Publications

Publication Dale Winkler Scott Warren March 20197 pagesTechniques Magazine

Increasing Access & Equity: A Whole School Approach

In this article that appeared in the March 2019 edition of ACTE’s Techniques magazine, SREB’s Dale Winkler and Scott Warren address how SREB’s school improvement frameworks provide a structure that empowers schools to make the changes needed to expand or improve access to high-quality programs and ensure that all students — regardless of their gender, race, socioeconomic background, ability level or location — discover a purpose for learning and life.

This article is reproduced with the kind permission of ACTE.

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Publication June 201828 pages(18V13) Kirsten Sundell

Literacy Across the Curricula
Teacher Success Stories

The teachers featured in this publication describe their experiences using literacy-based assignments to immerse students in grade-level assignments. Read how the practices increased student learning and achievement across disciplines.

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Publication March 2018 80 pages (18V04) Kirsten Sundell
Report cover: Making Math Matter

Making Math Matter
High-Quality Assignments That Help Students Solve Problems and Own Their Learning

This report presents results of teacher and student surveys on how powerful Mathematics Design Collaborative practices are shifting how teachers teach. It also summarizes student achievement data from schools using the strategies in four states. In vignettes and testimonials, teachers who completed SREB professional development on MDC share how they have grown as teachers and how their students’ understanding of math concepts has improved.

Publication Feb. 201818 pages18V03 Kirsten Sundell

Engaging Students in Deeper Learning Through Powerful Literacy and Mathematics Assignments

Too many students graduate high school without the foundational literacy and math skills needed to succeed in postsecondary education and careers. This can change if students are exposed to literacy and math practices that expose them to the types of grade-level assignments that will advance their achievement and prepare them for college and careers.

SREB offers professional development to teachers in powerful literacy and math practices that produce positive results. Read about survey results of more than 37,000 students.

Publication Gene Bottoms Kirsten E. Sundell October 201712 pages(17V18)
This image is the cover of the Valuing Both Cs in College- and Career-Readiness Accountability Systems publication.

Valuing Both Cs in College- and Career-Readiness Accountability Systems
How states can use career pathways to close credential attainment and skills gaps.

This publication explores how state accountability systems currently address college readiness and academic and technical career readiness and offers recommendations and examples of policies and practices that incentivize and reward districts and schools for preparing more students to earn credentials and degrees in high-demand career fields.

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Publication July 9, 2016 | 7 pages | (16V18)Gene Bottoms and Kirsten Sundell

Career Pathways
Accelerating Access to the Middle Class

More and more jobs require some education past high school, yet we are not preparing enough students for college, careers or both. Career pathways from middle and high school through college and into the workplace can accelerate access to the middle class.

Publication 2012 | 16 pages | 12V03

Case Study: Hunterdon County Polytech Career Academy

Hunterdon County Polytech Career Academy is a shared-time career academy in New Jersey. The center made drastic changes to transform a traditional vocational school into a vibrant 21st-century CTE center.

Publication May 2016 | 12 pages | (16V12) Kirsten Sundell

Case Study: Piedmont High School
Raising Rigor and Expectations

Piedmont High School is a high-achieving school with a 2015 graduation rate of 99 percent. This case study details how the school used the High Schools That Work design to put in place the building blocks to foster a culture of continuous improvement to ensure every student has the opportunity to succeed.

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Publication

Turnaround High School Principals: Recruit, Prepare and Empower Leaders of Change

The publication takes an in-depth look at the kinds of principals required to turn around the lowest-performing 5 percent to 10 percent of public high schools in America. Schools stuck at the bottom of the performance chart need first–rate principals with the motivation, vision, skill and commitment to make dramatic improvements in schools and student achievement. The report describes how we can identify, prepare and support these “turnaround” principals.

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Publication

Progress Over a Decade in Preparing More Effective School Principals

Over the past 10 years, SREB has helped states and public universities across the region evaluate their state policies for preparing school principals who are leaders of instruction. This benchmark report reviews the past decade and looks at 10 learning-centered leadership indicators to gauge how far states have come and how far they need to go in selecting, preparing and supporting leaders of change.

Publication

Case Study: Blackman High School – Raising Expectations of All Students

Blackman High School (BHS) in Murfreesboro, Tennessee is committed to raising expectations, enhancing academic studies and providing extra help for students. Administrators ask all teachers, regardless of the content area, to integrate reading and writing into their lessons. This case study details how BHS used the HSTW school improvement model to increase its graduation and retention rates and prepare students for both college and careers.

Publication

Case Study – Fort Mill High School: A Culture of Continuous Improvement

This case study details Fort Mill High School’s dedication to a culture of continuous improvement. The school has established “The Power of I” redo/reteach and relearn policy, an extra help center, a mastery algebra program, and enriching career-technical studies linked to rigorous academics. It has helped Fort Mill earn an on-time graduation rate of more than 90 percent.

Publication Kirsten Sundell

HSTW Profile: Louisiana High School Weathers the Storm to Become a Leader in Student Achievement and High Graduation Rates

Warren Easton Charter High School in New Orleans, Louisiana, has weathered changes of many types, including Hurricane Katrina in 2005. After having to close for the 2005-2006 school year, the school reopened as a charter school with a board and stepped up its efforts to raise student achievement. Now the school is receiving attention for the academic successes of its 100 percent minority student body. This profile describes how Warren Easton has implemented the HSTW improvement model to realize higher achievement scores, an attendance rate of more than 96 percent, a graduation rate of 98 percent and a dropout rate of less than 1 percent.

Publication Kirsten Sundell

HSTW Profile: Queens Vocational and Technical High School and High Schools That Work — Improving SLCs in NYC

Queens Vocational and Technical High School (QVTHS) serves a culturally diverse student population of 1,200 students from across New York City. The school is a part of a cohort of New York City schools that were awarded a United States Department of Education grant to reorganize into small learning communities (SLCs). This profile explains how QVTHS used theHigh Schools That Work framework not only to organize into effective SLCs but also to implement a variety of improvement efforts to ensure success for all students.

Publication Kirsten Sundell

More Than 20 Years as a High Schools That Work Site

William Byrd High School (WBHS) in Vinton, Virginia, is a dynamic place for learning and preparing students for college and careers. General track courses have been eliminated. Hundreds of students take Algebra II even though it’s not a state requirement. Students participate in cooperative education. Parents are deeply engaged in helping students select programs of study. Ninety percent of students graduate on time, and 83 percent go on to postsecondary study.