TEXAS HIGH SCHOOLS THAT WORK
A CTE School Improvement Design
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.
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
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?
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?
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
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
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
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.
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
ACTIONS SCHOOLS TAKE
Focus on school and classroom practices
Focus on actions with little or no cost
FACULTY OWNERSHIP
Most Common Focus Teams
Programs of Study
Integration of Academic and Career/Technical Education Rigor / High Expectations
Guidance and Advisement Transitions
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
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
ACTIONS SCHOOLS TAKE: RELATIONSHIPS
Create and revise advisor programs
Establish mentor programs
Improve the use of time
Require extra help
Facilitate credit recovery programs
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
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
COACHING OFF-SITE
Send e-mail reminders
Provide resource materials
Recommend HSTW sites to visit
Conduct conference calls and webinars
Provide leadership coaching
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
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)
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.
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