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A Plan for Student Success: Oregon

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Title: A Plan for Student Success: Oregon


1
A Plan for Student SuccessOregons High School
DiplomaState Board of EducationAugust 24, 2006
2
Jerry Berger, State Board of Education ChairA
Case For Change
3
Boards Diploma Discussion Highlights
  • August, 2005
  • Board reviews high school diploma requirements
  • Current diploma does not adequately prepare
    students for post high school success.
  • Credit for proficiency should be an option.
  • September, 2005
  • White Paper issued asking for public feedback.
  • January, 2006
  • Reviewed comments on White Paper.
  • February, 2006
  • Reviewed national research and examples of
    diploma requirements from other states.

Source U.S. Dept. of Labor, Bureau of Labor
Statistics, The Outlook for College Graduates,
1998-2008, 2000, in Getting Ready Pays Off
4
Boards Diploma Discussion Highlights
  • March, 2006
  • Narrowed focus on 7 key issues.
  • May, 2006
  • Arrived at policy Leanings to present to the
    Field.
  • June, 2006
  • Discussed general features of new diploma
    Essential learning skills, Core content knowledge
    and skills, Increased student expectations

Source U.S. Dept. of Labor, Bureau of Labor
Statistics, The Outlook for College Graduates,
1998-2008, 2000, in Getting Ready Pays Off
5
Why are we here?
  • To ensure all views and perspectives are heard
    and understood.
  • To provide critical feedback on the Boards
    policy Leanings.
  • To discuss potential opportunities and
    implications associated with policy Leanings.
  • To inform Board policy and deliberations.
  • Communication plan
  • In the fall, more input will be solicited.
  • By December, Board will develop options to change
    the diploma.

Source U.S. Dept. of Labor, Bureau of Labor
Statistics, The Outlook for College Graduates,
1998-2008, 2000, in Getting Ready Pays Off
6
The Growing Case for Change
  • Global economy and workforce needs are changing.
  • Number of jobs requiring a college education is
    increasing.
  • Large number of Oregonians will need college
    degrees to fully meet their potential and
    participate in the economy.
  • In Oregon, 7 out of 10 of the hottest jobs
    require education beyond high school -- 40 of
    all new jobs will require at least an
    associates degree.

Source U.S. Dept. of Labor, Bureau of Labor
Statistics, The Outlook for College Graduates,
1998-2008, 2000, in Getting Ready Pays Off
7
The Growing Case for Change Requires Action
  • Nationally, 7 out of 10 high school students
    graduate without completing the courses needed to
    succeed in college or the workplace.
  • In the U.S., almost half of all those who go on
    to college (49.3) require remedial courses.
    Students who take these courses are less likely
    to earn a college degree.
  • By the end of the decade, there will be a
    shortage of 12 million qualified workers for the
    fastest-growing jobs.
  • Source U.S. Dept. of Labor, Bureau of Labor
    Statistics, The Outlook for College Graduates,
    1998-2008, 2000, in Getting Ready Pays Off

8
Important Factor Graduating from High School on
Time
  • Nationwide, nearly 30 of high school students
    dont graduate on time -- rates are much lower
    for disadvantaged minority students than for
    white Asian students.
  • Without a high school diploma, students chances
    for success in college or the workplace are
    severely restricted.
  • Source Achieve

9
Duncan Wyse, State Board MemberFeatures of New
Diploma
10
Mid-term Goals for Oregon
2004 Progress Board Data 2005 American Community Survey (Census) 2010 Progress Board Goals
High School Diploma or Equivalent 93 87.5 95
Some Post-Secondary Education 63 61.2 (some college, no degree) 79
Associates Degree 7.3
Bachelors Degree 33 27.8 45
Post-Secondary Professional Technical Credential 32 40 (estimate)
Advanced Degree 12 10 12
11
Long-term Goals for Oregon
12
What does this require from our schools,
communities, and students?
  • Each student needs to demonstrate the
    knowledge and skills necessary to transition
    successfully to their next steps
  • advanced learning,
  • work, and
  • citizenship.

13
Students Must Be Ready for College and Work
  • High school graduates need the same level of
    reading and math required for credit bearing
    entry-level college courses and workforce
    training programs associated with family-wage
    jobs and the potential for career advancement.
  • Source ACT Ready for College and Ready for
    Work
  • Same or Different? May 2006

14
COMMUNITY COLLEGE
CAREER SCHOOL
WORKFORCE
4-YEAR COLLEGE/ UNIVERSITY
MILITARY
APPRENTICESHIP

HIGH SCHOOL DIPLOMA Foundation for all next
steps
SECONDARY
MIDDLE
ELEMENTARY
PRE-K
15
Design Assumptions for the New Diploma
Requirements
  • All students need to and can meet high standards.
  • Diploma requirements set rigorous minimum
    standards for all students.
  • Students will reach minimum standards at
    different paces via different pathways.
  • Standards represent minimum, not maximum
    achievement education systems must provide
    support for students to exceed minimum standards.
  • The students education plan personalizes
    learning for
  • each student.
  • Students will have multiple ways to demonstrate
  • proficiency.

16
New Design Elements
  • Proficiency-based diploma
  • Proficiency levels in core content standards
    and
  • career-related learning standards
  • Proficiency in essential skills
  • Multiple assessments and pathways for measuring
    students work
  • Electronic transcript, including link to student
    plan
  • and profile

17
Features of the New Diploma Requirements
  • Required elements
  • Credits in specific subject areas
  • Core knowledge and skills in core content areas
    such as Math, Science, Social Science, and
    Language Arts
  • Essential skills that cut across all content
    areas
  • Education plan and profile
  • Extended application standard
  • Career related learning standards and experiences
    as
  • outlined by the students plan

18
High School Transcript
  • Education Plan and Profile
  • Essential Skills
  • Read and interpret a variety of texts
  • Write for a variety of purposes
  • Public speaking presentation
  • Apply critical analytical thinking
  • Creative and innovative thinking
  • Problem solving
  • Apply mathematics in a variety of settings
  • Apply scientific inquiry
  • Managing personal health wellness
  • Collaborative decision making teamwork
  • Civic and community responsibility
  • Global literacy
  • Financial literacy
  • Career-Related Learning Standards
  • Personal Management
  • Problem Solving
  • Communication
  • Teamwork
  • Credit Requirements
  • English - 4 credits Physical Ed. 1 credit
  • 1 Credit ? 1 Credit
  • 1 Credit
  • 1 Credit Health 1 credit
  • 1 Credit ? 1 Credit
  • Math 3 credits Arts, Applied Arts, and
  • 1 Credit Second Language 3 credits
  • 1 Credit ? 1 Credit
  • 1 Credit ? 1 Credit
  • ? 1 Credit
  • Science 3 credits
  • 1 Credit Electives 6 credits
  • 1 Credit ? 1 Credit
  • 1 Credit ? 1 Credit
  • ? 1 Credit
  • Social Sciences 3 credits ? 1 Credit
  • 1 Credit ? 1 Credit
  • Extended Application
  • Career-Related Learning Experiences

?
?
?
?
?
?
?
?
Total 24 credits
19
High School Transcript Jason Smith
  • Education Plan and Profile ? Industrial
    Technology focus
  • Essential Skills
  • Read and interpret a variety of texts
  • Write for a variety of purposes
  • Public speaking presentation
  • Apply critical analytical thinking
  • Creative and innovative thinking
  • Problem solving
  • Apply mathematics in a variety of settings
  • Apply scientific inquiry
  • Managing personal health wellness
  • Collaborative decision making teamwork
  • Civic and community responsibility
  • Global literacy
  • Financial literacy
  • Career-Related Learning Standards
  • Personal Management
  • Problem Solving
  • Communication
  • Teamwork
  • Credit Requirements
  • English - 4 credits Physical Ed. 1 credit
  • English 9 ? Fitness Management
  • English 10
  • English 11 Health 1 credit
  • English 12 ? Wellness
  • Math 3 credits Applied Arts 3 credits
  • Interactive Math 100 ? Automotive Tech. I (3
    cr)
  • Interactive Math 200
  • Interactive Technical Math
  • Includes standards in statistics, probability,
  • and algebraic relationships
  • Science 3 credits Electives 6
    credits
  • Integrated Science ? Exploring Auto. Tech.
  • Integrated Science ? Automotive Tech. II (2 cr)
  • Physical Science ? Fundamentals of
    Electronics
  • ? Technology and Society
  • Extended Application
  • Career-Related Learning Experiences

?
?
?
?
?
?
?
Total 24 credits
?
20
High School Transcript Lena Petrova
  • Education Plan and Profile ?
    Pre-Engineering Focus
  • Essential Skills
  • Read and interpret a variety of texts
  • Write for a variety of purposes
  • Public speaking presentation
  • Apply critical analytical thinking
  • Creative and innovative thinking
  • Problem solving
  • Apply mathematics in a variety of settings
  • Apply scientific inquiry
  • Managing personal health wellness
  • Collaborative decision making teamwork
  • Civic and community responsibility
  • Global literacy
  • Financial literacy
  • Career-Related Learning Standards
  • Personal Management
  • Problem Solving
  • Communication
  • Teamwork
  • Credit Requirements
  • English - 4 credits Physical Ed. 1 credit
  • English 9 ? Fitness Management
  • English 10
  • Advanced English 11 Health 1 credit
  • English Composition 12 ? Health and Wellness
  • Math 3 credits Second Language 2 credits
  • Geometry ? Japanese 1
  • Algebra II ? Japanese 2
  • Pre-Calculus
  • The Arts 1 credit
  • Science 3 credits ? Sculpture
  • Physical Science
  • Chemistry Electives 6 credits
  • Physics ? AP Calculus
  • ? Drafting 1
  • Social Sciences 3 credits ? Drafting 2
  • ? Social Studies 9 (integrated) ? Engineering
    Design and
  • Extended Application
  • Career-Related Learning Experiences

?
?
?
?
?
?
?
?
?
Total 24 credits
21
Nikki Squire, 2005-06 (Former) State Board
ChairAt Large Issues
22
Boards Key Diploma Leanings
  • 1. Demonstrate Proficiency in Essential Skills
    that are not unique to any one subject
  • Reading
  • Writing
  • Mathematics
  • Listening
  • Speaking
  • Reasoning
  • Critical Thinking
  • Scientific Inquiry
  • Personal Management
  • Problem Solving
  • Teamwork
  • Communication
  • Civic and Global
  • Literacy
  • Financial Literacy
  • Technology

23
Boards Key Diploma Leanings
  1. Requiring school districts to award credit based
    on proficiency.
  2. Identifying a set of core content standards in
    each subject area at each grade level.
  3. All courses meeting the three credit requirement
    for mathematics should be at the Algebra 1 level
    or above.
  4. Requiring a third credit of science unsure how
    much should be a lab science.

24
Boards Key Diploma Leanings
  1. Should second language proficiency be required
    for a diploma?
  2. A national college entrance exam such as SAT or
    ACT should be available to all students.
  3. Raising the minimum GPA requirement in either
    core credits or total credits.

25
Issues To Be Addressed Today
  • Should all students be able to demonstrate a set
    of essential skills in order to graduate from
    high school?
  • The Oregon Legislature (2005) specified that
    three credits of math be required for a diploma
    beginning with the class of 2010. Which math
    credits should count toward a high school
    diploma?
  • All math classes count toward graduation
  • Courses meeting the diploma requirements should
    be at the Algebra 1 level or above

26
Issues To Be Addressed Today
  • The Board is considering requiring a third credit
    of science and requiring that at least two of the
    three credits be in a lab science. Should all
    students be required to take three credits in
    science?
  • What should be the appropriate balance between
    requirements and electives in the HS diploma?

27
WORKING AGREEMENTS
  • All perspectives and ideas add value we need not
    always agree.
  • Make sure that everyone at the table has a chance
    to speak and be heard.
  • Manage your own personal needs.
  • Balance advocacy and inquiry in our discussions.
  • Keep the focus on the future rather than
    yesterdays issues.
  • Cell phones off or silent take cell phone
  • calls out of the room.
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