High Schools That Work A school reform design that provides a framework of goals, key practices, and key conditions for setting higher standards and accelerating learning.

High Schools That Work Rutland Attitudes, Atmosphere Achievement

I. Attitude

I. Teacher Attitude (square one): Setting a Clear Mission and Vision for Success

I. Teacher Attitude (square one): Teachers’ Report Teacher surveyRutland (2008) Rutland (2006) High-Scoring Sites Teachers maintain a demanding yet supportive environment that pushes students to do their best 50 %8 %44 % Teachers are continually learning and seeking new ideas on how to improve students’ achievement 75 %17 %55 % Teachers and administrators work as a team to improve student achievement 75 %33 %45 % Teachers use data to continuously evaluate programs and activities 50 %8 %37 %

II. Atmosphere Students’ Report Student surveyRutland (2008) Rutland (2006) High-Scoring Sites Teachers often clearly indicate the amount and quality of work necessary to earn an “A” or “B” at the beginning of a project or unit. 71 %27 %63 % Students complete short writing assignments for which they received a grade at least monthly 100 %91 %87 % Students often use word processing software to complete an assignment or project 100 %73 %74 %

II. Atmosphere Students’ Report Student surveyRutland (2008) Rutland (2006) High-Scoring Sites Students were often able to get extra help from their teachers when they needed it without much difficulty. 86 %36 %56 % Students complete reading assignments and demonstrate understanding of the significance of the main ideas at least monthly 71 %36 %71 %

High Schools That Work indices of focus at Rutland: Engaging and challenging instruction Personal support and relationships Transition (post-secondary) Relevance

HSTW – A Results-Based Design Forget HSTW, NCLB and the DOE- Rutland will focus on R-E-A-L-I-T-Y as the ultimate success indicator

\ HSTW Goals Raise the reading, mathematics, science, communication, problem- solving and technical achievement of more students to be at or above the national average.

Meeting HSTW Readiness Goals Rutland (2008) Goal Percentage of students meeting the reading readiness goal of %85 % Percentage of students meeting the mathematics readiness goal of %85 % Percentage of students meeting the science readiness goal of %85 %

HSTW Goals Have all students who enter grade nine complete high school. Have all graduates leave high school with postsecondary credits or meet standards for postsecondary studies without having to take remedial courses.

Remedial Enrollment (SD BOR “High School Transition Report”) 2006 High School GraduatesPercent College Freshman requiring remedial Math or English courses Rutland0 % Madison18 % Brookings26 % State Average29 %

Remedial Enrollment (SD BOR “High School Transition Report”) 2005 High School GraduatesPercent College Freshman requiring remedial Math or English courses Rutland0 % Madison25 % Brookings27 % State Average31 %

Remedial Enrollment (SD BOR “High School Transition Report”) 2004 High School GraduatesPercent College Freshman requiring remedial Math or English courses Rutland25 % Madison26 % Brookings35 % State Average32 %

HSTW Schools Experience An increase in the proportion of students who meet HSTW performance goals in reading, math, and science; Rising ACT scores as more students take the exams; Improved attendance, graduation rates and postsecondary enrollment; Decreased dropout rates and discipline referrals; Growing confidence by teachers that new instructional methods can enable more students to succeed in challenging courses.

ACT Scores SD BOR “High School Transition Report”

High Schools That Work Goals Getting 85% of students to meet reading, mathematics and science goals Teaching most students the essential content of the college- preparatory academic core and either a career or an academic concentration.

Average College GPA SD BOR “High School Transition Report” 2006 High School GraduatesAverage GPA (first year at SD public universities) Rutland3.02 Madison2.97 State Average2.82 Brookings2.96

Average College GPA SD BOR “High School Transition Report” 2005 High School GraduatesAverage GPA (first year at SD public universities) Rutland2.97 Madison2.85 State Average2.82 Brookings2.80

Average College GPA SD BOR “High School Transition Report” 2004 High School GraduatesAverage GPA (first year at SD public universities) State Average2.79 Rutland2.68 Brookings2.67 Madison2.67

Average College GPA SD BOR “High School Transition Report”

HSTW Key Practices Major factors that influence student achievement that provide direction and meaning to comprehensive school improvement and student learning.

Key Practice #1 Set high expectations and get students to meet them.

HSTW Key Practice #4 Increase access to academic studies that teach college- preparatory content through functional and applied strategies.

Key Practice #4 College Preparation and Degree Completion “A recent report shows that only 39 % of students from the Sioux Falls class of 2001 have finished college at either a two or four year school.” Argus Leader “How do 2001 Rutland graduates compare? This is the bottom line success indicator for high school graduates- Do they have a plan for life after high school and are they successful in pursuing this plan?

Key Practice #4 College Preparation and Degree Completion 81 % of the Rutland graduates from 2001 attempted a post- secondary degree at a university or vocational school 85 % of the 2001 graduates pursuing a college or vocational degree completed that degree.

Key Practice #5 Have students complete a challenging program of study with an upgraded academic core and a major.

HSTW- Academic Core (*Rutland Requirement) *Four credits college-prep English *Three mathematics credits – at least two at the college-prep level *Three science credits – at least two at the college-prep level Mathematics in the senior year (* Seniors required to take 6 classes to qualify for senior release)

Key Practice #6 Engage students actively in learning. Multi-age/grade interactions, HS laptop program

Key Practice #8 Involve students and parents in a guidance and counseling system that ensures completion of an accelerated program of study and a major.

Key Practice #9 Provide a structured system of extra help to enable students to meet higher standards.

Key Practice #10 Use student assessment and program evaluation data to continuously improve curriculum, instruction, school climate, organization and management to advance student learning.

Leadership Practices and Higher Achievement School uses data for continuous improvement. Principal organizes study teams. Teachers search for new ideas. Teachers and administrators work as a team.

Bravely and boldly creating a future of our own choosing…. sleeping bears or not!

Rutland ISD 39-4