Southern Regional Education Board HSTW 1 Welcome!!! Introduce yourselves and explain your role in your school, district or state. Page 10 What actions has your school/district/state taken during the last two years to advance student achievement? Select 2 or 3 actions to write on the appropriate poster around the room.
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Southern
Regional
Education
Board
HSTW
1
Welcome!!!
Introduce yourselves and explain your role in your school, district or state.
Page 10 What actions has your
school/district/state taken during the last two years to advance student achievement?
Select 2 or 3 actions to write on the appropriate poster around the room.
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Regional
Education
Board
HSTW
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Using Data to Set Priorities for Teaching and Learning
HSTW AssessmentTrain-the-Trainer Strand
Alabama Data Workshop
Montgomery, Alabama
October 27, 2008
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Workshop Objectives and Deliverables
Understand the 2008 HSTW Assessment and Assessment Report
Use data to analyze your school/district/state’s challenges and develop an action plan for addressing those challenges
Learn how to deliver a data workshop Develop a plan for engaging others in
analyzing assessment results and using data to make change
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The Southern Regional Education Board (SREB)
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 statesProvide data to legislatures and state
boards of education for decision makingFocus on improving education pre-K
through best practiceNetwork states
HSTW
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High Schools That Workand Making 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
HSTW
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High Schools That Work (HSTW)
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HSTW Key Practices
High Expectations
Program of Study Academic
Studies Career/Technical
Studies Work-Based
Learning
Teachers Working Together
Students Actively Engaged
Guidance Extra Help Culture of
Continuous Improvement
HSTW
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8GA PAGE 8
What Will it Take?What Will it Take?
Improvement at the Same Time in Both Student achievement Student completion rate
Truly Use Data for Improvement Process Performance
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Data Inquiry Process-Data Walk
Your facilitator will direct your group to a data poster.
We will rotate clockwise to posters. There are twelve different posters.
I will add information about the posters after each rotation.
As a group, try to determine: How is the poster organized?
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Data Inquiry Process
Rotate to the next poster.
There are multiple measures of data on these posters.
What types of data do you think were collected and analyzed to provide the information you see on the posters?
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11GA PAGE 11
2008 2008 HSTWHSTW Assessment 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
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Data Inquiry Process
Rotate to the next poster.
What are the subjects of this data set?
What is the purpose of this data set?
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2008 Assessment Participation
2008 HSTW Assessment 1,048 schools 61,234 students 51,064 teachers
Given to Seniors in Even Years Sample of 60 Per School School Improvement Data
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Data Inquiry Process
Rotate to the next poster.
Where are college- and career-readiness indicators located on the posters?
Discuss your definitions of college- and career-readiness.
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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 Readiness Goals: Reading 250 Mathematics 257 Science 258
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Data Inquiry Process
Rotate to the next poster.
How does this data relate to other data your school typically reviews?
What’s the difference in the types of data on all these posters?
What is the value of using both types of results data?
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17GA PAGE 17
Multiple Measures Multiple Measures
SchoolProcesses
Perceptions
StudentAchievementDemographic
s
Effort
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Data Inquiry Process
Rotate to the next poster
Predict your school’s students’ responses Top two Bottom two
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Data Inquiry Process
Rotate to the next poster. On the last rotation:
Which of the indicators on your group’s final poster do adults in the school community have control over?
Which indicators would it cost you money to change?
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Debriefing the Data Walk
Process-performance data relationship
What can we control?
How much will it cost us to change?
Issues facing schools: improving achievement and completion rate at the same time
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Debriefing the Data Walk
What makes HSTW schools different? Process v. Performance Effort v. Ability
Successful schools are improving by focusing on things they control and influence
We must take ownership of what we can control.
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Interpreting the 2008 HSTW Assessment
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2008 HSTW Assessment
NAEP-like subject tests Reading, Mathematics, Science
Student Survey Course History School and Classroom Experiences
Teacher Survey
Administered to all or a random sample of 60+ seniors in January 2008
Comprehensive report disaggregating achievement by school/classroom practices
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2008 Assessment Participation
2008 HSTW Assessment 1,048 schools 61,234 students 51,064 teachers
2008 Middle Grades Assessment 309 schools 18,300 students 10,758 teachers
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2008 HSTW Assessment ResultsAll Sites
Percentage of Students at Each Performance Level
49%
47%
44%
34%
39%
23%
14%
12%
24%
3%
2%
8%
Science
Math
Reading
below Basic Basic Proficient Advanced
55%
53%
51%
Source: 2008 HSTW Assessment, All Sites
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2008 HSTW Assessment Results
Percentage of Students Meeting Readiness Goals
56% 53% 51%
80%73% 72%
0%
20%
40%
60%
80%
100%
Reading Mathematics Science
Your Site All Sites High-Scoring Sites (A)
Source: 2008 HSTW Assessment
HSTW Goal = 85%
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Report Format
Executive Summary (pg. 1-2) Overview (pg. 3-24) Full Report
Indices (pg. 25-36) Benchmarks (pg. 37-57) Student survey results (pg. 58-209) Teacher survey results (pg. 210-241) Appendix (pg. 242-258)
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Test Development
Why revise the assessment? Refresh subject tests Add utility
Purpose Continue measuring continuous
school improvement Add measure of student college- and
career-readiness
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Test Development
Determine broad guidelines Specify content to be included Develop and review test questions Write performance level descriptors Review performance level descriptors Administer assessment Standard setting workshop Research and validity studies
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Test Content
Reading
80% informational texts; 20% literary nonfiction Includes meaning vocabulary Includes paired texts (to assess
critical analysis) Does not include literary fiction or
poetry
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Test Content
Mathematics
10% - Number Properties and Operations
30% - Measurement/Geometry 25% - Data Analysis, Statistics and
Probability 35% - Algebra
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Test Content
Science
40% - Life science 40% - Physical science 20% - Earth and space science
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Test Details
Reading90 minutes in length5 passages, 46 MC questions, 2 CR
questions Mathematics
70 minutes in length50 MC questions and 2 CR questionsGraphing calculator for some questions
Science70 minutes in length50 MC questions and 2 CR questions
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Standard Setting
What is a cut score? The minimum test score a student must earn to be
considered at a certain performance level Three cut scores result in four levels of
performance.
below Basic
Cut Score A
Cut Score B
Proficient AdvancedBasic
Cut Score C
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Standard Setting
Finding the target student
Basic Proficient
TargetBasic Student
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Standard Setting
Reading Mathematics Science
Basic 250-271 257-291 258-285
Proficient 272-301 292-318 286-310
Advanced 302-500 319-500 311-500
Students scoring below 250 in reading, 257 in mathematics or 258 in
science are considered to be performing below the Basic level.
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Test Scores
All three tests are scored on a scale of 0 to 500.
Scores are not comparable across subject areas (i.e., a score of 270 in reading is not the same as a 270 in mathematics).
Students performing below a 250 in reading, 257 in mathematics or 258 in science are considered performing below the Basic level in that subject area.
The readiness goals are set at the basic level in each subject area (reading = 250; mathematics = 257; science = 258).
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Performance Level Descriptors
Pages 11-13 Read the basic, proficient and
advanced descriptors for each subject test
In 2 or 3 sentences, describe what it means for a student to achieve in each level
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Interpreting Scores
Raw scores mapped to scale scores
Raw Scale
0 0
1 50
2 66
. .
. .
. .
52 368
53 407
54 500
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Interpreting Scores
No direct comparisons of test scores!!! Or the percentage of students meeting
readiness goals Or the percentage of students at each
performance level
But you can compare survey data!!!
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Interpreting Scores
Page 14
Take 5 minutes to discuss these scenarios at your table. Then we’ll discuss as a group.
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Interpreting Scores
I had 28 students earn the HSTW Award of Educational Achievement in 2006. That number decreased to 15 in 2008. Does that mean these students didn’t perform as well?
Not necessarily!
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Interpreting Scores
The reading goal went from 279 in 2006 to 250 in 2008. Does that mean it is easier to meet the goal?
No!
New tests and new standards –
They’re just different!
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Interpreting Scores
Our school’s 2008 mean math score is 267. It was 298 in 2006. Does that mean we did worse?
No!
We need to look at the concordance tables to
find out.
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Interpreting Scores
We do have a way to estimate change in performance from 2006 to 2008 by using the concordance tables produced by ETS.
BREAKBREAK
15 15:0015:0014:0014:0013:0013:0012:0012:0011:0011:0010:0010:009:009:008:008:007:007:006:006:005:005:004:304:304:004:003:303:303:003:004:204:204:504:504:404:403:503:503:403:404:104:103:103:103:203:200:100:100:090:090:080:080:070:070:060:060:050:050:040:040:030:030:020:020:010:01STOPSTOP0:200:200:190:190:180:180:170:170:160:160:150:150:140:140:130:130:120:120:110:110:300:300:290:290:280:280:270:270:260:260:250:250:240:240:230:230:220:220:210:212:302:302:202:202:502:502:402:401:501:501:401:402:102:102:002:001:101:101:001:001:301:301:201:200:400:400:390:390:380:380:370:370:360:360:350:350:340:340:330:330:320:320:310:310:500:500:490:490:480:480:470:470:460:460:450:450:440:440:430:430:420:420:410:410:590:590:580:580:570:570:560:560:550:550:540:540:530:530:520:520:510:51
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Using Concordance Tables to Estimate Change in
Achievement
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Concordance Tables
Relate the performance of two different assessments of the same general content (e.g., the SAT and the ACT tests)
Provide an estimate of how achievement changed from 2006 to 2008
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Concordance Tables
Keep in mind… The scores from the 2006 and 2008
assessments are not interchangeable because: The test content changed from 2006 to
2008 The 2008 scales could not be equated to
the 2006 scales The 2008 assessment is on a new
reporting scale
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Concordance Tables
Keep in mind… The concordance tables are not
comparable across content areas Student performance could have
changed, but the change is not measurable because the same students did not take both assessments (2006 and 2008)
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Concordance Tables
To evaluate the site’s overall mean scores: Obtain the overall subject mean score
from 2006 (from 2006 report) Using that subject’s concordance table,
locate the 2006 mean score in the 2006 score column.
Read across the row of the table to find the corresponding score from the 2008 assessment.
Use this number to make an approximate comparison.
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Concordance Tables
To evaluate the site’s performance relative to the HSTW network: Obtain the overall subject mean score from 2006
(from 2006 report) Using that subject’s concordance table, locate
the 2006 mean score in the 2006 score column and locate the percentile that corresponds to the mean.
Obtain the overall subject mean score for 2008. Using that subject’s concordance table, locate
the 2008 mean score in the 2008 score column and locate the percentile that corresponds to the mean.
The difference in the two percentiles will indicate whether the site’s mean has increased or decreased relative to the HSTW network.
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Concordance Tables
Example 2006 Mean Reading Score = 262 2008 Mean Reading Score = 244
If you compared them directly, you would think reading achievement decreased by 18 points. But is that accurate? Let’s check the concordance table…
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262 262 ≈ 228≈ 228
228228 < < 244244 (2006 estimate) (2008 mean)(2006 estimate) (2008 mean)
Reading Reading achievement achievement
has improved!!!has improved!!!
Increased from the 25Increased from the 25thth percentile in 2006 to the percentile in 2006 to the 4141stst percentile in 2008! percentile in 2008!
Achievement increased Achievement increased more than the network as more than the network as
a whole.a whole.
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Concordance Tables
Page 20
Use the concordance tables to estimate the change in achievement for your school/district/state from 2006 to 2008.
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Utilizing the Executive Summary
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Approaching the Report
Before analyzing data, ask yourself “who participated in this assessment?” Random sample or all students? Career/technical or all students? Who completed the assessment?
• Page 59 of assessment report What is your category?
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Executive Summary
Now that we know who participated, how did we do overall?
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1
2
3
4
5
Sponge: Sponge:
Utilizing the Executive SummaryPairs Check
Name: ____________ Name: ____________Date: ____________ Date: ____________
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Executive Summary
Page 21 Use the executive summary to obtain
an overall picture of your school/district/state’s performance.
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Share
What value does this data provide?
How can you use this executive summary in your school/district/state?
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Utilizing the Overview
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Overview
Now that we’ve gotten a picture of overall performance, where can I get some more details?
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Overview
Pages 23-29 Use the overview to obtain a more
detailed picture of your school/district/state’s performance.
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Share
Did you notice anything interesting in this data that you want to explore further?
If you could increase one or two indices by 20 or 30 percent over the next two years, which ones would have the greatest impact on student achievement and the other indices?
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Getting Students to Take a Rigorous Curriculum
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Key Practice:Program of Study
HSTW
Have students complete a challenging program of study with an upgraded academic core and a concentration.
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HSTW Recommended Curriculum
Four credits in college-prep/honors English Students read 8-10 books a year Students write weekly Students complete at least one major research paper
Four mathematics credits – Algebra I, geometry, Algebra II and above
Three lab-based science credits at the college-prep level; four credits with a block schedule
Three credits of social studies; four credits with a block schedule
Mathematics and science in the senior year
HSTW
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Recommended Concentrations
HSTW
• Mathematics/science – four credits in each field, with at least one at the Advanced Placement level
• Humanities – four credits each in college-prep level language arts and social studies, with at least one at the college level and four additional credits from foreign language, fine arts, journalism, debate, music, etc.
• Career/technical – four credits in a planned sequence of courses within a broad career field – pre-engineering, health/medical science, construction, etc.
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HSTW-Recommended Curriculum and Academic Achievement
Percentage of Students Meeting Readiness Goals by Completion of Recommended Curriculum
74% 71% 69%
56% 52% 50%
36% 35% 32%
Reading Mathematics Science
Fully (All 3 Parts) Partially (1-2 Parts) None (0 Parts)
HSTW
Source: 2008 HSTW Assessment
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77
Which Actions Can You Take to Get Students to Take the Right Courses?
Enroll ALL students in the core Eliminate 15-20 percent of low-level
courses/sections annually to enroll more students in higher level courses
Investigate alternative schedules to allow more time for students to take critical courses
Use the core as the default curriculum Get guidance staff on board
HSTW
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78
Which Actions Can You Take to Get Students to Take the Right Courses?
Raise graduation requirements Strengthen guidance and advisement -
involve parents Develop student handbook with career
pathways and related course of study Eliminate smorgasbord scheduling Use guest speakers, hold career expos and
college fairs Establish small learning communities
HSTW
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Standards-Based Reform
The quality and intensity of the high school curriculum are powerful predictors of success in college
Preparedness for postsecondary education depends on specific courses taken rigor of the curriculum quality of the instruction effort of the student
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Activity
Using your school’s data, complete tables on pages 31-32 in your participant guide.
Using your results, answer the questions on pages 32-33.
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Review
What does this type of curriculum data tell us about our schools?
How can this data be used to impact student achievement?
What actions can be taken to increase the numbers of students taking a rigorous college-prep curriculum?
HSTW
BREAKBREAK
15 15:0015:0014:0014:0013:0013:0012:0012:0011:0011:0010:0010:009:009:008:008:007:007:006:006:005:005:004:304:304:004:003:303:303:003:004:204:204:504:504:404:403:503:503:403:404:104:103:103:103:203:200:100:100:090:090:080:080:070:070:060:060:050:050:040:040:030:030:020:020:010:01STOPSTOP0:200:200:190:190:180:180:170:170:160:160:150:150:140:140:130:130:120:120:110:110:300:300:290:290:280:280:270:270:260:260:250:250:240:240:230:230:220:220:210:212:302:302:202:202:502:502:402:401:501:501:401:402:102:102:002:001:101:101:001:001:301:301:201:200:400:400:390:390:380:380:370:370:360:360:350:350:340:340:330:330:320:320:310:310:500:500:490:490:480:480:470:470:460:460:450:450:440:440:430:430:420:420:410:410:590:590:580:580:570:570:560:560:550:550:540:540:530:530:520:520:510:51
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High Expectations and Extra Help
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HSTW Key Practices:
Motivate more students to meet high expectations by integrating high
expectations into classroom practices and giving students frequent feedback.
Provide a structured system of extra help to enable students to meet higher
standards.
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Agreeing on A-, B- and C-level Work – Suggested Strategies
Use basic, proficient and advancedNAEP National Readiness Standards
Use select universities, regional universities, community college and high school graduation
Use procedural/comprehension, application/analysis, and synthesis/evaluation
Intellectual (Webb/Bloom)
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Emphasize College 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
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Actions for Defining the Amount and Quality of Work Expected
Benchmark assignments and assessment to proficient level/grade level
Develop common course syllabi, rubrics and end-of-course exams
A, B, C, Not-yet grading scale
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High Expectations
Teachers often clearly indicated the amount and quality of work that are necessary to earn a grade of A or B at the beginning of a project or unit.
Teachers were frequently available before, during or after school to help them with their studies.
Usually spent one or more hours on homework each day.
Often revised essays or other written work several times to improve their quality.
Often worked hard to meet high standards on assignments.
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Emphasis on High Expectations
Source: 2008 HSTW Assessment
34%
24%
45%
44%
17%
26%
4%
6%
High-Scoring Sites(A)
All Sites
Your Site
Intensive Moderate Low Incomplete
Southern
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Board
HSTW
90
Emphasis on High Expectations
Source: 2008 HSTW Assessment, All Sites
Percentage of Students Meeting Readiness Goals by Level of Emphasis
70%62% 61%58%
54% 52%44% 47%
43%
Reading Mathematics Science
Intensive Moderate Low
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Sticking to Expectations—Actions for Revising Work
Three-week assessment Requiring extra help for those
not meeting standards Teachers do not let students get
by without doing work
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Extra Help
Often able to get extra help from teachers when needed without difficulty.
Teachers are frequently available before, during or after school to help them with their studies.
Extra help received often helps them to understand their schoolwork better.
Extra help received often helps them get better grades.
HSTW
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93
Emphasis on Extra Help
Source: 2008 HSTW Assessment
41%
33%
31%
21%
27%
45% 1%
High-Scoring Sites(A)
All Sites
Your Site
Intensive Moderate Low Incomplete
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Emphasis on Extra Help
Source: 2008 HSTW Assessment, All Sites
Percentage of Students Meeting Readiness Goals by Level of Emphasis
62%56% 55%54% 52% 50%52% 51% 49%
Reading Mathematics Science
Intensive Moderate Low
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A Comprehensive Extra Help Program Must Include:
Continuous extra help to meet standards
Middle grades actions Ninth-grade transition High school, postsecondary and
careers transitions Develop independent learners
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Activity
Using your school’s data, complete tables on pages 35-36.
Using your results, answer the questions on pages 37-38.
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Review
What does this type of data tell us about our schools?
How can this data be used to impact student achievement?
What actions can be taken to increase the expectations of students and the numbers of students receiving quality extra help?
HSTW
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98
Quality Career/Technical Studies and Work-Based
Learning
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99
HSTW
HSTW CT Key Practices:
Provide 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.
Enable students and their parents to choose from programs that integrate challenging high schools studies and work-based learning and are planned by educators, employers and students.
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Top 5 Mean Reading Scores by CT Field
258 256 255250
264
STEM Arts, AVTech,
Comm
IT HealthScience
Marketing
Source: 2008 HSTW Assessment, All Sites
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101
Top 5 Mean Math Scores by CT Field
257253 251 249
271
STEM IT Arts, AVTech,Comm
Finance Agriculture
Source: 2008 HSTW Assessment, All Sites
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Board
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102
Top 5 Mean Science Scores by CT Field
259255 252 251
269
STEM IT Arts, AVTech,Comm
Agriculture HealthScience
Source: 2008 HSTW Assessment, All Sites
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103
Top 5 Completing the Recommended Curriculum by CT Field
33% 31% 30% 29%
46%
STEM Arts, AVTech,Comm
Gov, PubAdmin
HealthScience
Finance
Source: 2008 HSTW Assessment, All Sites
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104
Quality C/T Studies
Read non-school-related materials outside of class for one or more hours in a typical week.
Used math to complete challenging assignments in career/technical classes at least weekly.
Read and interpreted technical books/manuals in career/technical classes at least weekly.
Read a career-related article and demonstrated understanding at least monthly.
Used computer skills to complete assignments in CT at least monthly.
HSTW
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Quality C/T Studies (continued)
Had challenging assignments in CT at least monthly.
Completed a project requiring research and plan.
Had to meet standards on a written exam to pass CT course.
Completed a senior project. Spoke or visited with someone in a career they
aspire to. Spent time on CT homework each day.
HSTW
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106
Emphasis on Quality Career/Technical Studies
Source: 2008 HSTW Assessment
44%
38%
29%
29%
7%
8%
21%
24%
High-Scoring Sites(A)
All Sites
Your Site
Intensive Moderate Low Incomplete
Southern
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Board
HSTW
107
Emphasis on Quality Career/Technical Studies
Source: 2008 HSTW Assessment, All Sites
Percentage of Students Meeting Readiness Goals by Level of Emphasis
59%53% 53%54% 51% 49%46% 46% 45%
Reading Mathematics Science
Intensive Moderate Low
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Board
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108
Integrating Academics into CT Studies
Career/technical teachers often stressed reading.
Career/technical teachers often stressed writing.
Career/technical teachers often stressed mathematics.
Used math to complete challenging assignments at least weekly.
Read and interpreted technical books and manuals at least weekly.
Used computer skills to complete an assignment or project at least weekly.
HSTW
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109
Emphasis on Integrating Academics into CT
Source: 2008 HSTW Assessment
21%
20%
46%
42%
14%
18%
18%
20%
High-Scoring Sites(A)
All Sites
Your Site
Intensive Moderate Low Incomplete
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Board
HSTW
110
Emphasis on Integrating Academics into CT
Source: 2008 HSTW Assessment, All Sites
Percentage of Students Meeting Readiness Goals by Level of Emphasis
61%54% 55%56%
52% 51%43% 44%
40%
Reading Mathematics Science
Intensive Moderate Low
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Conditions for Supporting Integration
Common planning time Standards-based, not activity-based Create organizational structure that will
support teacher collaboration Provide large blocks of instructional time for
completion of complex tasks Provide professional development to support
teachers Establish clear expectations for teachers–
Collaboration by invitation does not work
HSTW
Southern
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112
Quality Work-Based Learning
Observed veteran workers performing certain jobs.
Had someone teach them how to do the work.
Employers encouraged them to develop good work habits at least monthly.
Employers encouraged them to develop good customer relations skills at least monthly.
HSTW
Southern
Regional
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Board
HSTW
113
Emphasis on Work-Based Learning
Source: 2008 HSTW Assessment
63%
51%
21%
25%
12%
21%
5%
4%
High-Scoring Sites(A)
All Sites
Your Site
Intensive Moderate Low Incomplete
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Board
HSTW
114
Emphasis on Work-Based Learning
Source: 2008 HSTW Assessment, All Sites
Percentage of Students Meeting Readiness Goals by Level of Emphasis
51% 49% 46%
33%37%
30%25%
30%24%
Reading Mathematics Science
Intensive Moderate Low
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Activity
Using your school’s data, complete tables on pages 40-42.
Using your results, answer the questions on pages 43-44.
HSTW
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116
Review
What does this type of data tell us about career/technical studies and work-based learning in our schools?
How can this data be used to impact student achievement?
What actions can be taken to increase the quality of C/T studies and work-based learning?
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117
Day One Exit Ticket
Use the + card found on page 47.
Please write down the positives (+ ) and the questions () you have from day one and give them to the presenters as you leave.
HSTW
Welcome to Day Two!
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Review of Day One
Using Data to Take Action Interpreting the 2008 HSTW Assessment Using Concordance Tables to Estimate
Change in Achievement Utilizing the Executive Summary Utilizing the Overview Rigorous Curriculum High Expectations and Extra Help Quality CT Studies and Work-Based Learning
HSTW
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120
Questions from Day One
???
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121
Plan for Day Two
Quality Instruction Guidance and Transitions Leadership and School Improvement Developing an Action Plan
Using data to identify challenges Developing a plan to address challenges Engaging others in using data and taking
action
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122
Quality Instruction
Southern
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Board
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123
HSTW Key Practices:
Engage students in academic and career/technical classrooms in rigorous and challenging assignments using research-based instructional strategies and technology.
HSTW
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124
Engaging Students in Relevant Instruction
Provide 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 in all parts of the curriculum and integrate mathematics and science in career/technical classrooms.
HSTW
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125
SREB’s Literacy Goals
Students will read the equivalent of 25 books per year across the curriculum.
Students will write weekly in all classes. Students will use reading and writing
strategies to help them understand and use the content of all classes.
Students will write investigative research papers in all classes.
Students will be taught as if they were in honors language arts classes.
HSTW
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126
Literacy Across the Curriculum
Often use word-processing software to complete assignments.
Often revise written work to improve quality. Sometimes or often write in-depth explanations about
projects. Discuss or debate with others about what they read at least
monthly. Read and interpret technical books in CT at least monthly. Read an assigned book demonstrate understanding at least
monthly. In a typical week, read non-school materials outside of class
for two or more hours. Complete graded short writing assignments in English at
least monthly. Complete graded short writing assignments in science at
least monthly. Complete graded short writing assignments in social studies
at least monthly.
HSTW
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Regional
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Board
HSTW
127
Emphasis on Literacy
Source: 2008 HSTW Assessment
34%
23%
40%
37%
15%
24%
11%
16%
High-Scoring Sites(A)
All Sites
Your Site
Intensive Moderate Low Incomplete
Southern
Regional
Education
Board
HSTW
128
Emphasis on Literacy
Source: 2008 HSTW Assessment, All Sites
Percentage of Students Meeting Readiness Goals by Level of Emphasis
70%63% 64%
59%55% 53%
41% 44%39%
Reading Mathematics Science
Intensive Moderate Low
Southern
Regional
Education
Board
HSTW
129
Numeracy Across the Curriculum
Took a math class during the senior year. Took at least four math courses in grades 9-12. Math teachers sometimes or often show how math concepts
are used to solve problems in real-life situations. Use a graphing calculator to complete assignments at least
monthly. Complete a math project using math in a way that would be
used in a work setting at least monthly. Orally defend a process used to solve a problem at least
monthly. Worked with other students on a challenging math
assignment – group and individual grade at least monthly . Worked in groups to brainstorm how to solve a problem at
least monthly. Solved math problems with more than one possible answer
at least monthly. Solved non-textbook math problems at least monthly. Used math to complete CT assignments at least monthly.
HSTW
Southern
Regional
Education
Board
HSTW
130
Emphasis on Numeracy
Source: 2008 HSTW Assessment
42%
35%
43%
43%
6%
11%
9%
12%
High-Scoring Sites(A)
All Sites
Your Site
Intensive Moderate Low Incomplete
Southern
Regional
Education
Board
HSTW
131
Emphasis on Numeracy
Source: 2008 HSTW Assessment, All Sites
Percentage of Students Meeting Readiness Goals by Level of Emphasis
59% 57% 54%59%
54% 53%
38% 36% 36%
Reading Mathematics Science
Intensive Moderate Low
Southern
Regional
Education
Board
HSTW
132
Engaging Science Experiences
Completed three or more: CP physical science, CP biology/biology 2, anatomy, CP chemistry, physics or AP science
Science teachers often show them how concepts are used to solve problems in real-life situations.
Took a science class during the senior year. Use science equipment to do science activities in
a laboratory with tables and sinks at least weekly. Read an assigned article or book (other than
textbook) dealing with science at least monthly. Use science equipment to do science activities in
a classroom at least monthly. Work with other students on a challenging
science assignment at least monthly. Prepare a written report of lab results at least
monthly.
HSTW
Southern
Regional
Education
Board
HSTW
133
Emphasis on Engaging Science
Source: 2008 HSTW Assessment
35%
23%
47%
49%
14%
24%
3%
5%
High-Scoring Sites(A)
All Sites
Your Site
Intensive Moderate Low Incomplete
Southern
Regional
Education
Board
HSTW
134
Emphasis on Engaging Science
Source: 2008 HSTW Assessment, All Sites
Percentage of Students Meeting Readiness Goals by Level of Emphasis
68% 65% 64%58%
54% 53%
42% 42%37%
Reading Mathematics Science
Intensive Moderate Low
Southern
Regional
Education
Board
HSTW
135
Actions for Engaging Students in Research-Based Instructional Strategies
Project-based learning Cooperative learning Student-designed research Integrated, interdisciplinary studies Integrating Technology Effective direct instruction
HSTW
Southern
Regional
Education
Board
HSTW
136
How will you improve the quality of instruction?
Focus on Improving Professional Practice… Common Planning Time
Integration Common Unit Planning, Syllabi, Exams, etc….
Peer Observations Demonstration Classrooms Professional Development & Follow-up
Marzano’s Classroom Instruction that Works Kagan Strategies
Team Teaching/Buddy Teaching Teacher Evaluation; Annual Plan for
Improving
Southern
Regional
Education
Board
HSTW
137
Activity
Using your school’s data, complete the tables and answer the questions on pages 48-54.
HSTW
Southern
Regional
Education
Board
HSTW
138
Review
What does this type of data tell us about quality instruction in our schools?
How can this data be used to impact student achievement?
What actions can be taken to increase the quality of instruction?
HSTW
Southern
Regional
Education
Board
HSTW
139
Guidance and Transitions
Southern
Regional
Education
Board
HSTW
140
Key Practice:Guidance and Advisement
Involve students and parents in a guidance and advisement system designed to ensure that students
complete an accelerated academic program of study and a major.
HSTW
Southern
Regional
Education
Board
HSTW
141
Providing Timely Guidance
Reviewed the sequence of courses they planned to take at least once a year.
Received the most helping in planning their h.s. education plan by the end of 9th grade.
When planning and reviewing their four-year plan, talked with parents at least once a year.
A teacher/counselor talked to them individual about plans for after high school.
Spoke with or visited someone in a career they aspire to.
Someone from a college talked to them about going to college.
Received information about applying to college.
Had an adult mentor all four years.
HSTW
Southern
Regional
Education
Board
HSTW
142
Emphasis on Guidance
Source: 2008 HSTW Assessment
64%
59%
29%
31%
4%
5%
4%
6%
High-Scoring Sites(A)
All Sites
Your Site
Intensive Moderate Low Incomplete
Southern
Regional
Education
Board
HSTW
143
Emphasis on Guidance
Source: 2008 HSTW Assessment, All Sites
Percentage of Students Meeting Readiness Goals by Level of Emphasis
58% 56% 53%56%52% 51%51% 50% 50%
Reading Mathematics Science
Intensive Moderate Low
Southern
Regional
Education
Board
HSTW
144
Emphasis on Perceived Importance
Source: 2008 HSTW Assessment
49%
42%
37%
38%
11%
16%
2%
5%
High-Scoring Sites(A)
All Sites
Your Site
Intensive Moderate Low Incomplete
Southern
Regional
Education
Board
HSTW
145
Emphasis on Perceived Importance
Source: 2008 HSTW Assessment, All Sites
Percentage of Students Meeting Readiness Goals by Level of Emphasis
64%59% 57%54% 51% 49%
44% 47% 44%
Reading Mathematics Science
Intensive Moderate Low
Southern
Regional
Education
Board
HSTW
146
Why target middle school transition?
The transition point from middle school to high school has the highest percentages of dropouts nation wide.
The highest failure rate occurs in grade nine.
Preparing students for high school work, directly impacts retention.
HSTW
Southern
Regional
Education
Board
HSTW
147
How can school leaders make sure that students are ready for rigorous
high school studies?
District, high school and middle school leaders can:
Establish readiness indicators for challenging high school English, mathematics and science courses;
Align curriculums, teacher assignments and assessments to the readiness indicators; and
Set goals to annually increase the percentages of students having successfully completed Algebra I by the end of grade eight.
HSTW
Southern
Regional
Education
Board
HSTW
148
Actions for Transition from Middle Grades to High School
Structured extra help programs in
grades 7 and 8
4 to 6 week summer bridge program
for students who need accelerated
instruction in math, English and
reading
Develop courses in grades seven
and eight to give extended time to
read, write and do math
HSTW
Southern
Regional
Education
Board
HSTW
149
Actions for Transition from Middle Grades to High School
Continued…
Orient students and parents to high
school expectations
Reduce the ratio of students to
teachers in grade nine
Get a master teacher to lead a team of
teachers in core academic courses in
grade nine
HSTW
Southern
Regional
Education
Board
HSTW
150
What makes a high quality Ninth-grade Redesign program?
Early identification of students A lower student-teacher ratio in grade nine Qualified teachers with depth of content
knowledge teach challenging content School schedules that allow students to be
double-dosed – English/reading and mathematics
A career exploratory course for ninth-graders
HSTW
Southern
Regional
Education
Board
HSTW
151
What makes a high quality Ninth-grade Redesign program?
Catch-up courses with standard-based Curriculum and unit planning by teachers
Ninth-grade Academies where teachers are organized into common planning teams
Recruitment of the best teachers to lead the ninth-grade teams
Movement beyond remedial instruction Comprehensive evaluation plan
Southern
Regional
Education
Board
HSTW
152
Why target postsecondary transition?
Senior year not taken seriously Low ACT and SAT scores High remedial rate in English and
mathematics Students unprepared for workforce National completion rate for college
only 39.9%
HSTW
Southern
Regional
Education
Board
HSTW
153
Research Based Strategies for Postsecondary Transition
Students earn college credit while in high school.
Enroll unprepared students in transition mathematics and English courses.Courses aligned to college and career
readiness standards Ensure that students who do not plan to
go on to further study are in a CT program.
Develop extra help for students having trouble graduating.
HSTW
Southern
Regional
Education
Board
HSTW
154
Additional Actions for Making the Senior Year Count
Have community college administer placement exam during 11th grade
ACT Test for everyone in 11th grade
Reality check prior to the senior year with parents, adviser and counselor
Enroll seniors in upper-level courses
Enroll all seniors in at least three academic courses
Consider requiring a senior project that includes a research paper, a product or service, an oral presentation and a power point
HSTW
Southern
Regional
Education
Board
HSTW
155
Emphasis on Transitions
Teachers report that they meet with teachers from feeder middle grades or junior high schools to discuss expectations, content knowledge and performance standards for students entering their high school at least annually.
Teachers report that their school effectively uses a required parent-student-school conference to plan or review the high school program of study for every entering ninth-grader.
Teachers report that their school effectively uses a summer bridge program in reading and mathematics to help selected eighth-graders get ready for high school.
Teachers report that their school effectively uses a schedule that allows double periods in reading and mathematics for students who need extra help.
Teachers report that a caring adult is assigned to mentor each entering ninth-grader.
Students report that they earned or attempted to earn college credit in high school by taking classes at a local four-year college, Advanced Placement courses at their high school, classes at a community or technical college, a joint-enrollment class at their high school or a Web-based course.
HSTW
Southern
Regional
Education
Board
HSTW
156
Activity
Using your school’s data, complete the tables and answer the questions on pages 56-60.
HSTW
Southern
Regional
Education
Board
HSTW
157
Review
What does this type of data tell us about guidance opportunities in our schools?
How can this data be used to impact student achievement?
What actions can be taken to increase the guidance provided to students?
HSTW
Southern
Regional
Education
Board
HSTW
158
Leadership and School Improvement
Southern
Regional
Education
Board
HSTW
159
Key Practice:Continuous Improvement
Use student achievement and program evaluation data to
continuously improve school culture, organization,
management, curriculum and instruction to advance student
learning.
HSTW
Southern
Regional
Education
Board
HSTW
160
Focusing on the Continuous Improvement Cycle
Establish a consensus about the need to change (assess)
Set interim targets to close the gap between current and desired practices (plan)
Engage and support faculty to reach the targets (do)
Assess progress in terms of targeted goals (evaluate)
Celebrate successes frequently Repeat the cycle
HSTW
Southern
Regional
Education
Board
HSTW
161
Setting a Clear Mission and Vision for Success
47%42%
19%
49%44%
24%
Preparing allstudents is the most
important goal oftheir HS
Goals and prioritiesfor their school are
clear
Community supportsschool's goals
All Sites High-Scoring Sites (A)
Source: 2008 HSTW Assessment
Southern
Regional
Education
Board
HSTW
162
Continuous School Improvement
42%35%
44% 45%40%
35%
Goals andpriorites are
clear
Demanding yetsupportive
environment
All studentsshould be
taught to samestandards
Teachers arecontinually
learning
Work as a team Use data forimprovement
Source: 2008 HSTW Assessment
Southern
Regional
Education
Board
HSTW
163
To Begin the Focus and Sustain Efforts Teams Are a MUST
Five Focus Teams (included in overall school improvement team):
1. Curriculum leadership team2. Professional development leadership team3. Guidance and public information leadership team4. Transitions leadership team5. Evaluation leadership team
Southern
Regional
Education
Board
HSTW
164
Activity
Using your school’s data, complete tables and answer questions on pages 63-65.
HSTW
Southern
Regional
Education
Board
HSTW
165
Review
What does this type of faculty perception data tell us about our schools?
How can this data be used to impact student achievement?
What actions can be taken to increase faculty support for continuous improvement?
HSTW
BREAKBREAK
15 15:0015:0014:0014:0013:0013:0012:0012:0011:0011:0010:0010:009:009:008:008:007:007:006:006:005:005:004:304:304:004:003:303:303:003:004:204:204:504:504:404:403:503:503:403:404:104:103:103:103:203:200:100:100:090:090:080:080:070:070:060:060:050:050:040:040:030:030:020:020:010:01STOPSTOP0:200:200:190:190:180:180:170:170:160:160:150:150:140:140:130:130:120:120:110:110:300:300:290:290:280:280:270:270:260:260:250:250:240:240:230:230:220:220:210:212:302:302:202:202:502:502:402:401:501:501:401:402:102:102:002:001:101:101:001:001:301:301:201:200:400:400:390:390:380:380:370:370:360:360:350:350:340:340:330:330:320:320:310:310:500:500:490:490:480:480:470:470:460:460:450:450:440:440:430:430:420:420:410:410:590:590:580:580:570:570:560:560:550:550:540:540:530:530:520:520:510:51
Southern
Regional
Education
Board
HSTW
167
Developing an Action Plan
Southern
Regional
Education
Board
HSTW
168
Next Steps:How to Use the HSTW Assessment Report
Show the “positives” Identify the challenges
Use state assessment & HSTW/MGA report findings that explain why
What actions can you take to change that?
Walk through the report Identify strengths and weaknesses Identify improvement actions
Develop plan to share findings with the faculty and other stakeholders
Southern
Regional
Education
Board
HSTW
169
Next Steps: Identify and Prioritize Actions
List areas in need of improvement Rank items based on impact on student
achievement and completion rates.
Identify short-term goals Implementation in the first year Have one item in each of the four areas of
structural, instructional, support and leadership change
Identify long-term goals Implementation in years two and three Have one item in each of the four areas of
structural, instructional, support and leadership change
Use pages 67-69.
Southern
Regional
Education
Board
HSTW
170
Defining the Next Steps:Creating a Data Communication Plan
Focus Teams Leadership Team District Parents Students Table of Contents Practical Suggestions
Use page 70
Southern
Regional
Education
Board
HSTW
171
Wrapping it all up--Remember…
All schools want to improve but few want to change. The fact remains that to improve, one MUST change.
HSTW
Southern
Regional
Education
Board
HSTW
172
Customizing the Data Workshop for Your State
What should be the priority focus areas for sites in your state?
What state data should be incorporated into your workshop?
How can the site data tools assist you?
What type of action plan should schools develop?
Southern
Regional
Education
Board
HSTW
173
Customizing the Data Workshop for Your State
How will you ensure sites share results with the entire faculty?
What will sites be expected to do once they leave the workshop?
Will there be any type of follow-up after the workshop?
What assistance do you need from SREB?
Southern
Regional
Education
Board
HSTW
174
Trainer Materials Available
High school participant ppt and workbook Middle grades participant ppt and
workbook High school and middle grades site data
tools High school and middle grades report
Q&As High school and middle grades data walk
posters HSTW Assessment concordance tables
Southern
Regional
Education
Board
HSTW
175
Major Lessons Learned from Twenty Years of HSTW: What Adults Do Counts
Actions are more important than plans Participation in the state and national
networks maters Use of data for improvement Quality career and technical studies
adds value The HSTW design works
Southern
Regional
Education
Board
HSTW
176
Are You Ready to Implement the HSTW Design?
Will the district and board align its policies, vision, mission, and goals?
Will the district and school use data to set targets?
Will the budget support reaching these targets? Will you teach all students what has
traditionally been reserved for only the best? Will you align your curriculum to college and
career readiness standards? Are you ready to move these standards into the
classroom engaging teacher instruction, quality student assignments, and rigorous tests?
Southern
Regional
Education
Board
HSTW
177
Exit Slip
Page 72 Briefly summarize what you have
learned at this workshop, what you will do in your state, districts, school and/or classroom when your return, and what kind of support you will need in order to be successful.
Southern
Regional
Education
Board
HSTW
178
Conclusion of Workshop
Questions?
Presenter contact information is available on page 6
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