High School Redesign

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High School Redesign

• Pocatello/Chubbuck
• School District 25

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Why is High School Redesign Necessary?

• Prepare for State Board of Education increased
  graduation requirements
• Increase the relevance of the High School and
  Middle School experience to post secondary plans
• Address the feeling of disconnect by some
  students
• Meet the needs of an increased percentage of
  at-risk students

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New State Board of Education Graduation
Requirements

• Math credits increased from 4 to 6
• Middle School students must take Pre-Algebra
  before 9th grade
• Classes must meet Algebra I and Geometry I
  Standards
• 2 credits must be taken the last year of high
  school
• Science credits increased from 4 to 6
• Includes 4 credits of lab
• Senior Project required including research paper
  and oral presentation by the end of grade twelve
• ACT/SAT or Compass required by end of 11th grade
• AP/Concurrent Enrollment courses required to be
  available
• Credits for graduation increased from 42 to 46

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High School / Middle School Redesign Committee
Established in Jan. 2007

• Chuck Wegner, Director of Curriculum
• Bob Devine, Director of Secondary Education
• Kathy Luras, Curriculum Coordinator
• Marianne Donnelly, Board of Trustees
• Anne LoPiccalo, Professional Technical
  Coordinator
• Amy Brinkerhoff, HS Science
• Jean Hancock, HS Math/Science
• Marci Bartu, MS English
• Bill Knickrehm, CHS Asst. Principal
• Candi Abou-Bakr, HHS Teacher

• David Ross, HHS Principal
• Jim Harrell, IMS Principal
• Chrys Dayley, PHS Counselor
• Sue Ringquist, PHS Asst. Principal
• Kathy Leishman, PEA
• Bonnie Bakes, Parent
• Michelle Winder, Parent
• Allen Andersen, Chamber Education Committee
• Tim and Sheri Forhan, Business/Parents
• Chuck Zimmerly, ICEE ISU
• Gracie Bingham, Student
• Karin Moscon, Instructional Coach, HMS and IMS

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POCATELLO/CHUBBUCKSCHOOL DISTRICT 25Maximizing
Learning For All Students ThroughRigor,
Relevancy, and RelationshipsWhatever It Takes!
Vision The Pocatello/Chubbuck School District
empowers all students to attain high levels of
learning and become responsible, contributing
citizens in a democratic society. Each student
will demonstrate academic and technological
competency, develop an appreciation for the arts,
and acquire the skills necessary to live a
healthy lifestyle.
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POCATELLO/CHUBBUCKSCHOOL DISTRICT 25Maximizing
Learning For All Students ThroughRigor,
Relevancy, and RelationshipsWhatever It Takes!

• Mission
• The Pocatello/Chubbuck School District will
• Create and sustain a culture of learning
  embedded with high expectations and
  accountability for students, staff, parents and
  the community
• Demonstrate the value and uniqueness of each
  student
• Foster caring relationships in students and
  adults through mutual trust and respect
• Provide a safe, supportive and orderly learning
  environment for all to learn and work
• Engage students through use of varied learning
  strategies
• Ensure adequate time for students to
  demonstrate proficiencies
• Incorporate relevancy into rigorous academic
  learning experiences
• Prepare students who respect and celebrate
  diversity
• Engage all students to develop character,
  social/emotional assets and a positive
• work ethic
• Provide and maintain facilities that meet the
  future academic needs of students.

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POCATELLO/CHUBBUCKSCHOOL DISTRICT 25Maximizing
Learning For All Students ThroughRigor,
Relevancy, and RelationshipsWhatever It Takes!

• Belief Statements
• We believe
• A safe, supportive, caring and respectful
  environment is critical to student learning
• High expectations promote high levels of
  student achievement
• Students have a right to learn and are
  responsible for learning
• Students may not opt out of learning
• Students learn in different ways and at
  different rates
• Students must be challenged to think
  critically, problem-solve, and work in teams
• Staff is committed to meet the needs of each
  student
• Students learn best through active engagement
  in their learning with highly qualified,
  professional staff
• Parents and the community play a vital role in
  a students educational success
• Education is a means to quality of life.

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High School / Middle School Redesign

• Committee Purpose
• Research best practices for middle and high
  schools
• Frame the State Board of Educations revised
  graduation requirements around current research
  and best practices
• Determine how best to meet the new graduation
  requirements
• Make recommendations to the Cabinet and Board of
  Trustees for implementation

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High School / Middle School Redesign

• Guiding Questions
• How can schools help each student reach his or
  her true potential?
• How can schools inspire each student to discover
  his or her inner passion to learn?
• How can schools honor the unique journey of each
  individual through life?
• How can schools inspire our students to develop
  into mature adults?
• How can schools make the secondary experience
  more relevant to post secondary endeavors?

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Timeline

• January, 2007 Establish Redesign Committee
• Jan June, 2007 Research and Best Practices
• June 11, 2007 Redesign Committee formalizes
  recommendations and establish parameters
• June 12-14, 2007 Subcommittee outlines details
• Early Sept. 2007 Redesign committee review and
  approve proposal as outlined by subcommittee
• Sept./Oct. 2007 Presentations to faculties,
  parent groups, civic groups, school board, media

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Timeline

• Mid Oct. End of Nov. 2007 Obtain/compile
  feedback refine proposal define costs begin
  fiscal planning define scope of staffing
• Dec. 2007 Present proposal to School Board for
  information/consideration
• Jan. 2008 Obtain School Board approval
• Feb. 2008 Develop implementation plan
• Feb. 2008 - Aug. 2009 Prepare for
  implementation, i.e., professional development,
  curriculum work, communication with
  parents/community
• Fall 2009 - Full scale implementation

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High School RedesignExecutive Summary(complete
report at http//www.d25.k12.id.us)

• Develop and implement a 5 year plan inclusive of
  career pathways
• Agriculture Natural Resources
• Arts Communications
• Business Management
• Engineering Industrial Systems
• Health Sciences
• Human Resources

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Business Management Elective Options
Freshman Year Sophomore Year Junior Year Senior Year Senior Year
English 9 2 cr English 10 2 cr English 11 2 cr English 12 2 cr English 12 2 cr
Math 2 cr Math 2 cr Math 2 cr or College Exam 1 cr Test Prep Math 2 cr Math 2 cr
Physical Science 2 cr Biology 2 cr Science 2 cr Either 11th or 12th U.S. Government 2 cr U.S. Government 2 cr
Global Perspectives 1 cr Humanities 2 cr Taken any year U.S. History 3 cr Economics 1 cr Economics 1 cr
Freshman Success 1 cr Health 1 cr Senior Project 1 cr Senior Project 1 cr
Speech or Debate 1 cr Taken any year
Students who wish to complete the Business Management Pathway must complete 7 credits from the following course offerings listed below. Please choose two or more classes for each of your freshman, sophomore, junior senior years. Students who wish to complete the Business Management Pathway must complete 7 credits from the following course offerings listed below. Please choose two or more classes for each of your freshman, sophomore, junior senior years. Students who wish to complete the Business Management Pathway must complete 7 credits from the following course offerings listed below. Please choose two or more classes for each of your freshman, sophomore, junior senior years. Students who wish to complete the Business Management Pathway must complete 7 credits from the following course offerings listed below. Please choose two or more classes for each of your freshman, sophomore, junior senior years. Students who wish to complete the Business Management Pathway must complete 7 credits from the following course offerings listed below. Please choose two or more classes for each of your freshman, sophomore, junior senior years.
Pathway Options Business Comp. Apps I II Business Law Ethics Understanding Business Web Design I Foreign Language Pathway Options Accounting I II eCommerce Marketing Web Design II Foreign Language Pathway Options Banking Insurance Business Management (Sports) Economics Web Design III Foreign Language Entrepreneurship 6 Week Internship EBCE/IOT/Internship Psychology Pathway Options Banking Insurance Business Management (Sports) Economics Web Design III Foreign Language Entrepreneurship 6 Week Internship EBCE/IOT/Internship Psychology Pathway Options Idaho the Global Economy Living on Your Own Advanced Psychology Sociology Foreign Language EBCE/IOT/Internship Senior Project
Total Available Electives 6 credits Total Available Electives 6 credits Total Available Electives 6-7credits Total Available Electives 6-7credits Total Available Electives 7 credits
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Business Management 5th Year Plan
The Fifth Year - Post Secondary Options Include
Length Degree School Idaho Median Wage Demand
1 year Marketing Management ISU 22.62/hr Moderate
2 years Marketing Management ISU 33.36/hr High
2 years Business Information ISU 13.24/hr High
2 years Web Page Design ISU 20.83/hr High
2 years Graphic Design/Printing ISU 11.86/hr High
4 Years Accounting Business Business Administration Business Education Finance General Business International Commerce Management Marketing ISU 22.42/hr Very High
4 years Computer Information Systems ISU 37.03/hr High
1 6 months On-the-Job Training N/A 8.27/hr Moderate
2 years minimum US Military N/A Depends on rank N/A
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High School RedesignExecutive Summary

• Initiate senior project/employability portfolio
  to include research oral presentation
• Who Am I?
• Where Am I Going?
• How Am I Going to Get There?
• Implement advisory program
• Form positive relationships with students /
  connection to school
• Oversight for the senior project

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High School RedesignExecutive Summary

• Initiate job shadowing experience in 9th/11th
  Grade
• Develop and require 2 new freshman level courses
  
• Freshman Success (1 credit) Career/Aptitude
  Inventories, Personal Finances, Career Pathways
  Career Unit to include interview skills, resumes,
  job apps., dressing for success, 5 year plan, job
  shadow, community service, character education,
  study skills, high school survival

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High School RedesignExecutive Summary

• Continued Develop and require 2 new freshman
  level courses
• Global Perspectives (1 credit) Overview of
  global comparative world politics, governments,
  economies, and current events in relation to the
  United States and the world

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High School RedesignExecutive Summary

• Develop and implement a College Entrance Exam
  Prep course
• Require math all 4 years OR require math in 9th,
  10th, 12th grade and College Entrance Exam Prep
  course Jr. year
• Require that beginning 08-09 Pre-Algebra will
  count as elective credit, not math credit

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High School RedesignExecutive Summary

• Convert to a trimester system beginning with the
  2009-2010 school year
• Three 12-week terms instead of two 18-week terms
• 5 classes per day instead of 6
• 15 classes per year instead of 12
• 70 minute class periods

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High School RedesignExecutive Summary

• Trimester Advantages
• Ability to meet new increased requirements
  without hiring additional staff
• Allows time to meet the demands of the new Senior
  Project and college entrance exam requirements
• Creates more credit opportunities for students
• Preserves elective programs
• One less daily transition for students
• One less class for students to simultaneously
  track each term

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High School RedesignExecutive Summary

• Establish a school wide support system for
  students who choose not to complete course work
  or who are failing classes
• Limit enrollment of student aides
• Implement ACT Explore in middle school
• Require Introduction to Keyboarding for all
  middle school students

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We're not weaving a new tapestry Were
strengthening the one we have.