A Plan for Student Success: Oregon

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A Plan for Student SuccessOregons High School
DiplomaState Board of EducationAugust 24, 2006
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Jerry Berger, State Board of Education ChairA
Case For Change
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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
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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
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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
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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
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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

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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

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Duncan Wyse, State Board MemberFeatures of New
Diploma
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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
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Long-term Goals for Oregon
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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.

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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

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

HIGH SCHOOL DIPLOMA Foundation for all next
steps
SECONDARY
MIDDLE
ELEMENTARY
PRE-K
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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.

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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

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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

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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
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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
?
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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
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Nikki Squire, 2005-06 (Former) State Board
ChairAt Large Issues
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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

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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.

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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.

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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

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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?

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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.