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2009 High School Policy July 24, 2009 Joseph E. Fisher, Assistant Commissioner Division of Special Education Branson Townsend, Executive Director, Office of Secondary Education Division of Accountability, Teaching & Learning 2009 High School Policy Who is affected? ALL students entering

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2009 High School Policy

July 24, 2009

Joseph E. Fisher, Assistant Commissioner Division of Special Education

Branson Townsend, Executive Director, Office of Secondary Education

Division of Accountability, Teaching & Learning


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2009 High School Policy

Who is affected?

ALL students entering

ninth grade during the 2009-2010 school year!

Implementation time is

NOW!


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Elements of School-Wide Reform

  • Ready Core

  • One Path

  • Focused Plan of Study

  • Active Learning

  • Work Based Learning

  • Integrated Curriculum

  • Extra Support To Meet Student Needs

  • Assessment of Learning

  • School-Wide Improvement

  • Professional Development


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Ready Core

  • English 4 units

  • Mathematics 4 units

  • Science 3 units

  • Social Studies 3 units

  • Health, Physical Fitness & Wellness

    1.5 units

  • Personal Finance .5 units

    To earn a regular high school diploma, students must earn the prescribed 22 credit minimum & have a satisfactory attendance and discipline record.


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New Requirements….Impact on Students with Disabilities

  • A high school diploma will be awarded to ALL students who…

    • earn the specified 22 units of credit, AND

    • have satisfactory records of attendance and conduct


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Impact on Students with Disabilities

  • SWD will be included in regular classes to the degree possible and with appropriate support and accommodations.

  • School districts should be making every effort to begin the process of getting SPED teachers endorsed in the core academic courses they are to teach. This is not mandatory at this time, but the state anticipates that it will be mandated in the near future.


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Transition Certificate

  • A Transition Certificate may be awarded to SWD who, at the end of the 4th year of high school, have failed to earn a regular diploma (22 units of credit) but have satisfactorily completed an IEP, and have satisfactory records of attendance and conduct.

  • SWD may continue to work towards the high school diploma through the end of the school year in which they turn twenty-two years old.


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IEP Certificate

  • An IEP certificate will be awarded to SWD who have (1) satisfactorily completed an IEP, (2) successfully completed a portfolio, and (3) have satisfactory records of attendance and conduct.

  • PLEASE NOTE: This replaces the old “Special Education Diploma”


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Mathematics

  • Bridge Math- Students who have not earned a 19 on the mathematics component of the ACT (or the equivalent on PLAN) by the beginning of the senior year are recommended to complete the Bridge math course.

  • Finite Math

  • STEM Math (Pre-Calculus, Calculus, Adv. Algebra, Trigonometry, Statistics, Discrete Mathematics, AP courses


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Algebra I A & I BGeometry A & B

  • An appropriately endorsed regular education teacher who has demonstrated HQ status in Math may serve as the teacher of record and award credit to regular education & special education students (inclusion).


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Algebra I A & I BGeometry A & B

  • In this situation use the following course codes:

    • Algebra 1 A 31023

    • Algebra 1 B 31024

    • Geometry A 31083

    • Geometry B 31084

    • Regular General Education with extended time.


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Science

  • Biology

  • Chemistry or Physics

    • AP Physics (B or C)

    • Principles of Technology I and II

    • Another Lab Science


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Biology I A & Biology I B

  • An appropriately endorsed regular education teacher who has demonstrated HQ status in science may serve as the teacher of record and award credit to regular education and special education students (inclusion).


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Biology I A & Biology I B

  • In this situation, use the following course codes:

    • Biology I A 32103

    • Biology I B 32104

    • Regular General Education with extended time.


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Course Codes

  • Those responsible for school approval course codes need to carefully consult the most recent “correlation of course code” document.

  • http://state.tn.us/education/schapproval/course_code_corr.shtml


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English/Language Arts

  • English I

  • English II

  • English III

    • AP Language & Composition

  • English IV

    • AP English Literature or Composition

    • IB Language I


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Social Studies

  • World History or World Geography 1 credit

  • U.S. History 1 credit

  • Economics .5 credit

  • Government .5 credit

  • Personal Finance .5 credit


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Who can teach Personal Finance?

  • Any secondary licensed teacher who meets the employment training standards set by the State Board of Education.

  • Training is comprised of 14 hours (clock hours) of training by state approved organizations/trainers using the state approved curriculum as their guide.

  • Any teacher who is already licensed and endorsed in Economics, Business, Marketing or Family & Consumer Sciences. (no further training needed)


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Physical Education & Wellness

  • Wellness 1 credit

  • Physical Education .5 credit

  • Total Credits 1.5

    • The Physical Education requirement may be met by substituting an equivalent time of physical activity in other areas including but not limited to marching band, JROTC, dance teams, cheerleading, interscholastic athletics, and school sponsored intramurals.


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Fine Arts & Foreign Language

  • Fine Arts 1 credit

  • Foreign Language 2 credits

    (must be the same foreign lang.)

    • The Fine Arts and Foreign Language requirements may be waived for students who are sure they are not going to attend a University. They must be replaced with electives which enhance and expand the elective focus. Legal counsel recommends that parents sign off on this waiver.


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High School Credit in Middle School

  • Courses taken in middle school may count toward the required core courses.

  • Local school boards may actually offer classes for credit starting in the 7th grade.


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Focused Plan of Study

  • During the second semester of 8th grade, students along with their parents, school counselors and administrator will jointly prepare an initial 4, 5, or 6 year plan of study.

  • www.collegefortn.org

  • www.kuder.com


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Elective Focus

  • Students will complete an elective focus of no less than 3 credits.

  • The elective focus may be in CTE, Science & Math, Humanities, Fine Arts, AP/IB, or other areas approved by the LEA.


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Capstone Experience

  • LEA’s are encouraged to consider requirements for students to complete a capstone experience such as, but not limited to:

    • Senior project

    • Virtual enterprise

    • Internship

    • Externship

    • WBL

    • Service Learning

    • Community Service

    • The TDOE has created a document to help guide you in the development and implementation of Capstone Experiences.

    • www.tnelc.org


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Extra Support to Meet ALL Student Needs

Freshman Academies

Advisor/Advisee

Extended time before & after school

Theme based small learning communities

Tutoring

Team teaching

Computer Assisted Programs

Credit Recovery/E4TN

Governor’s Study Partners


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Math: Impact on Students with Disabilities

  • Students with qualifying disabilities as documented in the IEP shall be required to achieve at least Algebra I and Geometry (or equivalent).

  • The required number of credits in Math will be achieved through:

    • Increased instructional time

    • Appropriate methodologies

    • Accommodations

    • Other differentiated instruction as determined by the IEP team


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Algebra I A & IB Geometry A & BImpact on Students with Disabilities

  • An appropriately endorsed SPED teacher who has demonstrated HQ status in Math may serve as the teacher of record and award credit to SPED students (only).

  • In this situation, use the following course codes:

    • Algebra I A 31025

    • Algebra I B 31026

    • Geometry A 31085

    • Geometry B 31086


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Science: Impact on Students with Disabilities

  • Students with qualifying disabilities as documented in the IEP are required to achieve at least Biology I and two other lab science credits.

  • The required number of credits in science will be achieved through:

    • Increased instructional time

    • Appropriate methodologies

    • Accommodations

    • Other differentiated instruction determined by the IEP team


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Science: Impact on Students with Disabilities

  • Only one additional lab course is needed if Biology IA and IB are taken for credit.

  • An appropriately endorsed SPED teacher who has demonstrated HQ status in science may serve as the teacher of record and award credit to SPED students (only).

  • In this situation, use the following course codes:

    • Biology I A 32105

    • Biology I B 32106


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English I, II, III, IV: Impact on Students with Disabilities

  • An appropriately endorsed SPED teacher who has demonstrated HQ status in English may serve as the teacher of record and award credit to SPED students (only).

  • In this situation, use the following course codes:

    • English 9 30015

    • English 10 30025

    • English 11 30035

    • English 12 30055


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End-Of Course Examinations

  • Will be factored into the teacher assigned student grade at a percentage.

  • The weight of the end of course examination on the student’s course average is as follows for entering 9th graders

    • Fall 2009 and 2010-20%

    • Fall 2011 and 2012-25%

    • Fall 2013 and thereafter 25%


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SWD Performance-Based Assessment

  • SWD failing to meet the minimum grade of 70 have the option of adding to their end of course assessment by:

    • demonstrating the state identified core knowledge & skills contained within that course through alternative based assessment.

    • Process must be approved by state board and the IEP team.


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SWD Performance-Based Assessment

  • This Alternative performance-based assessment is being developed by the Division of Accountability, Teaching & Learning (essential skills).

  • Student must demonstrate that they have met the essential skills of the course as evidenced by e. g. projects, oral testing, compilation of test grades, etc.

  • These essential skills will be evaluated according to a scoring system rubric by the TDOE and approved by the State Board of Education prior to the 2009-2010 year.


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End-of-Course Exams

  • The High School Transition Policy requires students to be assessed in the following end of course assessments: English I, English II, English III, Algebra I, Geometry, Algebra II, U.S. History, Biology I, Chemistry and Physics.


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End-of-Course Exams

  • New End of Course exams for Algebra I, English I, English II, Biology I, and US History will be ready for the students entering the ninth grade during the 2009-2010 school year. The Algebra I, English II, and Biology I will continue to be used for AYP purposes.

  • These EOC tests will be followed by Algebra II and English III as college and career ready anchors. Finally, Chemistry, Geometry, and Physics will be the last to come on line.


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End-of-Course Exams

  • “New” EOC assessments aligned to “new” curriculum standards…

  • “New” student achievement performance standards aligned with college and career readiness… (not proficient, approaching proficient, proficient, and advanced)

  • “New” achievement performance measure (proficiency) aligned with new college and career readiness definition and mastery of new curriculum standards…


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End-of-Course Exams

  • From “old” curriculum in 2008-09 to “new” curriculum in 2009-10…

  • From “old” GWY/EOC in 2008-09 to “new” EOC assessments in 2009-10…

  • Student assessment requirement based on curriculum standards…(instruction)

  • “new” curriculum requires “new” assessment


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End-of-Course Exams

  • Entering Freshmen 2008-09 and before…

  • Curriculum drives instruction, test aligned to curriculum

    “old” curriculum – “old” test (GWY/EOC)

    GWY/EOC test as % of student grade and must pass the three GWY assessments as additional diploma requirement

  • Entering Freshmen 2009-10 and thereafter…

  • Curriculum drives instruction, test aligned to curriculum

    “new” curriculum and instruction – “new” test (EOC)

    “new” EOC test as % of student grade

    No additional assessment diploma requirement (No GWY)


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End-of-Course Exams

  • 2009-10 and thereafter…

    • Student examination requirement based on curriculum…

    • The “new” curriculum with “new” instruction requires a “new” assessment for all students in the class.

      • All students in Alg I, Eng II, and Bio I classes will take the new EOC tests in 2009-10.This isregardless of grade and graduation requirement differences.


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Curriculum/Class: EOC

  • 2009-10 English II class

    • New Curriculum Standards and New EOC assessment

    • Mix of 9th, 10th, 11th, and 12th grade students

    • Mix of graduation requirements: 9th new EOC,

      *9th – 12th old GWY

      • All take the new Eng II EOC test

      • All (9-12) assigned EOC grade to be used in course %

      • *9th – 12th must have additional Met/Not Met diploma information

        *Entering 9th grade in or prior to 2008-09 school year


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Curriculum/Class: EOC

  • This scenario is applied in the same way to all Alg I, Eng II, and Bio I classes.

  • Gateway Additional Diploma Requirement - MET or NOT MET

    • “cut” based on the “old” GWY scale applied to the “new” EOC test

  • Quick Score Reports: reporting will have GRADE for all students andDiploma Met/Not Met for *9th – 12th students with additional GWY requirement

    *Entering 9th grade in or prior to 2008-09 school year


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Passes Class/GWY NOT MET:End-of-Course Examinations

  • Entered 9th grade in or prior to 2008-09 (*9th – 12th grade in 2009-10)

  • Passed classes Prior to 2009-10 (not proficient on test and did not meet GWY diploma requirement)

    • Old Curriculum Standards Old GWY assessment

    • “Old” class instruction –

    • Alg I, Eng II, Bio I - “old” GWY test

    • Intervention required

    • Take GWY test, 2009-10 and thereafter

      • GWY Math, Language Arts, and Science

      • *Entering 9th grade in or prior to

      • 2008-09 school year


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Passes Class/GWY NOT MET:End-of-Course Examinations

  • Entered 9th grade in or prior to 2008-09 (*9th – 12th grade in 2009-10)

  • Passes classes in 2009-10

  • GWY Diploma requirement “cut” Not MET (EOC score was NOT high enough to meet GWY diploma requirement)

    • New Curriculum Standards taught and New EOC assessment taken

    • Intervention NOW required

    • Take GWY test until diploma requirement met

      • GWY Math, Language Arts, and Science

        *Entering 9th grade in or prior to 2008-09 school year


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Writing Assessment – Grade 11

  • State-mandated

  • Timed – 35 minutes

  • Annual Administration in Spring

  • Grade 11 – Persuasive Essay

  • Holistic Scoring – 6 Point Scoring Rubric (Same for all grade levels)


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Diagnostic Assessments

ACT or College Board Products

  • ACT – EPAS

    • ACT for 11th Grade

    • PLAN for 10th Grade (Fall)

    • Explore for 8th Grade (Fall)

  • College Board

    • SAT for 11th Grade

    • PSAT for 8th and 10th Grade (Fall)


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Academic Preparedness Report

  • Effective tool for use in the preparation of students for the higher standards passed by the Tennessee State Board of Education

    • Projected Eligibility for Tennessee Hope Scholarships

    • Projected Eligibility for Freshman-Level Math

    • Projected Success in College Math and Science

    • Probabilities of ACT Math & Science Achievement

    • Average ACT Scores by District in Math and Science


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School Wide Improvement

  • Curriculum

  • Instruction

  • Assessment

  • Organization

  • Leadership


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Professional Development

  • Cannot be “left to chance”!

  • All teachers should be exposed to:

    • Changes in the standards

    • Changes in assessments

    • Best practices for engaging students and increasing retention


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Electronic Learning Center

http://tnelc.org/

Links to:

  • Summer Standards Training

  • Curriculum Resources

  • Frequently Asked Questions

  • 2009 High School Policy

  • Governor’s Study Partner Program


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Implementation Challenges

  • Align our curriculum, then make sure we give students, parents and teachers a pathway to reach those high standards.

  • At the end of the day, make sure that our tests and graduation requirements reflect that our kids really are prepared for workforce training or college.