TEXAS HIGH SCHOOLS THAT WORK. A CTE School Improvement Design Supporting College and Career Readiness

Transcription

1 TEXAS HIGH SCHOOLS THAT WORK A CTE School Improvement Design Supporting College and Career Readiness

2 HSTW HISTORY High Schools That Work (HSTW) is a part of the Southern Region Education Board (SREB) and is the nation s largest school improvement initiative and is the only initiative that utilizes CTE as the foundation of the model SREB started in 1948 by 16 Governors HSTW was formed in 1987 with 32 schools, and has now spread to over 1300 schools (over 150 Texas schools since inception) Making Middle Grades Work was formed in 1998 (new to Texas with 25 schools) 2011 HSTW Summer Staff Development conference had over 6,000 participants.

3 CHANGE IN SCHOOLS Teachers often challenge change, for many valid reasons The HSTW change process Establish a need for change (TAV or Snapshot) Focus on adult practices over which we have control Have faculty teams take ownership of the change Monitor implementation and remove roadblocks Use school and classroom practice data to evaluate progress

4 THE FOUNDATION OF THE DESIGN Effort magnifies ability How do we create a student desire to put forth more effort? How does a school reduce student apathy? How can we motivate and sustain excitement in teachers?

5 WHAT IS AN EFFORT BASED DESIGN Think of three students at your school: A high achieving student An average student A needy student Question #1: Do you believe the actions of the adults have influence, both positively and negatively, on student effort? Question #2: Do you believe each of these students will experience academic improvement if he/she works harder?

6 HSTW KEY PRACTICES Use Data for Continuous Improvement Raise Expectations Ensure Challenging Career/Technical Studies Use Work-based Learning Create Challenging Programs of Study Ensure Challenging Academic Studies Actively Engage Students Facilitate Teachers Working Together Improve Guidance and Advisement Systems Create Extra Help and Ease Transitions

7 CREDENTIALS Academic & Technical Assessments

8 HSTW 10 Key Practices Ten Components of a Rigorous Program of Study High Expectations Extra Help Program of Study * Academic Studies * Career-Technical * Extended Learning Experiences: Work-based Learning * Guidance Partnerships Teaching and Learning Strategies College Career Readiness Standards Teaching and Learning Strategies Course Sequence College and Career Readiness Standards Partnerships Legislation & Policies Teaching & Learning Strategies Guidance Counseling and Career Advisement Credit Transfer Agreements Academic Studies Career-Technical Work-based Learning Guidance Continuous Improvement Teachers Working Together Students Actively Engaged Teaching and Learning Strategies College and Career Readiness Standards Academic & Technical Skill Attainment Teaching and Learning Strategies Academic & Technical Skill Attainment Partnerships Teaching and Learning Strategies School Counseling and Academic Advising Credit Transfer Agreements Professional Development Policies and Procedures Accountability and Evaluation Systems Teaching and Learning Strategies Partnerships Teaching and Learning Strategies

9 FOUR SIMPLE GOALS Goal: Goal: Goal: Goal: Students have the academic knowledge and skills needed to meet local, state and HSTW achievement goals. Ninety (90) percent of students who enter ninth grade complete high school four years later. All students leave high school demonstrating readiness for further study and careers by: 1) earning post-secondary credit; 2) passing college placement examinations; or 3) earning employer certification or state licensure. Eight-five (85) percent of graduates complete the HSTW recommended core curriculum and a concentration in a career area.

10 Comparison of High-Implementation and Low-Implementation HSTW Schools with High Percentages of Low-SES Students 20 High- Implement 20 Low-Implement Demographics Non-Minority 62% 65% Low-SES Meeting College- and Career-Readiness Goals Reading Mathematics Science Intensive Implementation of Selected HSTW Indices Literacy Engaging Mathematics Instruction Engaging Science Instruction High Expectations Guidance and Advisement Extra Help Quality Career/Technical Studies Students Perceived Importance of School Continuous Improvement (teacher survey) 45 18

11 ACTIONS SCHOOLS TAKE Focus on school and classroom practices Focus on actions with little or no cost

12 FACULTY OWNERSHIP Most Common Focus Teams Programs of Study Integration of Academic and Career/Technical Education Rigor / High Expectations Guidance and Advisement Transitions

13 ACTIONS SCHOOLS TAKE: RIGOR Ensure clear expectations- syllabi, rubrics, common assessments Move college and career readiness into the classroom through assignments and assessments Use standards based grading Create a college and career school environment Find a quick win and celebrate what you want to see more of in the school

14 ACTIONS SCHOOLS TAKE: RELEVANCE Develop and implement programs of study Increase school partnerships Integrate CTE in academic courses and academic in CTE courses Ensure reading and writing in all CTE courses Embed student certifications, if appropriate Expand career awareness in elementary, career exploration in middle Expand career preparation opportunities Utilize problem based instruction

15 ACTIONS SCHOOLS TAKE: RELATIONSHIPS Create and revise advisor programs Establish mentor programs Improve the use of time Require extra help Facilitate credit recovery programs

16 KEY ACTIVITIES Participate in a Site Development Workshop with all faculty Conduct a Technical Assistance Visit or Campus Snapshot Attend campus driven professional development Onsite professional development State professional development National professional development Conduct the HSTW Assessment every other year Complete the HSTW Faculty and Student Survey Engage in coaching services

17 COACHING ON-SITE Provide a planned full day visit Meet with principal at each visit Develop the initial focus teams Conduct walk-throughs with leadership Send follow-up reports to school Recommend district involvement as needed

18 COACHING OFF-SITE Send reminders Provide resource materials Recommend HSTW sites to visit Conduct conference calls and webinars Provide leadership coaching

19 COSTS The cost to participate in HSTW or MMGW is determined by the needs of the campus. Very Low: $5,000 Moderate: $10,000 High: $40,000

20 POTENTIAL FUNDING SOURCES Local funds Title/Federal Funds (college and career readiness) Perkins Funds (alignment with CTE) Special Education RTI (redo, extra help, grading practices) GT or AP/IB funds (rigor and teaching strategies) ESL (campus-wide literacy programs) Safe & Drug Free (guidance & advisement programs)

21 FUND USING WHAT YOU ALREADY HAVE Booster club funds Donation to the school, $1000 per booster club to support improving teaching and learning PTA / PTO fund raiser to support quality teaching initiatives Departmental budgets, for example, use $1500 from each core area, $2000 from CTE, $2000 from district office or campus administration. Other ideas?

22 MORE INFORMATION Steve Frank, Texas HSTW/MMGW Coordinator Region XIII Education Service Center 5701 Springdale Road Austin, TX