Welcome! New Mexico Summer Symposium SREB/ HSTW & Schlechty Center

1. HSTW Welcome!New MexicoSummer SymposiumSREB/HSTW &Schlechty Center

2. Opening Session • Welcome • What issues face schools today? • Introduction to The HSTW Framework: What are successful schools doing? • A little background on SREB and HSTW?

3. According to the Center for Educational Statistics… In 2005, approximately 488,000 students dropped out of American high schools 3

4. “The Bulge Begins in the Middle” 2003 Nation-Wide Enrollment Data Source: National Center for Education Statistics, 2007 4

5. The Education Pipeline Source: The Bridge Project Stanford University 5

6. When Asked “How Much Education I Will Complete by Age 30” Source: HSTW Student Survey

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8. Fastest Growing Jobs Require Some Education Beyond High School

9. Business-Higher Education Forum • In 1950, 80 percent of the jobs were classified as “unskilled.” • Now, an estimated 85 percent are classified as “skilled,” requiring education beyond high school. • 60 percent of future jobs will require training that only 20 percent of today’s workers possess. 9

10. In the United States… • 65% of the fastest growing occupations require some postsecondary education or training. • By 2010, 42% of all new jobs will require a vocational certificate, associate degree, bachelor’s degree or higher.

11. In the United States… • Sixteen of the 30 fastest growing occupations are health related, including 13 in healthcare and 3 in other occupation groups. Of thenon-health-related occupations, 6 are computer specialistoccupations, 3 are environment related, and 2 are in teaching.The remaining ones are forensic science technicians; employment,recruitment, and placement specialists; and paralegalsand legal assistants.

12. Why are student needs different in 2007? Read The World is Flat by Thomas Friedman In 1957, parents said, “Eat your dinner; there are children in India who are starving.” In 2007, parents say, “Go to school and learn; there are children in India who are starving for your job!”

13. WHY CHANGE? According to the United States Bureau of Labor Statistics: Only 6% of the jobs in America are for high school drop-outs Nationally 25% of our students are dropping-out What's wrong with this picture ?

14. Percent of Students Who Take Remedial Courses • 63% at two-year institutions • 40% at four-year institutions Source: The Bridge Project Stanford University

15. AssignmentsStandards Alignment As grade level increases, % of assignments aligned to standards decreases Source: John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC.

16. Assignment Levels Decline As Grade Level Increases, the Assignments Given to Students Fall Further and Further Behind Grade Level Standards Source: John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC.

17. Pattern Continues in HS Source: John Holton, South Carolina Department of Education, analysis of English Language Art Assignments in14 High Schools in South Carolina

18. What Are SuccessfulSchools Doing To: • Improvement at the Same Time in Both • Student completion rates • Student achievement • Using Data for Improvement • Process • Performance

19. Data Inquiry Process • A facilitator will provide your group a data poster • First, as a group, try to determine how the poster is organized • We will rotate posters. There are eleven different posters • I will add information about the posters after each rotation

20. 2006 HSTW Assessment • NAEP-referenced subject tests • Reading, Mathematics, Science • Scale 0-500 • Student Survey • Course History • School and Classroom Experiences • Teacher Survey • Reports produced by Educational Testing Service • Data/Survey linked to HSTW Key Practices

21. Readiness Requirements • SAT scores • 500 or higher= ready for college level work • Below 450 = remediation • Select universities (1100 score for acceptance) • ACT College-readiness Benchmarks: • English 18 • Reading 21 • Mathematics 22 • Science 24 • HSTW Performance Goals: • Reading 279 • Mathematics 297 • Science 299

22. 2006 Assessment Participation • 2006 HSTW Assessment • 1,028 schools • 61,815 students • 50,439 teachers

23. Extension of Data Walk • Process-performance data relationship • Predict your students’ responses • Top two • Bottom two • What can we control? • How much will it cost us to change?

24. The Southern Regional Education Board (SREB) HSTW • Founded in 1948 to improve the plight of the south through a focus on education • Nonprofit, nonpartisan organization • Works with leaders and policy-makers in 16 member states • Provide data to legislatures and state boards of education for decision making • Focus on improving education pre-K through best practice • Link states together as a network

25. HSTW High Schools That Work Making and Middle Grade Work • HSTW is the largest and oldest of SREB’s school improvement initiatives for secondary schools • 1987 – 27 HSTW sites • 2008 – 1400 HSTW sites in 32 states • MMGW was founded to focus on middle grades issues • 1998 – 25 MMGW sites for research • 2001 – MMGW opened to all • 2008 – 300 MMGW sites in 16 states

26. HSTW About HSTW • Link policies, initiatives, and resources to districts and states • Core Beliefs • Effort-Based • Prepare all Students for postsecondary and careers • Focus on Transitions • Theory of Change • Ownership • Distributed Leadership • Community of Learners • Continuous Improvement • Framework: Ten Key Practices

27. Praising students as “smart” may cause them to think they can put forth less effort, whereas praising their EFFORT encourages them to work harder. This involves teaching students how to work smarter. Source: Techniques, April 2007

28. Leading Students to Believe in EFFORT Praise effort and growth – not results Praising students for being smart teaches them that if they don’t learn quickly, they are dumb. Praising results can discourage students from taking on challenging courses for fear of failure. (“You’re so smart; you got an A.”) Praising students for applying themselves teaches them that success is determined by effort, not just by results. Source: Mindset: The New Psychology of Success, pp. 171-172

29. HSTW The Framework:10 Key Practices • Rigor • Raise Expectations • Challenging Academic • Program of Study • Relevance • Challenging Career Technical • Work-based Learning • Teachers Working Together • Active Engagement • Relationships • Guidance and Advisement • Extra Help

30. HSTW Key Practice Culture of Continuous Improvement Utilize student assessment and program evaluation data to continuously improve school culture, organization, management, curriculum and instruction to advance student learning. The Foundation

31. Students Meeting the HSTW Performance Goals Source: 2006 HSTW Assessment

32. Students Meeting the HSTW Performance Goals Source: 2006 HSTW Assessment

33. Socio-Economic Status and High School Experiences Source: 2006 HSTW Assessment

34. New Mexico Sites compared to High Scoring Sites in Your Category Source: 2006 HSTW Assessment

35. HSTW The Good News: The Experiences We Give Our Students Makes a Difference • Comparison of two sets of 100 schools using 2004 and 2006 data • Similar ethnicity • Similar sizes • Similar locations – urban, suburban, rural • Similar parent education • Different progress in implementation and achievement

36. Average Gains in Achievement Between 2004 and 2006 for Most Improved and Non-improved High Schools Source: 2004 & 2006 HSTW Assessment

37. Achievement Reading Differences Across Sub-Groups Source: 2004 and 2006 High Schools That Work Assessment and Student Survey

38. Average Gains/Declines in Mathematics Achievement Scores Source: 2004 and 2006 High Schools That Work Assessment and Student Survey

39. Average Gains/Declines in Science Achievement Scores Source: 2004 and 2006 High Schools That Work Assessment and Student Survey

40. HSTW The Essential Questions • Why do students at most-improved schools make greater gains in achievement than students at non-improved schools? • Are there differences in student experiences and adult behaviors (that we control) associated with these differences in student achievement?

41. HSTW Breakout Session Format • Introduce Key Practices for the Session • Why is this important? • Identify key indicators • Determine status of your school practices • Learn actions taken by successful schools • Agree on actions to implement at our school • Work as a leadership team • Data Person • Recorder/Reporter • Team Facilitator

42. Opening Session Summary Issues facing schools: improving achievement and completion rate at the same time What makes HSTW Schools Different? Process v. Performance Effort v. Ability Successful schools are improving by focusing on things they control and influence 42

43. Instructions for BreakoutsIvy Alford Look on the back of your name tag You will be sitting with your school at your designated table in a specific color room Room Designations: Green—Rio Grande Red—Parlor EFG Yellow—Parlor ABC Blue—Remain in Ballroom Look for a sign on each table that designates your table letter Please ask a presenter if you have questions Breaks and Lunch What questions do you have? 43

44. Thank You! Contact Information: Steven K. Broome, Ph.D. steve.broome@sreb.org 404-879-5592