Rigor, Relevance and Relationships The “New” Three Rs + High Expectations = High Performance for All Students This presentation is about – Why some high.

Rigor, Relevance and Relationships The “New” Three Rs + High Expectations = High Performance for All Students This presentation is about – Why some high schools and middle grades schools have large gains in achievement in just two years and why similar high schools make no gains in achievement or actually declined Did the schools that made improvement just get a group of good students for one year, or have these schools more fully implemented the HSTW or MMGW school improvement design? Did school and teacher leaders in improved schools really believe that they could improve student achievement and get serous about implementing the HSTW and MMGW design? Or did they just do it without believing, get the results and now believe? Or is it about weaving school leadership, teachers and students together into a new set of relationships aimed at providing a rigorous and relevant experience for all – students and faculty. These are questions for you to ponder this afternoon. SC 2005 Keynote

High Schools That Work Southern Regional Education Board
For more than a decade and a half High Schools That Work has been an initiative of the Southern Regional Education Board-State Vocational Education Consortium. Today there are over 1,100 high schools involved. We work with schools to improve students’ academic and technical achievement. This effort is based on a number of unique features. Students take the right academic courses; Customize improvement plan to the unique needs of each schools; Students complete quality vocational and technical courses; Build on existing school strengths; Teachers engage students in difficult assignments in all courses; Students get extra help in meeting higher standards; Schools offer a supportive guidance system; Schools provide time and an organizational structure allowing teachers to work together. High Schools That Work is about raising achievement by changing what is taught, how it is taught, what is expected of students, and how educators work with each other, the home and the community. Southern Regional Education Board SC 2005 Keynote

Most- improved Schools
Distribution of Students by Ethnicity and Parental Education at Improved and Non-improved Schools Most- improved Schools Non-improved Schools 2002 2004 African-American 24% 16% 17% White 60 70 69 Other Minorities 16 14 Parent completed some college 64 65 59 Source: 2004 HSTW Assessment We looked at 75 high schools that made statistically significant gains in achievement in at least two of the three areas – reading, mathematics and science -- between 2002 and 2004 and at 75 high schools that did not improve. We also looked at 25 middle schools that have significantly higher achievement than 25 schools with similar student populations. On Thursday at 3:45 p.m. in Washington B (Session #287), we will discuss the differences in school and classroom practices at high-performing and low-performing middle grades schools. The most-improved high schools had more minority students than the schools that had not improved. Both groups of schools had about the same percentage of parents who had completed some college. The most-improved and non-improved high schools had the same percentages of majority and minority students in both 2002 and 2004. We have to look at other causes, rather than the differences, in student population to determine why some schools improved and others did not. (But before we get to that question, how much did these schools improve or decline in achievement?) SC 2005 Keynote

All Students + - Reading 9 + 11 Mathematics 7 Science - 11 + 17
Average Gains in Achievement on the HSTW Assessment Between 2002 and 2004 Non-improved Schools Most-improved All Students + - Reading 9 + 11 Mathematics 7 Science - 11 + 17 A 10-point gain in reading, mathematics and science achievement roughly represents a gain of one year in achievement. At the most-improved schools, seniors in 2004 are achieving one grade level higher in reading and mathematics than seniors in In science, you had an average gain of 17 points, which is close to two grade levels in achievement. In contrast, at the non-improved schools, you had a decline in achievement of 9 points in reading, 7 points in mathematics and 11 points in science, which was in the range of a grade level decline in achievement. Why did the most-improved schools make these gains and why did the non-improved schools decline? Before we get to this question, were the gains fairly equal among all sub-groups and were the declines fairly equal among all sub-groups? Explain why this is important. SC 2005 Keynote

Reading All students 9 + 12 African-American 8 + 9 White 11
Average Gains/Declines in Reading Achievement Scores between 2002 and 2004 Non-improved +- Most-improved Reading All students 9 + 12 African-American 8 + 9 White 11 Low parent education + 10 High parent education 10 It is important to note that gains in reading achievement at the most-improved schools were about one grade level for all groups of students. African-American students had an average gain of 9 points; white students 12 points. Also, it is important to note that students whose parents had not gone beyond high school had an average gain of 10 points and students whose parents had gone beyond high school had an average gain of 12 points. Whatever the most-improved schools are doing, it is working, not just for the majority students or for the high socioeconomic students, it is working for all groups of students. On the other hand, non-improved schools had a year decline of one grade level in reading achievement for all groups of students. Whatever they failed to do, it affected all groups of students in the high school. Why did high schools that had similar groups of students in 2004 and in 2002 decline or gain in reading achievement? SC 2005 Keynote

Mathematics All Students - 7 + 11 African-American - 6 + 8 White - 9
Average Gains/Declines in Mathematics Achievement Scores between 2002 and 2004 Non-improved +- Most- improved +- Mathematics All Students - 7 + 11 African-American - 6 + 8 White - 9 Low parent education + 9 High parent education - 8 In mathematics, the gains in achievement at the most-improved schools are similar to the pattern we saw in reading. All groups of students had a gain of eight to 11 points in mathematics achievement and made significant progress toward meeting the HSTW performance goal. Whatever these schools are doing, it is working for all groups of students. In contrast, the non-improved schools had a mathematics achievement decline among all groups of students. Why does a group of high schools with similar students in 2004 and 2002 decline almost one grade level in mathematics achievement? What changed in these schools? Was it new leadership or a new mathematics staff? Was it as simple as failing to come together as a staff to help more students master a rigorous and relevant mathematics curriculum? ___________________________________________________________________ Note: For non-improved sites, 62 percent meet math performance goal in 2002, and 52 percent met the goal in 2004. For most-improved sites, 51 percent met math goal in 2002, and 64 percent met the goal in 2004. SC 2005 Keynote

Science All Students - 11 + 17 African-American - 9 + 16 White - 12
Average Gains/Declines in Science Achievement Scores between 2002 and 2004 Non-improved +- Most- improved +- Science All Students - 11 + 17 African-American - 9 + 16 White - 12 Low parent education - 10 High parent education The gains in science achievement at the most-improved schools is much greater than the gains in reading and mathematics. The gain ranged from 16 to 17 points. In contrast, at non-improved schools the declines ranged from nine to 12 points in science achievement. The most-improved schools made gains in science achievement for all groups of students. ________________________________________________________________________ Note: For non-improved sites, 53 percent met the science performance goal in 2002, and 42% met the goal in 2004. For most-improved sites, 38 percent met the science goal in 2002, and 54% met the goal in 2004 SC 2005 Keynote

Key Questions Why do students at most-improved schools make greater gains in achievement than students at non-improved schools? The question these data pose is why do students at most-improved schools make greater gains in achievement than students at non-improved schools? One things is that the most-improved schools came together as a staff and reached out to support each other and the students during this process to more deeply implement the HSTW design. In contrast, this did not occur at the non-improved schools. What can the team from your school take away from this conference that will enable you to go back and make fundamental changes in what you are teaching; what you are expecting of students; how you are teaching students; how you are supporting students; how teachers are supported; and how the faculty relates to students, to each other and to the home? SC 2005 Keynote

Gains/Declines in Percentages of Students Completing the HSTW-recommended Curriculum
First, greater access to HSTW academic core. Significantly more students at the most-improved schools in 2004 than in 2002 completed the HSTW-recommended academic core compared to fewer students at non-improved schools. The most powerful thing schools can do to raise achievement is to increase the percentage of students taking the rigorous academic core. At most-improved schools, 7 percent more students completed four years of college-preparatory English, 12 percent more completed four years of mathematics (Algebra I and higher) and 13 percent more completed three lab science courses. At Southeast Whitfield High School in Georgia, we found that 36 percent more students completed four years of college-preparatory English and 44 percent more completed four years of mathematics (Algebra I or higher) in We asked the principal why this large jump over a two-year period of time. He attributed the changes to several things including: Having parents to come to the school with their students to register for classes. Using that time with parents and students together to explain the advantage of students completing the dual seal program. In Georgia, dual seal means that you have earned both the college-preparatory seal and a career/technical seal. Adopting pacing guides in core academic areas to ensure that students are being taught a common content and that they are staying on track to master a more rigorous course of study. At Iowa Park High School in Texas, 52 percent more students completed three lab science credits. We asked the principal why? He credited it to several actions including: Requiring all students to take a lab-based science course in grades nine, 10 and 11. Aligning the science curriculum to state standards to make sure students were prepared to pass. Developing common end-of-grading period exams to assure that all students are being taught to standards. Having the science department to take the lead in revamping the science curriculum. Changing the rigor of the courses taught requires purposeful action on the part of school and teacher leaders. When school leadership teams take purposeful action, you get positive results. SC 2005 Keynote

Gains/Declines in Percentages of Majority Students Completing the HSTW-recommended Curriculum
Nine percent more majority students completed the college-preparatory English curriculum, 12 percent more completed four years of mathematics (Algebra I and higher) and 14 percent more took three lab science courses. At non-improved schools, little or no progress was made in giving majority students access to college-preparatory level English, mathematics and science courses. You cannot master what you are not encouraged to study. The 75 non-improved schools appear to be stuck in an old system of sorting. The most-improved schools appear to be gradually encouraging more students to take and complete the advantaged academic core. SC 2005 Keynote

Gains/Decline in Percentages of African-American Students Completing the HSTW-recommended Curriculum
About the same percentage increase of African-American and majority students got access to a more rigorous mathematics and science curriculum at the 75 most-improved schools. However, the big differences are in language arts. Nine percent more white students had access to college-preparatory language arts, compared to 3 percent of African-American students. High schools appear to be less willing to enroll more African-American students into higher-level English courses. This may account for the reason why African-American students had a three-point less gain in reading achievement than did majority students at the most-improved schools. At non-improved schools there was an 8 percent decline in the percentage of African-American students who had access to college-preparatory language arts courses, which may explain in part the decline in reading achievement for African-American students at these schools. Thus, one reason that most-improved schools made gains in achievement is that they increased the percentages of majority and minority students who were enrolled in college-preparatory academic courses while the non-improved schools declined in the percentage of students enrolled in such classes. SC 2005 Keynote

Gains/Declines in Percentages of Students Completing the HSTW-recommended Curriculum by High Parent Education Eight percent more students whose parents had gone beyond high school at the most-improved schools had access to college-preparatory language arts, 13 percent more to four years of mathematics, and 10 percent more to three lab science courses, compared with a slight decline for similar students at the non-improved schools. At the non-improved schools there appears to have been no unified effort by schools to enroll more students into the HSTW-recommended academic core. The lesson is simply: If as a staff, you don’t come together with a plan to make it happen, it won’t happen. SC 2005 Keynote

Gains/Declines in Percentages of Students Completing the HSTW-recommended Curriculum by Low Parent Education Ten percent more students whose parents had not gone beyond high school in 2004 than in 2002 enrolled in four years of mathematics (Algebra I and higher) and 15% more in science. Again, in language arts, only 4 percent more students whose parents had not gone beyond high school made it into college-preparatory language arts, compared with 8 percent of students whose parents had gone beyond high school. Why are high schools reluctant to enroll more minorities and poor students into higher level English classes? However, one school – Franklin County High School in Kentucky – now allows any student to enroll in honors English. Since this change, they have seen an increasing percentage of students taking the more demanding courses. In comparison, at non-improved schools you had a slight decline in the percentage of students from families where parents had not gone beyond high school who were enrolled in the HSTW-recommended English and mathematics curriculum. Most-improved schools enrolled more students from all sub-groups into higher-level courses while non-improved schools either remained the same or declined. Several sessions at the conference will be presented by staff from most-improved schools about how they were successful in enrolling more students into higher academic courses. These are Sessions #147, #205, #430 and #543. SC 2005 Keynote

Summary of Gains and Declines in School and Classroom Practices
Second, more students experienced research-based best practices. This graph shows additional reasons why most improved schools made gains in achievement and non-improved schools declined. On nine indicators having to do with research-based school and classroom practices more students at the most-improved schools reported experiencing these in 2004 than in 2002; while fewer students in the non-improved schools experienced these practices. Only in science and numeracy did students in non-improved schools report a slight gain in experiencing quality school and classroom practices. You had on the average 7 percent more students at most-improved schools reporting experiencing school and classroom practices that make a difference in achievement, compared with an average decline of over 2 percent at the non-improved schools – for a 9-point difference. In the non-improved schools, it appears that the school and teachers failed to get everyone involved in implementing the HSTW key practices. At the most-improved schools, there is evidence of more teachers and school leaders working together to build the relationship with each other and with the students to put what HSTW advocates into school and classroom practices. We will explore each of these nine groups of indicators to determine the specific differences in the experiences of students at the improved and non-improved schools. SC 2005 Keynote Most Imp. Non-Imp. High Expectations (2 of 5) 5.4 - 4.4 Literacy (3 of 9) 8.6 - 1.4 Numeracy (4 of 11) 10.9 1.3 Science (3 of 8) 9.7 .5 Imp. of High School (4 of 9) 7.4 - 1.5 Quality of CT (4 of 10) 10.2 - 3.0 Guidance (3 of 8) 3.9 - 1.3 Work-based Learning (2 of 4) 1.4 - 5.3 Extra Help (2 of 4) 7.1 - 5.2

Teachers were frequently available to help them with their studies
Significantly More Students in 2004 than in 2002 Experienced High Expectations Students said: Non-imp. Most-imp. Teachers often indicated the amount and quality of work necessary to earn an A or a B No Yes * Teachers were frequently available to help them with their studies Yes ** They usually spent one or more hours on homework each day * p < .05; ** p < .01 Third, Higher Expectations Students at most-improved schools have higher achievement in 2004 than 2002 because significantly more were in classrooms with higher expectations. This had to do with teachers indicating the quality and the amount of work necessary to earn an A or a B, students spending one or more hours on homework outside of school, and teachers being available to help students meet course standards. Most-improved schools are sending a message to students that what they are being asked to do in school is important and that the teacher believes they can do it and that they are worthy of receiving the teacher’s help to meet the course standards. It is about rigor and support. SC 2005 Keynote

They often revised their essays or other written work No Yes **
Significantly More Students in 2004 than in 2002 Experienced High Expectations Students said: Non-imp. Most-imp. They often revised their essays or other written work No Yes ** They often worked hard to meet high standards on assignments Yes* * p < .05; ** p < .01 More students in 2004 than in 2002 reported often having to revise their essays or other written work. This notion of having to redo work, whether it is written or otherwise, sends a powerful message to students that school work is important and that it is to be done well. At Enka High School in North Carolina, 20 percent more students reported experiencing higher classroom expectations. Bremen Senior High School in Indiana had 18 percent more students reporting higher expectations in classrooms. School principals reported this change was due to: A strong advisement programs that stresses to students the need to take the more rigorous courses in high school. Encouraging teachers to give more challenging assignments and collecting copies of teacher assignments and analyzing them with groups of teachers to look at how they could be made more challenging and better aligned to state standards. Arranging for more teachers to attend Advanced Placement training in order to integrate more challenging assignments into all courses. Placing a greater emphasis on students taking a mathematics and science course during the senior year. Making Algebra I the lowest mathematics course students can take in high school for credit. The leadership team at these schools was sending a message to all faculty and to students that we must raise expectations. You see, the kind of message sent by leaders and teachers to students matters. Sessions by the top 75 schools dealing with higher expectations are Sessions #68, #120, #225, #342, #516 and #564. SC 2005 Keynote

Significantly More Students in 2004 than in 2002 Experienced Reading and Writing for Learning Across the Curriculum Students said they: Non-imp. Most- imp. Often used word processing software to complete an assignment or project No Yes** Often revised their essays or other written work several times to improve their quality Read an assigned book outside class and demonstrated that they understood the significance of the main idea at least monthly * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results Fourth, reading and writing across the curriculum. At the most-improved schools, significantly more students in 2004 than in 2002 reported that they were engaged in reading and writing for learning across the curriculum. At the non-improved schools, there was improvement in only one of six research-based literacy indicators. That was on the increased percentage of students reporting having to complete short writing assignments of one to three pages in their science classes at least monthly. At the most-improved schools, you had a significant increase in the percentage of students who said they had to: use word processing software to complete assignments, revise their written work several times to improve its quality, and read assigned books outside of class and demonstrate that they understood the significance of the main ideas at least monthly. SC 2005 Keynote

Significantly More Students in 2004 than in 2002 Experienced Reading and Writing for Learning Across the Curriculum Students said they: Non-imp. Most- imp. Completed short writing assignments of one to three pages in their English classes at least monthly No Yes** Completed short writing assignments of one to three pages in their science classes at least monthly Yes* Completed short writing assignments of one to three pages in their social studies classes at least monthly * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results At most-improved schools, significantly more students in 2004 than in 2002 had to complete short writing assignments of one to three pages in their English, science and social studies classes at least monthly. We called three of the high schools – Jonesboro High School in Georgia, Lubbock Cooper High School in Texas and Bremen Senior High School in Indiana that had 12 to 18 percent more students reporting having intensive reading and writing for learning experiences. To get more teachers to engage students in reading and writing for learning, these schools: Trained teachers on how to use reading and writing for learning strategies in all content areas; Created whole faculty study groups on sharing best practices on reading and writing strategies; Developed common assessments that were used across all English classes. Developed a common vocabulary among the faculty about literacy strategies any teacher could use. You see it was not that these schools had a different crop of students. It was the adults in these schools deciding to make reading and writing an approach to teaching in all of their classes as a way to make students independent learners in mastering their subject matter content. Three of the top 75 schools are doing sessions on reading and writing for learning across the curriculum. They are Sessions #36, #319 and #631. SC 2005 Keynote

Significantly More Students in 2004 than in 2002 Experienced High- quality Mathematics Instruction
Students said: Non-imp. Most- imp. Took a math class during their senior year No Yes** Took at least four full-year courses in math in grades 9 through 12 Their math teachers showed them how math concepts are used to solve real-life problems sometimes or often * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results Fifth, quality of mathematics instruction. Mathematics achievement went up at the most-improved schools because significantly more students reported taking mathematics in senior year and reported taking four full years of mathematics in grades nine through 12. In comparison, no change occurred at the non-improved schools. Keep doing what you have always done poorly, and you get declining achievement. SC 2005 Keynote

Students said: Non-imp. Most- imp. They completed a math project in ways that most people would use math in a work setting at least monthly No Yes* They solved math problems other than those found in the textbook at least monthly Yes** They used mathematics to complete challenging assignments in their career/technical area at last monthly (CTE students only) * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results At the most improved schools, significantly more students reported that their teachers showed them how mathematics concepts are used to solve real problems, that they often solved problems other than those found in the textbook and that they often completed mathematics projects in ways that most people would use mathematics in a work setting and more students at these schools reported using mathematics in their career/technical classes. SC 2005 Keynote

Students said: Non-imp. Most- imp. They used a graphing calculator to complete math assignments at least monthly Yes** They orally defended a process they used to solve a mathematics problem at least monthly No They solved mathematics problems with more than one answer at least monthly * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results At most-improved schools, students take more mathematics courses, take more higher-level mathematics courses, are taught in ways that they can see a connection between mathematics and its utility. However, these schools did more. Significantly more students were engaged in learning mathematics through the use of technology and in talking about mathematics. They often had to defend the process they used to solve mathematics problems. Three high schools – Ringgold High School in Georgia, Thornton High School in Illinois, and Columbia High School in Georgia had 18 to 22 percent more students at their high schools reporting richer learning experiences in their mathematics classes. Leaders from these schools reported a number of actions taken to raise mathematics achievement including: Giving online diagnostic tests to help students understand how well they were doing in meeting standards to pass state high school graduation exams. Providing tutorial instruction for students who failed to pass graduation exams. Offering an intensive summer program in mathematics to help students catch up and meet course standards. Developing common assessments that teachers used in core mathematics subjects in grades nine and 10 to determine if students were learning at the level expected. Requiring students to take four years of mathematics. These high schools are discovering that students who can do mathematics can do anything. Positive actions by adults result in positive actions by students. Improvement in achievement does not just happen. You do not have 20 percent more students saying they had a richer experience in mathematics without the school making changes in what they were teaching, how they were teaching, what they were expecting of students and how they were supporting students. The top schools were adding rigor, relevance, relationships and high expectations to their mathematics instruction. Two of the top 75 schools are doing sessions on improving mathematics instruction. These are Sessions #375 and #486. SC 2005 Keynote

Significantly More Students in 2004 than in 2002 Experienced High- quality Science Instruction
Students said: Non-imp. Most- imp. They took a science course in senior year Yes** They took at least four full-year courses in science in grades 9 through 12 * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results Sixth, quality of science instruction. At both the improved and non-improved schools, significantly more students in 2004 than in 2002 took a science course in senior year and took four full years of science courses in grades nine through 12. Why didn’t the non-improved schools improve in science achievement? Remember in an earlier slide that at the most-improved schools, 15 percent more students took the rigorous science curriculum recommended by HSTW, three lab science courses drawn from college-preparatory biology, physical science, chemistry, physics and anatomy or physiology. In comparison, there was a slight decline in the percentage of students at the non-improved schools who took the rigorous science core curriculum. Increasing students’ time in textbook-centered science courses and memorizing facts will do little to drive up science achievement. It is important that students be engaged in doing science in courses taught to college-preparatory standards. SC 2005 Keynote

Significantly More Students in 2004 than in 2002 Experienced High- quality Science Instruction
Students said: Non-imp. Most- imp. They did science activities in a classroom without science equipment at least monthly No Yes** They used science equipment to do science activity in the classroom at least monthly They worked with one or more students in class on a science assignment at least monthly * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results One reason why science achievement improved at the most-improved schools was not only because students were taking more demanding science curriculum, but that more students were experiencing hands-on science in 2004 than in 2002. Students were designing experiments around essential questions, conducting the experiments, analyzing their findings, writing it up and talking about their findings. More students were being given an experiential base on which to connect science knowledge and concepts. At three high schools – Enka High School in North Carolina, Fort Mill High School in South Carolina and Ripley High School in Tennessee – 23 percent more students in 2004 than in 2002 said that they experienced more engaging science labs and assignments. A conversation with leaders from these schools revealed they had undertaken several actions including: Employing new staff who gave greater emphasis to hands-on science projects; Enrolling more students into higher-level science courses; Getting teachers to share assignments and best practices; Adding new science labs, updating science equipment and establishing a budget for science materials. Aligning the science curriculum, teacher assignments and exams to state standards. At least three of the top 75 schools are presenting sessions on improving science instruction. These are Sessions #308, #548 and #672. SC 2005 Keynote

Significantly More Students in 2004 than in 2002 Experienced High- quality Career/Technical Instruction Students said: Non-imp. Most- imp. They used computer skills to do assignments in their career/technical studies at least monthly No Yes** They completed a project that first required some research and a written plan They were required to complete a senior project that included researching a topic, creating a product or performing a service and presenting it to the class or others * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results Seventh, quality of career/technical instruction. Significantly more students at the most-improved schools in 2004 than in 2002 experienced higher-quality career/technical instruction and work-based learning. In contrast, the quality of career/technical studies at non-improved schools decline. Engaging students in reading technical materials, preparing reports and doing projects not only drives up reading achievement; it better prepares career/technical students for the kind of work they will do in the modern workplace. All employees in the modern workplace have to write memos, summarize their work, research topics, develop written plans for their work and keep records of work completed. Honda officials recently reported they moved from two states to Canada because of an untrainable technical illiterate workforce. Engaging students in reading technical materials is essential in an information-based society where employees must be continuous learners. SC 2005 Keynote

Significantly More Students in 2004 than in 2002 Experienced High- quality Work-based Learning
Students said: Non-imp. Most- imp. They had someone teach them how to do the work No Yes** Their employer encouraged them to develop good customer relations at least monthly Yes* * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results Not only did students at the most-improved schools have to read and comprehend technical materials and apply the information to perform a real task; these students also received a higher quality of work-based learning. Significantly more students at the most-improved schools had someone at the work site to teach them how to do the job they had been assigned and to teach them good customer relationship skills, while students at the non-improved schools experienced a decline in the quality of their work-based learning. At Tri Rivers High School in Ohio, 19 percent more students reported that they had experienced a high-quality career/technical program. When we asked the leaders at Tri Rivers Technical Center what they had done to achieve this result, their answers included: Making literacy a major focus in the school year. They integrated real-world reading and writing assignments into all career/technical classes. Having to complete a senior project. This was their third year of having students produce a senior project that includes a written paper, a product or a service that is judged by business and industry. The quality has improved each year. Establishing a literacy team to give leadership to an emphasis on reading and writing for learning in all career/technical classrooms. The school focused on getting students to read the technical materials pertaining to the field of study so that their graduates could continue to learn in their field of study. When adults in a high school act together and in a purposeful manner, student achievement improves. Several of the most improved schools are presenting programs at the conference on their career/technical programs. These are Sessions #142, #170, #171, #189, #250, #492 and #558. SC 2005 Keynote

Significantly More Students in 2004 than in 2002 Experienced High-quality Guidance Assistance
Students said: Non-imp. Most- imp. Before and during high school they talked to their parents or guardians at least once a year about planning a four-year course plan No Yes** During high school a teacher or counselor talked to them individually about their plans for a career or further education * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results Eighth, high-quality guidance and advisement. At the most-improved schools, significantly more students in 2004 than in 2002 received help and assistance in planning a focused four-year program of study. A teacher or a counselor talked with them individually about their plans for a career or further education after high school. Leaders, teachers and counselors in the most-improved schools help students and their parents set career and educational goals and pursue a program of study to achieve the goal. SC 2005 Keynote

Significantly More Students in 2004 than in 2002 Experienced High-quality Guidance Assistance
Students said: Non-imp. Most- imp. Someone from a college talked to them about going to college No Yes** A teacher or guidance counselor helped them review a program of study at least once a year * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results Significantly more students at most-improved schools got information about postsecondary studies and what would be required to pursue postsecondary studies successfully. They also received assistance from either teachers or counselors on a regular basis to look at their goals beyond high school, to review the progress they were making and to adjust their program of study as needed. Part of making high school meaningful is about students having a goal beyond high school and seeing a clear pathway through high school that prepares them for that goal. Thirty-four percent more students at Enka High School in North Carolina and 26 percent more students at Ripley High School in Tennessee reported receiving quality guidance assistance. Leaders at these schools reported that they had: Implemented an adviser-advisee program; Involved both parents and students; Improved communication with middle schools; Developed a series of guidance lessons on study skills and habits of success. Several of the most-improved schools are presenting programs at the conference on their guidance programs. These are Sessions #251, #278, #331, #502 and #557. SC 2005 Keynote

Significantly More Students in 2004 than in 2002 Received Extra Help
Students said: Non-imp. Most- imp. Their teachers frequently were available before, during or after school to help them with their studies No Yes** They often were able to get extra help from their teachers when they needed it without much difficulty * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results Ninth, extra help to pass tougher courses. Significantly more students at the most-improved schools experienced teachers who were willing to give them extra help to meet course standards. Students could get this extra help without much difficulty. Teachers in these schools demonstrated by their willingness to give students extra help that they believed what they were asking students to do was important to their future and that students could do it, and by their willingness to help students, they conveyed that they believed students were worth the effort. This relationship between adults and students developed a desire in students to work harder, to perform at higher levels and to see the importance of high school. Fewer students at non-improved schools perceived that their schools were making an effort to assist them in meeting course standards and that they could get this assistance without much difficulty. When school leaders and teachers weave their actions together, they become a powerful force for improved achievement than when they act alone. Lubbock-Cooper High School and Iowa Park High School in Texas, Blackman High School in Tennessee, and Oswego County in New York had 19 to 31 percent more students reporting that they frequently got extra help from their teachers and that they got it without much difficulty. Leaders at these schools reported: Building extra help into the school day; Creating multiple peer tutoring opportunities; Establishing a freshmen academy; and Using summer school for students to pass failed courses. Several of the most-improved schools are doing sessions about their extra help efforts. These are Sessions #40, #440, #601 and #652. SC 2005 Keynote

Significantly More Students in 2004 than in 2002 Perceived High School Studies Important to Their Future Students said: Non-imp. Most- imp. Their courses were exciting and challenging often or sometimes No Yes** They tried to do their best work in school often They seldom or never failed to complete or turn in their assignments Yes* * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results Tenth, students responded to adult changes When schools more deeply implement the HSTW design, significantly more students perceive high school studies being important to their future. Most-improved high schools: Enrolled more students into higher-level courses, Ask students to complete challenging relevant assignments, use more engaging instructional strategies, hold students accountable for doing quality work. At most-improved high schools, significantly more students at these schools in 2004 than in 2002 perceived that their courses were exciting and challenging, that they tried to do their best work in school and that they seldom or never fail to complete or turn in an assignment. This change did not occur at the non-improved schools. SC 2005 Keynote

Significantly More Students in 2004 than in 2002 Perceived High School Studies as Important to Their Future Students said: Non-imp. Most- imp. It is very important to study hard to get good grades No Yes** It is very important to participate actively in class It is very important to attend all classes * p < .05; ** p < .01 Source: 2002 and 2004 High School Assessment Results As schools teach students rigorous academic and technical studies using authentic learning experiences, students see that school work is important to their future because they can relate it to their own lives. Therefore, at the most-improved schools, significantly more students in 2004 than in 2002 reported that they studied harder to get good grades, participated actively in class, and attended all classes. At the non-improved schools, there was a decline on these important indicators. This is additional evidence that if you want students to behave differently, then they will do so when adults agree in unison to behave differently toward their expectations of students. When adults set high expectations, make learning meaningful, give challenging assignments, link those assignments to the real world and are willing to give students the support they need, then you are going to get students responding and seeing the importance of high school studies to their own lives. Several sessions are devoted to how district and school leadership teams from most-improved schools went about more deeply implementing the HSTW design. They include Sessions #61, #191, #218, #281, #331 and #413. SC 2005 Keynote

Comparison of Percentages of Students Meeting Performance Goals in the Middle Grades
The same things that worked in the most-improved high schools will work in the middle grades. On Thursday at 3:45 p.m. in Session #287, we will look at specific school and classroom practices that resulted in one group of 25 middle grades schools having significantly more students meeting the performance goal than a comparative group of 25 schools. Source: 2004 Making Middle Grades Work Assessment and Student Survey SC 2005 Keynote

Rigor, Relevance and Relationships The “New” Three Rs + High Expectations = High Performance for All Students In summary, school leaders and teachers at the most-improved schools use the HSTW goals and key practices as a way to weave their combined efforts together toward achieving a more rigorous and relevant curriculum. This results in a new relationship of support that encourages the best in each other and in the students. You see, knowing is not enough. We must do. A high school faculty of 75 academic and career/technical teachers woven together in a common effort shaped by the HSTW key practices is a powerful force to help students maximize their god-given talent toward making their own lives better and preparing them to contribute to the common good of the larger community. The most-improved high school are discovering the importance of their work and with all of their heart, they are giving themselves to that work. They recognized that a mind is a fire to be kindled, not a vessel to be filled. SC 2005 Keynote

Rigor, Relevance and Relationships The “New” Three Rs + High Expectations = High Performance for All Students This presentation is about – Why some high.

Similar presentations

Presentation on theme: "Rigor, Relevance and Relationships The “New” Three Rs + High Expectations = High Performance for All Students This presentation is about – Why some high."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Rigor, Relevance and Relationships The “New” Three Rs + High Expectations = High Performance for All Students This presentation is about – Why some high.

Similar presentations

Presentation on theme: "Rigor, Relevance and Relationships The “New” Three Rs + High Expectations = High Performance for All Students This presentation is about – Why some high."— Presentation transcript:

Similar presentations

About project

Feedback