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Managing the New Graduation Requirements: Lessons from the Field

Managing the New Graduation Requirements: Lessons from the Field. Puyallup School District Everett School District Tacoma School District.

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Managing the New Graduation Requirements: Lessons from the Field

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  1. Managing the New Graduation Requirements: Lessons from the Field Puyallup School District Everett School District Tacoma School District

  2. Focus for todayTo display the work of three districts which have implemented systems to assure all students have the opportunity to meet the graduation requirements for the class of 2008 and beyond.

  3. Framing QuestionWhat are your district, schools, and classrooms doing different or differently to assure that all students in the class of 2008 and beyond have the opportunity to meet the new graduation requirements?

  4. A Time to Write! • What are the obstacles you, your district, schools, and/or classrooms face when assuring all students in the class of 2008 and beyond have the opportunity to meet the new graduation requirements? • What are the strategies you, your district, schools, and/or classrooms are using to assure all students in the class of 2008 and beyond have the opportunity to meet the new graduation requirements?

  5. Puyallup School District On-Time Graduation Specialist Kimberlee Armstrong, Rogers Lisa Kusche, Emerald Ridge Angie Reed, Puyallup

  6. Three Comprehensive High Schools Grades 10-12 Governor John R. Rogers 1700 Puyallup 1600 Emerald Ridge 1500 Walker Alternative: Grades 9-12

  7. Our Goal: Increase On Time Graduation If the current cohort graduation rate is 80.5%, for the class of 2010, approximately 300 students will not graduate with their class.

  8. Our goal: Decrease Dropouts Puyallup School District’s most recent dropout rate is 6.4%.

  9. Credit Deficient Students 1st Semester Sophomores- less than 4 credits 1st Semester Juniors- less than 10 credits 1st Semester Seniors- less than 16 credits

  10. What percentage of credit deficient students have Individualized Education Plans? 10th Graders – 25% 11th Graders- 38% 12 Graders- 16% Credit Deficient and Special Education

  11. Our Goal: Get Students Back on Track • Work with Counseling Team to enroll students in after school credit retrieval courses. • Delay electives and have credit retrieval within daily schedule. • Class of 2011: Required Credit Retrieval Course for those with less than 4 credits. There is hope!

  12. WASL and WASL Options • School Assessment Coordinator • Work with Principal to identify and monitor those who have not yet met WASL standards. • COE courses • Student placement • Staff support

  13. CAA Options 50 Seniors are enrolled in a Collection of Evidence class for reading and/or writing and will retake the reading and/or writing portion of the WASL. 400 Seniors are enrolled in a math class and will retake the math portion of the WASL in the Spring. Approximately 30 seniors are doubling up on math second semester.

  14. COE–Making It Work In Your Building Leigh Ann Mahaffie – Puyallup School District

  15. Who should do the COE? • Deeper, richer, harder, and more rigorous than WASL • Not for everyone

  16. Our Results

  17. PSD Final (by Teacher)

  18. PSD Results • 193 CoEs were submitted by PSD (out of 700 statewide) • Range of scores from 26-114 • Approximately 65% of our students met standard (50% statewide) • School 1 49/61 80% • School 2 25/29 86% • School 3 52/103 51%

  19. Math Approach Last Year • Common Vision • WASL Modules Class • Item Creation • OSPI approval

  20. PSD This Year • One core package of 7 items and a pool of extras • 2 items for each content and process strand • Two Classes • WASL Modules & Segmented WASL • Some items to be completed second semester in Segmented WASL class • On Demand/Non On-Demand • Sharing statewide

  21. PSD Next Year • Teachers’ Suggestions • Segmented WASL-Year Long COE • Core set of 10 or 11 simpler items • WASL Modules - no COE • COE Semester Class • Srs 1st semester/Jrs 2nd semester • Core set of 7 complex problems

  22. What Does It Look Like?(COE class) Prep Lessons Item – Most items multi-strand Revision • 1-2 Week process • Stack items if you can (Ice Cream Containers leads to Sculpture Design or Painting Houses and Concert Tour Planning) • Backward Design

  23. What Does It Look Like?(Segmented WASL class) Prep Lessons – Seg WASL materials Item – Most items single-strand Revision • 1-2 Week process • Dependent on the unit, activities chosen, Segmented WASL test • Backward Design

  24. Revision Day/Tracking • Whole Group vs. Select Group • Tracking Chart

  25. Things to Take Away From Today • Best teachers for resistant learners • Pay them well/Extra Planning/COE Coordinator • Scheduling • There is help! • OSPI • ESD • me

  26. Contact Information • Leigh Ann Mahaffie 253-435-2830 mahaffla@puyallup.k12.wa.us

  27. Managing The New Graduation RequirementsBarriers to On Time Graduation Terry EdwardsEverett Public Schoolstedwards@everettsd.org WERA Spring Conference March 26-28, 2008

  28. Goals • NCLB • 85% of On-time Graduates by 2014 • Community/Parents • 100% of their children right now • Work Force • Prepare students for entry into high skilled and high wage jobs • College • Students ready to engage in college level course work without remediation • Board • 100% of students graduate when they have met standard

  29. High School Graduation • An educational mandate • An economic necessity • A civil right • A moral imperative

  30. Graduation Definitions • Graduation • The completion of required course work and assessments leading to a high school diploma • On Time Graduation • The completion of required course work and assessments leading to a high school diploma four years after commencing grade 9.

  31. The Graduation Question • Graduation for the Individual • Yes / No • Graduation for the District • OnTime Rate / Extended Grad Rate

  32. On Time Graduation Rate Graduating = Initial Gr 9 + Net + Drop Cohort Enrollment Transfers Outs

  33. On Time Graduation Rate # Graduates (N) # Cohort (D)

  34. To Improve On Time Graduation Rate OTG = N/D • Decrease the number of students in the cohort (the denominator) • Increase the number of graduates (the numerator) *Washington Mathematics Standard 6.3

  35. To Improve Your Denominator • Audit your business practices around the completion of your P-210 • Verify and reduce drop out numbers U – D – C codes • Review building practices in track record requests for transfer students, make sure you include your special education department • Verify student continued enrollment (RSVP) • Personalized outreach to prevent and recover drop outs • Success coordinator • Counselor • teacher • Review district variance practices

  36. Summary by SchoolP210 C’s, D’s and U’s2004-05 to 2006-07 School Year Source: OSPI Core Student Record System (CSRS) http://eds.ospi.k12.wa.us/CSRSReports, Enrollment Reports, Enrollment Reports, P210 December 14, 2007

  37. Everett Public SchoolClass of 2008 Inactive Cohort(2004 – 2008)U, C or D Source: Pentamation March25,2008

  38. Cumulative Barriers to Graduation • Graduation is the result of meeting each of the individual requirements

  39. Cumulative Barriers to Graduation Culminating Exhibition Argumentative Paper WASL Mastery: Reading / Writing / Math* GRADE *Math Mastery or continued enrollment and success in challenging math course work

  40. Ways to Improve Your Numerator • Increase your number of graduates!! • Increase student achievement from the first day of school • Review District Policy and Procedures for Graduation • What are your district’s barriers / requirements to graduation? • Do you have the right barriers / requirements • What policies are in place in your district that create additional challenges to students?

  41. Overt: Barriers / Requirements • Credits • WASL • Argumentative Paper • Culminating Exhibition

  42. Covert: Barriers / Requirements • Attendance policy • Grading practices • Registration process • Master schedule

  43. Missing: Barriers / Requirements • Do you have the appropriate requirements in place that will allow students to meet the ultimate goal of high school graduation • Increase course rigor • Add additional math requirement • Define high school math sequence • Increase middle school relevance by focusing on high school readiness • Algebra • Geometry • Washington State History

  44. Help Overcome Barriers / Requirements • WASL credit recovery • Directed athletics • ROTC • Marching band • Private music lessons

  45. Overt Barriers / Requirements • Culminating exhibition: Argumentative Paper • History: • 12 years ago • 8 years ago • Today • Impact: • Lessons Learned:

  46. Overt Barriers / Requirements • Credits: • Red – Yellow – Green • Establish a consistent data tracking process/report • What we did • Determine biggest obstacles • High failure rate classes • High failure rate staff • Focused attention through district wide On Time Graduation Committee • Developed the 1-F strategy • Enhanced parent communication about academic success and progress to graduation

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