1. 2006-07 Diploma Implementation Workshop March 31-April 1, 2005 A Context for Change

2. Each student demonstrates the knowledge and skills necessary to transition successfully to their next steps: advanced learning, work, and citizenship Oregon Sate Board of Education, 2004

3. How Well Does Your School Serve Each Student?  Do you know where your students go after high school?  What percentage of graduates from your school must take remedial courses in college? What percentage of those finish college?  How many of the students who enter ninth grade graduate in four years?  How many students enroll in advanced courses in your school, regardless of family income, race, or ethnicity?  How many classes at your school are lecture-driven?  Are the goals, strengths, and weaknesses of each student known by at least one adult in your school?  Were you able to answer these questions and support the responses with data? Adapted from Breaking Ranks II, National Association for Secondary School Principals, 2004

4. “Have we done enough to reach and engage each student who enters our school system, regardless of socioeconomic status, ability level, or ethnic background?” G. Tirozzi, National Association of Secondary School Principals

5. A Framework for Change First tier vs. second tier change Creating a culture of commitment vs. compliance Tony Wagner, Making the Grade: Reinventing America’s Schools, 2002

6. A Framework for Change 1. Understanding the global and local context What are the important changes in our world that impact students, families, and teaching and learning? 2. Developing a “knowledge-generating” culture of collaborative inquiry Learn to work collaboratively, use critical inquiry, use data Tony Wagner, Making the Grade: Reinventing America’s Schools, 2002

7. A Framework for Change 3. Developing the competencies of teachers and educational leaders Collaborate, identify and solve problems and initiate and assess more effective teaching strategies 4. Creating the necessary conditions for collaboration, teaching and learning Allow more time for adult collaboration, development of student-teacher relationships, and more personalized learning

8. Understanding the Changing World Changes in the Workplace Changes in Our Understanding of the Learning Process Changes in the Requirements of Citizenship Changes in Students’ Life Circumstances

9. Understanding the Changing World 1. CHANGES IN THE WORK PLACE What does the new “knowledge economy” mean?  All Students: there is no such thing as unskilled work! wages of high school grads have declined 70% in 20 years many skills for work, citizenship, and college readiness are now essentially the same Tony Wagner, Harvard University

10. Skill Level Changes Unskilled 60% Skilled 20% Professional 20% Skilled 65% Unskilled 15% Professional 20% 1950 1997 National Summit on 21 st Century Skills for 21 st Century Jobs

11. “ High schools today must meet the dual challenge of preparing all students to function at higher levels and performing better for those least well served.” Hilary Pennington, Jobs for the Future Accelerating Advancement in School and Work

12. College Algebra Required Skills: Add, subtract, multiply, divide and simplify rational expressions Understand functional notation Solve systems of two linear equations in two variables Solve quadratic equations in one variable Graph a linear equation and quadratic function Determine the perimeter and the circumference of geometric shapes Represent geometric objects and figures algebraically Family Wage Job Requirements = College Entrance Requirements Source: American Diploma Project, 2003 Machine Operator Eastman Chemical Company Required Skills: Calculate and apply ratios, proportions and percentages to solve problems Add, subtract, multiply, divide and simplify rational expressions Recognize and solve problems using a linear equation and one variable Apply principals in equations involving measurements Determine the perimeter and the circumference of geometric shapes

13. Understanding the Changing World 1. CHANGES IN THE WORK PLACE (cont.) What does the new “knowledge economy” mean?  New Skills: Learning how to learn Listening, oral & written communication Problem solving & creative thinking Teamwork & collaboration Motivation & goal setting Using technology, personal computers Tony Wagner, Harvard University

14. “Knowledge and skills, schools and education are critically imperative to the economic growth in the 21 st century, and to ensuring that students can participate in and contribute to an increasingly global and multicultural world.” National Commission on the High School Senior Year, 2001

15. Work/College Skills: What is Needed vs. What is Taught PAF Reality Check 2002-Percent giving high school grads “poor” or “fair” ratings on:

16. The “Basics” Perception Gap

17. Work Readiness Perception Gap

18. Survey of U.S. Manufacturers 80% report “Moderate to Serious” shortage of qualified job candidates (20% “Serious”) For Hourly Workers For Hourly Workers 59% report “Poor Basic Employment Skills” 59% report “Poor Basic Employment Skills” 26% report “Inadequate Math Skills” 26% report “Inadequate Math Skills” 32% report “Poor Reading/Writing Scores” 32% report “Poor Reading/Writing Scores” National Association of Manufacturers, “Skills Gap 2001”

19. Small Businesses for 21st Century Workforce 1,000 respondents place high value on 1,000 respondents place high value on Verbal & written communications Verbal & written communications Math Math Computer expertise Computer expertise Interpersonal skills Interpersonal skills Only one-third satisfied with pool of available applicants Only one-third satisfied with pool of available applicants Second national “Voice from the Street” survey conducted for American Express Small Business Services

20. “Gone forever are the days when a high school graduate could go to work on an assembly line and expect to earn a middle-class standard of living. Students who leave high school today without skills and unprepared for further learning are unlikely to ever earn enough to raise a family–let alone buy a house. They are being sentenced to a lifetime of poverty. A generation’s future is at stake.” Tony Wagner, Harvard University

21. What the Data Tell Us… High School Completers (%) NationalOregon Asian 79%90.3% White 72%90.8% African American & Hispanic 50%80.9% & 81.2% US Students Who Graduate “College-Ready” 1 in 3 white & Asian students (37%) 1 in 5 African American students (20%) 1 in 6 Hispanic students (16%) Source: Greene & Forster, “Public High School Graduation & College Readiness Rates in the US, Manhattan Institute for Policy Research, 2003 http://www.manhattan-institute.org/ewp_03.pdfhttp://www.manhattan-institute.org/ewp_03.pdf

22. Drop-Out Rate 2002-2003 Oregon 4.4% total 3.6% White 9.0% African-American 9.1% Hispanic

23. Disconnect Between Students’ Aspirations and High School Preparation Source: NCES, The Condition of Education, 2000, p. 151.

24. Remediation at Colleges & Universities Any remedial reading 10.2% Any remedial reading 10.2% No remedial reading, but more 18.7% No remedial reading, but more 18.7% than 2 other remedial courses No remedial reading, but 1 20.4% No remedial reading, but 1 20.4% or 2 other remedial courses or 2 other remedial courses Total, some remedial 49.3% Any remedial reading 10.2% Any remedial reading 10.2% No remedial reading, but more 18.7% No remedial reading, but more 18.7% than 2 other remedial courses No remedial reading, but 1 20.4% No remedial reading, but 1 20.4% or 2 other remedial courses or 2 other remedial courses Total, some remedial 49.3% Answers in the Tool Box by Clifford Adelman, June 1999

25. Most High School Grads Go On To Postsecondary Within 2 Years Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.

26. College Freshmen Not Returning for Sophomore Year Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999 Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997. College Graduates by Age 24

27. Understanding the Changing World 2. CHANGES IN OUR UNDERSTANDING OF THE LEARNING PROCESS Active Learning: “To understand is to invent”— Montessori, Dewey, Piaget Diverse Learning Styles—Howard Gardner Brain Research Contextual Learning Exponential growth of information: Memorizing facts vs. learning how to find, use, and apply knowledge Tony Wagner, Harvard University

28. Research on Student Engagement & Motivation “Research on motivation and engagement is essential to understanding the challenges of school reform. Improving meaningful learning depends on the ability of educators to engage the imaginations of students – to involve them in new realms of knowledge, building on what they already know and believe, what they care about now, and what they hope for in the future.” Engaging Schools: Fostering High School Students’ Motivation to Learn, National Research Council, Institute of Medicine, 2000 www.nap.edu

29. Understanding the Changing World 3. CHANGES IN THE REQUIREMENTS OF CITIZENSHIP: CRITICAL THINKING, CIVIC ENGAGEMENT, CIVILITY Critical Thinking: Increasing complexity of issues Civic Engagement: Need for active and informed citizens 50% decline in voting & involvement in community efforts Tony Wagner, Harvard University

30. Understanding the Changing World 3. CHANGES IN THE REQUIREMENTS OF CITIZENSHIP: CRITICAL THINKING, CIVIC ENGAGEMENT, CIVILITY (cont.) Civility: Importance of “Emotional Intelligence” or people skills for work and citizenship An increasingly multicultural society requires understanding different perspectives and cultures A more respectful dialogue is needed everywhere Students say there is a lack of respect in schools— only 41% say most of their teachers respect them Tony Wagner, Harvard University

31. Understanding the Changing World 4. CHANGES IN STUDENTS’ LIFE CIRCUMSTANCES Diminished motivation to learn Less fear and respect for authority Fewer believe hard work = success = happiness “Shopping Mall” culture = passive consumption & instant gratification Adults less present in students’ lives Students spend as much time alone as with friends Less than 5% of their time is spent with adults Tony Wagner, Harvard University

32. Breaking Ranks II: Strategies for Leading High School Reform Core Recommendations  Collaborative Leadership and Professional Learning Communities  Personalization and the School Environment  Curriculum, Instruction, and Assessment National Association for Secondary School Principals, 2004

33. Three Step Process 1. Recognize the need 2. Help others see the need to change 3. Promote improved student performance National Association for Secondary School Principals, 2004 Breaking Ranks II: Strategies for Leading High School Reform

34. The New 3 “R’s” for the 21 st Century RIGOR Rigor is about increasing expectations and outcomes for all students. It is the ability to do something with what you know – to apply information in the search for a solution to a problem or to create new knowledge. Students are deeply engaged in thought, critical analysis, debate, research, synthesis, problem- solving, and reflection.

35. The New 3 “R’s” for the 21 st Century RELEVANCE The curriculum has to be both challenging and engaging. Learning is a process that occurs best when what is being learned is relevant and meaningful to the student. RELATIONSHIPS Students need connections to caring adults in order to be motivated to master academically rigorous, relevant curriculum. Respect and trust built from strong relationships are key to student learning and success.

36. RIGOR RELEVANCE RELATIONSHIPS Academic Standards Education Plan and Profile Extended Application Career-Related Learning Experiences It’s about for each student’s success Personalized Learning Career-Related Knowledge & Skills Comprehensive Guidance and Counseling

37. Develop an education plan and build an education profile Demonstrate career-related knowledge & skills:  Personal management  Teamwork  Problem solving  Communications  Employment foundations  Career development Demonstrate extended application of knowledge & skills 2006-2007 OREGON DIPLOMA Participate in career-related learning experiences in school, the workplace and/or community Earn credits in:  Language Arts  Mathematics  Science  Social Sciences  Applied Arts, Fine Arts, or Second Language  PE & Health Education  Electives GOAL: Each student demonstrates the knowledge and skills necessary to transition successfully to their next steps: advanced learning, work, and citizenship.