1. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Ten Lessons Learned About Improving Graduation Rates and Achievement: Implications for Middle Grades and High Schools Gene Bottoms Senior Vice President gene.bottoms@sreb.org 404-875-9211

2. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Reflection Questions As a middle grades principal, counselor or teacher leader, what three actions could you take that would have the greatest impact on preparing more students for challenging high school studies? As a high school principal, counselor or teacher leader, what three actions could you take that would have the greatest impact on ensuring more students graduate from high school and graduate prepared for a range of postsecondary options – advanced training, two-year or four-year college, employer certification and the workplace? Mobile 6-8-102

3. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Reflection Questions For high school and middle grades leaders, teachers and counselors: What support and assistance would you need from the district office to take these actions, in terms of staff development, resources and other assistance? Mobile 6-8-103

4. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Reflection Questions As a middle grades principal, counselor or teacher leader, what steps would you take to engage your faculty in examining the problems that are keeping your school from preparing more students for challenging high school studies? How would you engage the faculty in addressing the three actions that you believe could result in positive changes to students’ readiness for high school? Mobile 6-8-104

5. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Reflection Questions As a high school principal, counselor or teacher leader, how would you engage the entire faculty and faculty teams in examining the problems that are keeping your school from graduating more students prepared for a range of postsecondary options? How would you assist them in identifying and implementing three actions that will have the greatest impact on students’ success in high school and readiness for college and careers? Mobile 6-8-105

6. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Key Concepts Mobile 6-8-106 Mission Acceleration Engagement Motivation Purpose, goals, interest, aspiration Relevance Mastery Support for students/faculty Leadership – district/school Failure not an option Connections Ownership of problems/solutions Instructional planning Reading and writing as ways of learning

7. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Why Give Equal Emphasis to Graduation Rates and Achievement? The current focus is on meeting minimum achievement levels, not graduation. Many students enter high school unprepared. Many high school graduates are unprepared for college and work. Dropouts are costly to states. Mobile 6-8-107

8. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What Can Middle Schools and High Schools Do? Action 1: Get your school mission right. Middle School: Prepare students for success in a college-preparatory core in grade nine. High School: Graduate students, and graduate them prepared for a range of postsecondary options Mobile 6-8-108

9. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement How do Middle and High School Faculty See Their Mission? 33% of middle school teachers believe their primary mission is to prepare students to succeed in college preparatory academic courses in grade 9, compared with 59% at most-improved middle grades schools. 42% of high school teachers believe their primary mission is to graduate students and graduate them prepared for a range of postsecondary options compared with 65% at high-graduation schools. Mobile 6-8-109

10. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Do Student Aspirations Match Educators’ Mission and Beliefs? More than 9 out of 10 eighth-graders expect to graduate from high school and 85% expect to enter postsecondary studies. More than 9 out of 10 ninth-graders expect to graduate from high school and 84% expect to enter postsecondary studies. Mobile 6-8-1010

11. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement How Do You Close the Gap between the School Mission and Student Aspirations? Engage the faculty, parents and community in discussion about the school mission. Examine the lives of adults who failed to graduate from the school. Develop understanding among faculty, parents, students and community about effort required to achieve the mission. Measure progress annually against the mission. Mobile 6-8-1011

12. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Change in Percentages of Eighth- Grade Students Meeting Performance Goals from 2006 to 2008 Least-Improved Schools Most-Improved Schools Change Reading-19+16 Math-11+17 Science-7+20 Source: 2006 and 2008 Middle Grades Assessments, SREB Mobile 6-8-1012

13. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Percentages of Students Meeting College- Readiness Goals at High-Graduation and Low-Graduation Schools Mobile 6-8-1013 Low- Graduation Schools (64 to 79) High- Graduation Schools (86 to 99) Reading 44% 79% Mathematics5369

14. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What Can Middle and High Schools Do to Achieve the Mission? Action 2: Align core academic courses to college- and career-readiness standards Middle School: Enroll students in grades 6-8 in an accelerated curriculum aligned to college-preparatory English, Algebra I and college-preparatory science High School: Enroll students in college- preparatory core academic courses aligned to the Common Core college-ready standards. Mobile 6-8-1014

15. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Does Enrolling More Middle Grades Students into an Accelerated Curriculum Matter? Comparative Study of Most- and Least-Improved Middle Schools Mobile 6-8-1015 Increase in % of Students Experiencing Accelerated Curriculum 2006 and 2008 Least-ImprovedMost-Improved Accelerated English -1% 14% Algebra I/Pre- Algebra 112

16. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Does Enrolling More High School Students in a College-Ready Core Matter? Comparative Study of High-Graduation Low- Graduation Schools Mobile 6-8-1016 Percent of Students Completing a College-Ready Core Low Graduation (Rate from 64 to 79%) High Graduation (Rate from 86 to 99%) 4 Years CP English 42% 78% 4 Years Math Algebra I and Higher 5373 3 Years CP Lab Science 4977 Source: 2008 HSTW Assessmen t

17. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Why Does One Set of Schools Do Better Than the Other Set of Schools? Agreement on a readiness mission Agreement on what it means to teach students to standards A belief that with EFFORT and support, most students can achieve readiness standards Mobile 6-8-1017

18. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement How Do You Align Both Middle and High Schools to College-Readiness Standards? Take time to: Align middle grades English/reading and math curriculum to high school readiness standards. Align high school to college- and career- readiness standards. Plan and align classroom learning activities, student assignments and assessments to readiness standards. Create a schedule and organization that provides time for teachers to plan standards- based units and lessons and formative and summative assessments. Mobile 6-8-1018

19. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What Can Middle and High Schools do to Engage and Motivate Students to Achieve Readiness Standards? Action 3: Engage students in learning in four ways: Engage students intellectually to work with new concepts, explain their reasoning, defend their conclusions and explore alternative strategies. Engage students emotionally by giving them opportunities to choose projects or areas of further study related to their interests and goals. Mobile 6-8-1019

20. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What Can Middle and High Schools do to Engage and Motivate Students to Achieve Readiness Standards? Action 3: Engage students in learning in Four ways: Engage students socially to work in teams in class, participate in extracurricular activates, have friends at school, feel a sense of loyalty and belonging to the school, and believe in the legitimacy of school. Engage students behaviorally to attend class prepared and actively participate, seek assistance when needed, take challenging classes and practice habits of success. Mobile 6-8-1020

21. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Does Student Level of Engagement Matter? Percentages of Middle Grades Students Meeting High School Readiness Goals and Level of Engagement Mobile 6-8-1021 IntellectualReadingMath Low 27% 33% Intensive54 Emotional Low3640 Intensive5255 Source: 2008 Middle Grades Assessment

22. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Does Student Level of Engagement Matter? Percentages of Middle Grades Students Meeting High School Readiness Goals and Level of Engagement Mobile 6-8-1022 BehavioralReadingMath Low 33% 37% Intensive5354 Social Low4043 Intensive5052 Source: 2008 Middle Grades Assessment

23. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Does Student Level of Engagement Matter? Percentages of High School Students Meeting College- Readiness Goals Based on Level of Engagement Mobile 6-8-1023 IntellectualReadingMath Low 44% 43% Intensive6561 Emotional Low39 High6466 Source: 2008 HSTW Assessment

24. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Does Student Level of Engagement Matter? Percentages of High School Students Meeting College- Readiness Goals Based on Level of Engagement Mobile 6-8-10 BehavioralReadingMath Low 42% 43% High7066 Social Low4947 High7664 Source: 2008 HSTW Assessment 24Mobile 6-8-10

25. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Why Do Some Schools Engage Students in the Four Ways of Learning and Others Do Not? District and school articulate a vision of instruction beyond a pure test-prep model. Schools purposefully plan standards-based units and lessons that stress four types of engagement. Teachers understand that effort is the great equalizer and that it requires student motivation. School leadership stresses four types of engagement through professional development, instructional planning, classroom observations and feedback. Schools join academic and CT studies. Mobile 6-8-1025

26. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What Can Schools Do to Help More Students Meet Readiness Standards and Graduate? Action 4: Embed reading and writing standards and strategies into all courses to advance reading and academic achievement in middle and high school. Why: Learning how to learn is dependent upon mastering the language of both academic and technical disciplines. Deeper subject matter understanding is dependent upon an ability to comprehend, paraphrase and analyze content both orally and in writing. Mobile 6-8-1026

27. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Percentages of Students Experiencing an Intensive Emphasis on Literacy Across the Curriculum and Meeting High School Readiness Goals % Intensive Percentage Meeting High School Readiness Goals ReadingMathScience Most- Improved Schools 2006 22%61%51%48% 2008 37%71%57% Source: 2006 and 2008 Middle Grades Assessments 27Mobile 6-8-10

28. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Does a Schoolwide Emphasis on Reading and Writing for Learning Impact Readiness for College and Careers? Mobile 6-8-1028 Low-Graduation Schools High-Graduation Schools Students Experiencing Intensive Literacy 14% 45% Meeting Readiness Goals Reading 4479 Math 5369 Source: 2008 HSTW Assessment

29. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Does a Schoolwide Emphasis on Reading and Writing for Learning Impact Readiness for College and Careers? Mobile 6-8-1029 75% Minority/Low Implementation Sites 75% Minority/High Implementation Sites Students Experiencing Literacy 13%40% Meeting Readiness Goals Reading 4479 Math 5369 Source: 2008 HSTW Assessment

30. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Why do Most Improved Middle Schools Have a Greater Emphasis on Reading and Writing Across the Curriculum? Sequoyah MS, GA – Principal-led campaign to read a million words and professional development for teachers. In addition to implementing a 25 Book, Read a Million Words campaign, the principal challenged students to read more books during the school year than she did. This school focused on incorporating reading and writing strategies across the curriculum to raise student achievement in all subject areas. Willard MS, OH – Hired a full-time literacy coach who worked with all teachers to embed reading and writing standards and strategies into all courses to improve students’ reading skills. Admiral Thomas H. Moorer MS, AL – Developed a schoolwide literacy plan that encourages students to read and write for learning in all classes, including academic, exploratory and physical education classes. Literacy guidelines for reading and writing to learn were used to help all core area teachers to integrate literacy into all classes. Mobile 6-8-1030

31. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement How Do High-Graduation and High- Performing Minority High Schools Make Reading for Learning a Priority Across All Subjects? Mobile 6-8-1031  Train faculty to embed reading and writing standards and strategies into all courses.  School and teacher leaders stress engaging students in reading and writing in each discipline area as a way to making them independent learners.  School principals stressed the importance of reading and writing in an information-based economy.  School and faculty leaders make reading for learning a priority, and all teachers are expected to do it. Source: 2008 HSTW Assessment

32. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement How Do Most-Improved Middle Grades and High Graduation/High- Performing High Schools Make Learning Relevant ? Action 5: Connect real-world learning opportunities and students’ interests to rigorous courses. More students at most-improved middle grades schools make greater use of technology, hands-on learning and career exploratory opportunities. More students at high-graduation and high- performing high schools experience more hands- on learning in academic classes, use academics in CT classes and more complete a ready CP Core with a career/technical concentration. Mobile 6-8-1032

33. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement At Most-Improved Middle Schools More Students Experienced Relevant Learning Opportunities More students: Had opportunities to use technology integrated into the curriculum for learning Had hands-on lab sciences Used technology in mathematics classes and experienced real-world mathematics problems Had some type of career exploratory class with embedded technology Mobile 6-8-1033

34. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Does Joining a College-Ready Academic Core with High-Quality CT Studies Matter? Mobile 6-8-1034 High-Minority High Schools \ High-PerformingLow-Performing Complete 4 credits in CT 65% 59% 4 CP English 7434 4 Math, Alg I/Higher 7444 3 Lab CP Science 8040 High-GR/High-PerfLow-GR/Low-Perf Six or More CT 54% 28% 4 CP English 7842 4 Math, Alg I/Higher 7353 3 Lab CP Science 6944 Source: 2008 HSTW Assessment

35. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Does Purposefully Embedding Academics into High-Quality CT Studies Matter? Mobile 6-8-1035 IndicatorsHigh-GR/High- Performance Low-GR/Low- Performance Intensive Embedding of Reading in CT 40% 13% Intensive Embedding of Mathematics in CT 4820 Quality CT 5921 Student Perceived Importance of HS 5936 Source: 2008 HSTW Assessment

36. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Embedded Academics into CT Improves to Achievement Mobile 6-8-1036 Source: 2008 HSTW Assessment

37. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Why do more teachers do in high-graduation high schools that fewer do in low-graduation schools? Students Report: High-Graduation Schools (Grad Rate Range 86-99%) Low-Graduation Schools (Grad Rate Range 64-79%) Their teachers often clearly indicated the amount and quality of work that are necessary to earn a grade of "A" or "B" at the beginning of a project or unit. 71%49% They read an assigned book outside of English class and demonstrated understanding of the significance of the main ideas at least monthly. 64%46% They completed a project that used mathematics in ways that most people would use mathematics in a work setting at least monthly. 44%29% Teachers cared about them enough that they would not let them get by without doing the work. 52%30% Career/technical teachers often stressed mathematics. 60%39% Mobile 6-8-1037 Source: 2008 HSTW Assessment and State Report Card

38. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Mastery Learning Motivates Action 6: Create a culture where ‘failure is not an option’ through: Re-teaching Tutoring Extra help and extra time Opportunities to relearn and redo Formative assessments Mobile 6-8-1038

39. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Major Challenges Middle and High Schools Faced in Implementing ‘Failure Is Not an Option’ Policies Percentages of Schools Experiencing a Challenge Middle SchoolsHigh Schools Teacher resistance 54%34% Student resistance 4725 Parent resistance 1110 Source: 2009 SREB Special Survey 39Mobile 6-8-10

40. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Major Strategies Middle and High Schools Use in Implementing ‘Failure Is Not an Option’ Policies Percentage of Schools Implementing Strategy Middle SchoolsHigh Schools A redo requirement for doing below-standard work 68% 42% A re-take exam requirement for below-standard results on assessments 5133 Students are required to attend extra help 4936 Zeroes are not possible (students are required to complete assignments to certain standards) 4619 Students receive an I (incomplete) on report cards 3220 Source: 2009 SREB Special Survey 40Mobile 6-8-10

41. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Major Benefits Middle and High Schools Experienced as a Result of their ‘Failure is Not an Option’ Policies? Percentage of Schools Experiencing Benefit Middle SchoolsHigh Schools Increased student grades 84% 80% Increased student effort/motivation 7873 Increased communication with parents/parent satisfaction 6762 Decreased course failure rates 5856 Increased math/reading achievement 4344 Increased graduation rates 45 53% of schools reported decreased Algebra I failure. Source: 2009 SREB Special Survey 41Mobile 6-8-10

42. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Action 7: Identify at-risk students early and provide them with special support. Mobile 6-8-1042

43. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What indicators can middle grades schools use to identify, as early as grade 6, students needing extra support? Poor Attendance Failing English/Reading, Mathematics or Both Discipline Problems Mobile 6-8-1043

44. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What indicators can high schools use to identify ninth-grade students at risk of not completing high school or graduating unprepared? Missing more than two-day per month 34% In-school or out-of-school suspension 23% Failing at least one subject 16% Mobile 6-8-1044

45. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Actions Taken by Middle Grade Schools to Provide Additional Support to At-Risk Students Teach to grade level standards with support Assign teachers with history of success to teach at-risk students Extended day, week and year Focus on most essential high school readiness standards Use daily formative assessments Teach basic skills and more Mobile 6-8-1045

46. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What Strategies Are Used by High Schools to Reduce Ninth-Grade Failure Create ninth-grade academies with cross discipline planning time Enroll most students into CP-level courses with a scheduled extra support class on alternate days (English/math) Schedule a 90-day/90-minute catch-up class with special training and planning of staff Use extended day, week and year Enroll in career/technical classes with embedded academics Mobile 6-8-1046

47. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What Works in Reducing Ninth Grade Failure Rates and Getting More Students Through Algebra I and CP English by the End of Ninth Grade Mobile 6-8-1047 9th-Grade English Catch-up Classes

48. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What Works in Reducing Ninth Grade Failure Rates and Getting More Students Through Algebra I and CP English by the End of Ninth Grade Mobile 6-8-1048 9th-Grade Math Catch-up Classes

49. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What can high schools do to make better use of the senior year to graduate more students and to graduate them prepared? Identify juniors failing to meet readiness standards for advance training, postsecondary studies or industry certification Redesign senior English/reading/writing course to focus on expository reading and key reading standards most essential to succeed in postsecondary studies Mobile 6-8-1049

50. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What can high schools do to make better use of the senior year to graduate more students and to graduate them prepared? Redesign senior mathematics course to focus on those mathematics concepts most fundamental to avoid remedial studies in advanced training or college-level work Support teachers to redesign courses by training them to prepare standards-based units and daily lessons using research-based instructional strategies Reduce by 1/3 to 1/2 students having to take remedial courses through the redesign of senior English and mathematics courses Mobile 6-8-1050

51. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement How to Build a Personal and Supportive Relationship with Each Student Action 8: Emphasize guidance and advisement that connects each student to an adult in the building. Middle Schools: Most-improved middle schools stress involving parents in discussions about their child’s performance and readiness for high school, helping students understand what will be expected of them in high school and helping students develop a six year plan for high school and secondary studies. High Schools: High-performing/high-graduation schools connect each student to a counselor and to a teacher-advisor mentor with planned scheduled time to meet built into the curriculum and a planned program of studies by the end of grade 9 aligned to a postsecondary goal that has been approved by the student and the parents. Mobile 6-8-1051

52. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Teachers Report: Least- Improved Schools Most- Improved Schools A required parent-student school conference 55%74% An introduction course on college and career opportunities 3246 A structured guidance/advisory program 3847 Advised a core group of students 3647 Assigned to mentor students3648 Source: 2008 HSTW Assessment and State Report Card 52 MMGW Teacher Involvement in Guidance at Most- and Least-Improved Middle Grades Schools Mobile 6-8-10

53. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Do more students at high-minority/high- performing high schools experience high- quality guidance and advisement? 67% of students at high-performing, high-minority high schools receive intensive guidance and advisement assistance, compared with 48 percent at low-performing, high- minority high schools. Mobile 6-8-1053 Source: 2008 HSTW Assessment

54. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Do more students at high-graduation/high- performing High schools experience high- quality guidance and advisement? At high-graduation/high-performing high schools, 74% of students had an intensive guidance and advisement experience, compared with 56% at low-graduation/low- performing high schools. Mobile 6-8-1054 Source: 2008 HSTW Assessment

55. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What can high schools do to connect each student to an adult adviser/mentor, to a goal beyond high school, and to an extracurricular activity or community learning experience? Mobile 6-8-1055

56. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What Can Schools Do to Provide Experiences that Enable More Students to Meet Readiness Standards for High School and to Graduate from High School Prepared for a Range of Postsecondary Options? Action 9: Provide extensive professional development to staff, aligned with the school’s mission and improvement plan, with emphasis on implementation of new learning strategies. Mobile 6-8-1056

57. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Differences in Professional Development Provided at Most-Improved Middle Schools Compared with Least-Improved Middle Schools Teachers at most-improved schools spent significantly more time in professional development activities on the following topics: (2008 data, difference between groups in parenthesis) Using applied, hands-on strategies to teach algebra or pre-algebra (20%) Working with a group of students as a mentor and adviser through the eighth grade (17%) Supporting all students to master complex content in algebra (15%) Using project-based learning to deepen understanding of content (13%) Using interdisciplinary themes or units (12%) Having students design and conduct research investigations (10%) Getting students to elaborate on their understanding, explanations or conclusion through extended writing (9%) Source: 2006 and 2008 MMGW Teacher Surveys Mobile 6-8-1057

58. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Professional Development Provided at High-Implementation/High-Minority Schools vs. Low-Implementation/High-Minority Schools Had 21 hours or more professional development in past 3 years in: 20 High- Implementation/ High-Minority Sites 20 Low- Implementation/ High-Minority Sites Additional study to gain greater depth in content areas 32%27% Establishing a classroom environment that actively involves students in the learning process 24%19% Using a system of extra help to improve the achievement of all students 21%15% Staff development experiences have resulted in holding my students to national standards in my fields. 26%20% There are incentives that encourage me to participate in staff development a great deal. 42%38% Source: 2008 HSTW Assessment and State Report Card 58Mobile 6-8-10

59. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Professional Development Provided at High-Implementation/High-Graduation Sites vs. Low-Implementation/Low-Graduation Sites Had 21 hours or more professional development in past 3 years in: 20 High- Implementation/ High-Graduation Sites (Grad Rate 86-99%) 20 Low- Implementation/ Low-Graduation Sites (Grad Rate 64-79%) Using reading and writing for learning in the content area and across curriculum 28%23% Using student portfolios across the curriculum 15%8% Working with groups of students as a mentor and adviser during their high school career 19%12% Holding my students to the current national standards developed by teachers in my fields. 28% 17% Reflecting on what I learn in staff development programs and applying it in the classroom. 44%35% Mobile 6-8-10 Source: 2008 HSTW Assessment and State Report Card 59

60. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement What can school principals do to obtain greater results from professional development? Attend with teachers Select teachers who can train others Stress implementation (recognition, observation, feedback) Create professional learning communities Establish demonstration classrooms. Mobile 6-8-1060

61. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Does a Learning-Centered School Principal Make a Difference? Action 10: Ensure schools have a learning- centered school principal who keeps the school community focused on the school’s mission, serves as instructional leader to ensure that students are engaged in a rigorous curriculum, supports and reviews instructional planning, and gives feedback to the faculty continually to keep everyone engaged in ongoing, research-based school improvement efforts. Mobile 6-8-1061

62. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Do principals in most-improved middle schools stress continuous school improvement more than at least-improved schools? Teachers Strongly Agree that: Change 2006 to 2008 Most- Improved Least- Improved Goals and priorities for this school are clear. +19% -4% Teachers in this school maintain a demanding yet supportive environment that pushes students to do their best. +12+1 Teachers in this school are always learning and seeking new ideas on how to improve student achievement. +17+0 Mobile 6-8-10 Source: 2008 HSTW Assessment and State Report Card 62

63. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Do principals in most-improved middle schools stress continuous school improvement more than at least-improved schools? Teachers Strongly Agree that: Change 2006 to 2008 Most- Improved Least- Improved Teachers and school administrators work as a team to improve the achievement of students in this school. +23-3 Staff uses data reports to continuously evaluate what is being taught and how it is being taught. +18+3 Intensive emphasis on continuous improvement +21+7 Mobile 6-8-10 Source: 2008 HSTW Assessment and State Report Card 63

64. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Do principals at high-implementation/high- minority high schools vs. low- implementation/high-minority schools stress continuous improvement? Teachers Strongly Agree that: 20 High- Implementation/High- Minority Sites 20 Low- Implementation/High- Minority Sites There is an intensive emphasis on Continuous Improvement 38% 22% Goals and priorities for their school are clear. 5038 Teachers in the school maintain a demanding yet supportive environment. 4736 Teachers and administrators work as a team. 3630 Teachers use data to evaluate school’s programs and activities. 4731 Mobile 6-8-10 Source: 2008 HSTW Assessment 64

65. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement High-Implementation/High-Graduation Sites vs. Low-Implementation/Low-Graduation Sites Stress Continuous Improvement Teachers Strongly Agree That: 20 HIGH Implementation/ High Graduation Sites (Grad Rate 86-99%) 20 LOW Implementation/ Low Graduation Sites (Grad Rate 64-79%) Intensive Emphasis on Continuous Improvement 49% 25% Goals and priorities for their school are clear. 5642 Teachers in the school maintain a demanding yet supportive environment. 5326 Teachers in this school are continually learning and seeking new ideas. 5937 Teachers and administrators work as a team. 5637 Teachers used data to continuously evaluate school’s programs and activities. 4830 Source: 2008 HSTW Assessment and State Report Card 65Mobile 6-8-10

66. Southern Regional Education Board HSTW MMGW Improve Graduation and Achievement Key Concepts Mobile 6-8-1066 Mission Acceleration Engagement Motivation Purpose, goals, interest, aspiration Relevance Mastery Support for students/faculty Leadership – district/school Failure not an option Connections Ownership of problems/solutions Instructional planning Reading and writing as ways of learning