C E. 21 st Century Model High Schools That Work. An Enhanced HSTW Design for Implementing the West Virginia Framework for High Performing High Schools

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1 21 st Century Model High Schools That Work An Enhanced HSTW Design for Implementing the West Virginia Framework for High Performing High Schools C E 21 st Century High Schools That Work (HSTW)is an effort-based school improvement initiative founded on the conviction that most students can master rigorous academic and career/technical studies if school leaders and teachers create an environment that motivates students to make the effort to succeed. HSTW aligns with the West Virginia Framework for High Performing High Schools and provides the structure for schools to create a 21 st century culture of common beliefs and values; implement school-wide, researchbased strategies that enhance curriculum, instruction, school effectiveness and student/parent support; use a continuous improvement process to bring about change; and positively impact student achievement. HSTW is based on the belief students achievement improves as they put forth effort and hard work. School leaders and teachers can motivate students to achieve at high levels when they: expand students opportunities to learn a rigorous academic core with either a career/technical or academic concentration that is taught in ways that enable students to see the usefulness of what they have been asked to learn. create supportive relationships between students and adults. These relationships involve providing students with the extra help needed to meet challenging course standards and with the support to make successful transitions from the middle grades to high school and from high school to postsecondary studies and careers. work with parents and students to set goals and to help students take the right courses that prepare them for postsecondary studies and careers. focus school leadership on supporting what and how teachers teach by providing time and embedded, research-based professional development aligned with school s Five-Year Strategic Plans. In this environment, more students will recognize that high school matters to their future and more students will become independent learners able to set future educational and career goals and choose which courses to take to achieve those goals. Students must be prepared to succeed in the 21 st century 1 and be equipped with the skills to manage rapid changes in technology, knowledge, global competition and rising workforce demands. Getting a good high school education that counts is more important now than ever before. Yet, too many students do not graduate from high school and many more who do graduate lack preparation for further study and the recognized credentials needed to get good jobs. To address these issues, the West Virginia enhanced HSTW design encompasses a framework of Goals, Key Practices and Key Conditions for accelerating learning and setting higher standards. It recommends research-based practices for schools to improve academic and career/technical instruction and student achievement. Research has shown that sustained school improvement and student achievement occur when state, county, school and teacher leaders work together to take ownership and adopt the enhanced HSTW design for the specific needs of individual high schools. 1

2 Enhanced HSTW Goals for Continuous Improvement Increase to 85 percent the number of students who meet the HSTW reading, mathematics, and science performance goals on a national Assessment of Educational Progress (NAEP) referenced exam. Increase the percentages of all high school students who perform at the proficient level to at least 50 percent in reading, mathematics, and science, as measured by the NAEP-referenced HSTW assessment. Increase the number of all high school students who perform at the above mastery and distinguished levels to at least 50 percent in reading, mathematics, and science, as measured by the West Virginia state assessment. Increase to 85 percent the number of high school graduates who complete postsecondary preparatory courses in mathematics, science, English/language art, and social studies and a concentration in an academic area, a career/technical area or a blend of the two. Improve students transition from the middle grades to high school. Increase to 90 percent the number of high school students who enter grade nine and complete high school four years later. Have all students leave high school with postsecondary credit or having met standards for postsecondary studies to avoid remedial courses. Advance state and local policies and leadership initiatives that sustain a continuous school improvement effort. Have all students leave high school having met the standards for a College Readiness and/or Work Readiness Credential. Enhanced HSTW Key Practices for Improving Student Achievement These Key Practices provide direction and meaning to comprehensive school improvement, student learning, and acquisition of 21 st century knowledge and skills: High expectations Motivate more students to meet high expectations by integrating high expectations into classroom practices and giving students frequent feedback. Program of study Require each student to complete an upgraded academic core and a concentration. Academic studies Teach 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: o Align core academic courses to essential state and national standards that prepare youth for postsecondary studies and careers. o Align student assignments, student work and classroom assessments to at least the proficient-level standards as measured by state high school assessments. 2

3 Career/technical studies Provide more students access to intellectually challenging career/technical studies in high-skill/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: o Develop standards, for awarding postsecondary credit in high-skilled career/technical fields. o Provide students opportunities to work toward a recognized employer certification. 2 Structured Experiential Learning Engage students in developing quality work-based, servicebased, community-based, and/or research-based learning experiences. These experiences require students to integrate knowledge and skills from academics, career/technical education, and/or the arts and demonstrate the personal qualities, skills, knowledge, and understandings they need to be leaders in the 21 st century. Teachers working together Provide teams of teachers the time and support to work together to help students succeed in challenging high school studies. School leaders need to support: o all teachers in engaging students in reading, writing, making presentations, using technology, and applying high-level problem-solving and thinking skills. o mathematics, science, and career/technical teachers working together to better align and integrate concepts and skills into assignments and assessments. Students actively engaged Engage all students in academic and career/technical classrooms in rigorous and challenging proficient-level assignments using research-based instructional strategies and technology. Guidance Involve 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 student s progress and suggesting appropriate interventions as necessary. School leaders need to: o Support teachers in forming nurturing academic relationships with students aimed at improving students work and achievement. o Engage parents in annual meetings with students and their mentors to develop and review progress related to the students five-year transition plans. o 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. 2 Recognized employer certification is an associate s degree in a career field, an associate s or applied science degree or certificate in a career field, apprenticeship or state-issued license. 3

4 Extra help Provide a structured system of extra help to assist students in completing accelerated programs of study. School leaders need to: o 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. o Give students easy access to opportunities to meet course standards and graduate with their peers. o Plan transitional learning experiences for entering ninth-graders who are not prepared to succeed in college-preparatory courses. o 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 improvement Use student assessment and program evaluation data to continuously improve school culture, organization, management, curriculum, and instruction to advance student learning. School leaders need to: o Use formative assessments and benchmarks to assess student learning. o Monitor instructional practice for the use of research-based strategies, including technology. o Conduct surveys of students, teachers, and parents and analyze responses to determine the impact of school structure and practices. Enhanced HSTW Key Conditions for Accelerating Student Achievement Everyone teacher, school, local, county, and state leaders must work together to align policies, resources, initiatives, and accountability efforts to support high schools as they implement the21 st Century HSTW Enhanced Design. The key conditions for success include the following: A clear, functional mission statement: Schools need a clear, functional mission statement to prepare middle grades students for challenging secondary studies and high school students for success in postsecondary education and the workplace. Strong leadership: Each county and school needs strong and committed leaders to improve, align and benchmark curriculums to high standards, to improve the quality of instruction and to raise student achievement. At each high school, create a leadership team consisting of the principal, assistant principal, and teacher leaders. School and county teams participate annually in a series of leadership development workshops aimed at fully implementing the Enhanced HSTW Design. Strategic plan for continuous improvement: County and school leaders create an organizational structure and process that ensures continuous involvement with faculty on what to teach, how to teach it, what students are expected to learn, how to assess what they have learned, and how they relate to each other. Highly qualified teachers: Middle grades and high school teachers have in-depth knowledge of their subject areas and of teaching strategies appropriate to students grade levels. Middle grades teachers lacking majors in their subject areas are supported by the county to acquire them. The school and county will support teachers in acquiring National Board Certification. 4

5 Commitment to goals: School boards, school leaders, and teachers are committed to achieving the Enhanced HSTW Design goals and implementing the Key Practices. Continuous review of local policies and practices ensures that a strong message of high expectations is sent to both the high schools and the middle grades. Flexible scheduling: School superintendents and school boards permit high schools to adopt flexible schedules enabling students to earn more credits. Support for professional development: County and school leaders provide teachers with instructional materials, time and professional development for implementing the 21 st Century High Schools That Work Enhanced Design. The Recommended Curriculum The centerpiece of the Enhanced HSTW Design is a challenging curriculum that focuses on preparing high school students for further education and the workplace. To complete the recommended curriculum, each student takes the following: At least four English courses, with the content and performance standards of collegepreparatory English, which emphasize reading, writing, research, and presentation skills. Students should read the equivalent of eight books annually, write short papers weekly, and write one or more research papers annually. At least four credits in mathematics including Algebra I, geometry, and two other mathematics courses designed to prepare students for postsecondary studies and/or the work place (at least 85 percent of students complete Algebra II). o Students completing Algebra I in grade eight complete four additional years of mathematics. o Students take mathematics their senior year. At least three college-preparatory science courses physical science, biology, chemistry, physics or applied physics. Students conduct lab experiments and investigative studies; read books and articles about scientists, scientific discoveries and how science is used in the real world; keep lab notebooks; make presentations; and complete research projects and written reports. Students design and conduct group and individual projects. At least four college-preparatory social studies courses emphasizing citizenship, civics, economics, geography, and history as well as reading and writing in the content area of social studies. The 21 st century civics, economics and global awareness must be included in the social studies curriculum, with an emphasis on the skills needed for participatory and responsible citizenship such as social and civic responsibility, self-direction, collaboration and cooperation, and accountability for one s actions. At least one course or demonstrated proficiency in technology beyond simple keyboarding (this course should be taken early in high school so that students will be able to use technology-based skills in other classes.) Students need to appropriately use information and communication technology (ICT) to access, manage, integrate, and evaluate information; construct new knowledge; and communicate with others; these skills are essential to 21 st century life and workplace productivity. At least four credits in an academic or career/technical concentration. o Have students complete a humanities concentration including four or more credits in college-preparatory/honors English, social studies, foreign language, fine arts, or literature with at least one credit at the AP or college level; 5

6 o Have students complete a concentration in mathematics and science with a minimum of four credits each in college-preparatory/honors mathematics and science including at least one at the AP or college level; or o Have students complete a concentration in career/technical with a minimum of four credits in an approved career/technical field. STRUCTURES FOR SUCCESS The following components must be addressed to achieve success in implementing the enhanced HSTW design and alignment with the West Virginia Framework for High Performing High Schools. 1. Literacy and Numeracy Across the Curriculum Students will do the following: Read the equivalent of 25 books annually across the curriculum and demonstrate understanding of the content of materials read. Proficient readers summarize what they have learned; ask clarifying questions; use pertinent vocabulary; and analyze the purpose, content, and structure of a text. Write weekly in all classes as a way to deepen their understanding and retention of subject matter content. Use reading and writing strategies to enhance their learning in all classes. All of their teachers know how to use reading and writing strategies. Write research papers in all classes. This allows them to choose topics of interest and develop their abilities as independent learners. Complete a rigorous English/language arts curriculum taught at least at the collegepreparatory/honors English level (see Recommended Curriculum on page 5). Take a mathematics class during the senior year. Use graphing calculators and computers to complete math assignments. Work cooperatively in groups to brainstorm how to solve mathematics problems. Complete math problems and projects using math in authentic contexts. Complete lessons, units and projects that have been collaboratively planned by mathematics, science, and career/technical teachers. 2. Transition from the Middle Grades to High School Building a strong bridge from the middle grades to high school is essential in raising student achievement and keeping students in school. Students must be ready to meet the requirements of a rigorous curriculum when they begin high school. Unprepared students will likely drop out of school or seek less rigorous options. County, high school, and middle grades leaders can work cooperatively to get middle grades students prepared for rigorous high school studies by: establishing readiness indicators for challenging high school English, mathematics, science, and social studies courses; aligning curricula, teacher assignments, and assessments to the readiness indicators; and setting goals to increase annually the percentages of students having successfully completed Algebra I by the end of grade eight. 6

7 Getting Unprepared Students Ready For High School High school and middle grades leaders and teachers must implement transitional strategies for getting unprepared students ready for challenging high school work. They must commit to work together to: Develop structured extra help programs in the middle grades for seventhand eighth-graders who need accelerated instruction in mathematics, language arts and reading to achieve mastery and above on state assessments. Students must have the extra time and help they need to meet high school readiness standards, and their teachers must implement instructional techniques that motivate students to work harder. Provide four- to six-week summer bridge programs to help entering ninthgraders who need further study to succeed in high school. The daily program should consist of two hours of reading and writing and two hours of mathematics. Four days a week, students spend two hours each day using computers to complete reading, writing, and mathematics assignments. On the fifth day, students participate in field trips that show them the importance of academic studies in the real world. Provide ninth-graders not ready for college-preparatory courses in English and Algebra I extended time to master both subjects. Reduce the ratio of students to teachers in grade nine. HSTW s goal is to make this ratio the lowest of any high school grade level. Get a master teacher to lead a team of teachers in core academic courses in grade nine; give the team the same group of students and common planning time to integrate curriculums, plan collective exams, and teaching strategies. 3. Technology for Teaching and Learning Information and communication technology (ICT) literacy is the ability to use technology to develop 21 st century content, knowledge, and learning skills in support of 21 st century teaching and learning. In a digital world, students need to learn to use the tools that are essential to everyday life and workplace productivity. Important 21 st century technology tools include information and communication technologies such as computers, networking and other technologies (e.g. probes/sensors and accelerometers, MP3 players, interactive white boards, etc.); audio, video, multimedia and other digital tools; access to online learning communities and resources; and aligned digital content software and adequate hardware for all students. The mix of technology tools will change and evolve rapidly in the future. Today s technology may be obsolete tomorrow. It is impossible to predict the tools that will be essential for learning and working in the years to come. That is why it is important for people to acquire learning skills that will enable them to use next-generation technology. 4. Structured Academic and Career Guidance and Advisement High school students need frequent and meaningful opportunities to plan and assess their academic and career progress with a faculty member. This structure must be more than homeroom opportunities to distribute paper work or time for school announcements. The guidance and advisement program must have clearly defined goals; dedicated time within the school calendar; a structured curriculum; professional development; and, support for mentors. 7

8 5. Access to Career/Technical Studies Career/technical courses give many students a reason to come to school and do their est. Quality career/technical concentrations can provide a value-added component to students academic achievement, when students are expected to use math to complete challenging CTE assignments, to read and interpret technical manuals and career-related articles, to use technology to complete and present assignments and projects in career/technical studies, and to complete a senior project in their chosen career/technical concentration. Some students, particularly those at risk of dropping out, need opportunities in grade nine to explore career options and to experience introductory courses in potential career fields. One approach is to provide at-risk ninth graders access to career/technical courses on alternating days for one semester. Giving students a taste of possible career options helps them to understand and envision career pathways; to understand the underlying technology in various career/technical fields; and have opportunities to complete assignments that provide an introduction to available career options. 6. Transitions from High School to Postsecondary Studies and Careers Making the Senior Year Count Just as the middle grades have the responsibility to prepare students for challenging secondary studies, high schools must prepare students for the next step: postsecondary studies and careers. The key to the next step is a productive senior year. The senior year should be a time to prepare students for an important transition and to get them ready for the next step. When students have not taken challenging courses for more than a year, they often struggle when they enter college and the work place. School leaders need to: Work with postsecondary institutions to administer placement exams to 11th-graders. Use the results to work with parents and students to modify senior year programs of study to prepare them for postsecondary studies and work. Develop in collaboration with colleges special senior year transition courses in English and mathematics to prepare unprepared students for college-level studies. Provide students prepared for college-level work the opportunity to take postsecondary credit during their senior year. West Virginia has several strategies for juniors and seniors to earn college credit while in high school Advanced Placement courses, dual credit courses, EDGE courses, approved career/technical courses, learning experiences on college campuses during the summer and the school year, use of virtual college courses, and distance learning. Assist students not planning to attend college to use the senior year to prepare for high-paying, high-demand jobs. Provide them with opportunities to take industry-approved programs leading to an associate s degree, a certificate, or an employer s certification. These programs can be offered at high schools, career/technical centers, community technical colleges, or through apprenticeship programs and work-based instruction. Mount an effort to graduate all students who make it to the senior year. Help them make up failed courses or exams through the use of technology, web-based independent study courses, retaking classes after school, etc. Require seniors to take at least five credit-bearing courses. 8

9 Consider requiring a senior project that includes a research paper, a product or service and an oral presentation. The senior project should be the culmination of the school s efforts to strengthen the key 21 st century learning skills of students studying effectively, organizing and managing material, problem solving, conducting research, evaluating their own work to make it better, and communicating what they have learned. Students need to complete projects in grades 9 through 11 that develop and strengthen these skills in ways that prepare them as seniors, under the guidance of a project mentor, to complete a major project. Students need to propose their topics in grade 11 and explain through their proposals how their projects will strengthen their preparation for further learning and careers after high school. MEASURING AND REPORTING PROGRESS Data help schools do many things: understand where they are, define where they want and need to go, and measure progress along the way. The following achievement and implementation benchmarks will be used to determine sites progress in implementing the Enhanced HSTW Design. The analysis of achievement data shall include the performance of all student subgroups and their progress in meeting these benchmarks. Performance Measures Increase by 1 percent increase each year the number of students completing (graduating) high school with the goal of at least a 90 percent completion rate. Increase the number of students meeting ACT (or SAT) college readiness standards in English, reading, mathematics, and science by 3 percent annually. Increase by 5 percent annually the number of students achieving above mastery or proficient on the 10 th grade WESTEST in reading, mathematics, and science. Increase each year the percentage of students enrolled in AP courses with improvement in final AP exam scores. Increase each year the percentage of students who complete AP courses and take the AP exam(s). Increase by 10 percent annually the number of students who earn college credit while in high school with a goal of 50 percent of all graduates having college credit. Increase by 5 percent annually the number of students earning College and Work Readiness Credentials. Increase each year the percentage of career/technical completers achieving a score of 5 or higher on the ACT WorkKeys reading and mathematics exams. Increase by.5 percent each year the Average Daily Attendance (ADA) rate with the goal of at least 94 percent. 9

10 Increase by 10 percent annually the number of students who successfully complete the HSTW Recommended Core Curriculum with a goal of at least 85 percent completing the recommended curriculum. Increase by 5 percent annually the number of students who pass career/technical end-of-course exams, with the goal of at least 90 percent passing the exams. Increase to 85 percent the number of students who meet the HSTW reading, mathematics, and science performance goals on a national Assessment of Educational Progress (NAEP) referenced exam. Increase the percentages of all high school students who perform at the proficient level to at least 50 percent in reading, mathematics, and science as measured by the NAEP-referenced HSTW assessment. School Effectiveness Measures Increase the number of teachers seeking and/or acquiring National Board Certification. Provide evidence of integration of technology in classrooms and teacher access to Technology Integration Specialists (TIS). Increase each year the percentage of students enrolled in online AP courses, foreign language, science, and mathematics that are not offered in their own school of record. Increase each year the number of students who take advanced foreign language courses, level 3 and beyond. Increase by 10 percent annually the number of senior students who indicate they use Reading and Writing to Learn Strategies to master the content of specific subject areas until at least 60 percent report experiencing these practices. Increase by 10 percent annually the number of students who indicate they are held to high expectations in classrooms until at least 60 percent report experiencing these practices. Increase by 10 percent annually the number of students who indicate they experience quality mathematics and science instruction until at least 60 percent report experiencing these practices. Increase by 10 percent annually the number of students who report having challenging career/technical classes that require students to complete real world assignments until at least 60 percent report experiencing these practices. Have 100 percent of all students who need extra help indicate they are able to get the help easily. Develop and implement a transition class in English and mathematics for all seniors who fail to demonstrate readiness for postsecondary studies as measured and agreed upon by postsecondary and school leaders. 10

11 Have all students indicate they have developed a Five-Year Plan that is reviewed annually by the student, teacher mentor, and a parent. Shift resources to reduce the student teacher ratio in grade nine to be no higher than the ratio for any other grade. Develop and implement a support class in English and mathematics for entering ninth grade students failing to demonstrate readiness for high school as measured by ACT EXPLORE and WESTEST. Increase by 10 percent annually the number of teachers who view school leaders as focused on continuous improvement with a goal of 60 percent of all teachers. All sites will use the information on the data profile in completing the HSTW Annual Report of Progress and submit the report electronically. Additionally, all sites will biennially administer the HSTW Assessment to all seniors and the HSTW teacher survey to all teachers. Sites will receive a Technical Assistance Visit (TAV) at least once every three years, and the ensuing TAV report will provide sites with information, challenges and action steps to help them focus efforts in implementing the enhanced design. What SREB/HSTW Agrees to Do High Schools That Work (HSTW) agrees to provide leadership, guidance, information, and assistance to support schools, districts, and states in improving student achievement. For schools participating in the West Virginia network, priority services include the following: supporting the state agency that manages and coordinates enhanced HSTW sites; providing consultation to the state and its network schools; collaborating with the state to develop statewide enhanced HSTW councils that provide overall guidance to enhanced HSTW efforts; providing information and dissemination services to support state and site efforts using print, video, and Internet resources; evaluating sites progress in implementing the Enhanced HSTW Design and raising the achievement of students in reading, mathematics, and science through biennial NAEPreferenced HSTW Assessments; a teacher survey; a follow-up study of graduates; and providing state and site reports of findings; managing and helping states lead on-site Technical Assistance Visits (TAVs); providing professional development opportunities for states and sites through national professional development that includes a major annual conference for all network sites and state leaders in July that typically attracts more than 7,000 participants and national experts; creating networking opportunities for sites to share strategies and resources; conducting annual leadership forums for teams and district leaders from all HSTW states; 11

12 seeking support from the private sector and foundations for delivery of enhanced HSTW services; and disseminating information and publications about HSTW best practices to state organizations. What Participating West Virginia Sites Agree to Do Schools and school systems participating in the West Virginia enhanced HSTW state network agree to do the following: Have site leaders superintendents, school board members, the principal and a core group of teachers examine the Goals and Key Practices and decide if the Enhanced HSTW Design is viable for the school and the community. If so, they commit to at least a five-year implementation effort. Participate in an annual review and renewal of the Memorandum of Understanding with staff from the West Virginia Department of Education. Appoint someone at the county level and at the school site to coordinate enhanced HSTW goals and practices, professional development and technical assistance; coordinate data collection; monitor progress; foster communication; and integrate the enhanced HSTW Goals and Key Practices with other state and local improvement efforts. Commit $10,000 of local funds annually to support the school in implementing the Enhanced HSTW Design (support teachers with professional development, materials and time to work together to implement the Key Practices, etc.). Implement the HSTW recommended curriculum for all students. Promote student participation in a system of experiential learning. Organize an overall school leadership team composed of key academic and career/technical teachers and administrators; guidance counselors; parents; and representatives of business, industry, and postsecondary education. Establish school-based focus teams to address curriculum, guidance, evaluation, professional development, and transitions. Support teachers in integrating technology in the classroom through the use of Technology Integration Specialists. Support teachers in seeking and acquiring National Board Certification. Align the Key Practices to the Five-Year Strategic Plan. Implement the following Structures for Success: o o o o o o Literacy and Numeracy Across the Curriculum Transition from the Middle Grades to High School Technology Access and Support Access to Career/Technical Education Structured Academic and Career Guidance and Advisement Transition from High School to Postsecondary Studies and Careers Make the Senior Year Count Administer the biennial HSTW Assessment to all seniors to obtain base-line data and to measure progress in raising student achievement. 12

13 Administer the biennial HSTW Teacher Survey to all teachers to evaluate the site s progress in implementing the Enhanced HSTW Design. Administer a condensed online survey of West Virginia seniors and teachers in the years when the HSTW/SREB survey is not conducted. Host a Technical Assistance Visit (TAV) involving a team led by SREB or the state to review progress made and determine challenges to address to raise student achievement. Participate in county leadership activities, state staff development activities, and the annual HSTW Staff Development Conference (including the presentation of best practices). Become an active member of the state and multi-state network for sharing information and ideas. Give students access to 21 st century career/technical courses either in the high school, area career/technical center, or in a work setting that is connected to school-based academic and career/technical studies. Site leaders will work closely with employers and two-year postsecondary institutions. Promote a vision of high achievement for all students among faculty and staff, parents, students, and community members. Conduct an annual follow-up study of graduates. Participate in a Site Development Workshop (SDW) that involves the school s leadership team (principal, teacher leaders, counselor, county staff). Work with feeder middle schools to improve students transition to high school. Complete the Annual Report of Progress. What the West Virginia Department of Education agrees to do Name a representative to serve on the SREB-HSTW Consortium Board. Designate a state HSTW coordinator and assign WVDE technical assistance team providers to enhanced HSTW sites. Conduct an Instruction and Learning Appraisal within the first three months of the school year so 21 st century enhanced HSTW sites may use the information in revising their Five-Year Strategic Plans. Provide targeted technical assistance and designate WVDE staff as technical assistance providers for each 21 st century enhanced HSTW site. Allocate discretionary funds to help school sites implement the enhanced design. Conduct Technical Assistance Visits (TAVs) to one third of sites annually. Conduct staff development workshops to all new sites during year one. Encourage sites to attend the Annual HSTW Summer Staff Development Conference and identify site participants to serve as presenters and presiders. 13

14 Link staff development to sites Five-Year Strategic Plans and create opportunities for teachers and administrators to participate in state-sponsored institutes, workshops, and conferences. Support sites in participating in the biennial HSTW assessment and teacher survey and help them to use the data in improving their strategic plans. Foster networking of sites through meetings, visits, and electronic communication. Convene sites regularly to share resources and solve common problems. Designate a representative to serve on the annual HSTW National Staff Development Conference planning committee. Send representatives to the annual HSTW National Staff Development Conference and the National State and Local Leadership Forums. Participate in the SREB/HSTW assessment program. Identify outstanding practices in the state. Link with other school improvement initiatives within the state. Identify and promote opportunities for cooperative planning, joint staff development activities, and collaborative funding. Maintain accurate files and records. Prepare an annual report to SREB each July. The status report will maintain a focus on the state role and summarize major accomplishments during the previous year; major challenges in increasing the number of students meeting enhanced HSTW performance and curriculum goals, and identifying how the state will address upcoming challenges. Publish an annual report of sites progress in implementing the Enhanced HSTW Design and achieving established benchmarks. 14