# Presentation: 086262

## Reviewing National High School Improvement Strategies, Models, Characteristics and Potential

- Monica Martinez
- KnowledgeWorks Foundation
- (formerly of the Institute for Educational Leadership)

**Archived Information**

## At the Core of the Comprehensive HS

-  “There should be a least three types of classes--one for the most able in the subject, another for the large group whose ability is about average, and another for the very slow readers who should be handled by special teachers.”
- 			James Conant, 1959

**Notes:**
(1959: 49).

## "The problem with comprehensive high schools is they're comprehensive.“
					 Ted Sizer 

“ The high school is obsolete”
Leon Botstein, 2001

- 					 Ted Sizer
- “ The high school is obsolete”
- Leon Botstein, 2001

## Obsolete HS vs New Vision HS

- Tracking/Differentiated curriculum
- Grade levels/ Seat Time
- Standardized assessments

- No tracking/core curriculum
- Multiage/ Starts and ends where students are
- Performance based assessments

## Obsolete HS vs New Vision HS

- Short and Fixed Time Periods
- Acquisition of information out of context
- Closed Classrooms/ Busy work

- Blocked time and Flexible scheduling
- Acquisition of information is contextual, builds on prior knowledge
- Cooperative learning groups/Experiential and authentic work

## Obsolete HS vs New Vision HS

- Isolation of students
- Isolation of teachers
- Isolation of institution

- Continuous interaction between students and adults
- Team teaching/teacher collaboration
- Institution more closely connected to community

## Obsolete HS vs New Vision HS

- Very structured -Hierarchical and centralized/  Authoritarian

- Loosely structured
-      Flat and decentralized or shared responsibility and leadership

## Common Elements in High School Reform 

_**Rigorous**_ curriculum (high expectations for all by offering a core curriculum)
_**Relevance**_ (career academies, experiential learning, thematically focused schools)
_**Relationships**_ (support for students)

## Ways to Redesign High Schools

- Restructure large high schools
- Create a system of high schools
- Redesign district to support high schools
- Develop K-16 Alignment

**Notes:**

Restructure large high schools
Create a system of high schools
Redesign district to support high schools
Develop k-16 alignment

## Restructure High Schools through Reform Models

- Use models to bring in comprehensive research-based strategies
- Use models to bring external expertise and technical assistance to the school
- Use models to develop an integrated strategy to help all students succeed

## Reform Models Commonly Used in High Schools

- AVID
- Coalition of Essential Schools
- First Things First
- High Schools That Work
- Talent Development
- America’s Choice

## AVID

- Goal: To enable “average” students to successfully enroll in college.
- Structure: Eliminates remedial classes.
- Curriculum: Instruction in academic skills—note taking, study skills, etc.
- External TA: Professional development for all teachers so students receive academic support schoolwide.

**Notes:**

This is a whole school model AVID considers itself a schoolwide program because all teachers in the school receive professional development around AVID methods. This benefits all of the students, not just those enrolled in the AVID class.
AVID was designed to make it possible for the otherwise middle (C- students) to achieve high enough to go to college.
Changes: AVID requires participating schools to eliminate remedial classes.
Some students are selected to participate in an AVID class in which students are given intense instruction in academic skills, receive tutoring, college counseling and aid with college and financial aid applications. These students are also privy to special programs in which students learn about college and visit local college campuses.
All AVID students must be enrolled in college preparatory classes.

## Coalition of Essential Schools

- Goal : A school that is personalized and emphasizes critical thinking
- Structure: 10 Common Principles around which schools and communities design a school
- Curriculum: Incorporate project based learning and traditional coursework
-  External TA: Minimal-- Teachers serve as coaches to one another

**Notes:**
This is 100% a process-type model
The 10 Principles serve as the framework for how schools should look and the ways in which students and teachers should interact. They are based on Ted Sizer’s research of what makes good schools.
Changes: Coalition schools are different from comprehensive high schools because they believe in depth, not breadth.  That is, they understand the purpose of a school as teaching students to think through complex problems rather than to memorize large quantities of information. 
Goal of CES schools is to teach students to use their minds well. They believe that quality, not quantity is important.
Schools designed so that teachers can know the students well. Therefore, CES schools are small schools.
All students are held to high expectations and are deemed successful based on authentic assessments.
Teachers coach students in learning.
All students take academically rigorous courses

## First Things First

- Goal:Raise students’ academic performance to levels required for post-secondary education (without remediation) and high quality employment.
- Structure: Thematic small learning communities; every student and family has an advocate; engaging all students in rigorous, standards based learning activities
- Curriculum: Additional instructional time and reduced ratios in reading and math with structured curriculum
- External TA: Support to plan, implement and sustain the reform, professional development, leadership and data training

**Notes:**
This is a whole school model that breaks large comprehensive high schools into smaller learning communities, schools within schools.
FTF is founded on the principle that if relationships are fostered and teaching is improved, students will learn better. It therefore seeks to create relationships between students and teachers, among teachers and among students. The small learning communities give the students a “family” within the larger school. The adults in the SLCs take responsibility for the students and get to know them well. Each student has a family advocate, an adult from the school, that meets with their parents/guardians at least twice a year, and who is responsible for maintaining communication between the school and the home. 
Changes:
 Personalized learning and community
 Small learning communities foster close relationships between adults and students 
Further reduce core instruction (15:1); Gives students increased individual attention in key subjects (math and reading). 

## High Schools That Work

- Goal: To prepare students for work and further education
- Structure: Reduce or eliminate tracking
- Curriculum: College preparatory courses for all students and an academic or career technical concentration. External TA: Support for developing professional development and assessment

**Notes:**
This is a whole school model
The goal of HSTW is to prepare all students for work and further education. 
Changes: It eliminates or reduces tracking because it believes that all students need rigorous academic training to be successful in the future, regardless of whether they go to work or further education.
The centerpiece of High Schools That Work is a curriculum that blends the essential content of college-preparatory mathematics, science, language arts and social studies courses with modern vocational-technical studies in grades nine through 12. The SREB-recommended curriculum includes:
At least four credits in English courses with the content and performance standards of college-preparatory English; 
At least three credits in mathematics courses with the content and performance standards of college-preparatory Algebra I, geometry, Algebra II and trigonometry; 
At least three credits in science, including two credits in courses with the content and performance standards of college-preparatory biology, chemistry, physics or applied physics; 
Key aspect in addition to a rigorous curriculum - all students in HSTW schools pick a major that incorporates their vocational interest with academic preparation.
HSTW provides schools with help in implementing the model. It works with the schools to develop their implementation strategies. It also provides intense professional development and annually assesses the students in the schools, using the NAEP exam. 

## Talent Development

- Goal: To prepare all students to succeed in a high standards curriculum and in their future careers
- Structure: Uses academies to provide personalized learning and support.
- Curriculum: Common core curriculum. Ninth graders with weak preparation take strategic reading and transition math classes.
- External TA: Training prior to implementation, follow-up coaching and technical assistance, course materials, networking with other TD schools and semiannual implementation reviews.

**Notes:**
This is a whole school model designed for urban students. 
Goal is to improve attendance, reduce discipline problems and dropout rates, and improve achievement in large, struggling high schools. And, to prepare all students to succeed in a high standards curriculum and in their future careers.
Changes: 
Divides schools into Ninth Grade Success Academies and Career Academies for 10th-12th Grade. 
Students enroll in common core curricula. 
Schools use 4x4 block scheduling. 
Also, schools have twilight academies and Sat. school for truant students and students returning from incarceration and those who need to “catch up.”  

## America’s Choice

- Goal: To prepare every student to graduate ready to do rigorous college-level work
- Structure: Upper and lower divisions focus on college preparation
- Curriculum: Focus on basic skills and knowledge in 9th/10th grades and Early College Programs in 11th/12th grades
- External TA: Teachers and principals work with coaches and cluster leaders, as well as with each other in study groups

**Notes:**
This is a whole school model. 
Students expected to be able to communicate, to understand math, to have knowledge of the core subjects, and be academically and technologically prepared for higher education or the workforce.
Changes: 3 areas of focus: teaching and learning (teachers use thematic, interdisciplinary teaching, project based learning and authentic assessments; career academies to ease transition to work or higher education); learning supports (fosters community involvement); and governance and structure (site-based management involving teachers, administrators, parents, staff, students and community members are represented)
ULC helps schools acquire technology and provides professional development around using it. Also provides professional development around focus areas. Trains school personnel as well as parents and community members to improve schooling and to effectively participate in site based management.

## Create a System of Schools

- Charter Schools
- Alternative Schools
- Vouchers

## Redesign the District to Support High Schools

- Brings coherence to curriculum and instruction for all students to learn to high standards
- Rethinks the way the district mobilizes and deploys its resources to create, support and sustain high performing learning environments for adolescents.
- Generates frameworks for small schools that balance accountability and autonomy
- Builds effective systems for recruiting and supporting strong school leaders and teachers
- Engages core partners within the community

## Develop K-16 Alignment

- American Diploma Project
- Project GRAD
- Dual Enrollment
- Early College
- Gear Up
- Bridge Project
- Enlace

## Contact Information

- Monica R. Martinez, PhD
- Senior Associate
- Institute for Educational Leadership
- _[www.iel.org](http://www.iel.org/)_
- _[Martinezm@iel.org](mailto:Martinezm@iel.org)_
- (202) 822-8405, ext 168