Proven, scientific research-based methods and strategies: Documents listed at www.sreb.org describe research supporting the 10 key practices and provide evidence of High Schools That Work (HSTW) effectiveness with schools. The HSTW program began in 1987, growing from 23 sites to over 1,100. The model continues to document success in urban, suburban, rural and technical school settings throughout the country. Profiles of successful sites are available upon request.

Comprehensive Design with Aligned Components: HSTW key practices and goals align with all aspects of comprehensive programs in the following manner:

• Curriculum (HSTW Key Practices #1, #2 and #4)

• The centerpiece of HSTW is a curriculum that blends essential content of college-preparatory mathematics, science, language arts and social studies courses with modern career/technical studies in grades nine through 12. The SREB-recommended curriculum includes:

• Four credits in English courses with content and performance standards of college-preparatory English.
• Four credits in mathematics courses with content and performance standards of college-preparatory Algebra I, geometry and Algebra II.
• Three science courses, including two credits in courses with content and performance standards of college-preparatory biology, chemistry, physics or applied physics.
• Three social studies courses with content and performance standards of college-preparatory courses.
• At least four courses in an academic or a career/technical (CT) major
• A technology course covering word processing, database, spreadsheets, presentation software and use of the Internet and e-mail.

• Instruction (HSTW Key Practices #3, #6 and #7)

• Key Practice #3: Increasing access to academic studies that are taught through functional and applied strategies.
• Key Practice #6: Getting teachers to work together to integrate instruction.
• Key Practice #7: Actively engage students in learning.

• Assessment (HSTW Key Practice #10)

• Using student assessment and program evaluation data to improve continuously the school climate, organization, management, curricula and instruction to advance student learning.
• Members of the HSTW network participate in the HSTW Assessment every other year. The assessment includes the National Assessment of Educational Progress (NAEP) based reading, mathematics and science tests, student and faculty surveys and a transcript analysis.

• Professional Development (HSTW Key Conditions)

• A system superintendent and board members who support school administrators and teacher in carrying out the key practices. This commitment includes financial support for instructional materials, time for teachers to meet and plan together, and six to eight days per year of staff development on using the key practices to improve learning.

• Parental Involvement (HSTW Key Practice #8)

• Involving each student and his parents in a guidance/advising system that ensures completion of an accelerated program of study with an in-depth academic or CT major.

• School Management (HSTW Key Condition)

• An organizational structure and process ensuring continuous involvement by school administrators and teachers in planning strategies to achieve the key practices.

Professional Development: Administrators and teachers participate annually in a minimum of four days of staff development focused on topics determined by analysis of technical assistance (TA) visit data and assessment data. In addition, staff members participate in the HSTW National Summer Conference and leaders participate in the annual Local Leaders Retreat. Schools may also send participants to national workshops offered by SREB.

Measurable Goals and Benchmarks: Schools develop measurable goals and benchmarks using the Benchmarks for New and Maturing Sites. This document uses actions from the 10 key practices and becomes an integral part of the school improvement plan. Schools receive a TA visit to determine areas of most need and establish goals in each of these areas. In addition, the HSTW network has established achievement goals for students participating in the NAEP linked testing in the areas of reading, mathematics and science. Schools strive to have more students achieve at these goals:

• Reading goal: 279 (Scale: 1- 500);
• Mathematics goal: 297 (Scale: 1 - 500); and
• Science goal: 299 (Scale: 1- 500).

Support Within the School: HSTW requires staff to document that a minimum of 66 percent of the faculty support involvement in the network and agree to implement the key practices. The school must appoint a site coordinator to manage all activities, participate in a minimum of four days staff development on topics determined from the improvement plan, enlist district support for the initiative, and participate in both the HSTW Summer Conference and Leadership Retreat. All faculty and administration must participate in all staff development held at the school.

Support for teachers, administrators, and staff: As a part of SREB, High Schools That Work provides teachers and administrators with quality materials, research, and coaching to effectively implement actions to address key practices. The Site Development Workshop and Orientation Workshop provide all school personnel with an opportunity to actively develop improvement plans, review current school data, and determine next steps. Schools visit high-performing HSTW sites with similar demographics to determine strategies likely to impact student achievement. HSTW school improvement consultants provide continuous on-site, electronic and telephone support.

Parental and Community Involvement: (HSTW Key Practices #8 and Key Condition #5)

• Involving each student and his parents in a guidance and advisement system that ensures the completion of an accelerated program of study with an in-depth academic or CT major.
• Giving students and their parents the choice of a system that integrates school and work-based learning. The system should span both high school and postsecondary studies with planning done by educators, employers and employees.
• Requiring as a key condition leadership from the superintendent and school board to involve employers and postsecondary institutions in the design and implementation of a school and work-based program to prepare students for employment and postsecondary education.

External Technical Support and Assistance: Schools host a TA visit during the first year of service for collection of baseline data. The visit involves a group of experienced educators, district office personnel, state department of education personnel, community members and HSTW leaders in analyzing school and classroom practices. Schools develop improvement plans based on the analysis, and HSTW provides ongoing assistance and support as schools implement their improvement plan. Interim visits during the second and third year provide schools with continuous status checks.

Evaluation Strategies: The evaluation process is a two-part process with an evaluation of reform implementation and analysis of student achievement gains.

• A follow-up TA visit takes place during the third year to determine effectiveness of school staff in addressing challenges within the initial TA report. Schools will document efforts to implement the key practices of HSTW.
• Students participate in the HSTW NAEP-based assessment in the initial year of participation for baseline data. A follow-up assessment will take place every other year to monitor achievement gains and determine effective strategies.
• Schools conduct extensive follow-up to staff development to ensure implementation in classrooms.

Coordination of Resources: HSTW's goal is to advance state and local policies and leadership initiatives necessary to sustain a continuous improvement effort. HSTW consultants assist schools in determining additional funding sources and efficient uses of current funds. Schools within HSTW states become active members of the state network upon initial involvement and continue participation at the state level following the end of CSR funding.

Evidence supporting improved student achievement: HSTW's external research is conducted by Research Triangle Institute (RTI) and MPR Associates to support improved student achievement within the HSTW network. HSTW also conducts numerous research projects within SREB to determine actions most likely to impact student achievement. Specific research briefs are available at www.sreb.org. Recent results for schools completing three years in the Comprehensive School Reform project show improved student achievement in reading, mathematics and science. Results were based upon the 2000 NAEP-linked assessment as baseline data and 2002 assessment to determine progress.

• Employs proven methods and strategies based on scientifically based research
• Integrates a comprehensive design with aligned components
• Provides ongoing, high-quality professional development for teachers and staff
• Includes measurable goals and benchmarks for student achievement
• Is supported within the school by teachers, administrators and staff
• Provides support for teachers, administrators and staff
• Provides for meaningful parent and community involvement in planning, implementing and evaluating school improvement activities
• Uses high-quality external technical support and assistance from an external partner with experience and expertise in school wide reform and improvement
• Plans for the evaluation of strategies for the implementation of school reforms and for student results achieved, annually
• Identifies resources to support and sustain the school's comprehensive reform effort
• Has been found to significantly improve the academic achievement of students or demonstrates strong evidence that it will improve the academic achievement of students

 

For more information, please contact Rhenida Rennie at rhenida.rennie@sreb.org.