Nebraska Orientation

1. Nebraska Orientation 1

2. Nebraska Orientation 2

3. Nebraska Orientation 3 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. 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.

4. Nebraska Orientation 4 HSTW Goals Getting 85 percent of students to meet reading, mathematics and science goals Teaching most students the essential content of the college-preparatory academic core and a career or academic concentration The goal of HSTW is to have 85 percent of students meet the reading, mathematics and science goals. These goals are set high enough so that students who continue their studies will be much less likely to have to take remedial courses. Meeting these goals also means that students can pass employers� exams for decent career-pathway jobs. The second goal is to teach all students -- particularly career-oriented students -- the essential content of the college-preparatory academic core along with a concentration in either academic or career concentration. The goal of HSTW is to have 85 percent of students meet the reading, mathematics and science goals. These goals are set high enough so that students who continue their studies will be much less likely to have to take remedial courses. Meeting these goals also means that students can pass employers� exams for decent career-pathway jobs. The second goal is to teach all students -- particularly career-oriented students -- the essential content of the college-preparatory academic core along with a concentration in either academic or career concentration.

5. Nebraska Orientation 5 Business-Higher Education Forum, 2003 In 1950, 80 percent of the jobs were classified as �unskilled.� Now, an estimated 85 percent are classified as �skilled,� requiring education beyond high school. 60 percent of future jobs will require training that only 20 percent of today�s workers possess.

6. Nebraska Orientation 6 HSTW/MMGW Beliefs All students prepared for post-secondary or work success Focus on the middle 60 percent Transitions years are key � 8/9 & 12/Postsecondary Distributed leadership development Link schools, districts and state together Work harder to get better!

7. Nebraska Orientation 7

8. Nebraska Orientation 8 Year One Orientation Workshop � 2 regular school days Site Development Workshop - 2 days Technical Assistance Visit � external review Professional Development � with follow-up HSTW Assessment and/or surveys � even years On- and off-site Coaching National Workshops Summer Conference SREB Resources Leadership Initiative Years Two and ThreeYear One Orientation Workshop � 2 regular school days Site Development Workshop - 2 days Technical Assistance Visit � external review Professional Development � with follow-up HSTW Assessment and/or surveys � even years On- and off-site Coaching National Workshops Summer Conference SREB Resources Leadership Initiative Years Two and Three

9. Nebraska Orientation 9 Lessons We Have Learned Recommended core is key District support essential Professional Development follow-up is key Linking middle and high schools together to address the 9th grade bulge School and District Leadership vision and stability determines success Active focus teams accelerate improvement Some schools need prescriptions Implementation is more than agreeing with the key practices.

10. Nebraska Orientation 10 HSTW Key Practices Raise Expectations Challenging CTE Challenging Academic Courses Challenging Program of Study Quality Work-based Learning Teachers Working Together Active Engagement Guidance involving Parents Extra Help Use Data

11. Nebraska Orientation 11 Key Practice #10Use student assessment and program evaluation data to continuously improve.THE FOUNDATION Schools with a climate of continuous improvement understand that intelligence is learned and not fixed. HSTW was based on the belief that schools would have to use student assessment and program evaluation data to create a continuous improvement climate. Schools that are committed to change use data to: clarify where they are; inspire change; determine progress; change what doesn�t work; and celebrate accomplishments. What kinds of data do you have? Achievement � schools have a lot of this Demographic � two main uses School and Classroom Practices � determines actions Perception � provides valuable data Schools with a climate of continuous improvement understand that intelligence is learned and not fixed. HSTW was based on the belief that schools would have to use student assessment and program evaluation data to create a continuous improvement climate. Schools that are committed to change use data to: clarify where they are; inspire change; determine progress; change what doesn�t work; and celebrate accomplishments. What kinds of data do you have? Achievement � schools have a lot of this Demographic � two main uses School and Classroom Practices � determines actions Perception � provides valuable data

12. Nebraska Orientation 12 2006 HSTW CTE Students: Percentage Meeting Reading Performance Goal-279 HSTW relies heavily on data to tell the story and to provide the reasons for what is needed. Some examples follow: Associated with the whole area of literacy, in addition to reading questions were asked relating to writing and oral communications. According to the data, 33% of ag students say that they seldom or never placed importance on writing in their ag classes. We need to encourage teachers to give reading assignments, asking them to write reports, do cooperative assignments with their English teacher counterparts, etc.HSTW relies heavily on data to tell the story and to provide the reasons for what is needed. Some examples follow: Associated with the whole area of literacy, in addition to reading questions were asked relating to writing and oral communications. According to the data, 33% of ag students say that they seldom or never placed importance on writing in their ag classes. We need to encourage teachers to give reading assignments, asking them to write reports, do cooperative assignments with their English teacher counterparts, etc.

13. Nebraska Orientation 13 2006 HSTW CTE Students: Percentage Meeting Mathematics Performance Goal-297 The goal for math is 297. According to CTE students, 30% say answered �seldom� or �never� when asked if their CTE classes placed importance on math. There is an incredible amount of math in CTE programs. As Dr. Bottoms and I discussed this, he asked that I encourage you to consider identifying the math concepts included in CTE classes by grade level (9th, 10th, 11th. And 12th) Have you considered having a focus on some type of student organization competition using math skills. Do we help our students see the application of math in our CTE classes?The goal for math is 297. According to CTE students, 30% say answered �seldom� or �never� when asked if their CTE classes placed importance on math. There is an incredible amount of math in CTE programs. As Dr. Bottoms and I discussed this, he asked that I encourage you to consider identifying the math concepts included in CTE classes by grade level (9th, 10th, 11th. And 12th) Have you considered having a focus on some type of student organization competition using math skills. Do we help our students see the application of math in our CTE classes?

14. Nebraska Orientation 14 2006 HSTW CTE Students: Percentage Meeting Science Performance Goal-299 The goal for science is 299. This is particularly important because of the underlying concepts of science inherent in much of the CTE curriculum. For example, for years, we in ag have talked about the need for ag students to get science credit for taking ag courses, yet this data shows that science is apparently not being stressed in all programs. Or, if it is, is it at low levels? We need to ask ourselves if we are doing all that we can to connect to the science curriculum and/or state science standards. The science teacher needs to be the CTE teacher�s best friend. We need to teach inquiry based science. Consider having students do a science project annually. They could build on the same project year to year. The goal for science is 299. This is particularly important because of the underlying concepts of science inherent in much of the CTE curriculum. For example, for years, we in ag have talked about the need for ag students to get science credit for taking ag courses, yet this data shows that science is apparently not being stressed in all programs. Or, if it is, is it at low levels? We need to ask ourselves if we are doing all that we can to connect to the science curriculum and/or state science standards. The science teacher needs to be the CTE teacher�s best friend. We need to teach inquiry based science. Consider having students do a science project annually. They could build on the same project year to year.

15. Nebraska Orientation 15 2006 HSTW CTE Students: Percentage Having Intensive High Expectation Experiences Some indicators of this: Intensive level (4 of 5): Teachers state amount and quality of work for an A or a B (often) Revise written work (often) Work hard to meet high standards (often) Teachers are available for extra help (frequently) One or more hours of homework (daily) According to ag students, 85% had less than one hour of homework per day. Ask yourself � What are your academic expectations for your students? This is the key to low versus high academic achievement. Some indicators of this: Intensive level (4 of 5): Teachers state amount and quality of work for an A or a B (often) Revise written work (often) Work hard to meet high standards (often) Teachers are available for extra help (frequently) One or more hours of homework (daily) According to ag students, 85% had less than one hour of homework per day. Ask yourself � What are your academic expectations for your students? This is the key to low versus high academic achievement.

16. Nebraska Orientation 16 2006 HSTW CTE Students: Percentage Having Intensive Science Experiences Some examples of questions/indicators that related to this: Use science equipment to do science activities in the classroom (monthly) Worked with one or more students in class on science work (monthly) Prepared a written report on a science project (monthly) Read an assigned book or article dealing with science (monthly) Some examples of questions/indicators that related to this: Use science equipment to do science activities in the classroom (monthly) Worked with one or more students in class on science work (monthly) Prepared a written report on a science project (monthly) Read an assigned book or article dealing with science (monthly)

17. Nebraska Orientation 17 2006 HSTW CTE Students: Percentage Having Intensive Work-based Learning Experiences This is a distressing piece of information, as we have always talked about the importance of the work-based aspects of the CTE program. Are we doing all we can to show that these experiences have something to do with real-world work experiences? QUESTION: Do the students� CTE projects have anything to do with students� career interests and aptitudes? My question doesn�t suggest that all projects are bad � merely that students don�t perceive them as related to work-based learning.This is a distressing piece of information, as we have always talked about the importance of the work-based aspects of the CTE program. Are we doing all we can to show that these experiences have something to do with real-world work experiences? QUESTION: Do the students� CTE projects have anything to do with students� career interests and aptitudes? My question doesn�t suggest that all projects are bad � merely that students don�t perceive them as related to work-based learning.

18. Nebraska Orientation 18 How Schools Use Data Create a baseline Set goals and develop an improvement plan Identify professional development needs Communicate success What kinds of data do you have available? What other uses can you identify for data and who should be involved in its use?What kinds of data do you have available? What other uses can you identify for data and who should be involved in its use?

19. Nebraska Orientation 19 Key Question What kind of data do you have available at your school?

20. Nebraska Orientation 20 Key PracticeRaise expectations and get students to meet them. Professional development is more likely to affect student performance if it is aligned to a comprehensive framework of practices that provide direction and meaning to school improvement. HSTW and Making Middle Grades Work provide such a framework. We have planned and organized this conference with these key practices in mind. An important key practice is setting high expectations and getting students to meet them. This is about giving students challenging assignments that have personal meaning and firmly and consistently expecting them to do high-quality work. It requires enthusiastic faculty who are willing to give students the individual help they need to succeed. This is what teenagers have consistently said they want. Professional development is more likely to affect student performance if it is aligned to a comprehensive framework of practices that provide direction and meaning to school improvement. HSTW and Making Middle Grades Work provide such a framework. We have planned and organized this conference with these key practices in mind. An important key practice is setting high expectations and getting students to meet them. This is about giving students challenging assignments that have personal meaning and firmly and consistently expecting them to do high-quality work. It requires enthusiastic faculty who are willing to give students the individual help they need to succeed. This is what teenagers have consistently said they want.

21. Nebraska Orientation 21

22. Nebraska Orientation 22

23. Nebraska Orientation 23 Key Question What can your school do to have common high expectations in all classrooms?

24. Nebraska Orientation 24 Key Practice #3 Increase access to challenging academic studies The fourth key practice is to provide students access to academic studies that teach college-preparatory content through functional and applied strategies. The most powerful thing schools can do is to teach almost all students what they have historically taught only to their best students and to support teachers in learning how to do this. It is easy to decide you are going to change course titles; it is more difficult to be committed to teaching all students to the same high academic standards. The fourth key practice is to provide students access to academic studies that teach college-preparatory content through functional and applied strategies. The most powerful thing schools can do is to teach almost all students what they have historically taught only to their best students and to support teachers in learning how to do this. It is easy to decide you are going to change course titles; it is more difficult to be committed to teaching all students to the same high academic standards.

25. Nebraska Orientation 25 Common Actions Schools Take Literacy Focus 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 the content of all classes. 15 Strategies Every Teacher Can and Should Use Students will write research papers in all classes. Students will be taught as if they were in honors language arts classes. Eliminate sections of low level courses Curriculum maps � pacing guides Raise the level of classroom questioning

26. Nebraska Orientation 26 Key Practice # 4Have students complete a challenging program of study with an upgraded academic core and a concentration. Students want a focus. They want to believe that school matters. They want to believe that they are valued. They want to believe that what they are doing in school is preparing them to meet their personal goals. One of the foundation practices of HSTW is to have students complete a challenging program of studies with an upgraded academic core in either a career or an academic area. We believe a structured program of studies addresses what students most want and need. Issues of senior year and full schedule. Students want a focus. They want to believe that school matters. They want to believe that they are valued. They want to believe that what they are doing in school is preparing them to meet their personal goals. One of the foundation practices of HSTW is to have students complete a challenging program of studies with an upgraded academic core in either a career or an academic area. We believe a structured program of studies addresses what students most want and need. Issues of senior year and full schedule.

27. Nebraska Orientation 27 Education Pipeline 70 percent of the fastest growing jobs will require an education beyond high school. 40 percent of all new jobs will require at least an associates degree. Recent studies show the skills and knowledge employers need look like those in higher education. Source-2004 ACT70 percent of the fastest growing jobs will require an education beyond high school. 40 percent of all new jobs will require at least an associates degree. Recent studies show the skills and knowledge employers need look like those in higher education. Source-2004 ACT

28. Nebraska Orientation 28 HSTW-Recommended Academic Core and Higher Achievement Four credits in college-prep/honors English Four mathematics credits � including Algebra I, II, and Geometry At least three credits in lab-based science � Physical, Biology & Chemistry At least three credits in college-prep/honors social studies NOTE: 4 X 4 core for schools with schedules that allow at least 28 credits. Math in the senior year PLUS High-performing HSTW sites have a core group of teachers who refuse to accept the status quo and who engage their colleagues in examining the old belief that many students are not capable of completing a solid academic core. These are the schools that have made the most progress in advancing student achievement. HSTW recommends four credits in college-prep/honors English. Such a curriculum requires deeper analysis and understanding of reading materials. It also requires students to make greater efforts. The HSTW-recommended curriculum calls for students to complete at least three mathematics credits with at least two credits being at the college-preparatory level. Increasingly, we are finding that students need three years of mathematics and need to complete both geometry and Algebra II. The highest-achieving students in the network are the 30 percent who are now completing precalculus, which means taking mathematics during the senior year. At least three science credits, two at the college-prep level, are also recommended. High-performing HSTW sites have a core group of teachers who refuse to accept the status quo and who engage their colleagues in examining the old belief that many students are not capable of completing a solid academic core. These are the schools that have made the most progress in advancing student achievement. HSTW recommends four credits in college-prep/honors English. Such a curriculum requires deeper analysis and understanding of reading materials. It also requires students to make greater efforts. The HSTW-recommended curriculum calls for students to complete at least three mathematics credits with at least two credits being at the college-preparatory level. Increasingly, we are finding that students need three years of mathematics and need to complete both geometry and Algebra II. The highest-achieving students in the network are the 30 percent who are now completing precalculus, which means taking mathematics during the senior year. At least three science credits, two at the college-prep level, are also recommended.

29. Nebraska Orientation 29 Related to 16 career clusters and their 81 pathways, alignment between middle schools, high schools and postsecondary institutions.Related to 16 career clusters and their 81 pathways, alignment between middle schools, high schools and postsecondary institutions.

30. Nebraska Orientation 30 Recommended Core andHigher Achievement Completed 21% Partial 49% Did Not Complete 30% Completed (3 Parts) Partial (1-2 Parts) Did Not Complete (0 Parts) There is a correlation between completing the recommended academic core and achieving at a higher level on the HSTW assessment of reading, mathematics and science. Eighty-four percent of students completing the recommended academic core met the HSTW performance goals in mathematics; 76 percent in reading and 71 percent in science. In comparison of the students who completed one or two of the core academic requirements, 60 percent met the mathematics performance goal; 55 percent met the performance goal in reading; and 48 percent met the science goal. Only about one-third of students who failed to complete any part of the recommended core met the performance goals (34%, 35%, 27%). Completed 21% Partial 49% Did Not Complete 30% Completed (3 Parts) Partial (1-2 Parts) Did Not Complete (0 Parts) There is a correlation between completing the recommended academic core and achieving at a higher level on the HSTW assessment of reading, mathematics and science. Eighty-four percent of students completing the recommended academic core met the HSTW performance goals in mathematics; 76 percent in reading and 71 percent in science. In comparison of the students who completed one or two of the core academic requirements, 60 percent met the mathematics performance goal; 55 percent met the performance goal in reading; and 48 percent met the science goal. Only about one-third of students who failed to complete any part of the recommended core met the performance goals (34%, 35%, 27%).

31. Nebraska Orientation 31 Strategies for Implementing the HSTW Core Curriculum Enroll ALL students in the Core. Eliminate 20-25 percent of low-level courses annually. Adopt a schedule to allow more time for students to take critical courses. Adopt a default strategy. Get guidance staff on board.

32. Nebraska Orientation 32 Key Question What can your school do to have more students complete HSTW-recommended academic core?

33. Nebraska Orientation 33 Key Practice #2 Increase access to challenging career and technical studies, with a major emphasis on using high-level mathematics, science, language arts and problem-solving skills. A recent report by the National Association of Manufacturers indicates that employers see serious deficiencies in recent high school graduates including poor reading, writing, mathematics, communication, analytical and teamwork skills. Career/technical teachers can help to correct these deficiencies by giving students challenging assignments, with a major emphasis on using academics to perform real-world tasks. The purpose of high school career/technical studies is to produce graduates who can: read, understand and communicate in the language of the career field; use mathematics, reasoning and understanding skills to solve the problems of the field; understand technical concepts, principles and procedures; and use basic technology to perform workplace tasks and projects. A recent report by the National Association of Manufacturers indicates that employers see serious deficiencies in recent high school graduates including poor reading, writing, mathematics, communication, analytical and teamwork skills. Career/technical teachers can help to correct these deficiencies by giving students challenging assignments, with a major emphasis on using academics to perform real-world tasks. The purpose of high school career/technical studies is to produce graduates who can: read, understand and communicate in the language of the career field; use mathematics, reasoning and understanding skills to solve the problems of the field; understand technical concepts, principles and procedures; and use basic technology to perform workplace tasks and projects.

34. Nebraska Orientation 34 The New CTE

35. Nebraska Orientation 35 Quality Career/Technical Courses Matter Increase understanding of academic content Give meaning to school Motivate students Improve retention ofacademic skills High-quality career/technical studies promote deeper understanding of academic knowledge and skills. High-quality career/technical studies help motivate students who need to see a connection between what they do in school and their goals for the future. Students see purpose and meaning in their academic studies when they use academic skills in solving work-related problems. Students retain their academic skills longer when they are required to apply them in solving authentic problems. Authentic assignments have three elements: 1) student constructing knowledge, 2) student applying discipline acquired from an academic or technical field--ways of thinking, and 3) producing a service or product with value beyond the school. High-quality career/technical studies promote deeper understanding of academic knowledge and skills. High-quality career/technical studies help motivate students who need to see a connection between what they do in school and their goals for the future. Students see purpose and meaning in their academic studies when they use academic skills in solving work-related problems. Students retain their academic skills longer when they are required to apply them in solving authentic problems. Authentic assignments have three elements: 1) student constructing knowledge, 2) student applying discipline acquired from an academic or technical field--ways of thinking, and 3) producing a service or product with value beyond the school.

36. Nebraska Orientation 36

37. Nebraska Orientation 37 Common Actions Schools Take Business Advisory Committees become active Seek industry certification Require reading, writing and math Written final exams Capstone Projects Link with community colleges for dual credit opportunities Expand work-based/school-based/virtual learning opportunities

38. Nebraska Orientation 38 CTE Practices andHigher Achievement At least weekly, students: use mathematics to complete assignments; read technical books to complete assignments; do projects that require research and written plans; and meet standards on a course exam. Students have higher academic achievement and are better prepared to meet the expectations of employers or to succeed in further study who in their vocational classes are: given assignments weekly or daily that require them to read and interpret technical materials and to use mathematics to complete. having students complete a project that requires research and a written plan or a major senior project impacts achievement. Each of these items are associated with higher achievement. Students have higher academic achievement and are better prepared to meet the expectations of employers or to succeed in further study who in their vocational classes are: given assignments weekly or daily that require them to read and interpret technical materials and to use mathematics to complete. having students complete a project that requires research and a written plan or a major senior project impacts achievement. Each of these items are associated with higher achievement.

39. Nebraska Orientation 39 Key Question What can your school do to improve quality of career/technical courses?

40. Nebraska Orientation 40 Key Practice #5Give students access to a system of work-based and school-based learning planned cooperatively by educators and employers. Allowing students to leave school early for a part-time job does little to advance their academic and technical knowledge. On the other hand, giving students� access to a system of work-based and school-based learning planned cooperatively by educators and employers can give students experiences that will enable them to acquire more meaningful knowledge and skills. Allowing students to leave school early for a part-time job does little to advance their academic and technical knowledge. On the other hand, giving students� access to a system of work-based and school-based learning planned cooperatively by educators and employers can give students experiences that will enable them to acquire more meaningful knowledge and skills.

41. Nebraska Orientation 41

42. Nebraska Orientation 42 Key Practice #7 Engage students actively in learning. HSTW is based on the assumption that students want to be actively engaged in challenging assignments. Giving students assignments that allow them to use higher-level academic knowledge and skills to solve practical problems results in deeper understanding of the materials and longer retention. HSTW is based on the assumption that students want to be actively engaged in challenging assignments. Giving students assignments that allow them to use higher-level academic knowledge and skills to solve practical problems results in deeper understanding of the materials and longer retention.

43. Nebraska Orientation 43

44. Nebraska Orientation 44 Changing Professional Development Credit for implementation, not attendance Peer observations Demonstration classrooms Faculty study groups Walkthrough observations

45. Nebraska Orientation 45

46. Nebraska Orientation 46

47. Nebraska Orientation 47 Start small with the curriculum wallStart small with the curriculum wall

48. Nebraska Orientation 48 Key Question What can your school do to integrate academic and career/technical studies?

49. Nebraska Orientation 49 Key Practice #8 Involve students and parents in a guidance and advisement system Student achievement improves at HSTW sites that increase the amount of time available for students to talk with counselors and teachers about planning a program of study. Students need adult advisers who believe in them and tell them and their parents the truth about which courses in high school matter, and who help them and their parents make decisions to complete a solid academic core and either an academic or career concentration. Clear goals and a focused program of study provide the structure that students yearn for, especially if they believe it is giving them an edge in achieving their goals beyond high school. Student achievement improves at HSTW sites that increase the amount of time available for students to talk with counselors and teachers about planning a program of study. Students need adult advisers who believe in them and tell them and their parents the truth about which courses in high school matter, and who help them and their parents make decisions to complete a solid academic core and either an academic or career concentration. Clear goals and a focused program of study provide the structure that students yearn for, especially if they believe it is giving them an edge in achieving their goals beyond high school.

50. Nebraska Orientation 50 Actions Schools Take Advisor-Advisee Required annual parent meetings Follow-up studies Developmental exams given to juniors Graduates return to talk to students Use technology to communicate with parents Involve community leaders Meet at convenient places for parents Provide child care

51. Nebraska Orientation 51 Key Question What actions can you take to help every student have an adult mentor?

52. Nebraska Orientation 52 Key Practice #9  Provide a structured system of extra help Schools cannot stop with raising expectations and standards; they must also provide a structured system of extra help to enable students to meet those standards. Students learn more when they feel their teachers believe in them and when their teachers are passionate about giving them the support they need to meet higher standards. This kind of climate motivates students to work harder and to believe that school matters. Schools cannot stop with raising expectations and standards; they must also provide a structured system of extra help to enable students to meet those standards. Students learn more when they feel their teachers believe in them and when their teachers are passionate about giving them the support they need to meet higher standards. This kind of climate motivates students to work harder and to believe that school matters.

53. Nebraska Orientation 53 Common Actions Schools Take �Fast start� seven and eight Summer bridge program Catch-up program in grade nine Readiness course grade 12 Make students independent learners Continuous extra help and extra time

54. Nebraska Orientation 54 Extra Help andHigher Achievement Often available 28% Not Available 72% Often available (3-4) Not Available (0-2) High Schools That Work compared students who frequently received extra help with those who did not. The study revealed that students who often received extra help � frequently provided by their teachers � were more likely to meet the HSTW performance goals than students who found it hard to get extra help. By the same token, students who find extra help readily available are more likely to be enrolled in higher-level academic courses. Enrolling students into challenging mathematics courses pays dividends if students are held to high standards and receive help to meet them. Often available 28% Not Available 72% Often available (3-4) Not Available (0-2) High Schools That Work compared students who frequently received extra help with those who did not. The study revealed that students who often received extra help � frequently provided by their teachers � were more likely to meet the HSTW performance goals than students who found it hard to get extra help. By the same token, students who find extra help readily available are more likely to be enrolled in higher-level academic courses. Enrolling students into challenging mathematics courses pays dividends if students are held to high standards and receive help to meet them.

55. Nebraska Orientation 55

56. Nebraska Orientation 56 Actions Leaders Take Revise bell schedules, team configurations, and teaching assignments Make power point presentations to faculty and parents regarding key practices and assessment data and action plans Provide staff development opportunities for faculty that align with school improvement plans and deep implementation of HSTW goals. Develop an orientation process for new teachers.

57. Nebraska Orientation 57 Monitoring Progress: The HSTW Assessment Required in even years and optional in odd NAEP Based Assessment in Reading, Mathematics and Science Student Survey of Experiences Transcript Analysis Faculty Survey Given to seniors (random sample or all) in January window Goals based on skills needed to pass employer exams and college placement exams

58. Nebraska Orientation 58 HSTW Makes a Difference Non-prescriptive design requiring faculty ownership Network provides expertise � learn from others with similar issues. Schools develop plans to address the 10 Key Practices using faculty teams. Key Conditions create the culture for improvement Reading � 2000-274 2002-277 2004-278 2006-279 Mathematics 2000-298 2002-298 2004-299 2006-301 Science 2000-2888 2002-290 2004-292 2006-293Reading � 2000-274 2002-277 2004-278 2006-279 Mathematics 2000-298 2002-298 2004-299 2006-301 Science 2000-2888 2002-290 2004-292 2006-293

59. Nebraska Orientation 59 Key Conditions Continuous Improvement Leadership Focus on Key Practices School Board Support for Replacing the General Track District Leaders Support School Leaders and Teachers to Implement Key Practices Schools are Allowed to Adopt a Flexible Schedule

60. Nebraska Orientation 60 How do you get started? Decide you want to participate and notify the NDE Organize focus teams Curriculum Staff Development Guidance and Public Information Evaluation

61. Nebraska Orientation 61 Process, continued Determine what needs to be changed and/or improved Ask two fundamental questions: �Why are my students not doing better on assessments?� �Which areas need the most attention in my school?� Identify Next Steps

62. Nebraska Orientation 62 Key Question What will you do to get faculty �buy-in?�

63. Nebraska Orientation 63 HSTW in Nebraska Gregg Christensen, State Coordinator Nebraska Department of Education 301 Centennial Mall South Lincoln, NE �68509-4987 gregg.christensen@nde.ne.gov 402.471.4337 (phone) 402.471.4565 (fax)

64. Nebraska Orientation 64 Change is a Long Journey! All schools want to improve, but few want to change. The fact remains that to improve one MUST change. Help is available�We�re here to be of service!

65. Nebraska Orientation 65