using data to improve student achievement, graduation rates and college- and career-readiness
DESCRIPTION
Using Data to Improve Student Achievement, Graduation Rates and College- and Career-Readiness. Illinois HSTW Assessment Data Workshop The Parke Hotel Bloomington, Illinois October 12-13, 2010. Welcome! Do Now!. Turn to page 10 of your workbook - PowerPoint PPT PresentationTRANSCRIPT
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HSTWUsing Data to Improve Student Achievement, Graduation Rates and College- and Career-Readiness
Illinois HSTW Assessment Data WorkshopThe Parke Hotel
Bloomington, IllinoisOctober 12-13, 2010
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Welcome! Do Now!
· Turn to page 10 of your workbook· What actions has your school/district/state taken
in the last two years to advance student achievement ? Consider these areas:
• Engaging the faculty• Having more students complete a rigorous curriculum• Having higher expectations and/or providing extra help• Providing quality CT studies and/or work-based learning• Literacy across the curriculum• Numeracy across the curriculum• Engaging science practices• Providing guidance and advisement
· Select two or three actions and jot them down to share out later.
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HSTWWorkshop Objectives and Deliverables
· Understand the 2010 HSTW Assessment and report
· Use data to analyze your school/district/state’s challenges and develop an action plan for addressing those challenges
· Develop a plan for engaging others in analyzing assessment results and using data to make change
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HSTWThe Southern Regional Education Board (SREB)
· Founded in 1948 to improve the plight of the south through a focus on education
· Nonprofit, nonpartisan organization· Works with state leaders and policymakers in
the 16 member states· Provide data to legislatures and state boards of
education for decision making· Focus on improving education pre-K through
postsecondary· Network states
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High Schools That Work (HSTW)
· The largest and oldest of SREB’s school improvement initiatives· 1987 – 27 sites· 2010 – 1,200+ sites in 30+ states
· Additional initiatives· Making Middle Grades Work for middle
grades schools• 1998 – 25 sites; 2010 – 450+ sites in 22 states
· Technology Centers That Work for shared-time technology centers• 2010 – 150+ sites in 15 states
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HSTW
High Schools That Work
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HSTW Key Practices
· High expectations
· Program of study· Academic
studies· Career/technical
studies· Work-based
learning
· Teachers working together
· Students actively engaged
· Guidance· Extra help· Culture of
continuous improvement
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What will it take?
· Improvement at the same time· Student achievement· Graduation rates· College- and career-readiness
· Using data for improvement· Process· Performance
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Data Walk
· The facilitator will direct your group to a data poster
· We will rotate clockwise to each poster (10 total)
· Information about the posters will be added after each rotation
· Go to the first poster
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Poster 1
· How is this poster organized?
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Poster 2
· There are multiple measures of data on these posters. What type(s) of data was collected and analyzed to provide this information?
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2010 HSTW Assessment
· NAEP-like subject tests in reading, mathematics and science· Scale of 0-500
· Student survey· Course history· School and classroom experiences
· Teacher survey· Data/survey linked to Key Practices
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Poster 3
· What is the difference in the type of data on these posters?
· What is the value of using both types of data?
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Multiple Measures
Effort
Perceptions
Student Achievement
Demographics
School Processes
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Poster 4
· Where are college- and career-readiness indicators located on the posters?
· Discuss your definitions of college- and career-readiness.
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HSTW Readiness Goals
· Reading = 250; Mathematics = 257; Science = 258
· Students performing at this level are able to enter postsecondary studies without needing additional preparation and/or are able to pass most employer exams for entry-level jobs.
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Poster 5
· How does this data relate to other data your school typically reviews?
· How can this data and your other school data be used together?
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A Complete Picture
HSTW Assessment
State Test Scores/AYP
Course Failures
Discipline Referrals
AP/IB Enrollment
Industry Certification
Exams
SAT/ACT Scores
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Poster 6
· What is the relationship between the level of emphasis students experience on the key practice and their achievement?
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Understanding the Indices
· Based on the HSTW Key Practices· Example – Literacy Across the Curriculum
· A series of indicators (and frequency) are identified for each practice· Example – Students often revised their
essays or other written work several times to improve their quality
· The number of indicators experienced determines the level of emphasis· Example – Intensive = 8-10 indicators
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Poster 7
· Predict for your site the two indicators on which your students will score highest.
· Why did you pick them?
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HSTWIndicators Most ExperiencedAll HSTW-TCTW Sites
Indicator Index %
It is very important to graduate from high school.
HS Importance
95%
They somewhat or strong agreed that with hard work, they could understand the material being taught in their classes.
High Expectations
93
A teacher or counselor talked to them individually about their plans for a career or further education after high school.
Guidance 92
Someone from a college talked to them about going to college.
Guidance 90
They somewhat or strong agreed that the grades they received were the result of the amount of effort they put forth in their classes.
High Expectations
88
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Poster 8
· Predict for your site the two indicators on which your students will score lowest.
· Why did you pick them?
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HSTWIndicators Least ExperiencedAll HSTW-TCTW Sites
Indicator Index %
Their teachers or counselors often encouraged them to take more challenging science courses.
Guidance 24%
They made journal or lab manual entries that recorded their class work in their career/technical classes at least weekly.
Quality CT 28
Their teachers or counselors often encouraged them to take more challenging mathematics courses.
Guidance 28
Their teachers or counselors often encouraged them to take more challenging English courses.
Guidance 29
They completed short writing assignments of 1-3 pages for which they received a grade in their science classes at least monthly.
Literacy 30
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Poster 9
· Place a check mark next to the indicators for which it will cost money for more students to experience.
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Poster 10
· Place a star next to the indicators over which adults in the school community have control.
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Data Walk Debrief
· Relationship between school and classroom practices and student performance
· What can we control?· What will it cost to make changes?
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Data Walk Debrief
· Effort, not ability· Focus on improving students’
experiences· Focus on things we can control· Take ownership of what we can control
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Essential Question
· Why do students at most-improved schools/centers make greater gains in achievement than students at least-improved schools/centers?
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HSTW100 Most- and Least-Improved HSTW/TCTW Sites – 2008 to 2010
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HSTW100 Most- and Least-Improved HSTW/TCTW Sites – 2008 to 2010
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The Detailed Answer
· More students at most-improved schools:· Completed the HSTW-recommended curriculum in
English/Language Arts, mathematics and science· Experienced high expectations· Experienced reading, writing and mathematics
across the curriculum· Experienced challenging and engaging authentic
projects and assignments· Experienced high-quality career/technical studies
with integrated academics· Had access to extra help and guidance· Understood the importance of learning and doing
well in high school
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The Short Answer
· Most-improved schools more fully implemented the HSTW design
· They took action to increase student achievement
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Why is data important?
· Replaces hunches with facts· Enables us to address root causes
instead of symptoms· Enables us to determine the effects of
implemented practices· Assists us in understanding how
school and classroom practices relate to student achievement
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Data cannot help when…
· It is not valid or reliable· The appropriate questions are not
asked· Analysis is not used for making wise
decisions· There is no commitment by teachers
and administrators to change school and classroom practices when data indicates the need for change
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Interpreting the 2010 HSTW Assessment
Topic Two
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2010 HSTW Assessment
· NAEP-like subject tests· Reading, Mathematics, Science
· Student Survey· Course history· School and classroom experiences
· Teacher Survey
· Administered to all or a random sample of 60+ seniors in January/February 2010
· Comprehensive report disaggregating achievement by school and classroom practices
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2010 Participation
· HSTW· 757 schools· 40,428 students· 34,865 teachers
· TCTW· 111 centers· 6,106 students· 2,706 teachers
· Illinois HSTW· schools· 916 students· 1, 014 teachers, 821
academic and 164 CTE
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HSTW2010 HSTW Assessment ResultsAll HSTW-TCTW Sites
56%
53%
52%
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HSTW
52%
42%
39%
31%
42%
26%
13%
12%
25%
4%
3%
10%
Science
Math
Reading
Percentage of Students at Each Performance Level
below Basic Basic Proficient Advanced
2010 HSTW Assessment ResultsIllinois HSTW-TCTW Sites
61%
56%
48%
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HSTW2010 HSTW Assessment ResultsAll HSTW-TCTW Sites
?
HSTW Goal = 85%
? ?
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HSTWChanges from 2008 to 2010All HSTW-TCTW Sites in Network Both Years
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HSTWChanges from 2008 to 2010All Illinois Sites
59%52% 47%
61% 58%48%
Reading Mathematics Science
Percentage of Students Meeting Readiness Goals
2008 2010
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HSTWChanges from 2008 to 2010All HSTW-TCTW Sites in Network Both Years
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HSTWChanges from 2008 to 2010All Illinois Sites
20%
36%
34%
20%
20%
48%
17%
34%
20%
15%
17%
46%
Continuous Improvement
Guidance
Quality CT
Integrating Academics
High Expectations
Completed 2-3 Subjects
Percentage of Students Experiencing an Intensive Emphasis on HSTW Indices
2008 2010
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HSTW
Report Format
· Executive Summary (pg. 1-2)· Overview (pg. 3-24)· Full Report
· Indices (pg. 25-36)· Benchmarks (pg. 37-60)· Student survey results (pg. 62-183)· Teacher survey results (pg. 184-214)
· Appendix (pg. 215-230)
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Test Development
· Why revise the assessment?· Refresh the subject tests· Add utility
· Purpose· Continue measuring continuous school
improvement· Add measure of college- and career-
readiness
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Test Development
· Determine broad guidelines· Specify content to be included· Develop and review test questions· Write performance level descriptors· Review performance level descriptors· Administer assessment· Standard setting workshop· Research and validity studies
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ETS Concurrent Validity Study
· 2008 assessment data· Correlated HSTW scores with SAT,
ACT, state tests and GPA· Georgia, Kentucky, Ohio, South Carolina,
Texas and West Virginia· 51 schools participated, including almost
2,600 students
· A second study is being conducted with 2010 data
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ETS Concurrent Validity Study
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ETS Concurrent Validity Study
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Test Content
· Reading· 80% informational texts; 20% literary
nonfiction· Includes meaning vocabulary· Includes paired texts (to assess critical
analysis)· Does not include literary fiction or poetry
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Test Content
· Mathematics· 10% Number properties and operations· 30% Measurement/geometry· 25% Data analysis, statistics and
probability· 35% Algebra
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Test Content
· Science· 40% Life science· 40% Physical science· 20% Earth and space science
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Test Details
· Reading· 90 minutes· 5 passages, 26 MC questions, 2 CR questions
· Mathematics· 70 minutes· 50 MC questions, 2 CR questions· Graphing calculator for some questions
· Science· 70 minutes· 50 MC questions, 2 CR questions
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Test Scores
· All three tests are scored on a scale of 0 to 500
· Scores are not comparable across subject areas (i.e., a score of 270 in reading is not the same as a 270 in mathematics)
· Readiness goals are set at the Basic level· Mean scores, performance levels and
readiness goals are not comparable to years prior to 2008
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Performance Levels
Reading Mathematics Science
Basic 250-271 257-291 258-285
Proficient 272-301 292-318 286-310
Advanced 302-500 319-500 311-500
Students scoring below 250 in reading, 257 in mathematics or 258 in science are considered to be performing below the Basic level.
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59
Performance Levels
Basic Proficient
TargetBasic Student
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Activity
· Pages 11-13· Read the basic, proficient and
advanced descriptors for each subject test
· In 2 or 3 sentences, describe what is means for a student to achieve in each level
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Utilizing the Executive Summary
Topic Three
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Approaching the Report
· Before analyzing the data, ask yourself “who participated in this assessment?”· A random sample or all students?· All students or career/technical students?· Who completed the assessment?
• Page 62 of the assessment report
· What is your category (A, B, C or D)?
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Executive Summary
· Now that we know who participated, how did we do overall?
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HSTWUtilizing the Executive SummaryPairs Check a
Name: ____________ Name: ____________Date: ____________ Date: ____________
1 a
2a
3a
4a
5a
Sponge: Sponge: a
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Activity
· Pages 14-15· Use the executive summary to obtain
an overall picture of your site’s performance.
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Share
· What value does this data provide?· How can you use this executive
summary in your school/district/state?
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Analyzing Differences
Topic Four
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Comparisons
· Anytime you are analyzing data you need to ask yourself – “compared to what?”· Historical data?· National averages?· Other schools?· Defined standards?
· The data does not mean anything unless there is a comparison.
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Activity
· Pages 16-18 in workbook· Use the overview section to compare
your site’s 2010 performance to your 2008 performance and high-scoring sites in your category.
· Discuss the questions.
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Share
· How did your site’s achievement change from 2008 to 2010?
· How does your site’s achievement compare to high-scoring sites?
· What actions did high-scoring sites take to result in higher achievement?
· What actions can your site take?
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Activity
· Pages 19-22 in workbook· Use the overview section to compare
your site’s 2010 curriculum and indices performance to your site 2008 and high-scoring sites in your category.
· Discuss the questions.
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Share
· Thoughts about…· Curriculum completion· Difference in percentage of students
experiencing an intensive emphasis on the HSTW indices • from 2008 to 2010• between your site and high-scoring sites
· Difference in the percentage of students meeting readiness goals when experiencing an intensive emphasis on the HSTW indices
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Exploring Achievement Gaps
Topic Five
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Achievement Gaps
· Increasing attention on improving the performance of all student groups and closing gaps between high- and lower-achieving groups
· Need to understand differences in achievement and experiences between groups in order to better serve all students
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HSTWGender Gaps – All HSTW-TCTW Sites
Male Female Gap
Percentage Meeting Readiness Goals
Reading 50% 61% +11
Mathematics 54 53 -1
Science 54 49 -5
Percentage Experiencing an Intensive Emphasis on Selected Indices
High Expectations 16 22 +6
Literacy 23 28 +5
Completion of Curriculum (All 3) 29 35 +6
Guidance 37 41 +4
Importance of High School 29 45 +16
Extra Help 16 22 +6
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HSTWSES Gaps – All HSTW-TCTW Sites
Low SES
High SES
Gap
Percentage Meeting Readiness Goals
Reading 46% 62% +16
Mathematics 45 59 +14
Science 42 58 +16
Percentage Experiencing an Intensive Emphasis on Selected Indices
High Expectations 17 20 +3
Literacy 22 28 +6
Completion of Curriculum (All 3) 24 38 +14
Guidance 34 43 +9
Importance of High School 34 39 +5
Extra Help 18 19 +1
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HSTWRace/Ethnicity Gaps – All HSTW-TCTW Sites
Black Hispanic White
Percentage Meeting Readiness Goals
Reading 37% 49% 63%
Mathematics 33 46 62
Science 28 42 62
Percentage Experiencing an Intensive Emphasis on Selected Indices
High Expectations 16 17 20
Literacy 28 27 25
Completion of Curriculum (All 3) 32 25 34
Guidance 38 34 41
Importance of High School 39 35 38
Extra Help 20 20 19
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Activity
· Pages 24-26 in workbook· Complete the tables and discuss the
questions.
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Share
· What actions can be taken to increase the achievement of all groups of students?
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Rigorous Curriculum
Topic Six
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Key Practice
· Have students complete a challenging program of study with an upgraded academic core and a concentration
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HSTWHSTW-Recommended Curriculum
· Four college-preparatory English/language arts courses
· Four college-preparatory mathematics courses, Algebra I and above
· Three lab-based science courses· Three social studies courses· Mathematics and science during the
senior year
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Recommended Concentrations
· Career/Technical· Four courses in a planned sequence in broad
career field
· Mathematics/Science· Four courses in each field with at least one course
at the Advanced Placement level
· Humanities· Four courses each in college-preparatory ELA and
social studies, with at least one at the Advanced Placement level, and four additional courses in the humanities (foreign language, fine arts, debate, etc.)
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HSTWHSTW-Recommended Curriculum
?
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HSTWHSTW Recommended CurriculumAll HSTW-TCTW Sites
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HSTWHSTW Recommended CurriculumAll Illinois Sites
42%35% 29%35%
63%51%
80% 75%66%
Reading Mathematics Science
Percentage of Students Meeting Readiness Goals by Completion of the HSTW-Recommended Curriculum
None Completed Partially Completed Fully Completed
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HSTWWhat actions can you take to get students to take the right courses?
· Enroll all students in the recommended curriculum
· Eliminate 15-20 percent of low-level courses/sections each year
· Investigate alternative schedules to allow more time for students to take critical courses
· Use the recommended curriculum as the default curriculum
· Get the guidance staff on board
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HSTWWhat actions can you take to get students to take the right courses?
· Raise graduation requirements· Strengthen guidance and advisement; involve
parents· Develop a student handbook with career
pathways and related courses of study· Eliminate smorgasbord scheduling· Use guest speakers, hold career and college
fairs· Establish small learning communities
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Applied Academic Courses
· Provide academic courses in math and science or develop hybrid courses (academic and CT) that ensure:· Academic standards are equivalent in
content and complexity to traditional academic courses
· Teachers are qualified and have training in both content and pedagogy
· Academic and CT teachers work together to plan and teach courses
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Activity
· Pages 28-30 in workbook· Complete the tables and discuss the
questions.
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Southern
Regional
Education
Board
HSTW
Share
· What does this type of curriculum data tell us about our schools?
· What is the value of blending academic and CT studies?
· How can this data be used to impact student achievement?
· What actions can be taken to increase the numbers of students completing a rigorous curriculum?
Southern
Regional
Education
Board
HSTW
Quality Career/Technical Studies and Work-Based Learning
Topic Seven
Southern
Regional
Education
Board
HSTW
Key Practices
· Provide more students access to intellectually challenging career/technical studies in high-demand fields that emphasize the higher-level mathematics, science, literacy and problem-solving skills needed in the workplace and in further education.
· Enable students and their parents to choose from programs that integrate challenging high school studies and work-based learning and are planned by educators, employers and students.
Southern
Regional
Education
Board
HSTW
A Broader Definition of Rigor
· Application-based learning of academic knowledge and skills through authentic problems, projects and tasks in career fields of interest
· Problem-based learning that develops students’ ability to learn and use academic knowledge in the context of a problem that interests them
· Depth-based learning that provides opportunities for students to explore certain topics of interest and gain greater depth of understanding
Southern
Regional
Education
Board
HSTW
A Broader Definition of Rigor
· Blended programs of academic and CT studies that graduate more students prepared for college and careers, including the combination of work and further study
· Alternative assessments — in subjects other than reading, writing and math — that measure how well students handle complex materials, including approved industry-certification exams, readiness assessments for postsecondary study, school-evaluated senior projects, or portfolios evaluated using a state-developed scoring guide.
Southern
Regional
Education
Board
HSTWMaking CT Courses Intellectually Demanding
· Embed reading, writing and mathematics standards essential for students who will pursue college or career studies
· Develop instructional materials and a syllabus for the course
· Blend academic and technical content through authentic projects
· Align course content with college- and career-readiness standards
Southern
Regional
Education
Board
HSTWMaking CT Courses Intellectually Demanding
· Courses should require students to· do substantial reading and reflective
writing in the career field· describe orally what they learn through
class projects, problem-solving activities and laboratory work
· develop analytical thinking skills
Southern
Regional
Education
Board
HSTWTop Five CT Fields by Mean Reading Score
Southern
Regional
Education
Board
HSTWTop Five CT Fields by Mean Mathematics Score
Southern
Regional
Education
Board
HSTWTop Five CT Fields by Mean Science Score
Southern
Regional
Education
Board
HSTWTop Five CT Fields Completing the Recommended Curriculum*
*2-3 parts of the recommended curriculum
Southern
Regional
Education
Board
HSTW
Quality CT Studies Indicators
· They took a mathematics course during their senior year.
· They took a science course during their senior year.
· They were encouraged to take a combination of academic and career/technical courses.
· They completed a senior project that included researching a topic, creating a product or performing a service and presenting it to the class or others.
Southern
Regional
Education
Board
HSTW
Quality CT Studies Indicators
· They had challenging assignments in their career/technical classes at least monthly.
· They completed a project that first required some research and a written plan before completing the task in their career/technical classes at least once a semester.
· They used computer software or other technology related to their career/technical area to complete assignments at least weekly.
· They made journal or lab manual entries that recorded their class work in their career/technical classes at least weekly.
Southern
Regional
Education
Board
HSTW
Quality CT Studies
?
Southern
Regional
Education
Board
HSTWQuality CT StudiesAll HSTW-TCTW Sites
Southern
Regional
Education
Board
HSTWQuality CT StudiesAll Illinois Sites
44% 42%34%
63% 65%48%
58% 54%44%
Reading Mathematics Science
Percentage of Students Meeting Readiness Goals by Level of Emphasis on Quality CT
Studies
Low Moderate Intensive
Southern
Regional
Education
Board
HSTWIntegrating Academics into CT Studies Indicators
· They read and interpreted technical books and manuals to complete assignments in their career/technical classes at least weekly.
· They read a career-related article and demonstrated understanding of the content in their career/technical classes at least monthly.
· They used computer skills to complete an assignment or project in their career/technical classes at least weekly.
· They used mathematics to complete challenging assignments in their career/technical classes at least weekly.
Southern
Regional
Education
Board
HSTWIntegrating Academics into CT Studies Indicators
· Their career/technical teachers sometimes or often stressed reading.
· Their career/technical teachers sometimes or often stressed writing.
· Their career/technical teachers often stressed mathematics.
· Their career/technical teachers often stressed science.
Southern
Regional
Education
Board
HSTWIntegrating Academics into CT Studies
?
Southern
Regional
Education
Board
HSTWIntegrating Academics into CT Studies - All HSTW-TCTW Sites
Southern
Regional
Education
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HSTWIntegrating Academics into CT Studies - All Illinois Sites
48% 49%38%
61% 62%47%
59% 55%44%
Reading Mathematics Science
Percentage of Students Meeting Readiness Goals by Level of Emphasis on Integrating
Academics into CT Studies
Low Moderate Intensive
Southern
Regional
Education
Board
HSTWValue Added of an Emphasis on Academic Skills in CT – All HSTW-TCTW Sites
Southern
Regional
Education
Board
HSTWConditions for Supporting Integration
· Common planning time· Standards-based, not activity-based· Create organizational structure that will
support teacher collaboration· Provide large blocks of instructional time for
completion of complex tasks· Provide professional development to support
teachers· Establish clear expectations for teachers;
collaboration by invitation does not work
Southern
Regional
Education
Board
HSTWQuality Work-Based Learning Indicators
· They observed veteran workers performing certain jobs.
· They had someone teach them how to do the work.
· They received school credit for their work experience.
· Their employers encouraged them to develop good work habits at least monthly.
· Their employers encouraged them in their academic studies at school at least monthly.
Southern
Regional
Education
Board
HSTWQuality Work-Based Learning Indicators
· Their employers encouraged them to develop good customer relations skills at least monthly.
· Their employers encouraged them to develop good teamwork skills at least monthly.
· Their employers showed them to how use communication skills (reading, writing, speaking) in job-related activities at least monthly.
· Their employers showed them how to use mathematics in job-related activities at least monthly.
Southern
Regional
Education
Board
HSTW
Work-Based Learning
?
Southern
Regional
Education
Board
HSTWWork-Based LearningAll HSTW-TCTW Sites
Southern
Regional
Education
Board
HSTWWork-Based LearningAll Illinois Sites
32% 29%17%
32%18% 21%
59%41% 41%
Reading Mathematics Science
Percentage of Students Meeting Readiness Goals by Level of Emphasis on Work-Based
Learning
Low Moderate Intensive
Southern
Regional
Education
Board
HSTW
Activity
· Pages 32-37 in workbook· Complete the tables and discuss the
questions.
15:0014:0013:0012:0011:0010:009:008:007:006:005:004:304:003:303:0023:0022:0021:0020:0019:0018:0017:0016:0029:0028:0027:0026:0025:0024:0030:004:204:504:403:503:404:103:103:200:100:090:080:070:060:050:040:030:020:01STOP0:200:190:180:170:160:150:140:130:120:110:300:290:280:270:260:250:240:230:220:212:302:202:502:401:501:402:102:001:101:001:301:200:400:390:380:370:360:350:340:330:320:310:500:490:480:470:460:450:440:430:420:410:590:580:570:560:550:540:530:520:51
Southern
Regional
Education
Board
HSTW
Share
· What does this type of data tell us about career/technical studies and work-based learning in our schools?
· How can this data be used to impact student achievement?
· What actions can be taken to increase the quality of career/technical and work-based learning programs?
Southern
Regional
Education
Board
HSTW
BREAK
15 15:00
14:00
13:00
12:00
11:00
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9:008:007:006:005:004:304:003:303:004:204:504:403:503:404:103:103:200:100:090:080:070:060:050:040:030:020:01STOP
0:200:190:180:170:160:150:140:130:120:110:300:290:280:270:260:250:240:230:220:212:302:202:502:401:501:402:102:001:101:001:301:200:400:390:380:370:360:350:340:330:320:310:500:490:480:470:460:450:440:430:420:410:590:580:570:560:550:540:530:520:51
Southern
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HSTW
Mini-Sharing Session
Southern
Regional
Education
Board
HSTW
Day One Exit Slip
· Page 45 of workbook· What have you learned today that you
already knew?· What have you learned today that you did
not know?· What would you like to know more about?· What questions do you still have based on
today’s topics?
Southern
Regional
Education
Board
HSTWUsing Data to Improve Student Achievement, Graduation Rates and College- and Career-Readiness
Day Two
October 13, 2010
Welcome Back!
Southern
Regional
Education
Board
HSTW
Review of Day One and Feedback
· Using Data to Take Action· Interpreting the 2010 HSTW Assessment· Utilizing the Executive Summary· Analyzing Differences· Exploring Achievement Gaps· Rigorous Curriculum· Quality CT Studies and Work-Based Learning
Southern
Regional
Education
Board
HSTW
Plan for Day Two
· High Expectations and Extra Help· Engaging Instruction· Guidance and Transitions· Leadership and School Improvement· Developing a Communication Plan
· Engaging others in using data and taking action
· Developing an Action Plan· Using data to identify challenges· Developing a plan to address challenges
Southern
Regional
Education
Board
HSTW
High Expectations and Extra Help
Topic Eight
Southern
Regional
Education
Board
HSTW
Key Practices
· Motivate more students to meet high expectations by integrating high expectations into classroom practices and giving students frequent feedback.
· Provide a structured system of extra help to enable students to meet higher standards.
Southern
Regional
Education
Board
HSTWStrategies for Defining A-, B- and C-Level Work
· Use the NAEP basic, proficient and advanced performance levels
· Use select university, regional university, community college and high school graduation requirements
· Use procedural/comprehension, application/analysis and synthesis/evaluation· Webb/Bloom
Southern
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HSTWEmphasize College Readiness Requirements
· SAT scores· 500+ = ready for college-level work· <450 = remediation· Select universities (1100 score for
acceptance)
· ACT College-Readiness Benchmarks· English 18· Reading 21· Mathematics 22· Science 24
Southern
Regional
Education
Board
HSTWEmphasize Career Readiness Requirements
· Core academic skills· Employability skills· Technical, job-specific skills
Southern
Regional
Education
Board
HSTWActions for Defining the Amount and Quality of Work Expected
· Benchmark assignments and assessments to the proficient level (grade level)
· Develop common course syllabi, rubrics and end-of-course exams
· A, B, C, Incomplete/Not Yet grading scale
Southern
Regional
Education
Board
HSTWSticking to High Expectations - Actions for Revising Work
· Three-week assessment· Require extra help for those not
meeting standards· Teachers do not let students get by
without doing their work
Southern
Regional
Education
Board
HSTW
High Expectations Indicators
· Their teachers often knew their subject and made it interesting and useful.
· Their teachers often set high standards for them and were willing to help them meet them.
· Their teachers often clearly indicated the amount and quality of work that were necessary to earn a grade of A or B at the beginning of a project or unit.
· Their teachers often cared about them enough that they would not let them get by without doing the work.
· Most of their teachers often encouraged them to do well in school.
Southern
Regional
Education
Board
HSTW
High Expectations Indicators
· Their courses sometimes or often were exciting and challenging.
· They often worked hard to meet high standards on assignments.
· They somewhat or strongly agreed that with hard work, they could understand the material being taught in their classes.
· They somewhat or strongly agreed that the grades they received were the result of the amount of effort that they put forth in their classes.
· They usually spent one or more hours on homework each day.
Southern
Regional
Education
Board
HSTW
High Expectations
?
Southern
Regional
Education
Board
HSTWHigh ExpectationsAll HSTW-TCTW Sites
Southern
Regional
Education
Board
HSTWHigh ExpectationsAll Illinois Sites
55% 49%39%
60% 59%47%
80%72%
64%
Reading Mathematics Science
Percentage of Students Meeting Readiness Goals by Level of Emphasis on High
Expectations
Low Moderate Intensive
Southern
Regional
Education
Board
HSTWA comprehensive extra help program must include…
· Continuous extra help to meet standards
· Middle grades actions· Ninth-grade transition· High school, postsecondary and
career transitions· Development of independent learners
Southern
Regional
Education
Board
HSTW
Extra Help Indicators
· Their teachers often encouraged students to help each other and to learn from each other.
· They often were able to get extra help from their teachers when they needed it without much difficulty.
· Their teachers frequently were available before, during or after school to help them with their studies.
· Extra help they received often helped them to understand their schoolwork better.
· Extra help they received often helped them to make a greater effort to meet expectations
· Extra help they received often helped them to get better grades.
Southern
Regional
Education
Board
HSTW
Extra Help
?
Southern
Regional
Education
Board
HSTWExtra HelpAll HSTW-TCTW Sites
Southern
Regional
Education
Board
HSTWExtra HelpAll Illinois Sites
63% 58%49%
56% 55%46%
67% 62%51%
Reading Mathematics Science
Percentage of Students Meeting Readiness Goals by Level of Emphasis on Extra Help
Low Moderate Intensive
Southern
Regional
Education
Board
HSTW
Activity
· Pages 40-43 in workbook· Complete the tables and discuss the
questions.
15:0014:0013:0012:0011:0010:009:008:007:006:005:004:304:003:303:0023:0022:0021:0020:0019:0018:0017:0016:0029:0028:0027:0026:0025:0024:0030:004:204:504:403:503:404:103:103:200:100:090:080:070:060:050:040:030:020:01STOP0:200:190:180:170:160:150:140:130:120:110:300:290:280:270:260:250:240:230:220:212:302:202:502:401:501:402:102:001:101:001:301:200:400:390:380:370:360:350:340:330:320:310:500:490:480:470:460:450:440:430:420:410:590:580:570:560:550:540:530:520:51
Southern
Regional
Education
Board
HSTW
Share
· What does this type of data tell us about our schools?
· How can this data be used to impact student achievement?
· What actions can be taken to increase the expectations held for students and the quality of extra help being provided?
Southern
Regional
Education
Board
HSTW
Engaging Instruction
Topic Nine
Southern
Regional
Education
Board
HSTW
Key Practice
· Engage students in academic and career/technical classrooms in rigorous and challenging assignments using research-based instructional strategies and technology.
Southern
Regional
Education
Board
HSTW
Four Types of Engagement
· Intellectual - students work with new concepts, explain their reasoning, defend their conclusions and explore alternative strategies. Students have confidence in their ability to succeed and academic success is important for future goals.
· Emotional – students have opportunities to choose projects or areas of further study related to their interests and goals. Students who are engaged emotionally are able to relate what they are learning to their own life.
Southern
Regional
Education
Board
HSTW
Four Types of Engagement
· Social - Student work in teams in class, participate in extracurricular activities, have friends at school, feel a sense of loyalty and belonging to the school, and believe in the legitimacy of school. Social engagement motivates students to stay in school.
· Behavioral - Students go to class prepared and actively participate, seek assistance when needed, and take challenging classes.
Southern
Regional
Education
Board
HSTWEngaging Students In Relevant Instruction
· Provide teams of teachers from several disciplines with the time and support to work together to help students succeed in challenging academic and career/technical studies.
· Integrate reading, writing and speaking strategies in all parts of the curriculum and integrate mathematics and science in career/technical classrooms.
Southern
Regional
Education
Board
HSTWActions for Engaging Students in Research-Based Instructional Strategies
· Project-based learning· Cooperative learning· Student-designed research· Integrated, interdisciplinary studies· Integrating technology· Effective direct instruction
Southern
Regional
Education
Board
HSTW
SREB Literacy Goals
· Students will read the equivalent of 25 books per year across the curriculum.
· Students will write weekly in all classes.· Students will use reading and writing
strategies to help them understand and use the content of all classes.
· Students will write investigative research papers in all classes.
· Students will be taught as if they were in honors language arts classes.
Southern
Regional
Education
Board
HSTWLiteracy Across the Curriculum Indicators
· They often revised their essays or other written work several times to improve their quality.
· They sometimes or often were asked to write in-depth explanations about a class project or activity.
· They completed short-writing assignments of one to three pages for which they received a grade in their English classes at least monthly.
· They completed short-writing assignments of one to three pages for which they received a grade in their science classes at least monthly.
· They completed short-writing assignments of one to three pages for which they received a grade in their social studies classes at least monthly.
Southern
Regional
Education
Board
HSTWLiteracy Across the Curriculum Indicators
· They read an assigned book and demonstrated understanding of the significance of the main ideas at least monthly.
· They analyzed works of literature in class at least weekly.
· They discussed or debated topics with other students about what they read in English or language arts classes at least monthly.
· They drafted, rewrote and edited writing assignments before being given a grade at least monthly.
· They stood before the class and made an oral presentation on a project or assignment to meet specific quality requirements at least once a semester.
Southern
Regional
Education
Board
HSTW
Literacy Across the Curriculum
?
Southern
Regional
Education
Board
HSTWLiteracy Across the CurriculumAll HSTW-TCTW Sites
Southern
Regional
Education
Board
HSTWLiteracy Across the CurriculumAll Illinois Sites
49% 45%34%
61% 58%48%
77% 74%65%
Reading Mathematics Science
Percentage of Students Meeting Readiness Goals by Level of Emphasis on Literacy Across
the Curriculum
Low Moderate Intensive
Southern
Regional
Education
Board
HSTW
Literacy in All Classes
· Choose texts for students that are demanding enough to help develop strong reading skills
· Work with students directly in mastering texts - this is how students learn how to learn in each subject
· Students need more experiences in reading complex materials, analyzing texts, discussing what they read, and writing reports based on their reading.
Southern
Regional
Education
Board
HSTWNumeracy Across the Curriculum Indicators
· They used math in classes other than mathematics at least monthly.
· Their mathematics teachers sometimes or often showed how mathematics concepts are used to solve problems in real-life situations.
· They often developed and analyzed tables, charts and graphs in their school work.
· They solved mathematics problems with more than one possible answer at least monthly.
Southern
Regional
Education
Board
HSTWNumeracy Across the Curriculum Indicators
· They solved mathematics problems other than those found in the textbook at least monthly.
· They were assigned word problems in mathematics at least monthly.
· They used a graphing calculator to complete mathematics assignments at least weekly.
· They worked in a group to brainstorm how to solve a mathematics problem at least monthly.
Southern
Regional
Education
Board
HSTW
Numeracy Across the Curriculum
?
Southern
Regional
Education
Board
HSTWNumeracy Across the CurriculumAll HSTW-TCTW Sites
Southern
Regional
Education
Board
HSTWNumeracy Across the CurriculumAll Illinois Sites
39% 36% 33%
65% 59%50%
68% 68%54%
Reading Mathematics Science
Percentage of Students Meeting Readiness Goals by Level of Emphasis on Numeracy Across
the Curriculum
Low Moderate Intensive
Southern
Regional
Education
Board
HSTWActions to Build Students’ Math Abilities
· Develop students’ fluency in the language of mathematics.
· Help students find a purpose for mathematics.
· Teach students to organize and classify mathematics information.
· Help students gain a thorough understanding of fractions, decimals and percentages.
· Use multiple representations of information.
Southern
Regional
Education
Board
HSTWActions to Build Students’ Math Abilities
· Develop students’ understanding of appropriate applications of technology in mathematics.
· Emphasize the role of mathematics in the workplace and real world.
· Help students find a problem-solving strategy.· Foster students’ confidence in and
appreciation for mathematics.
Southern
Regional
Education
Board
HSTWEngaging Science Curriculum and Instruction Indicators
· Their science teachers often showed how scientific concepts are used to solve problems in real-life situations.
· They read an assigned article or book (other than a textbook) dealing with science at least monthly.
· They used science equipment to do science activities in a classroom or laboratory at least weekly.
· They used computers or technology to do science activities at least monthly.
· They used graphs, charts and diagrams to interpret and explain scientific phenomena at least monthly.
Southern
Regional
Education
Board
HSTWEngaging Science Curriculum and Instruction Indicators
· They used formulas and equations to solve questions in science at least weekly.
· They collected data from experiments and created graphic representations of the results at least monthly.
· They prepared a written report of their lab results at least monthly.
· They participated in a classroom discussion relating science to everyday life at least monthly.
· They worked with other students in their class on a challenging science assignment or project at least monthly.
Southern
Regional
Education
Board
HSTW
Engaging Science
?
Southern
Regional
Education
Board
HSTWEngaging ScienceAll HSTW-TCTW Sites
Southern
Regional
Education
Board
HSTWEngaging ScienceAll Illinois Sites
52% 48%39%
65% 62%51%
72% 67%60%
Reading Mathematics Science
Percentage of Students Meeting Readiness Goals by Level of Emphasis on Engaging Science
Low Moderate Intensive
Southern
Regional
Education
Board
HSTWHow can you improve the quality of instruction?
· Focus on improving professional practice· Common planning time
• Integrating• Common unit planning, syllabi, exams, etc.
· Peer observations· Demonstration classrooms· Professional development and follow-up· Team teaching· Teacher evaluation; annual plans for
improvement
Southern
Regional
Education
Board
HSTW
Activity
· Pages 46-52 in workbook· Complete the tables and discuss the
questions.
15:0014:0013:0012:0011:0010:009:008:007:006:005:004:304:003:303:0023:0022:0021:0020:0019:0018:0017:0016:0029:0028:0027:0026:0025:0024:0030:0035:0034:0033:0032:0031:0036:0041:0040:0039:0038:0037:0042:0045:0044:0043:004:204:504:403:503:404:103:103:200:100:090:080:070:060:050:040:030:020:01STOP0:200:190:180:170:160:150:140:130:120:110:300:290:280:270:260:250:240:230:220:212:302:202:502:401:501:402:102:001:101:001:301:200:400:390:380:370:360:350:340:330:320:310:500:490:480:470:460:450:440:430:420:410:590:580:570:560:550:540:530:520:51
Southern
Regional
Education
Board
HSTW
Share
· What does this type of data tell us about quality instruction in our schools?
· How can this data be used to impact student achievement?
· What actions can be taken to increase the quality of instruction?
Southern
Regional
Education
Board
HSTW
Guidance and Transitions
Topic Ten
Southern
Regional
Education
Board
HSTW
Key Practice
· Involve students and parents in a guidance and advisement system designed to ensure that students complete an accelerated academic program of study and a major.
Southern
Regional
Education
Board
HSTW
Guidance Indicators
· Their teachers or counselors often encouraged them to take more challenging English courses.
· Their teachers or counselors often encouraged them to take more challenging mathematics courses.
· Their teachers or counselors often encouraged them to take more challenging science courses.
· When planning and reviewing their high school four-year education plan, they talked with their parents, step-parents or other adults with whom they lived at least once a year.
· They reviewed the sequence of courses they planned to take throughout high school at least once a year.
Southern
Regional
Education
Board
HSTW
Guidance Indicators
· They were very satisfied with the help they received at school in the selection of high school courses.
· A teacher or counselor talked to them individually about their plans for a career or further education after high school.
· They and/or their parents (or step-parents/guardians) received information or assistance from someone at their school in selecting or applying to college.
· Someone from a college talked to them about going to college.
· They spoke with or visited someone in a career that they aspire to.
Southern
Regional
Education
Board
HSTW
Guidance
?
Southern
Regional
Education
Board
HSTWGuidanceAll HSTW-TCTW Sites
Southern
Regional
Education
Board
HSTWGuidanceAll Illinois Sites
56% 53%45%
57% 52% 45%
72% 70%57%
Reading Mathematics Science
Percentage of Students Meeting Readiness Goals by Level of Emphasis on Guidance
Low Moderate Intensive
Southern
Regional
Education
Board
HSTWPerceived Importance of High School Indicators
· They often tried to do their best work in school. · They often knew when projects were due.· They often actively managed their time in order
to complete assignments. · They often kept their notes and handouts for
each class separate. · It is very important to attend all of their classes.
Southern
Regional
Education
Board
HSTWPerceived Importance of High School Indicators
· It is very important to participate actively in class.
· It is very important to study hard to get good grades.
· It is very important to take a lot of college-preparatory classes.
· It is very important to graduate from high school.
· It is very important to continue their education beyond high school.
Southern
Regional
Education
Board
HSTWPerceived Importance of High School
?
Southern
Regional
Education
Board
HSTWPerceived Importance of High School - All HSTW-TCTW Sites
Southern
Regional
Education
Board
HSTWPerceived Importance of High School – Illinois Sites
45% 48%37%
62% 56%48%
69% 67%55%
Reading Mathematics Science
Percentage of Students Meeting Readiness Goals by Level of Emphasis on Perceived
Importance of High School
Low Moderate Intensive
Southern
Regional
Education
Board
HSTWWhy target the transition to high school?
· The transition point from the middle grades to high school has the highest percentages of dropouts.
· The highest failure rate occurs in grade nine.
· Preparing students for high school work directly impacts retention.
Southern
Regional
Education
Board
HSTWHow can school leaders make sure students are ready for rigorous high school courses?
· Establish readiness indicators for rigorous high school English/language arts, mathematics and science courses.
· Align curriculum, assignments and assessments to readiness indicators.
· Set annual goals to increase the percentage of students successfully completing Algebra I by the end of eight grade.
Southern
Regional
Education
Board
HSTW
Actions for Improving Transitions
· Structured extra help programs in grades seven and eight
· Four-to-six week summer bridge program for students who need accelerated instruction in English/language arts, reading and mathematics
· Develop courses in grades seven and eight to give extended time to read, write and do math
Southern
Regional
Education
Board
HSTW
Actions for Improving Transitions
· Orient students and parents to high school expectations
· Reduce the student-to-teacher ratio in grade nine
· Get a master teacher to lead a team of teachers in core academic courses in grade nine
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HSTWWhat makes a high-quality ninth-grade redesign program?
· Early orientation and preparation in the middle grades
· Ninth-grade academy· Specialized ninth-grade courses· Guidance, advisement and support· No-zero policy
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HSTWWhy target postsecondary transitions?
· Senior year not taken seriously· Low ACT and SAT scores· High remediation rates in
English/reading and mathematics· Students unprepared for workforce· National completion rate for college
only 39.9%
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HSTWResearch-Based Strategies for Postsecondary Transitions
· Students earn college credit while in high school
· Enroll unprepared students in transitional mathematics and English courses· Courses aligned to college and career
readiness standards· Ensure students who do not plan to go on to
further study are in a CT program· Develop extra help for students having
trouble meeting graduation requirements
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HSTWAdditional Actions for Making the Senior Year Count
· Have a local community college administer their placement exam to 11th-grade students
· Give the ACT to all 11th-grade students· Reality check prior to the senior year with
parents, advisor and counselor· Enroll seniors in upper-level courses· Enroll all seniors in at least three academic
courses· Require a senior project
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Activity
· Pages 53-57 in workbook· Complete the tables and discuss the
questions.
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Share
· What does this type of data tell us about guidance opportunities in our schools?
· How can this data be used to impact student achievement?
· What actions can be taken to increase the quality of guidance?
BREAK
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Leadership and Continuous Improvement
Topic Eleven
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Key Practice
· Use student achievement and program evaluation data to continuously improve school culture, organization, management, curriculum and instruction to advance student learning.
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HSTWFocusing on the Continuous Improvement Cycle
Assess
PlanDo
Evaluate
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HSTWSetting a Clear Mission and Vision for Success
? ?
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Continuous School Improvement
? ? ?
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Continuous School Improvement
? ? ?
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HSTWTo Begin the Focus and Sustain Efforts, Teams Are a MUST
· Five focus teams:· Curriculum leadership team· Professional development leadership team· Guidance and public information
leadership team· Transitions leadership team· Evaluation leadership team
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Activity
· Pages 60-62 in workbook· Complete the tables and discuss the
questions.
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Share
· What does this type of faculty perception data tell us about our schools?
· How can this data be used to impact student achievement?
· What actions can be taken to increase faculty support for continuous improvement?
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Mini Sharing Session
· What were your areas of greatest improvement?
· What implementation strategies did your school take to make these improvements in these indicators and student performance?
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Developing an Action Plan
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HSTWNext Steps: Using the Assessment Report
· Show the positives· Identify the challenges
· Use state and HSTW report findings that explain why
· What actions can you take to change that?
· Walk through the report· Identify strengths and weaknesses· Identify improvement actions
· Develop a plan to share findings with the faculty and other stakeholders.
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HSTWNext Steps: Identify and Prioritize Actions
· List areas in need of improvement· Rank items based on impact on student
achievement and completion rates
· Identify short-term goals· Implementation in the first year· One for each focus team
· Identify long-term goals· Implementation in the second and third year· One for each focus team
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Activity
· Pages 64-66 in workbook· Develop your action plan.
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Next Steps: Communication Plan
· Focus teams· Leadership team· Faculty· District· Parents· Students· Practical suggestions?
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Activity
· Page 67 in workbook· Develop your communication plan.
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Remember…
· All schools want to improve but few want to change. The fact remains that to improve, one MUST change.
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HSTWMajor Lessons From 20 Years of HSTW: What Adults Do Count
· Actions are more important than plans· Participation in the state and national
networks matter· Use of data for improvement· Quality career/technical studies add
value· The HSTW design works
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HSTWAre you ready to implement the HSTW design?
· Will the district and board align its policies, vision, mission and goals?
· Will the district and school use data to set targets?
· Will the budget support reaching these targets?· Will you teach all students what has traditionally
been reserved for only the best?· Will you align your curriculum to college and
career readiness standards?· Are you ready to move these standards into the
classroom – engaging teacher instruction, quality student assignments, and rigorous assessments?
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Exit Slip
· Page 68 of workbook· Briefly summarize what you have
learned at this workshop, what you will do in your state, districts, school and/or classroom when your return, and what kind of support you will need in order to be successful.
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Thank you for attending!
Lois J. Barnes
615-423-1588