1. The Class of 2009: the Journey Continues Snohomish Freshman Campus Freshman Orientation Night 2005-2006

2.   I. Welcome/Opening   II. School Improvement Plan (SIP) for Snohomish   High School   A. House Concept   B. Academies   C. Effective Use of Time   D. Academic Majors   E. Mentors/Advisors   III. State Requirements for Graduation   A. Certificate of Academic Achievement ( CAA --   Formerly Certificate of Mastery) achieved by passing all   portions of the WASL   B. The Senior Culminating Project : an integrated learning project   that helps students understand the connection between school and the real   world. This will be done by presenting of the Portfolio with the   C. High School and Beyond Plan which will tell what they have done   in high school to prepare themselves for what they plan to do after high school.   D. Meet Credit Requirements (22 at SHS)   E. Student Learning Plans (H.B. 2195) what is planned for students   who did not pass all portions of the 7 th grade WASL to ensure continued progress   to achieve CAA (Certificate of Academic Achievement)

3. IV. Transition to SFC— Ms Debbie Hill, Assistant Principal A. Academics B. Time Demand—homework C. Behavior expectations/student handbook   D. Attendance   IV. Ms Shana Tarvin, current President of SFC Parents’   Club   V. Introduction of Counselors: Shirley Siegel and   Mike Walsh   A. Scheduling a four year plan   B. Required classes/credits   1. H.S. diploma   2. Post H.S. options   VI. Time to Meet with Counselors and Visit   Teacher Representatives

4. Review of Snohomish High School School Improvement Plan (SIP)   Houses   Are groupings of 9th and 10th graders into smaller learning communities and instructional units. These students share common teachers. We have piloted houses at the freshman campus and we are continuing to look at this and are further refining the process.    Academies   will organize our school and student-selected courses around clearly defined academic and career areas (Pathways). Students would select Academies in their jr. year. This is still in the planning stages.   Effective Use of Time   is an ongoing examination of the student schedule for both the school day and academic year to develop the most effective use of student and teacher time. 

5.   Academic Majors   personalize a student’s academic achievement and goals through a predetermined course of study (often identified as a Pathway) that finishes with the student’s 13th Year (High School and Beyond) Plan.   Students are at liberty to change their Academic Majors (Pathway) at any time in their high school career.   Advisors/Mentors   is intentional teacher-student guidance groupings. Initially, this will be done in 9 th and 10 th grade to help students plot their course through high school: have an adult who they can readily go to with questions/concerns, help familiarize students with the many and varied pathways, assist students initiating the portfolio and making sure that they are up-to-date with their classes and portfolio requirements, and then in their junior and senior year students would be matched with a mentor/advisor who connects with their Academic Majors/ Academies/ Pathways.

6. Washington’s High School Graduation Requirements Have Changed for Your Daughter or Son.

7. New Washington Graduation Requirements (HB 2195)   1. Starting with the class of 2008, students must meet reading, writing, and math standards on the 10 th grade WASL. They have until the end of high school to pass this assessment in order to graduate—   ( Science will be added for the class of 2010).   When they meet standard on all areas on the 10 th grade WASL, students earn a Certificate of Academic Achievement (formerly Certificate of Mastery).

8. WHY did the State do this????

9. Certificate of Academic Achievement (CAA)   Signifies students met statewide reading, writing and math standards on the 10 th -grade WASL by the end of H.S. – –Science added for the classes of 2010 and beyond   so as to ensure all WA students get a foundation of essential skills necessary for success in today’s world.

10. What’s tested on the WASL? Reading   Writing   Math   Science partnership4learning.org/edreform_wasl_sample.htm To view actual released test questions, visit partnership4learning.org/edreform_wasl_sample.htm

11. Necessary Skill Levels Have Changed for Today’s World Professional 20% Skilled 20% Unskilled 60% Professional 20% Unskilled 15% Skilled 65% 1950 2000 National Summit on 21 st Century Skills for 21 st Century Jobs

12. Math Skills needed on the Job TODAY Kind of math needed for jobs requiring… Algebra 2 Chemistr y College Chemistr y College Calculus A 2-year degree or technical training Auto Mechanic Dental Hygienist Firefighter Web Designer A 4-year degree Accountant Agricultural Technology & Management Registered Nurse Software Engineer

13.  Portfolios as  Portfolios as Senior Culminating Project   The Culminating Project is a mandated state requirement. It is an integrated learning project which is designed to help students understand the connection between school and life after high school by presenting their educational preparation and its future application to a board of teachers, community members, and other students.   Portfolios are the vehicle by which Snohomish students will show this connection. The student’s completed Portfolio will serve at SHS as their Culminating Project and will be their Senior Presentation. These portfolios are a comprehensive collection of a student’s personal and individual achievements and a High School and Beyond Plan. Upon graduation this portfolio will be the student’s to take, keep, and use.   Implementation of the Portfolio started in the fall of 2004. In the fall of 2005 the introduction of the aspects of the portfolio, as well as other graduation requirements, will be part of what is covered in the FOCUS class for all 9 th graders.

14. Senior Culminating Project : the and its SHS Senior Culminating Project : the Portfolio and its Presentation   The Portfolio is made up of the following sections:   A. Examples of Quality Works   B. Examples of Best Efforts   C. Future Goals, Pathways, and High School and Beyond Plan   D. Benchmark Proficiency Summary (ITED, WASL, Level   Tests, etc.)   E. School and Community Service   F. Leadership and Work Experience   G. Personal/Individual Achievements   H. Education and Advanced Training   I. Resume, Attendance Record, Letters of Recommendation,   Transcript, Letter of Application, and References

15.   Quality Work opportunities are lessons designed by teachers to represent student attainment of EALRs (Essential Academic Learning Requirements) and GLEs (Grade Level Expectations). These assignments are carefully assessed according to departmental standards and a rubric which students are given when they are presented with the assignment.   When a student has achieved standard on this assignment, the work is deemed Quality and is submitted by the teacher to their portfolio. Each year every student will be given 12 Quality Work Opportunities (one per class per semester).   Each year a MINIMUM of four Quality or Best Efforts must be submitted by students to their portfolio--- of these four works ONE must be a Quality Work.   By the time that each student is a senior, they need to have a minimum of 12 total works which includes a Quality Work (in their Portfolio for the Presentation) in each of the following categories:   1. English or social studies,   2. math or science or technology,   3. fine arts or occupational education or Physical Education or world   languages, and   4. individual student choice.

16.  Best Efforts   are a Quality Work assignment which just missed the mark but of which the student is still proud, on which he/she gave his/her best effort, and of which he/she believes is the best that he/she could produce at the time.   To submit a Best Effort, a student must do a self-assessment which answers the following questions:   1. Why am I proud of this work?   2. What have I learned by completing this work?   3. How could I improve this work if I were to do it again? and   4. How might this work connect to my future (post high school direction, personal interests, etc.)?   This self-assessment must be in final draft form, must be submitted to the teacher of the class where the Best Effort originated, and the standardized rubric must be attached to it.   To be placed in his/her portfolio, the student must adequately explain each of the above questions meeting the standards detailed on the rubric as determined by the teacher of that class.

17. High School & Beyond Plan Students’ detail plans for:   meeting state and district graduation requirements while at the same time taking classes which will prepare them for their next step(s) after high school (e.g. college, technical training, military service, or work).   This plan will be started in 9 th grade and altered/updated yearly. A formal detailed plan with reflection will be done in the senior year prior to the Senior Presentation.

18. Standards assessments for high school graduation are not new. Here is some of what we know from other states with similar requirements:

19. WA : We’re not alone

20. Exit Exam Pass Rates in Other States after Retests State (# of Retests) Initial (1 st attempt) Cumulative (after taking retests) Alabama (4) 59% 93% Florida (5) 55% 92% Indiana (4) 61% 95% Louisiana (4) 51% 92% Massachusetts (4) 68% 95% South Carolina (4) 71% 92%

21. Retests of the WASL: Students who do not pass the 10 th grade WASL on the first try will have at least four retake opportunities or five total chances.   These retakes will occur in the following summer and in the spring during the normal testing time. Because of this the testing will be done earlier in the spring to accommodate the time needed to get the results back before the end of school.   Also, the state is exploring the possibility of allowing 9 th graders to choose to take the WASL starting next spring. If this does happen, it will count as one of the five opportunities students have to take the test.

22. : Alternatives to the WASL :   Students unable to demonstrate their skills on the WASL after two tries will have access to some kind of an alternative. This alternative could be in the form of an objective test, a portfolio, or an appeals process, but it must be ‘comparable in rigor’ to the WASL. What this looks like has not been determined to date. The state will make a decision regarding this at a later time.

23. Special Needs Students: Students with severe learning disabilities, who could not be able to pass the WASL under any circumstance, are eligible to earn a Certificate of Individual Achievement instead of the Certificate of Academic Achievement. These students still must meet other state and local graduation requirements.

24. English Language Learner Guidelines:   Retakes will be available and assistance programs will be developed in conjunction with the state’s community and technical colleges.   Designed for students who have not earned CAA but want to go to community college   Recognizes accomplishments of students not earning CAA at end of grade 12

25. Transcript Designations:   Starting with the class of 2006 (this year’s juniors), high school transcripts will reflect a student’s highest WASL level and scale score in each content area. Beginning with the class of 2008, students who score a level 4 (the highest level) on their first attempt on the 10 th grade WASL will receive a SCHOLAR’S DESIGNATION on their transcript. The transcript will also note if a student earned a CERTIFICATE OF ACADEMIC ACHIEVEMENT or a CERTIFICATE OF INDIVIDUAL ACHIEVEMENT and if they earned the Certificate by meeting standard on the WASL through the alternative.

26.   Student Learning Plans (H.B. 2195):   Starting in the 2004-05 school year, learning plans to help students improve their skills and stay on track for graduation will be created for every 9 th grader who did not meet standard on one or more sections of the 7 th grade WASL. This plan will follow the student each year until they meet standard in all areas.   In 2005-06 learning plans will be required for 5 th graders who did not meet standard on the 4 th grade WASL and 8 th and 9 th graders who did not meet standard on the 7 th grade WASL.   To be included: 1. Actions the school intends to take to improve the student’s skills and strategies; 2. Strategies to help parents improve their child’s ability to learn; 3. Strategies to help students improve their skills; and 4. Courses, competencies, and other steps needed to meet academic standards and stay on track for graduation.