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Thompson to Life

Thompson to Life. Task Force – September 26, 2013. Thompson to Life. Quality Academic Foundation Personalized Learning Pathways Post-Secondary Access for All. Thompson to Life. Quality Academic Foundation Personalized Learning Pathways Post-Secondary Access for All.

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Thompson to Life

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  1. Thompson to Life Task Force – September 26, 2013

  2. Thompson to Life • Quality Academic Foundation • Personalized Learning Pathways • Post-Secondary Access for All

  3. Thompson to Life • Quality Academic Foundation • Personalized Learning Pathways • Post-Secondary Access for All

  4. To be meaningful, a high school diploma should guarantee that students are: • 1) prepared to enter credit‐bearing courses in postsecondary education institutions; • 2) prepared academically to enter military career training; and • 3) prepared to be productive entry‐level employees in the workforce. Colorado Graduation Requirements Guiding Beliefs

  5. The diploma should signal proof of competency of the K‐12 academic standards, rather than merely completion of seat‐time requirements. • All students deserve the opportunity to engage in rigorous high school programs of study designed to prepare them for entry into postsecondary education, the military, and the workforce. • Students and their families should know as early as elementary school the requirements for successful high school graduation. They should know how their decisions regarding coursework impact their future education opportunities and career goals. Colorado Graduation Requirements Guiding Beliefs

  6. Must meet state minimum academic competencies (HEAR & Alternatives) • Must include student demonstrations of 21st century skills in addition to above • Must include successful completion of the ICAP • Must allow students multiple, equally rigorous and valued ways to demonstrate competency • May permit students longer or shorter time to earn their diploma • Must align with Colorado Standards • Should recognize and acknowledge the importance of education in world languages, health, physical education, music, dance, performing arts, visual arts, and career and technical education Colorado Requirements

  7. preparation can be demonstrated by completing the Higher Education Admission Requirements (HEAR) in high school and/or by successfully completing (with a grade of C- or higher) a college-level course in each core area (English, mathematics, natural sciences, social sciences, and foreign language (2010 and later graduates) where the high school unit requirements have not been fulfilled. (Section 5.04.04 of Admissions Standards Policy) -

  8. State Timeline • During the 2013-14 academic year, local boards of education are encouraged to review the state board approved graduation guidelines and consider adopting local graduation requirements that meet or exceed them.

  9. State Timeline • The state’s guidelines include minimum Colorado college and career ready determinations that districts mayuse as guideposts for the entering 9th graders of 2014 (set to graduate in 2018) and must meet or exceed for the entering sixth graders of 2014 (set to graduate in 2021).

  10. State Timeline • Adoption of graduation requirements by each school district’s board of education during the 2014-15 academic year must indicate the minimum academic competencies needed for students to demonstrate postsecondary workforce readiness and the types of measure the district uses to determine attainment.

  11. Proposed T2L Timeline • Fall 2013 • Review the state board approved graduation guidelines. • Develop plan to meet and/or exceed state graduation guidelines. • Board adopt overarching graduation guidelines for incoming 9th graders.

  12. Proposed T2L Timeline • Spring 2014 • Communicate plan to meet and/or exceed state graduation guidelines with stakeholder groups. • Solidify ICAP Process (6-12) • Articulate Life Plan Process (P-2/3-12) • Determine if district will develop an Endorsed Diploma option.

  13. Proposed T2L Timeline • Fall 2014 • Identify minimum graduation competencies & metrics • Develop plan for creating alternative competencies including special populations • Create ‘capstone’ demonstration through T2L Plan.

  14. Proposed T2L Timeline • Spring 2015 • Budget accordingly for 2015-2016 implementation. • Ensure robust infrastructure to effectively implement system. • Receive final Board approval for remainder of graduation guidelines.

  15. Proposed T2L Timeline • Fall 2015 • Class of 2019 9th Graders enter with access to multiple and rigorous competency demonstrations aligned to new graduation requirements • All Middle School students informed of high school graduation requirements year of their MS experience

  16. OverviewThompson to Life Timeline 2013-14 Review/Plan/Communicate Board Approval 2014-15 Initial Implementation ICAP/Capstone Competencies 2015-16 Comprehensive Implementation

  17. What is an Endorsed Diploma?

  18. Purpose • An endorsed diploma signifies a student has completed additional requirements toward high school graduation. • It shows students are ready for college without the need for remediation or additional coursework and that they have mastered academic content in three subject areas. • In return for completing these additional steps, most of the state’s public colleges and universities have agreed to guarantee admission to students. • Other state public colleges and universities have agreed to give priority consideration to admitting these students • The endorsed diploma is optional. Districts are not required to offer an endorsed diploma.

  19. Types Specialized Universal Post-Secondary Workforce Readiness • Military Readiness • Industry Readiness • College Readiness

  20. Specialized Diplomas • Small Group Share Out • Military Ready • Industry Standard Ready • College Ready

  21. Universal – State PWRModel STUDENT IS COLLEGE READY IN MATH AND ENGLISH LANGUAGE ARTS STUDENT COMPLETES ICAP STUDENT DEMONSTRATES 21ST CENTURY SKILLS STUDENT DEMONSTRATES MASTERY OF ACADEMIC CONTENT IN THREE CONTENT AREAS (exceed state graduation req’s)

  22. Universal – State PWRModel • Readiness Indicator 1 - Student is college ready in math and English • Satisfy the state’s current Higher Education Admissions Requirements, also known as HEAR, or their proxies, by receiving a passing grade in 17 academic units/credits of coursework in English, math, natural science, social science and foreign language, and, • Demonstrate college remediation is not necessary in math or literacy by meeting any of the following benchmarks: • ACT cut scores of 18 in writing, 17 in reading and 19 in math • SAT cut scores of 440 in writing, 430 in reading and 470 in math • Test out of remediation on placement tests such as the Accuplacer • Successfully complete college-level courses via concurrent enrollment • Complete any necessary remedial courses in high school • Achieve specific cut scores on other exams as determined by the CCHE

  23. Universal – State PWRModel • Readiness Indicator 2 - Student Completes ICAP that exceeds graduation requirement expectations • Rules for Administering ICAPs, including each of the following topical areas and specific grade-level milestones: •  Career and College Interest Inventories •  Career Plan and Goals • Work Experience •  Academic Progress (including remediation and concurrent enrollment) •  Intentional Course Plan •  Extracurricular, Contextual and Service Learning •  College Exploration and Applications • Progress in Financial Literacy and College Finances

  24. Universal – State PWRModel • Readiness Indicator 3 - Student Demonstrates 21st Century Skills 1. Information Literacy (e.g. Find and Use Information & Information Technology) 2. Invention (e.g. Creativity and Innovation) 3. Collaboration (e.g. Communication) 4. Critical Thinking (e.g. Problem Solving, & Global and Cultural Awareness) 5. Self-Direction (e.g. Personal Responsibility, Civic Responsibility, Work Ethic)

  25. Universal – State PWRModel • Readiness Indicator 4 – Student demonstrates mastery of academic content in 3 of 7 content areas: • Reading, writing and communicating •  Math • Social and behavioral sciences • Natural and physical sciences • Arts and humanities • World languages • Career and technical education • To demonstrate proficiency in social and behavior sciences, for example, a student must achieve one of the following: • Earn an overall 3.0 GPA or better in at least four courses, including U.S. and World history • Achieve specific scores on state or national tests in social studies, or achieve certain scores on Advanced Placement or International Baccalaureate social studies exams • Complete a postsecondary, three-credit course in a social and behavioral sciences

  26. Thoughts? Turn to Neighbor and Discussion Strengths – Weaknesses of Endorsed Diploma Options

  27. Homework How should Thompson adjust/maintain its course requirements with regards to HEAR? Shall TSD move forward with minimum in 2014 or wait?

  28. HEAR – Higher Education Admission Requirements • English 4 • Math 4 • Social Science – 3 • Natural/Physical Science – 3 • World Language – 1 • Electives – 2 • Minimum Credits 17

  29. Next Meeting • Thursday, October 24

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