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Texas High Schools That Work Enhanced Design Network. The purpose of this TETN?To assist potential applicants in their understanding of the scope and nature of the work required.. Texas High Schools That Work Enhanced Design Network. Funded 100 per cent from general revenue funds appropriate
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1. Texas High Schools That Work Enhanced Design Network RFA #701-06-006
The Texas Education Agency, the Region V Education Service Center and the Southern Regional Education Board/High Schools That Work initiative have been collaborating on a design plan to create a sustainable network of high schools that are committed to improving student achievement by fully implementing the HSTW framework The Texas Education Agency, the Region V Education Service Center and the Southern Regional Education Board/High Schools That Work initiative have been collaborating on a design plan to create a sustainable network of high schools that are committed to improving student achievement by fully implementing the HSTW framework
2. Texas High Schools That Work Enhanced Design Network
The purpose of this TETN
To assist potential applicants in their understanding of the scope and nature of the work required.
3. Texas High Schools That Work Enhanced Design Network
Funded 100 per cent from general revenue funds appropriated by Rider 59,
General Appropriations Act, 2005
Total = $800,000 available
Each high school = $30,000
Mentor school = additional $10,000 per school Each HS to implement HSTW key design principles.
Mentor Each HS to implement HSTW key design principles.
Mentor
4. Background Information High Schools That Work Southern Regional Education Board (SREB)-State Vocational Education Consortium
Research-based evidence for the success
of HSTW
Began 1987-28 sites and 13 states now well over 1300 sites in 33 states
Texas joined the SREB Consortium in1993 Students who complete the HSTW recommended academic core and either a academic or career/technical concentration have higher mean reading, mathematics and science achievement scores than students who do not meet either or both conditions.Students who complete the HSTW recommended academic core and either a academic or career/technical concentration have higher mean reading, mathematics and science achievement scores than students who do not meet either or both conditions.
5. Background Information High Schools That Work SREB Mission
To prepare high school students for both postsecondary education and a career by having students complete a solid academic core and either an academic, a career/technical, or a blended concentration
6. create a sustainable network of high schools;
improve student achievement by implementing the HSTW framework;
create a model program-
Texas HSTW Mentor High Schools.
7. High Expectations
Program of Study
Academic Studies
Career/Technical
Work-based Learning
High schools that receive funding under this grant will be required to demonstrate how they will implement the following HSTW key design principles:
High expectationsMotivate more students to meet high expectations by integrating high expectations into classroom practices and giving students frequent feedback;
Program of studyRequire each student to complete an upgraded academic core and a concentration.
Academic studiesTeach more students the essential concepts of the college-preparatory curriculum by encouraging them to apply academic content and skills to real-world problems and projects. School leaders need to
Align core academic courses to essential state and national standards that prepare youth for postsecondary studies and careers.
Align student assignments, student work and classroom assessments to at least the proficient-level standards as measured by a NAEP-referenced exam and state assessments.
Career/technical studiesProvide more students access to intellectually challenging career/technical studies in high-demand fields that emphasize the higher-level mathematics, science, literacy and problem-solving skills needed in the workplace and in further education. School leaders need to
Develop standards, conditions and agreements for awarding postsecondary credit in high-demand career/technical fields to high school students.
Require senior projects with academic, technical and performance standards.
Provide students opportunities to work toward a recognized employer certification.
Work-based learningEnable students and their parents to choose from programs that integrate challenging high school studies and work-based learning and are planned by educators, employers and students. High schools that receive funding under this grant will be required to demonstrate how they will implement the following HSTW key design principles:
High expectationsMotivate more students to meet high expectations by integrating high expectations into classroom practices and giving students frequent feedback;
Program of studyRequire each student to complete an upgraded academic core and a concentration.
Academic studiesTeach more students the essential concepts of the college-preparatory curriculum by encouraging them to apply academic content and skills to real-world problems and projects. School leaders need to
Align core academic courses to essential state and national standards that prepare youth for postsecondary studies and careers.
Align student assignments, student work and classroom assessments to at least the proficient-level standards as measured by a NAEP-referenced exam and state assessments.
Career/technical studiesProvide more students access to intellectually challenging career/technical studies in high-demand fields that emphasize the higher-level mathematics, science, literacy and problem-solving skills needed in the workplace and in further education. School leaders need to
Develop standards, conditions and agreements for awarding postsecondary credit in high-demand career/technical fields to high school students.
Require senior projects with academic, technical and performance standards.
Provide students opportunities to work toward a recognized employer certification.
Work-based learningEnable students and their parents to choose from programs that integrate challenging high school studies and work-based learning and are planned by educators, employers and students.
8. Teachers Working Together
Students Actively Engaged
Guidance/Advisement
Extra Help
Culture of Continuous Improvement
Teachers working togetherProvide teams of teachers from several disciplines the time and support to work together to help students succeed in challenging academic and career/technical studies. Integrate reading, writing and speaking as strategies for learning into all parts of the curriculum and integrate mathematics into science and career/technical classrooms. School leaders need to support
Academic and career/technical teachers in engaging students regularly in reading books and articles, writing, making presentations, and using high-level reasoning and thinking skills.
Mathematics, science and career/technical teachers in working together to better align and integrate mathematics concepts and skills into assignments in science and career/technical classrooms.
Students actively engagedEngage students in academic and career/technical classrooms in rigorous and challenging proficient-level assignments using research-based instructional strategies and technology.
GuidanceInvolve 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. Provide each student with the same mentor throughout high school to assist with setting goals, selecting courses, reviewing the students progress and suggesting appropriate interventions as necessary. School leaders need to
Involve parents in annual meetings with students and their mentors to review progress and develop plans for the next year.
Develop efforts to educate middle grades parents, school and teacher leaders, and students about the achievement level needed for challenging high school studies and to educate high school parents, students and teachers about the achievement level needed for postsecondary study and high-demand, high-income jobs.
iExtra helpProvide a structured system of extra help to assist students in completing accelerated programs of study with high-level academic and technical content. School leaders need to
Support all students to become independent learners by building into their learning experiences opportunities to practice habits of successful learners such as study and literacy skills, time management and learning with others.
Give students easy access to opportunities to meet course standards and graduate with their peers.
Support teachers in forming nurturing academic relationships with students aimed at improving students work and achievement.
Plan catch-up learning experiences for entering ninth-graders who are not prepared to succeed in college-preparatory courses.
Work with postsecondary institutions to identify 11th-graders not ready for postsecondary study. Develop special courses for the senior year to get these students prepared.
Culture of continuous improvementUse student assessment and program evaluation data to continuously improve school culture, organization, management, curriculum and instruction to advance student learning.
Teachers working togetherProvide teams of teachers from several disciplines the time and support to work together to help students succeed in challenging academic and career/technical studies. Integrate reading, writing and speaking as strategies for learning into all parts of the curriculum and integrate mathematics into science and career/technical classrooms. School leaders need to support
Academic and career/technical teachers in engaging students regularly in reading books and articles, writing, making presentations, and using high-level reasoning and thinking skills.
Mathematics, science and career/technical teachers in working together to better align and integrate mathematics concepts and skills into assignments in science and career/technical classrooms.
Students actively engagedEngage students in academic and career/technical classrooms in rigorous and challenging proficient-level assignments using research-based instructional strategies and technology.
GuidanceInvolve 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. Provide each student with the same mentor throughout high school to assist with setting goals, selecting courses, reviewing the students progress and suggesting appropriate interventions as necessary. School leaders need to
Involve parents in annual meetings with students and their mentors to review progress and develop plans for the next year.
Develop efforts to educate middle grades parents, school and teacher leaders, and students about the achievement level needed for challenging high school studies and to educate high school parents, students and teachers about the achievement level needed for postsecondary study and high-demand, high-income jobs.
iExtra helpProvide a structured system of extra help to assist students in completing accelerated programs of study with high-level academic and technical content. School leaders need to
Support all students to become independent learners by building into their learning experiences opportunities to practice habits of successful learners such as study and literacy skills, time management and learning with others.
Give students easy access to opportunities to meet course standards and graduate with their peers.
Support teachers in forming nurturing academic relationships with students aimed at improving students work and achievement.
Plan catch-up learning experiences for entering ninth-graders who are not prepared to succeed in college-preparatory courses.
Work with postsecondary institutions to identify 11th-graders not ready for postsecondary study. Develop special courses for the senior year to get these students prepared.
Culture of continuous improvementUse student assessment and program evaluation data to continuously improve school culture, organization, management, curriculum and instruction to advance student learning.
9. A challenging curriculum for all high school students, which includes:
At least four English courses, college preparatory;
At least four credits in mathematics Algebra I, geometry, Algebra II and a fourth higher-level mathematics course;
At least three college-prep science courses biology, chemistry, physics or applied physics, or anatomy/physiology;
At least three college-preparatory social studies courses emphasizing reading and writing to learn;
At least one computer course or demonstrated proficiency in computer technology beyond simple keyboarding;
At least four credits in a concentration.
At least four English courses, with the content and performance standards of college-preparatory English.
At least four credits in mathematics including Algebra I, geometry, Algebra II and a fourth higher-level mathematics course or a specially-developed mathematics course designed to prepare students for postsecondary studies so they can avoid remedial college mathematics.
At least three college-preparatory science coursesbiology, chemistry, physics or applied physics, or anatomy/physiology.
At least three college-preparatory social studies courses emphasizing reading and writing to learn.
At least one computer course or demonstrated proficiency in computer technology beyond simple keyboarding.
At least four credits in a concentration. Each student will have a choice from among at least four career/technical concentrations and a choice of two academic concentrations. Each academic concentration will include one or two Advanced Placement (AP), International Baccalaureate (IB) or dual-credit courses.
At least four English courses, with the content and performance standards of college-preparatory English.
At least four credits in mathematics including Algebra I, geometry, Algebra II and a fourth higher-level mathematics course or a specially-developed mathematics course designed to prepare students for postsecondary studies so they can avoid remedial college mathematics.
At least three college-preparatory science coursesbiology, chemistry, physics or applied physics, or anatomy/physiology.
At least three college-preparatory social studies courses emphasizing reading and writing to learn.
At least one computer course or demonstrated proficiency in computer technology beyond simple keyboarding.
At least four credits in a concentration. Each student will have a choice from among at least four career/technical concentrations and a choice of two academic concentrations. Each academic concentration will include one or two Advanced Placement (AP), International Baccalaureate (IB) or dual-credit courses.
10.
School wide literacy goals across the curriculum;
Intervention strategies for getting under-prepared students ready for challenging high school work;
Programs to reduce the failure rate at ninth grade; and,
Links to postsecondary;
Mathematics in the senior year.
Read at least eight books and demonstrate understanding
Complete a short paper of 1-3 pages at least weekly for a grade; and
Complete a major research paper each year
Most tracked course in high school
Literature focused, not standards-focused
Little alignment with post-secondary
Lack of focus on the writing process
Read at least eight books and demonstrate understanding
Complete a short paper of 1-3 pages at least weekly for a grade; and
Complete a major research paper each year
Most tracked course in high school
Literature focused, not standards-focused
Little alignment with post-secondary
Lack of focus on the writing process
11. To solicit eligible applicants
for the implementation of the HSTW school improvement design as a framework.
12. A school district or open enrollment charter school that has one or more eligible high schools may apply.
13. A campus;
-grades 9-12 campus (or 9th grade or a 9-10 grade with a senior high school campus one application)
and,
-Not a recipient of;
Texas High School Redesign and Restructuring Grant, Cycle 1, or Cycle 2,
Comprehensive School Reform (CSR)-Texas High School Initiative grant,
Communities Foundation of Texas, or
Bill & Melinda Gates Foundation
and,
Even if your name is on the list and you are receiving you are not eligible.
An eligible high school shall include the following:
(1) a campus serving students in grades 9-12 (or 9th grade campus or a 9-10 campus may combine with a senior high school campus and submit one application on behalf of both campuses);
and,
(2) a campus that is not a recipient of a Texas High School Redesign and Restructuring Grant, Cycle 1 or Cycle 2, a Comprehensive School Reform-Texas High School Initiative grant, or a redesign grant from the Communities Foundation of Texas or the Bill & Melinda Gates Foundation;
and,
Even if your name is on the list and you are receiving you are not eligible.
An eligible high school shall include the following:
(1) a campus serving students in grades 9-12 (or 9th grade campus or a 9-10 campus may combine with a senior high school campus and submit one application on behalf of both campuses);
and,
(2) a campus that is not a recipient of a Texas High School Redesign and Restructuring Grant, Cycle 1 or Cycle 2, a Comprehensive School Reform-Texas High School Initiative grant, or a redesign grant from the Communities Foundation of Texas or the Bill & Melinda Gates Foundation;
and,
14. A campus;
-within a district with an Intervention Stage 3 or 4 for Career and Technology Education under the TEA Performance-Based Monitoring System;
or,
-rated academically unacceptable in 2005 under the Texas Accountability Rating System;
or,
-participating as an official HSTW state network during the 2005-06 school year.
An eligible high school shall include the following:
(1) a campus serving students in grades 9-12 (or 9th grade campus or a 9-10 campus may combine with a senior high school campus and submit one application on behalf of both campuses);
and,
(2) a campus that is not a recipient of a Texas High School Redesign and Restructuring Grant, Cycle 1 or Cycle 2, a Comprehensive School Reform-Texas High School Initiative grant, or a redesign grant from the Communities Foundation of Texas or the Bill & Melinda Gates Foundation;
and,
(3) a campus within a district with an Intervention Stage 3 or Stage 4 rating for Career
and Technology Education under the TEA Performance-Based Monitoring System;
or,
(4)a campus that, under the Texas Accountability Rating System, has been rated Academically Unacceptable in 2005;
or,
(5)a campus that participated as an official member of the High Schools That Work statewide network during the 2005-06 school year.
An eligible high school shall include the following:
(1) a campus serving students in grades 9-12 (or 9th grade campus or a 9-10 campus may combine with a senior high school campus and submit one application on behalf of both campuses);
and,
(2) a campus that is not a recipient of a Texas High School Redesign and Restructuring Grant, Cycle 1 or Cycle 2, a Comprehensive School Reform-Texas High School Initiative grant, or a redesign grant from the Communities Foundation of Texas or the Bill & Melinda Gates Foundation;
and,
(3) a campus within a district with an Intervention Stage 3 or Stage 4 rating for Career
and Technology Education under the TEA Performance-Based Monitoring System;
or,
(4)a campus that, under the Texas Accountability Rating System, has been rated Academically Unacceptable in 2005;
or,
(5)a campus that participated as an official member of the High Schools That Work statewide network during the 2005-06 school year.
15. Texas HSTW Mentor High Schools
Additionally,
Five (5) high schools that have been identified as high implementers by the SREB will be eligible to apply as a mentor high school as a part of this RFA.
How have they been identified?
BIRDVILLE HS- BIRDVILLE
LUBBOCK-COOPER HS - LUBBOCK
MIDDLE COLLEGE FOR TECHNICAL CAREERS - HOUSTON
MOUNT PLEASANT HS - MOUNT PLEASANT
NEW SUMMERFIELD HS - NEW SUMMERFIELD
Data from the HSTW 2004 High School Student Survey, High School Teacher Survey and Annual Site Progress Report were used to measure the level of implementation of the HSTW design. Sixteen indicators of implementation were formed based on clusters of items from these three surveys
The purpose of the Texas HSTW Mentor High Schools program is to create a group of high schools that can provide resources and guidance, host site visits, and model best practices in the implementation of the HSTW key design principles.
How have they been identified?
BIRDVILLE HS- BIRDVILLE
LUBBOCK-COOPER HS - LUBBOCK
MIDDLE COLLEGE FOR TECHNICAL CAREERS - HOUSTON
MOUNT PLEASANT HS - MOUNT PLEASANT
NEW SUMMERFIELD HS - NEW SUMMERFIELD
Data from the HSTW 2004 High School Student Survey, High School Teacher Survey and Annual Site Progress Report were used to measure the level of implementation of the HSTW design. Sixteen indicators of implementation were formed based on clusters of items from these three surveys
The purpose of the Texas HSTW Mentor High Schools program is to create a group of high schools that can provide resources and guidance, host site visits, and model best practices in the implementation of the HSTW key design principles.
16. Texas HSTW Mentor High Schools Requirements
disseminate online resources;
host site visits; and
provide guidance and coaching.
Use grant funds to pay for travel to HSTW state and national conferences.
Disseminate online resources and other materials that will provide guidance and support in how to implement the HSTW design and how to sustain HSTW activities through other funding sources;
Host site visits for HSTW enhanced Design Network schools and other interested parties; and
Provide guidance and coaching to HSTW Enhanced Design Network schools and other high schools through e-mail and telephone contact.
Use grant funds to pay for travel to HSTW state and national conferences.Disseminate online resources and other materials that will provide guidance and support in how to implement the HSTW design and how to sustain HSTW activities through other funding sources;
Host site visits for HSTW enhanced Design Network schools and other interested parties; and
Provide guidance and coaching to HSTW Enhanced Design Network schools and other high schools through e-mail and telephone contact.
Use grant funds to pay for travel to HSTW state and national conferences.
17. SAS #A432-06
Application Guidelines
Part 2: Program Guidelines
Page 20-23
The list of eligible applicants is found on pg. 20-23 or the RFA.
If your name is on the list and you are receiving grant funds from any of the entities identified you are not eligible.The list of eligible applicants is found on pg. 20-23 or the RFA.
If your name is on the list and you are receiving grant funds from any of the entities identified you are not eligible.
18.
Grant is competitive-
Not all schools will be funded
19.
Schools receiving the grant funds will be required to contract with the SREB for technical assistance for direct on-site coaching and on-going training.
Research on the implementation of the HSTW is more successful when closely assisted with TA.Research on the implementation of the HSTW is more successful when closely assisted with TA.
20. Scott Warren, SREB Director of State Services for School Improvement Initiatives
21.
State Coordinator through the Region 5 ESC and in collaboration with TEA & SREB will provide additional pre-grant support and guidance,
on-going training, and networking activities.
22.
SREB/
High Schools That Work
Website:
http://www.sreb.org
We know $30,000 is not a lot of money and we know that there are a lot of requirements.
Focus on the key principles and strive for implementation in a structured, organized plan to meet the intent and purposes
Need to address how you are going use dedicated in-kind resources (min. of $10,000) to support sustainability
Need to address how you plan to use the mentor schools.
Address how the program can be replicable in districts with similar demographics
Make sure that you check and recheck, follow all of the requirements for submission, dates, timelines and so forth.
Read procedures carefully
www.sreb.org - Publications and Materials
newsletters
HSTW brochures
HSTW Special Reports
Case Studies
Research Briefs
HSTW Books
Site Development Guides
We know $30,000 is not a lot of money and we know that there are a lot of requirements.
Focus on the key principles and strive for implementation in a structured, organized plan to meet the intent and purposes
Need to address how you are going use dedicated in-kind resources (min. of $10,000) to support sustainability
Need to address how you plan to use the mentor schools.
Address how the program can be replicable in districts with similar demographics
Make sure that you check and recheck, follow all of the requirements for submission, dates, timelines and so forth.
Read procedures carefully
www.sreb.org - Publications and Materials
newsletters
HSTW brochures
HSTW Special Reports
Case Studies
Research Briefs
HSTW Books
Site Development Guides
23. Texas High Schools That Work Enhanced Design Network Dates of the Program
Applicants should plan for a starting date of no earlier than July 1, 2006
and
An ending date of no later than February 29, 2008
24. Texas High Schools That Work Enhanced Design Network Project Period:
July 1, 2006, through February 29, 2008
____
Deadline:
Thursday, March 30, 2006
5 p.m. (Central Time) Applications must be received by the TEA, Document Control Center, by 5:00pm, Central Time, Thursday, March 30, 2006.
TEA will not accept- U.S. Postal Service postmark or validation stamp, a mail receipt, a dated shipping label, invoice or receipt from commercial carrierApplications must be received by the TEA, Document Control Center, by 5:00pm, Central Time, Thursday, March 30, 2006.
TEA will not accept- U.S. Postal Service postmark or validation stamp, a mail receipt, a dated shipping label, invoice or receipt from commercial carrier
25. Texas High Schools That Work Enhanced Design Network For Clarifying information,
Contact
Karen Harmon
Division of Discretionary, TEA
512-463-9269
26. Texas High Schools That Work Enhanced Design Network http://www.tea.state.tx.us/opge/disc/index.html
In addition to information provided in the RFA, requests should be written inquiries and the written answers thereto will be posted on the above
TEA website in the format of
Frequently Asked Questions (FAQs), Additional Information, Errata Notices
In order to assure that no prospective applicant may obtain a competitive advantage because of acquisition of information unknown to other prospective applicants, any additional information than RFA provides.
Applicants should check the TEA Division of Discretionary Grants website.In order to assure that no prospective applicant may obtain a competitive advantage because of acquisition of information unknown to other prospective applicants, any additional information than RFA provides.
Applicants should check the TEA Division of Discretionary Grants website.
27. Region 5 ESC Lana Perkins HSTW State Coordinator 409-684-2990 txhstw@aol.com
