +b  0 ZR  (  r  S  P    x  c $`      `A BS00554_    0  fA ?1 ? h $D  0 0    TA ?1? ( X $D  0 0&   <A ? "`@ p  $D  0lAwwwwH  0޽h ? ̙33___PPT10.h+KvD\' = @B D' = @BA?%,( < +O%,( < +Dh' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*D' =+K4 8?CBB#ppt_x+(cos(-2*pi*(1-$))*-#ppt_x-sin(-2*pi*(1-$))*(1-#ppt_y))*(1-$)CB?B*Y3>B ppt_x<*D' =+K4 8?CBB#ppt_y+(sin(-2*pi*(1-$))*-#ppt_x+cos(-2*pi*(1-$))*(1-#ppt_y))*(1-$)CB?B*Y3>B ppt_y<*Dh' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*D' =+K4 8?CBB#ppt_x+(cos(-2*pi*(1-$))*-#ppt_x-sin(-2*pi*(1-$))*(1-#ppt_y))*(1-$)CB?B*Y3>B ppt_x<*D' =+K4 8?CBB#ppt_y+(sin(-2*pi*(1-$))*-#ppt_x+cos(-2*pi*(1-$))*(1-#ppt_y))*(1-$)CB?B*Y3>B ppt_y<*Dn' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<* D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<* +  0 b(  x  c $$ `   x  c $ P p   dB  <D) } !  0  >   0  \[ n"Southern Regional Education Board # 2# #  B  C A LH  0޽h ? ̙33___PPT10i.!A+D=' E = @B +   0 `b(  x  c $$     x  c $ PP   dB  <D)  0  >   0  \[ n"Southern Regional Education Board # 2# #  B  C A LH  0޽h ? ̙33___PPT10i."P+D=' E = @B + h 0 p\b(  \x \ c $d     x \ c $  PP   dB \ <D) \ 0  >  \ 0p  \[ n"Southern Regional Education Board # 2# #  B \ C A LH \ 0޽h ? ̙33___PPT10i."P+D=' E = @B +g # 0L0 vn0(  0~ 0 s *`*      0 0- 7F >  0 02  \[ n"Southern Regional Education Board # 2# #  B 0 C A L 0 BA 05  H 0 0޽h ? ̙33y___PPT10Y+D=' E = @B + $ 0L0 8N(  8~ 8 s *9 0   ^ 8 s *= p     Clear goals Focused program of study Students have someone who cares Students believe in themselves Students get needed servicesPZ $$f $$f$dB 8 <D)   8 0F  >  8 0\I  \[ n"Southern Regional Education Board # 2# #  B 8 C A LH 8 0޽h ? ̙33y___PPT10Y+D=' E = @B +.  0  h.(  hr h S hY P    x h c $,Z P    h `Aj0281188` #[  R h C *ADD00042_ 0  h `A j0281188` [  R  h C *ADD00042_ @mH h 0޽h ? ̙3380___PPT10.Px i 0L0 t(  tx t c $He P   x t c $ f    RB t s *D{;Co H t 0޽h ? ̙33___PPT10i."+D=' E = @B +  0 |(  |x | c $v P   x | c $w    RB | s *D7FoH | 0޽h ? ̙33___PPT10i.w+D=' E = @B +g ( 0L0 vn`X(  X~ X s *\      X 0 7F >  X 0艅  \[ n"Southern Regional Education Board # 2# #  B X C A L X BA   H X 0޽h ? ̙33y___PPT10Y+D=' E = @B + ) 0 `b(  `x ` c $ `   x ` c $X P   dB ` <D)  ` 0  >  ` 0D  \[ n"Southern Regional Education Board # 2# #  B ` C A LH ` 0޽h ? ̙33___PPT10i..+D=' E = @B +kV 0 ((    s *G       hBecoming an active HSTW site0BBB  0  >   0(  \[ n"Southern Regional Education Board # 2# #  B  C A LdB  <D)@ dB  <D)0@ 0p  c :ABlack HSTW"p`B  s *޽h ? ̙33y___PPT10Y+D=' E = @B + W 0L0 >(  ~  s *྅ P      s *࿅ ! <$  0   ~  s *      0 TA ? ?     0 TA ? ?P0`   P  s *޽h ?"` f33___PPT10e.+D=' E = @B +V   0L0 h(  ~  s *| P      s *| <$D 0   H  0޽h ? ̙33___PPT10.8v+YD' E = @B Du' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*!%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*!o%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*o%(+T  0L0 <(  ~  s * P    ~  s *L     H  0޽h ? 33g80___PPT10.@W  0L0 VN $(  $~ $ s *T7   7  $ HAyetudyvb[1]` p 7 $  67"`  7 H $ 0޽h ? ̙33___PPT10i.iO+D=' E = @B +b  0 "  ((  (d ( c $    ( s *x 9 3    Professional development and support are more likely to affect school and classroom practices and student performance if they are aligned to a framework of practices that provide direction and meaning to comprehensive school improvement and to learning. HSTW s 10 key practices provide a framework for improving high school education and increasing student achievement. A common upgraded core for all students enables high schools to move away from a tracking and sorting mind-set to: Having same standards for all students; Having all students to meet higher standards; Eliminating the notion of accommodation. The concept of a major allows students to choose an area for in-depth concentration. Academic Career Both Allows schools to change their language and behavior from ability to an effort based set of practices. Language influences behavior. PPUPPPU W  H ( 0ηo~ ? ̙33 0 H@0(  0d 0 c $   4 0 s *DE g 3T  <4___PPT9 ~HStudents who are in a general track and take low-level courses lack focus. They don t see their high school studies as connected to their future goals. Students who do not complete a challenging program of study with a rigorous academic core are not prepared to be successful in a career or in further study after high school. They lack the academic and career skills to get good jobs and to complete further education and training. Students who are required to work hard believe that what they are doing has value and will help them accomplish their goals for the future. Students who are required to complete a rigorous program of study believe that the school values them.nH 0 0ηo~ ? ̙33 0 8(  8d 8 c $   { 8 s *[ 9 g3   = High-performing HSTW sites have a core group of teachers who refuse to accept the status quo and who engage their colleagues in examining the old belief that many students are not capable of completing a solid academic core. These are the schools that have made the most progress in advancing student achievement. HSTW recommends four credits in college-prep/honors English. The HSTW-recommended curriculum calls for students to complete at least four mathematics credits with at least two credits being at the geometry Algebra II level. The highest-achieving students in the network are the 30 percent who are now completing precalculus, which means taking mathematics during the senior year. At least three science credits, two at the college-prep level. Four are recommended if the school has adopted a block schedule.;'?w H 8 0ηo~ ? 3380___PPT10.!phZ   0 PT\(  Td T c $    T s *$z 9 f   FQuality vocational curriculum and instruction: Addresses the essential role of technical literacy in today s workplace and the need for change in career/technical studies to promote the development of technical literacy. Have a system of assignments and learning activities for a career/technical course that will engage students in applying literacy skills in their particular technical field, including the following: reading technical articles weekly and analyzing them using a rubric or scoring guide writing technical print materials, such as brochures, guides for procedures or other print materials common to the field researching and preparing a project plan and written report common to the field, such as a business plan in a marketing course or a construction plan in a construction course, using basic technology processes, such as Internet searches and word processing*ppH T 0ηo~ ? ̙33  0 jbp\(  \d \ c $   V \ s * 9 T  <4___PPT9  High-quality career/technical studies promote deeper understanding of academic knowledge and skills. High-quality career/technical studies help motivate students who need to see a connection between what they do in school and their goals for the future. Students see purpose and meaning in their academic studies when they use academic skills in solving work-related problems. Students retain their academic skills longer when they are required to apply them in solving authentic problems. Authentic assignments have three elements: 1) student constructing knowledge, 2) student applying discipline acquired from an academic or technical field--ways of thinking, and 3) producing a service or product with value beyond the school.fnn2nn<|nn<rnnnH \ 0ηo~ ? ̙33e  0 du(  dd d c $    d s * 9    _ Students have higher academic achievement and are better prepared to meet the expectations of employers or to succeed in further study who in their vocational classes are: given assignments weekly or daily that require them to read and interpret technical materials and to use mathematics to complete. having students complete a project that requires research and a written plan or a major senior project impacts achievement. Each of these items are associated with higher achievement. X >>H d 0ηo~ ? 3380___PPT10."v 0 6.0(  d  c $   "  s * 9 f   Planned work-site experiences provide students opportunities to reach new levels of knowledge and skills in school and at work. H  0ηo~ ? ̙33  0 r j P (  d  c $   ^   s * 9 3rT  <4___PPT9  Planned work-site learning experiences give students the opportunity to apply academic and technical skills in real-life situations. This reinforces what they are learning in school and helps them see a purpose for academic learning. Employers help send the message to students that high performance counts. Employers who place value on students school performance and who identify clear requirements for the academic skills expected of workers help students see the value of working hard in school. Employers who work with teachers to assign challenging projects for students to complete in the workplace also are supporting school-based learning. According to HSTW Assessment data, students who work in school-sponsored, structured work-based learning programs have richer learning experiences on the job than students who work but are not enrolled in such programs. Students in structured work-site learning placements are more likely to learn about all aspects of a business and learn about career options associated with a particular business or industry. These students also receive more help in finding and getting the most out of a job and are more likely to stay on the job after high school. Quality work-site learning helps students acquire many of the traits associated with being a good worker  responsibility, cooperation, dependability, communication and problem-solving skills.nnnnnn(OnH  0ηo~ ? ̙33j 0 *"(  d  c $     s * 9 3   *Students achieve at a higher level if they: " Have to meet graduation requirements that include completing an upgraded academic core and in-depth study in either an academic or a career field; " Take a higher-level mathematics or science course in the senior year; " Are required to complete noncredit catch-up courses in English and mathematics in the ninth grade if they are not prepared to do high-school-level work. At present, too many high school students are disengaged in learning in part because too little is expected of them.J,uu+uu 0HH  0ηo~ ? ̙33 0 wo(  d  c $   c  s *  3    Schools that set high expectations are honoring effort and hard work. This helps communicate that school counts. High expectations give students a sense of self worth. Students realize that they are important, that the school believes in them enough to set high standards and believes that they can meet these standards, and that the school will help them. High expectations enables students to become more focused, motivated and goal-oriented.H  0ηo~ ? ̙33 0 &(  d  c $     s * 9 fr    One condition for improving student achievement is to have a school leader who can work with the faculty to create a climate of high expectations for all students. Students with higher achievement say their teachers: state the amount and quality of work necessary for a student to earn an  A or  B ; are available to help students with their studies; require one or more hours of homework per day; insist on several revisions to improve the quality of students work; and expect students to work hard to meet high standards. These actions are the primary evidence of high expectations. Classrooms are said to have  high expectations if students experience at least four of the five actions listed above. Teachers do two or three of these things in moderate-expectations classrooms and no more than one of these in low-expectations classrooms. <8A8AH  0ηo~ ? ̙33 0 ogP(  d  c $   [  s *ۏ 9 f   IIntegrated learning gives teachers the opportunity to move beyond lecturing and giving students facts to memorize. Students construct new knowledge by working on problems, projects and products that relate academic knowledge to the work environment. When teachers link academic and technical content, they help students acquire understanding in both areas. Approaches to Integration Single course integration-- using authentic projects Joint planning around standards Interdisciplinary Approaches Short-term projects Long-term projects Thematic projects Academic Team teachingrWUfWU H  0ηo~ ? ̙33  0   pJ (  d  c $} A      s *xH  T  <4___PPT9 j Achievement is higher for students when they see reasons for learning and when they see how they can apply what they are learning. Cross-curriculum planning helps teachers change their perceptions about the abilities of career-bound students. Teachers working together in planning instruction and evaluating students work come to agreement on expectations and standards for student learning and are more likely to encourage students to apply higher-level academic skills in completing assignments and projects. Teachers working together to improve achievement feel less isolated and more in control of planning what and how their students are taught. Common planning time and cross-discipline communication help teachers examine beliefs and practices and make them more open to adopt new teaching methods and strategies. Working in teams helps build teacher support for raising standards, improving guidance and providing the extra help students need to complete a challenging program of study. Working together also seems to have an energizing effect within a school.jnnPnnPn5H  0ηo~ ? ̙33R 0  (  d  c $2F     s *a 9 3T  <4___PPT9 HStudents achieve at a higher level if they: Use academic knowledge and skills for learning in other classes. Have learning experiences that allows them to use simple real-world problems to advance student understanding of academic concets. nH  0ηo~ ? ̙33 0 rj(  d  c $   ^  s * q 9    b Students have higher achievement if they have opportunities across the curriculum to reflect on what they are learning and to put it into their own words. Getting faculty to take ownership for stressing literacy across the curriculum involves changing mindsets. Teachers must understand that literacy is not just the responsibility of language arts teachers; all faculty must give assignments that engage students in reading, writing and speaking in the language of the field. These successful practices include having students frequently: revise essays or other written work to improve quality; complete short writing assignments of 1-3 pages in all classes at least weekly; giving students an opportunity to frequently discuss with other students what they have read; Getting students to read books outside of class frequently and demonstrate understanding.n@9 CH  0ηo~ ? 3380___PPT10.!@[# 0 php(  d  c $[`   \  s *@ k ff    Just as engaging students in reading and writing for learning in all content areas advances both reading and discipline achievement, engaging students across the curriculum in using numeracy knowledge and skills is associated with higher math achievement. Math is learned more thoroughly and retained longer if students are engaged in using math not only in their math classes, but also in other classes. Math is a tool for thinking in all our disciplines. Being engaged with math every year, including the senior year, improves math achievement and reduces the chance of having to take remedial courses after high school. Using math to solve real-world problems, in the math class and in other classes, improves math achievement. Giving students math assignments in their vocational classes frequently adds to math achievement. Engaging students in using technology to do math, such as working with databases, spreadsheets and graphing calculators, seems to advance achievement. Getting students to talk about math, to describe how they work problems, to work with other students on challenging problems and to brainstorm how to solve math problems all improve math achievement. *H  0ηo~ ? 3380___PPT10."pH& 0 }u4 (  4d 4 c $   i 4 s *8 9 fT  <4___PPT9 g Student achievement improves at HSTW sites that increased the amount of time available for students to talk with counselors and teachers about planning a program of study. Achievement in mathematics and science declined in schools that decreased the time that teachers and counselors worked with individual students in developing four-year educational plans.0hn!CH 4 0ηo~ ? ̙33' 0 <T(  <d < c $     < s * s fT  <4___PPT9  A guidance and advisement system matters if the goal is to encourage students to complete challenging academic and technical courses. The guidance program helps students and their parents make key decisions, including what to do after graduation. Exploring options and identifying goals  and reviewing and revising them as needed. Too many students and parents find out too late in a student s high school career that they are not prepared to meet any goal  whether further study or a career. In an effective guidance system, students are encouraged to take more challenging courses that will prepare them to achieve a goal rather than a diploma. A focused program has a solid academic core and a career or academic major or concentration. Having a focused program of study helps students connect their studies and what they want to do after graduation. This motivates them to work harder. Students who are known by and cared about by an adult in the school will not  slip through the cracks. Students remain motivated when one person believes in them and listens to them. An effective guidance program is structured to assure that students have at least one such adult in the system who will know who they are, be aware of their progress, encourage them and help them make decisions. Students begin to believe in themselves and their abilities when significant adults are committed to help them develop their potential. They also are encouraged to believe in themselves when they see that their school expects them to meet high standards and will give them the help they need to do so. The guidance program links students to school and community services they need to successfully complete a challenging program of study. This includes linking students to programs of extra help, career guidance and work-based learning and providing personal and emotional support where needed. dndH < 0ηo~ ? ̙33+ 0 p\3(  \d \ c $    \ s *| 9 fT  <4___PPT9  Most-improved schools have found they cannot stop with raising standards or enrolling students in more difficult courses; they provide a system of extra help to assure students will have the opportunity and ability to meet higher standards. A structured system of extra help and quality time will enable high school students to complete an accelerated program of study and to meet rigorous and consistent standards. nH \ 0ηo~ ? ̙33b, 0 dr(  dd d c $    d s * 9 3   \ Schools that improve achievement do so by enabling students to get extra help without much difficulty. This extra-help is frequently provided by their teacher. Students are given extra help to meet standards in higher-level courses. Students achieve at a higher level when they take demanding courses and receive quality extra help to meet higher standards. There is little to be gained in helping students pass low-level courses. Extra help in reading and writing is wasted unless students are required to read and write in all classes.HHH d 0ηo~ ? 3380___PPT10./h 0 ((  ^  S    7  c $79 3  7  H  0ηo~ ? 3380___PPT10.Ep>6 0 0S(  d  c $     s * 9 3   =  H  0ηo~ ? ̙33> 0 XP @(  @d @ c $   D @ s * 9 f    The goal of HSTW is to have 85 percent of students meet the reading, mathematics and science goals. These goals are set high enough so that students who continue their studies will be much less likely to have to take remedial courses. Meeting these goals also means that students can pass employers exams for decent career-pathway jobs. The second goal is to teach most students -- particularly career-oriented students -- the essential content of the college-preparatory academic core along with challenging career studies. Reference middle grades. Making Middle Grades Work..E H @ 0ηo~ ? ̙33hE 0  tx(  td t c $    t s * 9 3   bNFOR ALL BUT THREE STATES, THE PROBLEM IS GETTING WORSE AND ONLY NEW JERSEY IS APPROACHING THE EXPECTATIONS OF NO CHILD LEFT BEHIND  90% of those who enter grade nine.H t 0ηo~ ? 3380___PPT10.z$I 0 p 4(  d  c $     s * 9 3    H  0ηo~ ? 3380___PPT10.Ep>K 0  P(  d  c $     s * 9 f   : H  0ηo~ ? ̙33M 0 XP@ (  d  c $   D  s *x 9 f    The goal of HSTW is to have 85 percent of students meet the reading, mathematics and science goals. These goals are set high enough so that students who continue their studies will be much less likely to have to take remedial courses. Meeting these goals also means that students can pass employers exams for decent career-pathway jobs. The second goal is to teach most students -- particularly career-oriented students -- the essential content of the college-preparatory academic core along with challenging career studies. Reference middle grades. Making Middle Grades Work..E H  0ηo~ ? ̙33N 0 p P(  d  c $     s *# 9 3   : H  0ηo~ ? ̙33P 0  0(  d  c $     s *4 9 f   Schools that are committed to change know they need to create a climate of continuous school improvement. Successful schools involve their teachers in using data to track progress on key indicators of school practices and performance.H  0ηo~ ? ̙33HR 0  X(  d  c $     s *4> 9    B Teachers at HSTW sites completed a survey regarding practices that promote continuous improvement. More teachers at the top 50 HSTW sites than at other schools highly agreed with the following statements: Goals and priorities for this school are clear. Teachers in this school maintain a demanding, yet supportive environment. The principal meets with groups of teachers to examine students work to determine if it meets standards. Teachers in this school continually learn and seek new ideas.@ qnH  0ηo~ ? 3380___PPT10.!P$[ 0  ,4(  ,d , c $    , s *M 9 3    H , 0ηo~ ? 3380___PPT10.Ep>$g 0 4(  d  c $     s *T 9 3    H  0ηo~ ? 3380___PPT10.Ep>h 0 j(  d  c $     s *O 8 f   T@Take out all slides on membership until assessment goals and tavH  0ηo~ ? ̙33vk 0  (  d  c $T d    s *W f   p>Data is from 2004 Top 75 study done for national data workshop??H  0ηo~ ? 3380___PPT10.h:F3l 0 @(  d  c $!2     s *g 8    * In addition to this academic core, we recommend that students either complete a concentration in career/technical or academic studies. We propose only two academic concentrations  one mathematics and science concentration with four college-preparatory credits in each field, with at least one at the Advanced Placement level. A humanities concentration would consist of four credits each in college-preparatory-level language arts and social studies, with at least one at the Advanced Placement level and four additional credits drawn from foreign language, fine arts, journalism, debate, etc. We have a number of schools where the career concentrators are out performing college-preparatory students because many college-preparatory students are slacking off during the senior year. D,"_H  0ηo~ ? 3380___PPT10.; VQpq 0 #(  d  c $!2     s *x 8 3   At the 50 top high schools, 89 percent of the students completed four or more career/technical courses, compared to 70 percent at low-implementation schools. Top schools have more job-specific career/technical programs.H  0ηo~ ? 3380___PPT10.M`_Tr 0 d(  d  c $Z     s *ɓ 3    N Allowing students to leave school early for a part-time job often does little to advance their academic and technical knowledge. On the other hand, giving students access to work-based and school-based learning, planned cooperatively by educators and employers can enable students to acquire more meaningful knowledge and skills. At top schools, students are more likely to have a richer set of work-site learning experiences with a seasoned mentor who gives them job-specific instructions on: how to do the work; how to do the required mathematics; good work habits; and good customer relations. Bottoms: Queen Anne s County High School in Maryland is one of the top 50 schools that provides a quality work-based learning program to prepare teenagers to perform like  professionals in the workplace. Superintendent Sandusky, tell us how the school provides practical job experiences that build academic and career/technical knowledge and skills. Bernard: Students participate in programs that involve mentoring, internships, supervised job shadowing, apprenticeships and directed work experience. Students earn credit toward graduation if the work-based learning is aligned with a planned program of study. All programs include a plan that helps students develop a range of academic and technical skills. The school and the employers develop hands-on activities for students on various tasks and in different departments. Workplace mentors supervise, instruct and evaluate students as they implement the plan and students complete portfolios that show the connection between school and work. We have a formal partnership with the local chamber of commerce to provide a variety and range of opportunities for students. mr o m       H  0ηo~ ? 3380___PPT10.9@5{ 0 ph`(  `d ` c $[`   \ ` s * k ff    Just as engaging students in reading and writing for learning in all content areas advances both reading and discipline achievement, engaging students across the curriculum in using numeracy knowledge and skills is associated with higher math achievement. Math is learned more thoroughly and retained longer if students are engaged in using math not only in their math classes, but also in other classes. Math is a tool for thinking in all our disciplines. Being engaged with math every year, including the senior year, improves math achievement and reduces the chance of having to take remedial courses after high school. Using math to solve real-world problems, in the math class and in other classes, improves math achievement. Giving students math assignments in their vocational classes frequently adds to math achievement. Engaging students in using technology to do math, such as working with databases, spreadsheets and graphing calculators, seems to advance achievement. Getting students to talk about math, to describe how they work problems, to work with other students on challenging problems and to brainstorm how to solve math problems all improve math achievement. *H ` 0ηo~ ? 3380___PPT10."pH ~ 0 < 4 x (  xd x c $   (  x s * 8  r   Z Ninth-Grade English Catch Up Course: (hold up) This 18 week elective course is taught first semester of the freshman year and is designed to help students build the essential skills they lack vocabulary, reading comprehension, writing, research and communication in order to help them become more independent learners. Students are selected to participate if they fall in the lower one third of basic (or lower) on state eighth grade reading exams. This course will help schools reduce ninth-grade failure rates and increase the percentage of students who pass high stakes exams. Ninth Grade Algebra Course: (hold up) Forty percent or more of eighth graders in SREB states score below basic on the NAEP eighth grade mathematics assessment. These students are not ready for high school algebra. This 18 week course is designed to prepare students who are promoted to high school but not ready for Algebra I into Algebra I by second semester. The course uses a problem-centered approach teaching students through real-life problems. States can target schools for this class that have high failure rates in Algebra 1 or on the states Algebra test or high school graduation exam in mathematics. .1&@ H x 0ηo~ ? ̙3380___PPT10.$  0  (  d  c $     s * 9 3   wThis diagram shows a relationship of the 10 Key Practices. The arrows represent the use of data in school improvement. H  0ηo~ ? 3380___PPT10.v  0    (  d  c $     s *? 9 f   p For more than a decade and a half High Schools That Work has been an initiative of the Southern Regional Education Board-State Vocational Education Consortium. Today there are over 1,100 high schools involved. We work with schools to improve students academic and technical achievement. This effort is based on a number of unique features. Students take the right academic courses; Customize improvement plan to the unique needs of each schools; Students complete quality vocational and technical courses; Build on existing school strengths; Teachers engage students in difficult assignments in all courses; Students get extra help in meeting higher standards; Schools offer a supportive guidance system; Schools provide time and an organizational structure allowing teachers to work together. 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Nq(԰7% XOJ?(yWiŧ{s h=\ ֟Umo#_U[6C OUsY֧\(,Uy.y(  m(l(bwm5mT+ >8oiVʄ|+je!V<: Zw++x6o+}(~qi&v7'v ]Ze¿6^?5i+U'Ol^ipxKU_ByR(T)U=VQ\me + C_D_[W8Tv1Qwk1Ű:-0ڶf~ 5-0ֳ KB*BP߫|/!?;dK^|H 7|㢓)ϟ ƿ6C5ynɅ2Xp.%_Ȝ_ Pl.B'` ʭy._r 0 U$GPr v[  0Y:>LD0fkp 0#)2:"04@HIN) gSU70R0< nݼ@ >EH `M  R0cjmW ve{[ g`c xh o~@ٳDC,%r E[@@H^ {`"M',05% !(TFUO h#W>I @up@cKeg / @' Rt2} A#K#1Oh+'0T hp    (4<0Orientation to HSTW Goals and Key Practices bandrewsblankRobin Fraser65Microsoft PowerPoint@ @s*B@oQ./GSg  )'    """)))UUUMMMBBB999|PP3f333f3333f3ffffff3f̙3ff333f333333333f33333333f33f3ff3f3f3f3333f33̙33333f333333f3333f3ffffff3f33ff3f3f3f3fff3ffffffffff3ffff̙fff3fffff3fff333f3f3ff3ff33f̙̙3̙ff̙̙̙3f̙3f333f3333f3ffffff3f̙3f3f3f333f3333f3ffffff3f̙3f3ffffffffff!___www4'A x(xKʦ """)))UUUMMMBBB999|PP3f3333f333ff3fffff3f3f̙f3333f3333333333f3333333f3f33ff3f3f3f3333f3333333f3̙33333f333ff3ffffff3f33f3ff3f3f3ffff3fffffffff3fffffff3f̙ffff3ff333f3ff33fff33f3ff̙3f3f3333f333ff3fffff̙̙3̙f̙̙̙3f̙3f3f3333f333ff3fffff3f3f̙3ffffffffff!___wwwEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEφυϮυօ݅υυϵυυυ݆υυφϮφφffffffffffffffffffffffffϵϵfffffffffffffffffffφϮφφυfffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffff՜.+,0    On-screen ShowSREB@) MTimes New RomanArial WingdingsComic Sans MSAGaramond SemiboldBinnerD MS OutlookblankMicrosoft Excel ChartMicrosoft Clip GalleryMicrosoft Graph ChartClip Bitmap ImageDWhat is HSTW ? Improving Schools through High Schools That Work Questions to Ponder Facts about High SchoolSlide 4Slide 5Slide 6Slide 7Slide 8Slide 9History and Development of*Southern Regional Education Board (SREB) High Schools That Work (1987) Slide 13 Slide 15yWork Harder to Get Smarter: We need to change our thinking and our language from an ability model to an effort model. HSTW Goals Slide 1810 Key Practices8Long term approach to deeply implementing Key Practices HSTW AssessmentKey Practice Use student assessment and program evaluation data to continuously improve curriculum, instruction, school climate, organization and management to advance student learning. Keeping Score ,Leadership Practices and Higher AchievementFDepth of Continuous Improvement at High- and Low-implementation SitesHSTW Key Conditions \Key Condition 1: Continuous Improvement of Curriculum, Instruction and Student Achievement nKey Condition 2: District and School Leadership Focus on Using Key Practices As a Guide to School ImprovementFKey Condition 3: School Board Support for Replacing the General TrackaKey Condition 4: District Leaders Support School Leaders and Teachers to Carry Out Key Practices<Key Condition 5: Allow Schools to Adopt a Flexible ScheduleKey Practice Have students complete a challenging program of study with an upgraded academic core and an academic or career concentration.2Completing a Challenging Program of Study Matters+Recommended Academic Core for All StudentsRecommended ConcentrationsA2004 Percentage of Students Taking the Recommended Academic CoreKey Practice Increase access to challenging vocational and technical studies, with a major emphasis on using high-level mathematics, science, language arts and problem-solving skills. (Quality Career/Technical Courses Matter4Career/Technical Experiences and Higher AchievementQNumber of Career/Technical Courses Taken at High- and Low-implementation SchoolsKey Practice Give students access to a system of work-based and school-based learning planned cooperatively by educators and employers.CQuality Work-Site Learning Linked to a Solid Academic Core MattersTComparison of Work-based Learning Experiences at High- and Low-implementation SitesCKey Practice Set high expectations and get students to meet them.Raising Expectations Matters-Expectation Practices and Higher AchievementWKey Practice Have teachers work together to integrate academic and technical studies."Teachers Working Together MattersKey Practices Engage students actively in learning and increase access to academic studies that teach college-preparatory content through functional and applied strategies.Engage Students through3Engaging Literacy Practices and Higher Achievement3Engaging Numeracy Practices and Higher Achievement2Engaging Science Practices and Higher AchievementKey Practice Involve students and parents in a guidance and advisement system that ensures completion of an accelerated program of study and concentration.%A Supportive Guidance System Matters.Transitions: Practices to Support and Bridge ) Middle Grades to Ninth Grade Transition. High School to College and Career TransitiongKey Practice Provide a structured system of extra help to enable students to meet higher standards.@Conditions Under Which Extra Help Improves Achievement the MostBecoming an active HSTW siteActive MembershipWhat is a TAV?What is the HSTW Assessment?Wrap Up & Contacts  Fonts UsedDesign TemplateEmbedded OLE Servers Slide Titles@$_O 0Robin FraserRobin Fraser  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoqrstuvwxyz{|}~Root EntrydO)Pictures Current UserSummaryInformation(pUPowerPoint Document(usDocumentSummaryInformation8H