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, Principaldschum@stjohn.k12.la.us

Heidi Trosclair, Staff Developmenthtrosclair@stjohn.k12.la.us

Contact Information Richard Hartley,

rhartley@mpsb.us Lionel Johnson, Jr.,

lioneljohnson@ipsb.net Joseph Jones, Jr.,

jjones@efpsb.k12.la.us Debra Schum,

dschum@stjohn.k12.la.us Kimberly Tripeaux,

kimberly.tripeaux@la.gov