Jazzing It Up:Successful
Implementation of the HSTW Framework
Richard HartleyLionel Johnson, Jr.
Joseph JonesDebra Schum
Kimberly Tripeaux
Objectives of Presentation To understand how the
collaborative learning community culture of LINCS works in tandem with High Schools That Work (HSTW).
To examine best practices and strategies that schools are using to implement the HSTW Key Practices.
A Collaborative Process
LINCS provides schools the job-embedded support and resources to
implement the HSTW research-based Key Practices to improve
student achievement.
HSTW Fact SheetHSTW is: A consortium of states working with
SREB (Southern Regional Education Board)
A network of more than 1,200 schools in 32 states
Recognized as the premier high school reform effort in the United States
Louisiana currently has 28 sites
HSTW Key Practices…
Impact student achievement. Provide direction and meaning
to school improvement and student learning.
HSTW Key Practices
High Expectations Career/Technical
studies Academic studies Program of Study Work-based
learning
Teachers working together
Students actively engaged
Guidance Extra help Keeping score
Sharing Successful Implementation of the LINCS/HSTW Process
Morehouse Parish East Iberville High School Jackson High School East St. John High School
East Iberville Elementary & High School
LINCS/HSTW Partnership
2003 – 2006
Lionel Johnson, Jr., Principal
Robyn W. Carline, LINCS Coach
SG “Blue” - Mathematics
Essential Question:
How can we effectively improve students’ communication skills, higher order thinking skills, thinking processes, and encourage students to exhibit self-esteem in their daily work?
Students’ Needs
Communicate thinking of mathematical processes.
Improve self-esteem. Use higher order thinking skills
consistently.
Group Commitment Reflect on new knowledge, new
experiences, and on student responses.
Identify performance indicators that ensure consistent assessment and student achievement.
Model finished assignments. Use motivational and instructional
strategies to enhance instruction.
Group Resources
Comprehensive Curriculum Differentiating Mathematics
Instruction www.sreb.org Mathematics textbooks Region II Education Service Center
HSTW Connections Academic Studies: Advanced
Mathematics. Teachers Working Together:
MathVision Project, LINCS FSGs. Keeping Score: LEAP/IOWA/GEE 21
Data Queries used to drive instruction. Extra Help: Project IMPACT,
LEAP/GEE 21 After-school tutoring.
SG “Purple” – Vocational Education/Physical Education
Essential Question:
How can we effectively infuse vocabulary and writing skills in all content areas?
Students’ Needs
Enhance vocabulary. Improve creative writing.
Group Commitment
Use strategies from text resources. Share lessons and outcomes of
lessons. Use the Internet to research different
strategies for classroom use.
Group Resources Comprehensive Curriculum Content manuals WFSG texts LEAP 21 Practice Materials Web sites Rubrics
HSTW Key Practices Addressed High expectations. Career/technical studies: Tiger’s Paw
Café, Tiger Deli, Tiger Prints. Work-Based Learning: Tiger’s Paw
Café, Tiger Deli, Tiger Prints. Teachers Working Together: LINCS
FSGs, Rural Initiative.
What to expect next year… East Iberville Elementary & High
School has a vision of excellence and will continue to foster the principles of LINCS for the 2006-2007 school year.
Our study groups will remain intact to continue to address the needs of the students.
We are adding to our program of study: ▪ Algebra I Online, ▪ Spanish I and II from LVS, ▪ AP Statistics, and ▪ Dual enrollment with Baton Rouge Community College.
We will continue to live up to our motto:“Inspiring Excellence at East Iberville”.
“ie@ei”
Jackson High School
LINCS/HSTW Partnership
2003 – 2006
Joseph Jones, Jr., Principal
Elizabeth Box, LINCS Coach
Kathryn Landreneau, LINCS Coach
Jackson High School
Jackson, Louisiana
The 1st Year: 2003-2004 Training Principal support Teachers started to “buy-in” LINCS Faculty Study Groups—
▪ 6 groups going 6 different directions
▪ Examined data, looked at research, discussed findings, examined student work…..
Which way should we go?
The 2nd Year: 2004-2005
Content Leaders “lead” 2 groups each Focus: Classroom Instruction that
Works (Marzano, 2001) Emphasis on Student Work Distinguished Educator (not required) Whole School Review
LINCS Study Group Focus
The 3rd Year: 2005-2006 Focus: Literacy Across the
Curriculum (SREB) Literacy Coach HSTW Technical Assistance Visit More Shared Responsibility—
Teachers Working Together! High Expectations Extra Help for Students
LINCS Study Group Focus
Three Key Elements of Success
Structure Literacy Initiative Curriculum Planning
Structure
Principal Support Two Content Leaders Block Schedule
JHS Principal Support
“No, you can’t skip LINCS today! We don’t want teachers getting in the habit of not meeting!!! Keep moving forward.”
-Joseph Jones, Jr., Principal
LINCS Content Leaders
Two Content Leaders/Coaches▪ Kathy Landreneau, English
▪ Beth Box, Mathematics
Shared Responsibilities▪ Each lead two study groups
▪ Attend monthly professional development
Block Scheduling 4 X 4 Positive feedback for block scheduling
by students & teachers. Academic level of students increased. Doubled-up on ELA & Math in 9th & 10th. Moved World Geography to 9th grade. Whole unit of Civics.
Literacy Initiative
2005-2006
Literacy Coach Word-of-Day. Researched novels
for literacy month. Researched
strategies for classroom teachers.
Assisted LINCS leaders/teachers with implementation of strategies.
Catherine Jacocks
Classroom Sets of Novels Purchased with LINCS funds
Writing StrategiesImplemented in Our Classrooms
Writing-to-Learn.▪ Journals, exit and admit slips, math logs.
Writing-to-demonstrate-learning.▪ Essays, lab reports, open response.
Authentic Writing.▪ Poems, short stories, business plans,
resumes.
Reading StrategiesImplemented in Our Classrooms:
Jigsaw Paired Reading GIST Vocabulary Clues My Daily Newspaper
Jigsaw Activities
Reading Month
Oprah’s Book ClubEssay Contest
Increased Number of Books Read
9th Grade: ▪ 346 pages from textbook▪ 6 novels
10th Grade: ▪ 244 pages from textbook▪ 7 novels
11th Grade: ▪ 546 pages from textbook▪ 4 novels
12th Grade: ▪ 604 pages from textbook▪ 2 novels
Curriculum Planning
2004-06
Curriculum Planning 2004-2005
Implemented Model Curriculum
2005-2006▪ Summer 2005 Planning ▪ Core teachers developed materials to implement the
Comprehensive Curriculum Pacing guides Course syllabi Course study guides
▪ School Year - Implemented the new curriculum▪ Summer 2006
Planning and revision – working out the “kinks” and planning for next year.
Jackson High School Test Results
GEE Percent Proficient
0
10
20
30
40
50
60
70
2003 2004 2005 2006
ELAMath
GEE Language Arts Results
54%
69%62%
70%
80%87%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2001 2003 2005
Percent Passing
Iowa (ITED) Results
29% 30% 30%28% 29% 28%
33%
38%
0%
5%
10%
15%
20%
25%
30%
35%
40%
1998 2000 2002 2004
NationalPercentileRanking
Planning for Next year
Tested all 8th grade students using the Gates-MacGinitie test to determine placement in English/reading classes.
Re-vamped the 9th grade English schedule.
Novel lists prepared to include two separate reading months.
East St. John High School Home of the
Wildcats
Jazzing It Up: Successful Implementation of the
LINCS/HSTW Framework
East St. John High School
Increased School Performance Score every year: 2000-2001: 53.7 2001-2002: 54.7 2002-3003: 60.3 2003-2004: 64.4 2004-2005: 64.7
Titles Assigned by State: 2000-2002: Academically Below State Average 2002-3003: Minimal Academic Growth 2003-2004: Exemplary Academic Growth (One Star Rating) 2004-2005: Minimal Academic Growth (One Star Rating)
40
45
50
55
60
65
70
75
2000-01 2001-02 2002-03 2003-04 2004-05
SPS
East St. John High School
Increased in ITED (Iowa Test of Educational Development): 1996-1997: 29th percentile 2000-2001: 37th percentile 2001-2002: 44th percentile 2002-3003: 43th percentile (including special education students)
2003-2004: 45th percentile 2004-2005: 41st percentile
Increased success on GEE 21 (Graduate Exit Exam): 2002-2003: First Time Test Takers for GEE 21 increased 12% in Math and 3% in English 2003-2004: Increased 4% in Social Studies and maintained the12% in Math 2004-2005: Improved in all areas of GEE 21
Decreased number of Students who Scored “Unsatisfactory” on the GEE 21:
0
10
20
30
2001-02 2002-03 2003-04 2004-05
English Language Arts
0
20
40
2001-02 2002-03 2003-04 2004-05
Mathematics
0
10
20
30
2002-03 2003-04 2004-05
Science
0
10
20
30
2002-03 2003-04 2004-05
Social Studies
Johns Hopkins University’s
Talent Development High School Model
Transition to Advanced Math Algebra I
Double-Dose in
Mathematics
Choices:Transition to Advanced
Mathematics and Algebra I
or
Algebra I (Honors) or Geometry (Honors)
Basic Composition
Strategic Reading
Double-Dose in
Language Arts
Choices:Strategic Reading and
English I
or
Basic Composition and English I (Honors)
Freshman Seminar
Freshman Seminar and World Geography
or World Geography (Honors)
Highlights of Freshman Seminar:
Learning and practicing study skills, time management skills, computer skills, social skills,
and human relations skills
Investigating possible career choices in preparation of
choosing a career pathway at the completion of the freshman
year
Algebra I Tutoring
Advantages: Helps ensure success of Algebra I student
Provides immediate intervention for students in danger of failing
Provides “help” sessions until mastery is achieved
Taught by certified math teachers
Continues tutoring and re-testing until mastery is attained
Tutoring Schedule: Wednesday and Thursday
2:15 p.m. – 4:15 p.m.
Bus transportation is provided.
Twilight SchoolAdvantages:
Students can catch up on courses/credits for graduation
Students advance to the next level course prepared for success
Small class size
Curriculum: Mathematics
English
Social Studies
Science
Twilight Schedule: Two cycles, approximately 45 days long
Monday through Thursday, 2:15 p.m. – 4:30 p.m.
Students provide transportation
LINCS FSGs(Faculty Study Groups)
• Involves all teachers• Focuses on curriculum and instruction and student needs• Helps teachers coordinate and collaborate with colleagues and pass on teaching experiences• Shares and discusses student work
• Uses professional development as its central feature:
- James Bellanca’s Active Learning Strategies Handbook- Dr. Marcia Tate’s Worksheets Don’t Grow Dendrites
Key Guidelines for SGs Teachers work in teams with rotating leadership.
Groups meet three times a month.• 3--45 minute meetings
• Peer Observations once each cycle
Groups establish and implement their action plans based on data disaggregated at beginning of school year. Instructional Council is held once a month
for sharing among groups.
Fourth Week of every Cycle
One Representative of each WFSG
Principal attends every Instructional Council
Dear Instructional Council Attendee:
At your next SG meeting, your leader will ask you to share HIGHLIGHTS of what you heard at the Instructional Council meeting with the rest of your group.
I have attached a copy of the minutes. Please review them, highlight key points, and bring them to your SG meeting next week.
PLEASE DO NOT READ THESE PAGES TO YOUR GROUP. Pick out the most interesting and useful items and share those.
Thank you.
(If you have any questions, please see Gerrie or Heidi at your convenience.)
East St. John High School:Jazzing It Up: Successful Implementation of the
LINCS/HSTW Framework
Debra H. Schum, [email protected]
Heidi Trosclair, Staff [email protected]
Contact Information Richard Hartley,
[email protected] Lionel Johnson, Jr.,
[email protected] Joseph Jones, Jr.,
[email protected] Debra Schum,
[email protected] Kimberly Tripeaux,
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