Effective, Research-based Methods and Strategies: Enclosed documents list research supporting the 10 key practices and provide evidence of High Schools That Work (HSTW) effectiveness with schools. The HSTW program has been in existence since 1987 and has grown from 23 sites to over 1,100. The model has documented 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 the 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 the content and performance standards of college-preparatory English.
• Four credits in mathematics courses with the content and performance standards of college-preparatory Algebra I, geometry and Algebra II.
• Three science courses, including two credits in courses with the content and performance standards of college-preparatory biology, chemistry, physics or applied physics.
• Three social studies courses with the content and performance standards of college-preparatory courses.
• At least four courses in an academic or a career/technical major
• A technology course covering word processing, database, spreadsheets, presentation software, and use of 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)

• Use 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 Condition ?)

• 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 or her parents in a guidance and advising system that ensures the completion of an accelerated program of study with an in-depth academic or career/technical 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 in a minimum of four days of staff development per year 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 based upon the 10 key practices as a part of their 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 National Assessment of Educational Progress (NAEP) based 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: 295 (Scale: 1 - 500)
• Science goal: 292 (Scale: 1- 500)

Support Within the School: HSTW requires staff to document that a minimum of 80 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 Local Leaders Retreat. All faculty and administration must participate in all staff development held at the school.

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

• Involving each student and his or her parents in a guidance and advising system that ensures the completion of an accelerated program of study with an in-depth academic or career/technical 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 instructional practices of the school. Schools develop improvement plans based upon 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-fold process with an evaluation of implementation of the reform and an analysis of student achievement gains.

• A follow-up TA visit takes place during the third year to determine the effectiveness of the school staff in addressing challenges within the initial TA report. Schools will document efforts to implement the key practices of HSTW.
• Students will 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.

Coordination of Resources: HSTW has as a goal to advance state and local policies and leadership initiatives necessary to sustain a continuous improvement effort. HSTW consultants assist schools in determining additional sources of funding 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 lapse of CSR funding.

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