A Plan for Student Success : Oregons High School Diploma State Board of Education August 24, 2006

Jerry Berger, State Board of Education Chair A Case For Change

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, , 2000, in Getting Ready Pays Off

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, , 2000, in Getting Ready Pays Off

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, , 2000, in Getting Ready Pays Off

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, , 2000, in Getting Ready Pays Off

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, , 2000, in Getting Ready Pays Off

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

Duncan Wyse, State Board Member Features of New Diploma

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 Degree7.3% Bachelors Degree33%27.8%45% Post-Secondary Professional Technical Credential 32%40% (estimate) Advanced Degree12%10%12%

Long-term Goals for Oregon

What does this require from our schools, communities, and students? advanced learning, advanced learning, work, and work, and citizenship. citizenship. Each student needs to demonstrate the knowledge and skills necessary to transition successfully to their next steps:

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

PRE-K ELEMENTARY MIDDLE SECONDARY MILITARY APPRENTICESHIP WORKFORCE 4-YEAR COLLEGE/ UNIVERSITY COMMUNITY COLLEGE HIGH SCHOOL DIPLOMA Foundation for all next steps CAREER SCHOOL

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.

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

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

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 Employment Foundations Career Development Credit Requirements English - 4 creditsPhysical Ed. – 1 credit 1 Credit 1 Credit 1 Credit 1 CreditHealth – 1 credit 1 Credit 1 Credit Math – 3 creditsArts, Applied Arts, and 1 Credit Second Language – 3 credits 1 Credit 1 Credit 1 Credit Science – 3 credits 1 Credit Electives – 6 credits 1 Credit 1 Credit 1 Credit Social Sciences – 3 credits 1 Credit 1 Credit 1 Credit 1 Credit Oregon Content Standard Extended Application Career- Related Learning Experiences Total: 24 credits

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 Employment Foundations Career Development Credit Requirements English - 4 creditsPhysical Ed. – 1 credit English 9 Fitness Management English 10 English 11Health – 1 credit English 12 Wellness Math – 3 creditsApplied 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 Social Sciences – 3 credits Yearbook Social Studies 9* (integrated) Social Studies 10* Adv. American History (AP) *integrated History, Gov., Econ, Geography Oregon Content Standard Extended Application Career- Related Learning Experiences Total: 24 credits

High School Transcript: Lena Petrova 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 Employment Foundations Career Development Credit Requirements English - 4 creditsPhysical Ed. – 1 credit English 9 Fitness Management English 10 Advanced English 11Health – 1 credit English Composition 12 Health and Wellness Math – 3 creditsSecond Language – 2 credits Geometry Japanese 1 Algebra II Japanese 2 Pre-Calculus The Arts – 1 credit Science – 3 credits Sculpture Physical Science ChemistryElectives – 6 credits Physics AP Calculus Drafting 1 Social Sciences – 3 credits Drafting 2 Social Studies 9 (integrated) Engineering Design and Adv. Am. Gov./Econ Development Politics & Gov. (AP) Engineering Graphics Adv. Computer Science Oregon Content Standard Extended Application Career- Related Learning Experiences Total: 24 credits Education Plan and Profile Pre-Engineering Focus

Nikki Squire, (Former) State Board Chair At Large Issues

Boards Key Diploma Leanings Reading Writing Mathematics Listening Speaking Reasoning Critical Thinking Scientific Inquiry Personal Management Problem Solving Teamwork Communication Civic and Global Literacy Financial Literacy Technology 1. Demonstrate Proficiency in Essential Skills that are not unique to any one subject:

Boards Key Diploma Leanings 2. Requiring school districts to award credit based on proficiency. 3. Identifying a set of core content standards in each subject area at each grade level. 4. All courses meeting the three credit requirement for mathematics should be at the Algebra 1 level or above. 5. Requiring a third credit of science – unsure how much should be a lab science.

Boards Key Diploma Leanings 6) Should second language proficiency be required for a diploma? 7) A national college entrance exam such as SAT or ACT should be available to all students. 8) Raising the minimum GPA requirement in either core credits or total credits.

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 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

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?

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.