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

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(1)

TEXAS HIGH SCHOOLS THAT WORK

A CTE School Improvement Design

(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)

C R E D E N T IA L S A c a d e m ic & T e c h n ic a l A s s e s s m e n ts

(8)

HSTW 10 Key Practices Ten Components of a Rigorous Program of Study

High Expectations Partnerships

Teaching and Learning Strategies College Career Readiness Standards

Extra Help Teaching and Learning Strategies Program of Study

* Academic Studies * Career-Technical

* Extended Learning Experiences: Work-based Learning * Guidance

Course Sequence

College and Career Readiness Standards Partnerships

Legislation & Policies

Teaching & Learning Strategies

Guidance Counseling and Career Advisement Credit Transfer Agreements

Academic Studies Teaching and Learning Strategies

College and Career Readiness Standards Academic & Technical Skill Attainment

Career-Technical Teaching and Learning Strategies Academic & Technical Skill Attainment Work-based Learning Partnerships

Teaching and Learning Strategies

Guidance School Counseling and Academic Advising Credit Transfer Agreements

Continuous Improvement Professional Development Policies and Procedures

Accountability and Evaluation Systems

Teachers Working Together Teaching and Learning Strategies Partnerships

(9)

FOUR SIMPLE GOALS

 Goal:

 Students have the academic knowledge and skills needed to meet local, state and HSTW

achievement goals.

 Goal:

 Ninety (90) percent of students who enter ninth grade complete high school four years

later.

 Goal:

 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.

 Goal:

 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 48 47

Meeting College- and Career-Readiness Goals

Reading 72 47

Mathematics 57 41

Science 62 42

Intensive Implementation of Selected HSTW Indices

Literacy 32 20

Engaging Mathematics Instruction 47 28

Engaging Science Instruction 34 14

High Expectations 34 15

Guidance and Advisement 63 53

Extra Help 45 27

Quality Career/Technical Studies 55 41

Students’ Perceived Importance of School 54 33

(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 e-mail 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)

(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.

(22)

MORE INFORMATION

 Steve Frank, Texas HSTW/MMGW Coordinator

Region XIII Education Service Center 5701 Springdale Road

Austin, TX 78726 512-919-5221

steve.frank@esc13.txed.net

References

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