Three-year Plan of Services for CSR Sites Implementing HSTW

Schools and school districts that join the High Schools That Work (HSTW) network through the Comprehensive School Reform (CSR) project agree to support efforts at the local level with a commitment of time, personnel and financial resources. Resources will enable teachers and leaders to take the steps necessary to change school and classroom practices and raise student achievement. SREB has found that full implementation of the HSTW initiative takes at least five years. A Memorandum of Understanding (MOU) developed with - and signed by - representatives of the school, district, state and SREB contains a list of what each party agrees to do in implementing the HSTW framework of Goals and Key Practices. The following plan outlines minimum services that SREB provides and expectations for schools, districts and teachers during the first three years of implementation (typical CSR grant period).

The following three-year plan provides each school with guidance and support in addressing the 10 HSTW Key Practices. It includes activities the staff will participate in and expectations for teachers and school administration. Schools must participate in ALL aspects for HSTW to verify sufficient progress for continued funding with CSR.

Each year requires a minimum of four days staff development for all faculty at the school. Schools and districts must develop plans that allow all staff to participate in staff development. Plans may include non-student workdays, stipends for teachers, extended days or weekends, teacher study groups, and other alternatives agreed upon by school, district and faculty leadership.
 

Orientation Workshop — The orientation provides district leadership, school personnel, students and community members an overview of the three-year process and opportunities to ask questions and address concerns. Planning for the first year of implementation will also take place during the orientation visit. A HSTW consultant will visit the school for two days while students are in attendance. (This activity takes place as soon as possible following the awarding of the grant.)

Day 1

• Meet with district administration to discuss expectations for the district.
• Meet with school administration to discuss expectations of the school and plan for the upcoming Technical Assistance Visit (TAV) and Site Development Workshop.
• Meet with all faculty after school to discuss essential aspects and expectations for teachers.
• Meet with students to discuss potential changes in the school.
• Meet with parents to explain HSTW and the importance of parental involvement.
• Meet with local school board members to discuss expectations and explain the HSTW model.

Day 2

• Meet with teachers during planning periods to answer questions and discuss the TAV.
• Other activities to help school personnel learn about HSTW and SREB.

Technical Assistance Visit (TAV)— SREB will conduct an on-site TAV to commend the school for its progress and recommend actions to take in implementing the Key Practices. A TAV conducted by personnel from outside of the school helps leaders and teachers visualize what they need to do to advance student achievement.

• A three-day audit of all school practices using HSTW Key Practices as the lens will take place. The TAV team will include a HSTW consultant as leader, an experienced educator in non-HSTW states or state HSTW coordinator in HSTW states, district office representative, area administrator, area teachers, community members and parents. The size of the team will depend on the school’s size.
• The TAV team will observe classrooms, review all available data (assessment, attendance, dropout, climate surveys, etc.) and interview teachers, students, parents, and school and district administrators to gain insight into the school’s instructional practices.
• The TAV team will craft a report that identifies outstanding practices taking place, activities the school has planned and challenges to address while implementing the model. Each challenge will include recommended activities to address the challenge and potential contacts at schools within the HSTW network who have successfully addressed the challenge.
• The HSTW consultant who led the visit will return to the school to provide a one-day follow-up visit to review the report. The consultant will help the school staff organize to address the challenges and set deadlines for the development of an improvement plan.

Site Development Workshop — This is a two-day workshop for the entire faculty (including the administration) and may include community members, parents, employers and district leadership. The workshop reviews the HSTW Goals and Key Practices and provides participants an excellent opportunity for input as the school teams review available data including the CSR grant application, Technical Assistance Visit report, High Schools That Work benchmarks document and local assessment data. Teams begin the development of a school improvement plan. Workshop participants will participate in round table discussions of each of the Key Practices. After a review of each Key Practice by the HSTW consultant, groups will brainstorm to list potential activities for inclusion in the school’s improvement plan. The workshop objectives are structured so participants gain an understanding of the Key Practices and generate activities for potential inclusion in their improvement plan. The HSTW consultant will provide a one-day follow-up visit to meet with school focus teams as they develop the school’s improvement plan.
 

HSTW Assessment

• The site coordinator must participate in training for the administration and analysis of the results. One day of the on-site coaching by the HSTW facilitator to help prepare for the assessment is included in the contract. School administrators and the HSTW site coordinator must develop a plan for the HSTW assessment. The plan should include who will be assessed, place, times and incentives for achievement. The plan is submitted to the HSTW consultant by December 1. At a minimum a random sampling of 100 seniors must be tested. Schools may choose to assess all seniors or any number greater than 100. The four-part assessment package includes the National Assessment of Educational Progress (NAEP)– related assessment in reading, mathematics and science; a student survey; faculty survey; and transcript analysis.
• Students who meet all three HSTW performance goals (reading, mathematics and science), and two of the three academic curriculum goals, are eligible to receive the HSTW Award of Educational Achievement. The award is tangible evidence to employers and postsecondary representatives that recipients have met high standards of excellence in high school.
• After receiving the results, school staff will meet to analyze data and determine any needed adjustments to the improvement plan.

Staff Development — HSTW research has found a deficiency in literacy skills at most CSR sites. Almost all schools will have staff participate in a two-day workshop to receive training in instructional activities that get students to read in all content areas. Other sites will have staff development to address a specific need as determined by school leadership, the TAV team and HSTW consultant. School administrators will follow up every workshop by having teachers present effective lessons at staff meetings and all staff will provide examples of lesson plans that incorporate specific strategies. Schools should create a demonstration classroom where teachers can observe others modeling effective strategies. Follow-up visits by HSTW consultants will include checking for continued implementation of strategies and holding discussions with students and staff members to determine next steps.

Leaders Retreat (Please note: Travel expenses will be incurred.) — A team of at least two will participate in the National Leaders Conference. This workshop provides school and district leaders with strategies to engage faculty in the school improvement process.

HSTW Summer Conference (Please note: Travel expenses will be incurred.)

• Participation of a team of at least eight representatives (one administrator, one district-level administrator, one counselor, one career/technical teacher and one teacher from each of the four core areas).
• The CSR pre-conference workshop focuses on a specific area of concern as determined by consultant visits and site input.

SREB Resources — Throughout the year, each school will receive research material, publications and newsletters that provide practical information and strategies to increase a school’s potential for success. A complete list of available books, site guides and videos is available on the SREB Web site (www.sreb.org).
 

Additional Support as Determined – Each school may add services to its contract including on-site coaching, staff development and additional participation in HSTW state and national workshops. Staff development topics are determined using individual school data. Topics may include Teaching in the Block, Integration of Academic and Technical Studies, Project-based Learning, Standards and Assessment, Active Engagement in the Classroom, Schoolwide Guidance, and other content-specific topics.

Every school receiving a CSR grant to implement HSTW must complete all activities listed above and meet the following expectations:

• Promote a vision of high achievement for all students among faculty and staff, parents, students and community members.
• Begin the implementation of a three-year action plan to support High Schools That Work goals and key practices and to eliminate or dramatically reduce the number of students who complete the general education track.
• Organize for improvement using focus teams to develop a three- to five-year plan for improvement using available data and the TAV report to determine needs and activities.
• Require participation by all staff and administration in at least four days of staff development.
• Follow-up all staff development. All staff will maintain evidence files. Teacher evidence files include lesson plans and sample activities with student work showing implementation of staff development strategies. Administrator evidence files include examples of how they provided follow-up to staff development.
• Examine expectations for achievement and ensure that all students have access to a rigorous curriculum that prepares them for postsecondary success.
• Evaluate the current daily schedule to determine most effective use of time. HSTW research has shown that schools within our network that have made the greatest gains in student achievement have a block schedule and have raised graduation requirements.
• Develop a plan to ensure that all students in need of extra help have access to and receive assistance.
• Use the committee or team structure to develop and carry out the action plan. Include activities in the quarterly reports.
• Support academic and vocational teachers with site-focused staff development activities along with participation in training at local, state and national workshops including the HSTW Summer Staff Development Conference.
• Give teachers the encouragement and flexibility to define problems and to change what and how they teach.
• Organize teams of academic and vocational teachers, along with parent and community participation, to raise student achievement.
• Give students access to modern vocational courses, either at the high school, the vocational center, a postsecondary institution, or at work sites organized for learning. Site leaders must be willing to work closely with employers and two-year postsecondary institutions.
• Promote student participation in a system of school-based and work-based learning that integrates academics with applied learning.
• Promote student participation in the Award of Educational Achievement as a way to strengthen students’ transition into meaningful employment.
• Have active administrative (principal) involvement in staff development, committee assignments and other activities.
• Be an active member of a state and multi-state network for information and idea sharing.
• Participate in the assessment program and use assessment data as a major source of information to identify problems and to develop action plans for solving them.
• Regularly communicate progress and expectations to the community.
• Appoint a site coordinator to:
  • Monitor progress in meeting action-plan objectives;
  • Regularly inform the HSTW school improvement consultants, the superintendent and school board of progress toward action-plan objectives;
  • Work closely with the principal to help schools carry out the Key Practices;
  • Work with system and school-level staff development coordinators to create a site-focused staff development plan that provides quality training through use of local, state and national meetings and resources;
  • Coordinate frequent meetings of committees and teams;
  • Coordinate the HSTW data collection process;
  • Integrate HSTW Goals and Key Practices with other school improvement efforts and systemwide strategic plans;
  • Produce an annual report and other information as requested by SREB.
• Select two exceptional staff members to become coaches for all staff in the areas of literacy and numeracy. After receiving extensive training, these staff members should have time in their schedules to work with other staff members.
• Communicate with SREB by ensuring that each school principal and/or HSTW coordinator has access to and checks, on a daily basis, e-mail for communication with this office.
• Develop a plan to continually orient new staff to HSTW Key Practices. This process may include a mentor program for new staff.
   

Coaching -- A HSTW consultant will provide a minimum of six days of on-site coaching at a school with additional telephone and electronic support. One day of coaching will provide staff assistance in learning how to use the HSTW Assessment results for program improvement. The focus of the other days of coaching will be on standards-based curriculum and assessment alignment. All staff members will begin to participate in “Teacher Study Groups” and will learn to analyze student work to improve instruction.
 

Staff Development -- All staff will participate in at least two staff development workshops (two days each) on topics determined by the school improvement plan and TAV. Follow-up will be provided in the same manner as the reading for learning strategies workshop during the first year. Schools lacking days within the school calendar for staff development will send a specific group from the staff to participate in a two-day workshop held at a central location for CSR schools. The topic will pinpoint a specific need for that group. A school administrator must participate and provide on-site follow-up to assistance with implementation. HSTW recommends the development of schoolwide guidance as the initial activity for schools that have guidance/advisement as a challenge in their TAV report. (Please note: Travel expenses may be incurred.) Other possible topics are

• addressing the ninth-grade bulge;
• contextual learning in mathematics and science;
• upgrading career/technical programs; and
• performance-based assessment.

HSTW Assessment — The same requirements as for the first-year assessment (optional participation in Year 2).


Leaders Retreat — The same requirements as for the first year. (Please note: Travel expenses will be incurred.)


Summer Conference — The same requirements as for the first year. HSTW recommends that participation expands or a different group of teachers attend. (Please note: Travel expenses will be incurred.)


SREB Resources — Throughout the year, each school will receive research material, publications and newsletters that provide practical information and strategies to increase a school’s potential for success. A complete listing of available books, site guides and videos is available on the SREB Web site (www.sreb.org).


Additional Support as Determined – Each school may add services to its contract including on-site coaching, staff development and additional participation in HSTW state and national workshops. Staff development topics are determined using individual school data. Topics may include Teaching in the Block, Integration of Academic and Technical Studies, Project-based Learning, Standards and Assessment, Active Engagement in the Classroom, Schoolwide Guidance, and other content-specific topics.
 

Every school receiving a CSR grant to implement HSTW must complete all activities listed above and meet the following expectations:

• Use site focus teams to monitor implementation of the improvement plan and make adjustments, as new data (HSTW Assessment report) become available.
• Develop an adviser/advisee program that actively involves parents in each child’s education.
• Develop policies to raise expectations and make the senior year challenging.
• Align curriculum (K-12) to include development of pacing guides, course syllabi and common end-of-course exams.
• Follow up all staff development. All staff will maintain evidence files. Teacher evidence files include lesson plans and sample activities with student work showing implementation of staff development strategies. Administrator evidence files include examples of how they provided follow-up to the staff development.
• Complete the School Profile using HSTW, state and national assessment data by December 15.
• Analyze and upgrade career/technical programs to industry standards and alignment with certification requirements in technical areas.
• Require all staff and administration to attend staff development.
• Hold monthly study team meetings for groups of faculty members to analyze student work.
• Complete quarterly reports of progress in addressing challenges.
• Communicate with SREB by ensuring that each school principal and/or HSTW coordinator has access to and checks, on a daily basis, e-mail for communication with this office.

Coaching —  A HSTW consultant will provide a minimum of four days of on-site coaching at the school along with telephone and electronic support. Coaching will focus on upgrading academic programs through analysis of instruction and review of student work.


Technical Assistance Visit — The third-year visit will mirror the first-year visit with the exception of the team size. The TAV team will include a HSTW consultant, district representative and the HSTW state coordinator (an experienced educator from a HSTW site in non-HSTW states). The team will use the initial report, a portfolio of progress developed by the school, observations of classroom practices, and interviews to determine areas of improvement and recommended next steps after the grant ends. The school portfolio should include evidence of activities, assessment results, student work showing improvement and other documentation of progress. The portfolio should also include a school’s self-assessment using the implementation rubrics for each of the 10 Key Practices. Faculty should meet prior to the visit to reach consensus of the school’s current status. The overall agenda for the visit will remain the same as the initial visit.

Staff Development -- All staff will participate in at least two staff development workshops (two days each) on topics determined by the school improvement plan and TAV. Follow-up will be provided in the same manner as the reading for learning strategies workshop during the first year. Schools lacking days within the school calendar for staff development will send a specific group from the staff to participate in a two-day workshop held at a central location for CSR schools. The topic will pinpoint a specific need for that group. A school administrator must participate and provide on-site follow-up to assistance with implementation. HSTW recommends the development of schoolwide guidance as the initial activity for schools that have guidance/advisement as a challenge in their TAV report. (Please note: Travel expenses may be incurred.) Other possible topics are

• addressing the ninth-grade bulge;
• contextual learning in mathematics and science;
• upgrading career/technical programs; and
• performance-based assessment.

HSTW Assessment — The same requirements as for the first- and second-year assessments.


Leaders Retreat — The same requirements as for the first and second year. (Please note: Travel expenses will be incurred.)


Summer Conference — The same requirements as for the first- and second-year conferences. HSTW recommends that participation expands or a different group of teachers attend. (Please note: Travel expenses will be incurred.)


SREB Resources — Throughout the year, each school will receive research material, publications and newsletters that provide practical information and strategies to increase a school’s potential for success. A complete listing of available books, site guides and videos is available on the SREB Web site (www.sreb.org).


Additional Support as Determined – Each school may add services to their contract including on-site coaching, staff development and additional participation in HSTW state and national workshops. Staff development topics are determined using individual school data. Topics may include Teaching in the Block, Integration of Academic and Technical Studies, Project-based Learning, Standards and Assessment, Active Engagement in the Classroom, Schoolwide Guidance, and other content-specific topics.

Every school receiving a CSR grant to implement HSTW must complete all activities listed above and meet the following expectations:

• Use site focus teams to monitor implementation of the improvement plan and make adjustments, as new data become available.
• Require all staff and administration attend staff development.
• Complete quarterly reports of progress in addressing challenges.
• Develop a plan for involvement in the HSTW network after CSR grant funding ends.
• Follow up all staff development. All staff will maintain evidence files. Teacher evidence files include lesson plans and sample activities with student work showing implementation of staff development strategies. Administrator evidence files include examples of how they provided follow-up to the staff development.
• Develop a program of study document that includes definitions of career concentrations.
• Continue the analysis of student work through teacher study teams.
• Complete quarterly reports of progress in addressing challenges.
• Communicate with SREB by ensuring that each school principal and/or HSTW coordinator has access to and checks, on a daily basis, e-mail for communication with this office.

Schools must use the remaining CSR funds to pay for travel to national conferences, materials and/or stipends to teachers for mandatory staff development. Schools must submit registration forms and schedule all travel to required national workshops in a timely manner. Failure to participate in any required activities may result in recommendation for loss of funding.

 

Comprehensive School Reform requires hard work and coordination of efforts by all stakeholders of a school. In order for a high school to effectively implement the HSTW Key Practices, the staff must have the support of the district office. To ensure adequate support for the initiative, HSTW has the following expectations for each district:

• Select topics for staff development at each school based upon the improvement plan and TAV report. School leaders, district officials and HSTW consultants should collaborate in determining staff development priorities.
• Allow each school to investigate and choose a daily schedule that best meets the needs of students.
• Allow a school to raise graduation requirements to meet HSTW recommendations.
• Allow high school staff an opportunity to collaborate with feeder school staff for alignment of curriculum and development of benchmarks for success.
• Encourage school staff to incorporate activities that other HSTW sites have used to address challenges into their improvement plans.
• Have school leadership make annual presentations to the boards of education on their progress. The initial report should include a plan to address the challenges in the TAV report.
• Select a district coordinator who will participate in HSTW activities and provide follow-up within the school. This will not require additional staffing.
• Make prompt payment for all invoices pertaining to the CSR grant and implementation of the HSTW model. Assist school administration in efficient use of various funds to maximize the effectiveness of activities. Assist school personnel in establishing a budget that ensures adequate funding of the initiative.
• Provide HSTW with feedback and support for model implementation.

• Participate actively in all staff development opportunities at the school and follow-up by attempting to implement strategies in their classrooms.
• Participate in focus teams that will plan and implement action strategies for school improvement.
• Maintain evidence files through lesson plans, student work, assessment activities, projects, etc., that show efforts to actively engage students and implement strategies learned in staff development.
• Participate in national workshops and visits to outstanding sites to learn strategies. Then return to the school and develop a plan to present learned items to the entire faculty.
• Take necessary steps to attain the vision of all students completing a challenging academic core of courses and a career or academic major.
• Emphasize, on a continuing basis, the concept that effort creates ability.
• Develop plans focused on literacy that will get students to read and write almost daily in every class.

   

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