HSTW

1. HSTW Meeting College and Career Readiness Standards and ExpectationsSession DPages 24-31Facilitator: Lois Barnes

2. Do Now!Admit TicketComplete the following sentence. Be creative! Effective teaching is like (a) ______________________________________________  because ______________________________________________. SDW

3. Score yourself on your Admit Ticket! SDW

4. HSTW Key Practice:Students Actively Engaged in Relevant Instruction Engage all students in academic and career/technical classrooms in rigorous and challenging proficient-level assignments using research-based instructional strategies and technology. SDW

5. EFFORT vs. ABILITY “We have to believe — before students can believe — that hard work pays off, that effort matters, that success depends not on your genes but on your sweat. What we GIVE to the BEST, we want for the REST!”

6. Work Harder to Get Smarter We need to change our thinking and our language from: • an ability-based learning model to an effort-based learningmodel. • punishment to encouragement and extra help in order to complete work.

7. A New Mind-set Is Needed Many people believe that a person is born either smart, average or dumb and stays that way for life. But new research shows that the brain is more like a muscle: It changes and gets stronger when you use it. Source: The New Psychology of Success, 2006

8. Classroom Practices that Engage ALL StudentsUse of varied learning activities linked to challenging academic content and opportunities to use new skills and concepts in real-world applications

9. Student EngagementWhy? • The more interesting an assignment is, the more likely students are to complete it. • Students are more engaged when they can build on prior knowledge and see connections to the world they live in. • Even small opportunities for choice give students a greater sense of autonomy. • Students are more engaged when sharing what they are learning is needed by others in the group to complete an assignment.

10. Student Engagement Is: • A challenging assignment that stretches students to develop ideas and think; • Choosing a topic students want to learn more about; • Having students “go on stage” to present something they have learned very well. • Students working collaboratively

11. Student Engagement Is Not: Drill sheets Copying notes from the board or overhead Answering questions at the end of a chapter Activity for activity’s sake

12. HSTW School Leaders Can Support: • All teachers in engaging students in reading, writing, making presentations, using technology, and applying high-level problem-solving and thinking skills. • Mathematics, science and career/technical teachers working together to better align and integrate concepts and skills into assignments and assessments. SDW

13. Table Teams • Review your current status related to Research-based Instructional Strategies and determine one outstanding practice in place. See planner page 25. SDW

14. A Rigorous and Challenging Academic Core CurriculumAll students should be taught the essential concepts of the college-preparatory curriculum.

15. RIGOR • ...is the goal of helping ALL students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging. Source: Teaching What Matters Most: Standards and Strategies for Raising Student Achievement by Richard W. Strong, Harvey F. Silver and Matthew J. Perini, ASCD, 2001

16. What Rigor Is and Is Not

17. Rigorous and ChallengingWhy? • Rigorous coursework is the best predictor of achievement. • It provides focus and addresses college- and career-readiness • It teaches ALL students the content historically taught to the top students.

18. Rigorous and ChallengingWhy? • Rigorous coursework engages ALL students with content that is aligned to state, national, and international standards. • ALL students need to apply knowledge to real-world problems.

19. HSTW SREB’s Literacy Goals • Students will: • read the equivalent of 25 books per year across the curriculum • write weekly in all classes • use reading and writing strategies to enhance their learning in all classes • write research papers in all classes • be taught as if they were in honors language arts classes SDW

20. HSTW Fifteen Literacy Strategies Any Teacher Can – and Should – Use • Admit slips • Exit slips • Double entry or two column notes • ReQuest • Interactive CLOZE • Cubing • Open-response questions – A KEY SDW

21. HSTW Fifteen Literacy Strategies Any Teacher Can – and Should – Use 8. KWL charts 9. Metaphorical Thinking 10. Jigsaw reading 11. Paired Reading 12. Graphic organizers 13. GIST 14. WordSplash/Capsule Vocabulary 15. RAFT SDW

22. HSTW Key Indicators for Literacy Students: • Often used word-processing software to complete an assignment or project • Often revised their essays or other written work several times to improve their quality • Sometimes or often were asked to write in-depth explanations about a class project or activity • Discussed or debated with other students each about what they read in English or language arts classes at least each month • Read and interpreted technical books or manuals at least weekly to complete assignments in CTE areas (CTE Students only) SDW

23. What do you think the 100 most improved schools did to engage more students in literacy across the curriculum? Source: 2006 HSTW Assessment SDW

24. What do you think the 100 most improved schools did to engage more students in literacy across the curriculum? SDW

25. Literacy Experiences Across the Curriculum and Higher Reading Achievement Source: 2006 HSTW Assessment and Student Survey SDW

26. Table Teams • Review your current status related to Literacy and determine one outstanding practice in place. • Determine one action for year 1, year 2 and year 3 the school can take to get students to read 25 books a year, write weekly in all classes, use reading and writing strategies to learn content in all classes and write at least one research paper in each class. Pages 25-26 and planning page 27 SDW

27. Rigorous and Challenging Mathematics Curriculum--Why? • Success in mathematics is a gateway to higher education and higher earnings. • Almost two out of five eighth-graders scoring in the lowest two quartiles in math fail whatever math course they take in grade nine. • Completing a challenging mathematics curriculum is essential for postsecondary and career. • Far too many students repeat sixth-grade math content in grades seven and eight. • One-third to one-half of students leave eighth grade performing below grade level. SDW

28. Took a math class during the senior year. Took at least four math courses in grades 9-12. Math teachers sometimes or often show how math concepts are used to solve problems in real life. Use a graphing calculator to solve a problem at least monthly. Complete a math project at least monthly using math in a way that would be used in a work setting. HSTW Numeracy Across the Curriculum Indicators SDW

29. Orally defend a process used to solve a problem at least monthly. Worked with other students at least monthly on a challenging math assignment – group and individual grade. Worked in groups to brainstorm how to solve a problem at least monthly. Solved math problems with more than one possible answer at least monthly. Solved non-textbook math problems at least monthly. Used math to complete CT assignments at least monthly. HSTW Numeracy Across the Curriculum Indicators SDW

30. Numeracy Experiences Across the Curriculum and Higher Mathematics Achievement Source: 2006 HSTW Assessment and Student Survey SDW

31. What Can Teachers Do? • Focus on meaning. • Emphasize the mathematical meanings of ideas and connect ideas other mathematical concepts in a logically consistent and sensible manner. —Noah Newcomer • Make explicit the connections between mathematics and other subjects. • Teach new concepts and skills while solving problems. • Encourage students to find their own solution methods. • Offer students a healthy combination of discovery learning and practice in mathematics. • Provide quality cooperative learning opportunities SDW

32. Actions to Increase Mathematics Achievement • Determine actions you can take to: • Link mathematics to real life • Use technology • Complete math projects • Students work in teams • Numeracy across curriculum • Solve real world problems • Integrate math into science and career/tech courses SDW

33. HSTW Standards Based Units that Address Numeracy Across the Curriculum • Teachers create units of study aligned to standards in all classes • Unit plans should include the following: • Standard or standards addressed • Level of intellectual demand—move beyond recall & procedural skills to analysis and application • Major assignments to be given • Outline the major study skills addressed: literacy skills and the research-based instructional strategies SDW

34. HSTW Standards Based Units that Address Numeracy Across the Curriculum • Increase student use of math skills in all content areas—with special emphasis in science, CT courses, physical education, & athletics For example: • Students orally defend a process they used to solve a math problem • Students work in groups to solve math problems SDW

35. Table Teams • Review your current status related to numeracy and determine one outstanding practice in place. • Determine one action for year 1, year 2 and year 3 the school can take to get: • All seniors enrolled in math • Teachers to use more real-world problems, technology and cooperative learning • Teachers to create units of study based upon college and career readiness standards • Integrate math into career/technical and science classes See page 26 and planning page 27 SDW

36. Rigorous and Challenging Science Curriculum--Why? • Science strengthens our problem-solving and critical thinking abilities. • Science drives reading achievement and provides a context for mathematics. • Science enables us to make wise personal and environmental decisions. • Science helps us to comprehend the natural world. • Science is linked to the economic productivity of our society. SDW

37. Significantly More Students in 2004 than in 2002 Experienced High-quality Science Instruction SDW

38. Actions to Increase Science Achievement • Determine actions you can take to: • Have students do a major lab activity every two weeks • Write about what they have learned from the lab activity • Read science related articles • Design and conduct scientific investigations • Analyze and defend findings from investigations • Complete a science project Planner Page 27 SDW

39. HSTW Table Teams • Review your current status related to science instruction and determine one outstanding practice in place • Determine one action for Year 1, Year 2 and Year 3 the school can take to get students to: • Take at least 3 CP Science courses (4 in a block) • Conduct frequent labs in science classes and write about what they learn • Read science-related articles science • Design and conduct scientific investigations in all classes • Analyze and defend findings from investigations See page 26 and planning page 27 SDW

40. HSTW Key Practice:High ExpectationsMotivate more students to meet high expectations by integrating high expectations into classroom practices and giving students frequent feedback.When he wrote, “Blessed is he who expects nothing, for he shall never be disappointed,” Alexander Pope could have been describing the expectations that some teachers at non-improved schools have for their students – nothing. SDW

41. HSTW Active Engaging Instruction:Literacy Strategy Four Corners “Students should be given opportunities to redo work so that their grade is not affected by the number of times it takes to achieve the standard.” SDW

42. Communicate that high school counts Give students a sense of self-worth Help students see that the school believes in them Help students be more focused, motivated and goal-oriented Prepare students for the next level HSTW Why Raise Expectations? SDW

43. High ExpectationsThe school expects high-quality work from all students and all students participate in challenging classes.

44. High Expectations Couples withExtra Help and Extra TimeThe school uses a systematic approach to identify struggling students and provides extra help and assistance in multiple ways.

45. Marzano’s Effort RubricA Continuum of Effort SDW

46. High Expectation Practices andHigher Achievement— Source: 2006 HSTW Assessment and Student Survey SDW

47. High Expectation Practices andHigher Achievement Source: 2006 HSTW Assessment and Student Survey SDW

48. Why do you think some students are in classrooms with high expectations while others are not? SDW

49. HSTW Key Indicators That A School Has High Expectations • More students perceive that: • Courses are exciting and challenging • They often try to do their best work • They seldom or never fail to complete assignments • Teachers often encourage them to do well in school SDW

50. HSTW Key Indicators That A School Has High Expectations More students perceive that: • Teachers often showed they care by not letting them get by without doing the work. • It is very important to study hard to get good grades. • It is very important to participate actively in and attend all classes. • It is very important to take a lot of college-preparatory classes. SDW