EHOVE Career Center. Case Study. The Setting. The Need to Improve Student Achievement. Milan, Ohio

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1 Case Study EHOVE Career Center Milan, Ohio EHOVE (Erie, Huron and Ottawa Vocational Education) Career Center is a full-day school of choice for 750 juniors and seniors from 15 associate schools in a rural three-county area in north central Ohio. Automotive and manufacturing industries comprise the bulk of the area s economy. In the summer months, tourism flourishes along Lake Erie and at the nearby Cedar Point Amusement Park. Facing new state mandates for higher academic standards and increasing expectations from business and industry, the staff at EHOVE launched an effort to upgrade academic courses, raise standards in career/technical classes, implement a comprehensive advisement program, and involve parents and the community as partners in improving student achievement. The Setting With a staff of 64 teachers, five administrators and three guidance counselors, EHOVE offers 26 career/technical programs and courses in four academic areas. In addition to the courses offered on the EHOVE campus, students may elect to take postsecondary courses at the nearby Bowling Green State University (BGSU) Firelands Campus. During the school year, 129 students enrolled in the BGSU courses. EHOVE serves a largely white population from a rural area. Feeder high schools range in size from 400 to 1,000 students. Approximately 20 percent of the students attending EHOVE are economically disadvantaged, though only about 10 percent apply for reduced price or free lunches. Thirty-three percent of the students are on Individualized Education Plans. The Need to Improve Student Achievement Southern Regional Education Board In 1997, EHOVE convened several stakeholder groups to analyze the school s performance data. According to the superintendent, employers said Your students don t have the academic skills. They re great welders; they re great carpenters, but we need more than that. Employers said they needed self-motivated students who could think on their feet to better serve the customer. For example, entry-level employees need to know how to locate information on their own, whether it is reading a manual to learn equipment operation or simply knowing to call the local chamber of commerce to obtain a networking list. While employers agree that every employee deserves an initial training period, there isn t a lot of time for hand holding past the probationary stage. Teamwork skills, problem-solving skills and higher communication skills are assets employers are looking for in new hires th St. N.W. Atlanta, GA (404)

2 In addition to higher demands from the workplace, Ohio students faced higher state graduation requirements. Beginning with the class of 2002, graduation requirements were increased with an additional mathematics credit and an additional science credit, for a total of 21 credits. Although state requirements did not stipulate which courses counted toward these credit requirements, all students were required to pass the Ohio Ninth-grade Proficiency Tests in reading, writing, mathematics, science and citizenship. However, students in the class of 2007 must pass for graduation all five sections of the new and more demanding Ohio Graduation Test. To be given to 10th-graders in 2005, the test covers high school level content in reading, writing, mathematics, citizenship and science and includes extended-response and short-answer questions. The Ohio Department of Education developed further accountability measures for career/technical schools by setting performance targets in areas including state career/technical assessments, attendance for students and staff, program completion, post-program placement, percentages of total students enrolled in career/technical programs, and diploma attainment rates. All career/technical schools must have action plans for achieving state targets and making yearly progress toward those targets or risk losing state funding for their career/technical programs. Many students who enter EHOVE are underachieving and lack basic mathematics and English skills. Seventy-nine percent are admitted with some kind of credit deficiency that is, they failed to earn credits toward graduation in English, mathematics, science, and/or social studies at their home high schools and needed to catch up. Of the 310 juniors enrolled in the school year, 244 had some deficiency (with a mean of 2.3 deficient credits per student). Beyond lacking credits toward graduation, 30 percent of EHOVE students had not passed one or more sections of the Ohio Ninth-grade Proficiency Test, and that number is expected to rise as students face the new Ohio Graduation Test, to be taken by 10th-graders in EHOVE is a school of choice that serves 15 associate schools. Each student must meet the graduation requirements at his or her home high school. Graduation requirements vary among these schools, with some requiring as few as 21 credits. Some associate schools have changed ninth and 10th grade curriculums to meet state standards, while others are still in that process. School schedules also vary, with several using block schedules while others maintain traditional schedules. Therefore, the range of needed academic classes for high school graduation varies widely among EHOVE students. Realizing these challenges, EHOVE adopted the High Schools That Work (HSTW) framework for improving student achievement. Change is difficult, said one administrator. If we were going to overhaul the way we do things, we needed a plan that made sense to our staff something they could get behind and stay committed to when the going got tough. High Schools That Work offered a systematic approach that allowed teachers to be creative in revising their curriculums to prepare students for the world of work and further study. 2

3 Forging a partnership with associate schools to secure funds, deliver professional development programs and share resources, the EHOVE staff signed a pledge to support the implementation of the HSTW design, integrating the key practices into their state-mandated school improvement plan. With active support from school board members, who often participate in professional development sessions, EHOVE staff members focused on the following strategies to improve student achievement: Get students to complete a strong academic core. Revise the school schedule. Raise expectations. Engage students in completing challenging assignments. Upgrade career/technical programs. Use literacy as a strategy across the curriculum. Improve guidance and advisement and involve parents in the process. Provide extra help. Provide leadership for continuous school improvement. The Steps EHOVE Took to Improve Achievement Getting Students to Complete a Strong Academic Core EHOVE Career Center enrolls students for one or two years who participate in career/technical programs and take academic courses, yet officially graduate from their home high schools. This presents the challenge of educating low-achieving students under the varying graduation requirements of 15 feeder high schools without the authority to mandate higher requirements. Aiming for high expectations and a rigorous program of study, EHOVE took a three-pronged approach it set entrance requirements that support higher standards, upgraded courses to college-preparatory standards and implemented a block schedule to allow more opportunities for earning course credit and time for higher classroom standards. Students must meet the minimum requirements for graduation set by the state of Ohio. 3

4 State of Ohio Minimum Graduation Requirements Subject Area English/language arts Health Mathematics Physical Education Science Social Studies Electives TOTAL Standards 4 units ½ unit 3 units ½ unit 3 units must include 1 unit biological science and 1 unit physical science 3 units 9 units, including 1 unit or 2 half-units of business/ technology, fine arts or a foreign language 23 units Source: Ohio Department of Education In 2002, EHOVE set higher entrance requirements while providing opportunities for at-risk students to succeed. Unconditional acceptance to EHOVE is granted to students with 10 or more credits (eight of which are completed in academic courses), 20 or fewer absences in the first two years of high school, and a grade point average above 2.0. The student should also have little or no discipline issues. The school may conditionally accept students who fall short of the above standards. Conditional acceptance requires a plan for success for improving grades and attendance. This plan is developed through meetings involving counselors, students and parents and can include summer school and/or having students improve academically at their associate schools. For students with discipline issues, a conference involving the EHOVE dean of students, parents and students is held to develop a plan to address those concerns. EHOVE upgraded all academic courses from applied academics to college-preparatory standards. Academic courses were formerly designed as applied academics in language arts, mathematics and science. An applied course covered only the academic skills necessary for work in a particular career field. EHOVE aligned all courses in mathematics, language arts and science to state standards. In mathematics, these upgraded courses include Algebra I, Geometry, Algebra II and Trigonometry. Integrated Mathematics II and III, a combination of algebra and geometry, are also available to accommodate students from feeder schools that offer similar sequences of courses. EHOVE has succeeded in teaching these higher level mathematics courses by enriching them with real-world problems from various career fields. As with the mathematics sequence, science and English courses were upgraded. Students can choose from science courses in biology, chemistry and physics. Junior and senior English courses taught to collegepreparatory standards replaced courses in applied communications that focused solely on career-related communication and technical writing. The English courses have been aligned to the standards of collegepreparatory courses taught by surrounding high schools. 4

5 In 2002, EHOVE s new block schedule enabled it to require all students to complete four credits in English, three in mathematics, three in science and three in social studies as well as additional elective courses on-site. With an increasing number of seniors continuing on to college, EHOVE also offers more courses that not only fulfill graduation curriculum requirements, but meet college entrance standards. Consequently, the number of students enrolled in higher level academics courses increased dramatically from 1999 to (See Table 1.) Table 1 Number of EHOVE Students Taking Higher Level Academic Classes Course Chemistry Algebra I Geometry Postsecondary mathematics* Source: EHOVE Career Center *Students are enrolled in a variety of postsecondary mathematics courses for which they receive postsecondary credit. Students can enroll in academic courses in English, physics and advanced mathematics. Students who meet college placement standards qualify for the state Postsecondary Education Options (PSEO) program and can enroll in college courses in English, mathematics and science while still in high school. To meet placement standards at BGSU Firelands, students must have a cumulative grade point average of at least 3.5; freshmen and sophomores must also successfully complete a placement exam to qualify for the PSEO program. These courses are taken on the college campus for credit, appear on Bowling Green State University transcripts, are transferable to almost any postsecondary institution, and the cost is covered by state funds. In 2003, 15 percent of EHOVE students completed advanced courses for postsecondary credit. Revising the School Schedule To increase course-taking opportunities and meet higher standards, EHOVE teachers and administrators formed a committee to study different kinds of schedules, visit other schools and interview teachers who had made the transition to a new schedule. After presenting their ideas, the staff adopted a block schedule in In contrast to the traditional seven-period day, the new schedule has four 80-minute periods. Over a two-year enrollment period at EHOVE, the schedule allows students to earn eight academic credits and eight credits in their career/technical programs for a total of 16 credits, compared to 14 under the old schedule. In the fall semester, students take and complete two blocks of academic courses (for a total of two credits) and two blocks of career/technical courses (for a total of two credits). For the second semester, students enroll in two new academic courses (for a total of two credits) and continue in their career/technical courses for two blocks (for a total of two more credits). Since block periods are twice as long as those in a traditional schedule (previously, periods were 40 minutes long), what typically took a year to teach in a traditional schedule can be taught in a semester in the 4X4 block scheduling plan. 5

6 Two-year EHOVE Schedule Former Schedule Junior Year Periods 1 4 Career/Technical Laboratory Period 5 Applied Academics such as Applied Mathematics or Science Period 6 English III Period 7 Related Career/Technical Class Senior Year Period 1 Applied Academics such as Applied Mathematics or Science Period 2 Employability Period 3 Related Career/Technical Class Period 4 7 Career/Technical Laboratory New Block Schedule Junior Year Block 1 Career/Technical Laboratory/Related Block 2 Career/Technical Laboratory/Related Lunch/Extra Help Block 3 Academic Class (one each semester) Block 4 Academic Class (one each semester) Senior Year Block 1 Academic Class (one each semester) Block 2 Academic (one each semester) Lunch/Extra Help Block 3 Career/Technical Laboratory/Related Block 4 Career/Technical Laboratory/Related Source: EHOVE Career Center In addition to providing more opportunities for earning credit, the block schedule has also been a vehicle for raising expectations and actively engaging students in the classroom. To prepare for the block schedule, academic teachers received training and additional time to prepare to transition from teaching in 40-minute classes to the 80-minute blocks. They developed sample lessons to encourage active learning. Teachers wrote pacing guides to plan the timing of concepts and skills throughout the semester. After teaching for several years under the new schedule, teachers believe they are now able to use more creative strategies and vary their approaches by changing classroom activities every 25 to 30 minutes. As one teacher suggested, It seems like we get through a lot of material and our discussions are more substantive and that students are gaining a deeper understanding of key course content. Students appreciate the opportunity to focus on a few courses at a time rather than juggling assignments and homework for seven classes a day. Raising Expectations Since all academic courses are aligned with state standards and assessments, EHOVE teachers require their students to meet those standards in completing their assignments. All students are required to do research papers and long-term projects. To accomplish this goal, EHOVE placed a major emphasis on writing across the curriculum by adopting the Collins Writing Program. This program integrates writing assignments at five different levels from the first level in which students write to capture ideas on paper to the fifth level in which writing is of publishable quality. After extensive professional development for several years, teachers now indicate in their lesson plans the number of writing assignments and the level of writing required of students for each assignment. EHOVE provided extensive technical assistance to implement this program. After training sessions with the whole 6

7 staff, a consultant met individually with teachers throughout the school year to discuss types of writing they were assigning and provide support for improving their practices. As a result, surveys of teachers about the program showed that most teachers in all subject areas are comfortable with assigning writing. The long-term goal is for EHOVE to develop two teachers who will continue to mentor other teachers and provide ongoing support in incorporating writing across the curriculum. All students at EHOVE are required to complete junior and senior projects. A HSTW projects committee team formulates project criteria, and the process is supported on a daily basis by a project coordinator named by the administrative team. Students are given clear project criteria for all aspects of their work, including research papers and oral presentations. Students submit project portfolios that include project plans, journals and written reflections. School leaders send parents letters about the projects to help parents understand that their students will be expected to complete these assignments for grades in both English and in their career/technical programs. To begin their interdisciplinary senior projects, students write personal sketches, select research topics, and business and industry mentors. Industry mentors act as guides to students throughout the year and meet with them during their job shadowing experiences and at the mentor s place of business. The senior project requires students to read books and periodicals and collect information from Web sites; all sources are documented in bibliographies. Students conclude their projects with 10-minute presentations, demonstrations, videos, or computer demonstrations. They also submit completed project notebooks. One senior in the carpentry program researched Frank Lloyd Wright s famed cantilevered house, Fallingwater, and built a replica of the structure. In addition to strengthening students literacy and research skills, senior projects can help parents better understand their students career choices. Although initially unhappy with their daughter s choice to do research on profiling a serial killer, the parents of one senior admitted that the assignment had helped their daughter grow in understanding her career path. We didn t like the fact that her topic involved such a gruesome subject, said the student s mother. But knowing that she was exploring a career with the Federal Bureau of Investigation (FBI), we wanted her to have as much information as possible and to go into it with her eyes wide open. Because of her research, she has a better understanding of the FBI and the job of profiling certain criminal types. In anticipation of the senior project, juniors must complete major projects as well. Each student must research and write a safety brochure containing step-by-step instructions and illustrations on a procedure or a piece of equipment pertaining to his or her career/technical area. During the semester-long project, juniors complete research papers and make products that can be demonstrated or presented in class. They conclude the year by writing letters of application and résumés and by working with the project coordinator to choose relevant job shadowing sites. In English class, each student develops materials for an interview with a business or industry person. That person evaluates the student s interview by using a rubric based on state standards for oral communication. Engaging Students in Completing Challenging Assignments Teachers use a wide variety of challenging assignments to engage students in learning. Teachers require students to write weekly in journals, reflecting on the work they have done and what they have learned. Teachers use word walls to reinforce vocabulary relating to specific subject areas, real-world projects such as evaluating résumés and creative writing assignments. 7

8 English classes The upgraded English classes include more reading assignments as teachers push toward the goal of having all students read eight to 10 books a year. The thing I am the proudest of is the greater number of books that my students are reading, an English teacher stated. A lot of students are carrying around books they are reading. That didn t used to be. This is to be expected with the additional reading assignments. The curriculum is much more literature-based than when I first started teaching here, said another teacher. We re doing more reading and writing overall. Students also produce weekly papers of at least one page. For example, one instructor assigns a famous person paper, requiring text and Internet research. The assignment reveals how well students understand the process of finding and evaluating reliable sources. Teachers use grading rubrics to define what constitutes high-quality work for students assignments. For example, a grading rubric for the famous person paper sets criteria for research, English usage, composition skills and manuscript form; including use of valid sources, correct use of internal citations, sentence structure, clarity and coherence, and proofreading. Mathematics classes The unique focus of EHOVE s mathematics courses is to teach rigorous mathematics concepts within the context of students career programs. Mathematics teachers focus on integrating real-world problems into their courses. They have participated in extensive professional development opportunities to support the teaching of challenging content through an applied approach. Classes employ more hands-on activities and graphing calculators are being used more consistently. For example, one instructor took students outside to calculate the height of the school flagpole and other structures. Students took angle readings with a clinometer and an old-fashioned tape measure. Mathematics teachers use technology in the classroom to more actively engage students. Teachers extensively use the elevated TV monitors in their classrooms to incorporate PowerPoint presentations and video clips in their instruction. As one teacher suggested, Students are better note-takers and more involved in the lesson when we use digitized clips and the Internet. One of her most engaging lessons involved using a two-minute clip introducing the concept of two points determining a line via bullet entry and exit points. I could pinpoint exactly from their notes where they had greater understanding of concepts, the teacher explained. It was on days when I used technology that they scored higher. A trigonometry teacher got students to learn more about sine waves by exploring how sine waves are used in real life. Students had to use the Internet to find examples to share with the class. One example included biorhythms. For a class project, students used their knowledge of sine wave periods and graphing calculators to plot their individual biorhythms. Science Classes Science teachers at EHOVE engage students in solving authentic problems while making career connections. More students now have such hands-on science opportunities. All students can take Biology, Physical and Earth Science, Chemistry, and Physics. Previously, only Tech Prep students were allowed to take Chemistry and Physics. To reinforce a unit on Earth s crust and igneous rocks, Earth Science students first examined small rock samples in class to identify them by type. Later the group went on a fossil dig at a nearby quarry to study sedimentary rocks and examine limestone for fossils. The tour ended with a quarry blast that brought down a day s production 32,000 tons of falling rock. The lesson turned into a career exploration session as students questioned the quarry tour guide about wages, benefits and certifications needed to work at the quarry. 8

9 Students in Physics studied velocity and vectors by taking rides on a battery-powered Segway human transporter. Students rolled through the halls learning firsthand about dynamic stabilization technology, which works in much the same way as the natural sense of balance. Where humans have inner ears, eyes, muscles and brains to maintain balance, the Segway human transporters have gyroscopes, tilt sensors, highspeed microprocessors and powerful electric motors. Upgrading Career/Technical Programs Career/technical teachers designed new curriculum guides using state-integrated technical and academic competencies as a way to prepare students for the ever-advancing technical workforce. Teachers began with a list of state competencies developed by employers, sequenced these competencies according to when they would be taught in the program, and developed course syllabi that included major projects and assignments as well as assessment plans. To facilitate this work, all teachers received release days and the assistance of a curriculum consultant. Work on course syllabi is ongoing and under annual revision to keep pace with the implementation of EHOVE s efforts to scale up the amount of reading and writing in career/technical courses each year. When students meet the requirements of an EHOVE career/technical program and pass the course, they receive certificates and career passports highlighting their accomplishments and skill attainment. Students who earn these certificates from EHOVE qualify for industry-sponsored credentials based on performance on industry-recognized assessments. These assessments vary widely from industry to industry. Some industry organizations, such as Automotive YES and the Ohio Peace Officers Training Commission, require that career/technical programs undergo extensive external reviews of curriculum, facilities and instructor qualifications. Other industries such as cosmetology, diesel technology and computer network technology merely require students to take and pass industry exams. Depending on the industry, the exam may include performance skills as well as paper-and-pencil test items. Each career/technical program at EHOVE strives to prepare students for industry-recognized certifications and those students who opt to take the assessments have good success as illustrated in the following chart. Since students must pay for these exams, not all of them have been able to take advantage of the opportunity. The school is hoping to start a scholarship program to help students meet the costs of certification exams to earn industry credentials. 9

10 2004 Career/Technical Students Earning Industry Credentials Career/Technical Program Industry Certifying Organization for Credentials Number of Students who Qualified to Attempt Industry Credentials Number of Students Who Attempted Industry Credentials Number of Students Who Earned Industry Credentials Auto Technology* Automotive YES (Youth Education System) Cosmetology* Ohio State Board of Cosmetology Electricity International Brotherhood of Electrical Workers Computer Networking Cisco 1 Cisco 2 Cisco 3 Cisco 4 Information Technology (IT) Essentials 1 Essentials 2 Voice and Data Cabling Microsoft Office User Specialist Interactive Media Technology Cisco/Adobe Web Design Microsoft PowerPoint Culinary Arts ProStart National Restaurant Association Credential Diesel Technology** Freightliner Credentials earned one credential out of 8; 3 earned two credentials out of 8 Welding American Welding Systems (AWS) earned one credential; 7 earned two credentials; 1 earned four credentials Public Safety Academy Emergency Medical Technician Fire Ohio Peace Officers Training Commission * 4 1* * 15 Source: EHOVE Career Center *Results are for 2003, the most recent available. **Auto Technology, Auto Body and Diesel meet ASE (Automotive Service Excellence) Standards 10

11 Tech Prep programs at EHOVE combine college classes with technical laboratory experiences to prepare students for high-skill, high-wage employment and further educational opportunities. Starting with the junior year, EHOVE partners with BGSU s Firelands Campus each day to offer students Computer Networking Tech, Interactive Media Tech, Health Tech and Engineering Industrial Tech programs. Students attend courses both at EHOVE and on the BGSU Firelands Campus. Those enrolled earn college credits while finishing their high school requirements. The cost of the postsecondary credits is funded through state reimbursement. Credits earned appear on a BGSU transcript and are transferable to almost any college. About 16 percent of EHOVE s student population is enrolled in these four Tech Prep programs. The Engineering Industrial Tech (EIT) Tech Prep program is unique in that it is held entirely on the college campus. One EIT student s work experience included a summer internship in the quality control department of an auto manufacturer. As an intern, the student showed competency in computer aided drafting (CAD) and carried out statistical studies determining variability between process streams in order to set testing parameters. His supervisor, the statistical process control coordinator, called the student a full team member who performed valuable work. For example, the student used software to program robots to glue headlight lenses to lamp bodies. To assist robot operators in making minor adjustments to perfect the adhesive pour, the student had to accurately transfer program reference points to a CAD drawing, giving operators a visual aid to help fine-tune the program. EHOVE added or retooled existing career/technical programs to meet local workforce demands. In an effort to replenish the pool of retiring teachers in the surrounding communities, EHOVE launched its Teacher Academy in Seniors enrolled in this program learn what it is like to be a teacher by spending time in area elementary schools. These students attend their associate high schools academic courses in the morning or afternoon, then serve as interns in elementary school classrooms for the rest of the day. Once a week, they attend a seminar to learn a host of competencies related to teaching. These students are much more than teacher s aides, said the program s coordinator. They prepare lesson plans, give instruction and do assessments. The internships are totally relevant to their future and help them choose their career path within the field of education. The hands-on experience, along with the seminar, will put them ahead in college. They are our future educators. As one student said, Joining the Teacher Academy was a fun way to earn six college credits and also learn different teaching styles from mentor teachers in different grades as an intern. The Teacher Academy serves about 25 students a year. In the first two years, 85 percent of the students continued in a postsecondary teacher training programs. Students feel strongly that the academy helps them make career choices. One student concluded, Throughout the year I have learned many things as a person and as a teacher. With the help of my family, friends, teachers and this class, I now have a goal for my life. I want to touch the lives of students and help them succeed. The EHOVE Public Safety Academy is a prime example of taking a good thing to the next level. Previously a criminal justice program, the academy was created in 2001 and the curriculum was expanded to include training in firefighting and emergency medical technician (EMT) methods in order to give students the edge for employment and further training. By the time students graduate, they hold Ohio certifications in dispatching, EMT and volunteer firefighting. (Local) agencies call us looking for qualified help because they know the type of training we give students, said the instructor. Our students are in demand because these internships give them realistic on-the-job experiences and they have the state entry-level certifications. EHOVE added real-world work experiences to enhance all career/technical programs and prepare students for the workplace. Businesses offering these experiences run the gamut from newspapers to automotive manufacturers. Work experience begins with job shadowing in the junior year. All juniors participate in a job shadowing day during which they complete on-site interviews. Following their experiences, the students write reports summarizing what they learned about the workplace.

12 In the senior year, the early placement program offers qualifying students the opportunity to work part of the school day in jobs relevant to their career paths. Students may be placed for up to three to five days per week depending on the training available at the work site. Criteria for early placement includes an A or B average in all career/technical and academic classes, good attendance, state proficiency test passage, appropriate progress toward credits needed for graduation, and a one-page typed rationale describing why the student should be released for the work-based learning experience. About 25 percent of the seniors meet these criteria and take advantage of the experience. A program called Fifth Quarter offers real-world work experience in the form of a summer internship. Open to all juniors who have a B average and 95 percent or better attendance, the program endeavors to raise all skill levels and provide promising employees for the workplace. Without the pressure of having to attend school or do homework, summer is an ideal time for students to try out work environments specific to their career choices and earn money. While on the job, students are on a rotation plan to learn all aspects of their chosen work site and must later prepare written and oral reports of their experiences. Their learning doesn t stop there, however. If the career experience is in line with their career plans, they continue on the job as they begin their senior year. In its second year of implementation, 26 percent of all juniors met the eligibility requirements and participated in the program. Implementing Literacy Across the Curriculum EHOVE established a schoolwide literacy team that developed an action plan to increase reading and writing assignments in all EHOVE classes. This year s focus was to implement time for sustained silent reading, to increase the availability of reading materials and create a reward system to encourage students to read. Using the 30-minute extra-help period that is built into each school day, students not receiving the extra help spend the 30 minutes reading. Newspapers and other reading materials are available in each building. A book and magazine drive was held to augment current inventories. Trade magazines, special interest magazines and books have been acquired for the English instructors who are clustered with related career/technical programs to help ensure common interests. A reading incentive plan was developed to encourage students to read and reflect on their reading. This incentive program has been very popular. The literacy team also worked with the visual communications design class to create and display EHOVE READS posters featuring current students reading their favorite books. These posters are displayed throughout the school. To encourage reading among the staff and to model reading to the students, school leaders formed a professional development book club. Now the focus is on the collection of data related to literacy. The Scholastic Reading Inventory was purchased for following the current and future reading abilities of all students during their two-year stay at EHOVE. Students are assessed three times a semester (beginning, mid-term and end) in each English class (junior English, senior English block schedule) for a total of six assessments in a two-year period. Another interesting feature of the software is the creation of a suggested reading list for each student, based on his or her particular reading ability and interest. Future book acquisitions are partly based on these lists. These efforts have resulted in increased reading and writing assignments across all courses at EHOVE, particularly in the career/technical programs. One auto body program instructor incorporates trade journals into his curriculum. If you want the students to read, you have to give them something they want to read, he stated. There s a lot more involvement when they re reading Hot Rod, Popular Mechanics and auto body business magazines. Students read articles and are asked to write essays concluding with their opinions of the pieces they have read. They know up front what s expected, the instructor said. There s less anxiety and they can express themselves while still giving us the content we want. This type of instruction can accommodate a whole range of learning styles. 12

13 Improving Guidance and Advisement and Involving Parents The Connections Teacher Advisory program offers groups of 10 to 15 students the opportunity to meet twice monthly with two adult mentors assigned to their group. These 30-minute meetings engage students in discussions involving academic, career and personal issues. Topics ranging from course credits to cafeteria menus and school policies are covered. Advisers are provided with professional development about their advisory roles and a structured curriculum for the sessions. A staff team in charge of the program evaluates its effectiveness through student and staff surveys. Students feel well supported and teachers believe they are keeping students from falling through the cracks. The best thing about the guidance and advisement program is that everyone on campus is involved, a teacher explained. Even the superintendent is assigned to an advisory group. Of all the HSTW key practices, the implementation of the adviser/advisee program has been the easiest to accomplish, stated the superintendent. Having a group of my own has helped me understand the value of having two additional staff members interact with every student on campus. I believe this program could benefit every school across the country. Simply put: It helps kids. In addition to the personalization offered through the adviser/advisee program, EHOVE uses several strategies to reach out to parents. The Parents as Partners program includes an orientation, summer registration, , mailed information and phone contacts designed to keep parents informed and up-todate on their student s progress and the high expectations of classes and programs. Special social events such as Muffins for Moms and Dads bring parents on campus to take an informal look at what their student is doing in school. This two-hour morning event provides a way to acquaint parents with their student s career/technical laboratory and Connections advisory group, as well as giving them a good idea about the higher standards expected of students and the willingness of the staff to help all students achieve more. If parents are unable to attend, the invitation is extended to aunts, uncles, brothers, sisters, grandparents or neighbors. More than one-third of EHOVE parents attend the event. Registration also provides another opportunity to meet with advisers. Providing Extra Help With higher standards in all academic classes, EHOVE teachers knew students would need extra support. A committee was formed to study a system that would work for each student and staff member, provide daily support, and include follow-up by staff to ensure the program was working. Bring Up Grades, or BUG for short, was implemented as an extra-help period built into the daily schedule to aid students who are struggling or falling behind in a class. Since BUG is scheduled for 30 minutes in the middle of the day, students are less likely to skip these catch-up sessions. Students who don t need the extra help can use the time as a study hall or to work on projects. Providing extra help on a daily basis requires a tremendous commitment from the staff. Each day BUG passes must be filled out and given to career/technical program teachers ahead of time; students must attend sessions (cutting short their lunch periods in some cases) and instructors not only work with students, but discuss student progress with each other at regular after-school meetings. The extra effort is paying off in student participation. In the first six months of the BUG program, 93 percent of students on campus took advantage of the extra help, averaging about 17 sessions per student. 13

14 I get good grades in English and I don t think they would be that high if it weren t for BUG, said one student enrolled in the Auto Body program. At my associate school, we had an extra-help period, but the teacher at the study table wasn t always our class instructor. EHOVE s BUG is better because the extra-help teacher is my classroom instructor who knows exactly how to help you. A junior enrolled in the Carpentry program who attends BUG for geometry an average of three times per week stated, I m doing much better this year in math because of BUG. (Our teacher) really wants us to understand the lesson and he stays in from his lunch hour to help. I like going to class this year. Getting Leadership s Support for School Improvement Each staff member is assigned to one of seven focus teams to drive continuous improvement: Connections (adviser/advisee); data and evaluation; BUG (extra help); project-based learning; attendance/tardies, literacy and work-based learning. The teams meet at least twice each month. Teachers felt they weren t being listened to and administration responded to that by giving them a voice through the committees, said one supervisor. Now, instructors have a more convenient way to get their concerns into a channel where they can be properly addressed. With strong support from both the school board and the staff, EHOVE has launched an impressive schedule of ongoing professional development opportunities. Most opportunities are identified as needs by various HSTW committees. Staff members have traveled out of state to attend HSTW conferences and seminars. Some training is offered for the entire staff and teachers from associate schools, while more specific training in mathematics, for example is offered for instructors from that discipline alone. Nationallyknown experts are brought on campus during state-approved waiver days so that instructors can dedicate the entire day to learning improved instructional strategies. The school calendar is planned well in advance of the school year, and staff members know by spring break what the schedule for the next school year will be. Waiver days are Ohio Department of Education-approved days in which students are excused from school and staff attends professional development seminars. The seminars are not part of the negotiated contract, but count as part of the 180- day school year. Professional development time, a total of 15 hours, is part of the negotiated agreement. This time is scheduled after the final bell at 2:55 p.m. and continues until 5 p.m. On early release days, staff is allowed to leave 30 minutes before the end of the contracted day (and after the final bell at 2:55 p.m.). These days are used as further incentives to encourage staff members to take advantage of voluntary sessions. As part of the planning for school improvement, instructors identified the need for common planning time to design cross-curricular projects for students. To provide time for academic and career/technical teachers to work together, joint planning meetings are held each Tuesday from 3:00 to 3:30 p.m. All teaching instructors approximately 80 members are required to attend these meetings where they have the opportunity to discuss how best to support student success in the classroom. It often takes only a word to get a student out of the danger zone and onto the right path, stated the principal. These meetings have put many students back on the track to graduation or success at work or in the classroom. Instructors have completed numerous surveys to gauge the effectiveness of changes; they have also been solicited for help in improving methods and curriculum. A Teacher Tips segment has been implemented during staff meetings. Teachers are asked to share a successful tip with their colleagues at the start of staff meetings, held every two weeks. These tips cover a wide range of topics, from the explanation of a color coding system one teacher uses to a session on Web site resources. This system allows peer-to-peer interaction and instruction in an informal setting. Sharing Teacher Tips and participating in numerous oncampus training workshops afford staff ample occasions to have questions answered and adopt HSTW key practices into daily teaching plans. 14

15 The Results of EHOVE s School Improvement Efforts In 2001, EHOVE Career Center was designated a Pacesetter School by High Schools That Work for showing steady improvement in reading, science and mathematics scores. (See Table 2.) Reading improvement was a major focus for the school and students made most progress in that area between 1998 and The Career Center has targeted reading and writing across the curriculum as its major thrust and the results are certainly impressive, said the superintendent. Using nationally recognized experts has certainly helped the staff reach such positive results. Table 2 EHOVE Students Mean Scores on the HSTW Assessment and the Percentages Meeting the HSTW Goals Reading Mathematics Science Mean Score HSTW Goal Mean Score HSTW Goal Mean Score HSTW Goal % % % Source: HSTW Assessment results in 1998, 2000 and 2002 EHOVE made its greatest gains in reading. Between 1998 and 2002, EHOVE s mean reading score increased by 29 points. The percentage of students scoring at or above the reading goal increased by 50 percentage points. During that period EHOVE s mean mathematics score increased by seven points and its mean science score by 20 points. The percentage of students scoring at or above the science goal increased by 22 percentage points. Although many students enroll without having passed one or more of the state-mandated proficiency tests, EHOVE has had good success with getting those students to pass the tests by the time they are ready to graduate. (See Table 3.) 15

16 Table 3 Comparison of EHOVE Students Who Needed to Pass and Who Passed the State Proficiency Tests Percentage of students needing to pass the proficiency tests* 30% 24% 32% Total percentage of students who passed the proficiency tests while at EHOVE *Note: Students begin taking the Ninth-grade Ohio Proficiency Test at the end of eighth grade and have two opportunities to re-take the test each year. These percentages represent the number of th-graders who enter EHOVE still needing to pass these five state tests, all of which are a graduation requirement. To support students in passing the Ohio Proficiency Tests, EHOVE offers tutoring services, including working with the associate schools to provide student tutoring at the home high school, if needed. EHOVE anticipates offering further help to students in passing the new Ohio Graduation Test. Since students receive extra help in passing higher level academic courses, more EHOVE students are reporting at graduation that they will be attending postsecondary education programs. (See Table 4.) Table 4 Percentages of EHOVE Completers Planning Postsecondary Studies % % % Source: EHOVE Career Center In addition to test scores, EHOVE students have consistently excelled at career/technical student organization competitions, such as VICA, Business Professionals of America and DECA. In 2003, students competed at the national level in all three organizations. EHOVE s Tech Prep programs have been recognized at the state level by the governor and it received a statewide Building Excellent Schools for the 21st Century (BEST) award in

17 Future Plans for Improvement at EHOVE While the HSTW whole-school reform model can be credited for steady improvement at EHOVE, there is still much work to be done to prepare students for continued learning and work after high school. The EHOVE vision is to document that career/technical completers have acquired the foundational skills needed for continued learning in their chosen career fields. EHOVE will continue to pursue an aggressive agenda of professional development activities within a school culture that values learning, puts academics first and uses data to monitor progress. The school will Increase the number of students receiving business/industry credentialing. Continue to upgrade its career/technical programs in order to meet exemplary program standards. Increase the number of students taking higher level mathematics and science courses in their senior year. Utilize data to address retention concerns. Offer postsecondary education options (college credit courses) on the EHOVE campus. Continue to set standards for teachers on the number and types of reading and writing assignments. Collect and compile data on the amount of reading currently assigned in classes and compare this data each year. Lessons Learned about Improving Learning for Career/ Technical Students It is as important to employers to have prospective employees prepared with rigorous academics as it is for postsecondary institutions to have prospective students prepared academically for postsecondary studies. Upgrading academic courses aligning them to state and college-preparatory standards is essential to improving student achievement. An emphasis on reading and writing across the curriculum raises the bar and helps students learn. Senior projects energize students to study something of interest to them and provide challenging experiences that will prepare them for work and postsecondary success. Time for extra help during school supports students in being successful with a rigorous academic core. 17

18 How the State and District Supported EHOVE State Support The Ohio Department of Education s Office of Career/Technical and Adult Education has provided financial support, professional development opportunities and assistance with technical assistance visits since Ohio joined the HSTW network in In 1999, a year-long Ohio HSTW Academy was created to provide monthly two-day seminars for districts. EHOVE sent a team of administrators and teachers to these sessions. Comprehensive School Reform (CSR) funding was utilized to support the HSTW efforts, creating opportunities for professional development, visits to other sites and technical assistance from school improvement consultants. In 2001, four HSTW regional centers were established to provide localized support to districts. These centers provide additional professional development opportunities and meetings for networking with other schools. Further State Support Needed Support a rigorous academic core and career/technical curriculum for all students. Support sites in participating in the HSTW professional development and the HSTW Assessment. Foster greater networking opportunities for HSTW sites to learn from each other. Continue to designate staff at the state level to work with HSTW sites in the state. District Support The EHOVE board established a funding source for classroom materials, supplies and textbooks for higher level academic courses. The EHOVE board reimbursed travel expenses to a number of HSTW schools for conferences and training programs throughout Ohio and the U.S. Large teams of administrators and instructors attend the HSTW summer conference each year. The administrative team established a comprehensive 12-month professional development program. Nationally known consultants visit the district several times during the school year in order to provide ongoing training support. The administrative team, including the superintendent, is actively involved in HSTW focus teams and professional development activities. 18

19 Contact: Judy Driscoll, Principal Joe DeRose, Superintendent EHOVE Career Center 316 West Mason Road Milan, Ohio Telephone number: Fax number: addresses: Web address for the school: 19

20 (04V55)