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Colton High School. Implementation of 2012 Diploma Requirements. OACOA/OASE Winter Conference Salishan, Oregon February 1, 2008. History. 1995-96: ODE initiative – small schools and CAM 1999-2002: ODE New Century Schools project

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colton high school

Colton High School

Implementation of 2012 Diploma Requirements

OACOA/OASE Winter Conference

Salishan, Oregon

February 1, 2008

  • 1995-96: ODE initiative – small schools and CAM
  • 1999-2002: ODE New Century Schools project
  • 2002-2005: ODE Assessment Pilot Project (Extended Application and CRLS)
  • 2003-2006: ODE Comprehensive Guidance and Counseling Program Cohort A
  • 2005-2010: International Center for Leadership in Education’s “From Promising to Proven” 5-year initiative
  • 2005: Allan Bruner named Oregon Teacher of the Year
  • 2005 OASE Excellence in Curriculum Leadership Award (Senior Seminar program)
  • Small, rural high school in SE Clackamas County approximately 35 miles SE of Portland
  • Unincorporated area; limited business (post office, market, telephone company, gas station, fire station, public schools)
  • School district encompasses 189 square miles
  • 230-250 student population at high school (includes 8 exchange students)
  • 15 certified teachers (2 part-time); 1 principal; 1 counselor
  • 26 credits required for diploma
  • 7 period day; 4 day week
presentation highlights
Presentation Highlights
  • Challenges
  • What Worked
  • Culture
    • Student engagement in relevant learning
    • Student achievement at the highest levels
    • Student transitions to next steps
  • Future focus
    • Role of essential skills in learning process
    • Role of comprehensive guidance and counseling
  • 5 high school principals in the last 9 years
  • Decreasing budgets and enrollment
  • Staff buy-in early on
  • Communication with parents and community
what worked
What worked
  • Commitment and support of administrators
  • Focus on contextual/project-based learning
  • Dynamic administrator at the high school to lead the way (right person at the right time)
  • Core leadership group of “out of the box” thinkers
  • Consistent focus on “What’s best for kids.”
  • Continuous improvement model based on International Center for Leadership in Education/ Gates Initiative
  • Common use of language around rigor, relevance, and career-related learning
how colton is approaching the diploma requirements
How Colton is Approaching the Diploma Requirements
  • 8th grade semester long “Careers Exploration” class
  • Freshmen Focus class – 6 rotations of skill building courses
  • Guidance curriculum activities in classroom and small groups
  • Individual planning – guidance and career counselors
  • Advisory programs at both middle and high school
  • Senior project approach to “Extended Application”
  • “Post-secondary planning” guided activities component added to senior year
school improvement plan
School Improvement Plan
  • Four focus areas

1. Belonging

2. Transitions

3. Data

4. Technology

  • Specific outcomes embedded in teacher goals
  • Posted in main hallway
  • Included in student planners
comprehensive guidance and counseling program k 12
Comprehensive Guidance and Counseling Program (K-12)

Cohort A: 2004-2007

Classroom instruction, large and small group activities and individual planning:

  • Academic preparation
  • Career development
  • Personal/social development
  • Community involvement


Educational planning

comprehensive guidance and counseling program continued
Comprehensive Guidance and Counseling Program (continued)
  • Personalized educational planning process
    • Focused on grade level
    • Included parent participation
    • Opportunities for one-on-one or small group interaction
    • Connected to students’ post-secondary goals
student transition into high school
Student Transition into High School
  • Middle school preparation
    • Advisories – 7th grade
    • Career-Related Learning class – 8th grade
  • Freshmen Focus
  • Transition from CRLS language to “Essential Skills”
    • Multi-disciplinary approach among freshmen core teachers and Career/Technical Education programs
    • Focused around CRLS
    • Assessed using WorkKeys instrument
  • Advisory
    • My Voice survey
    • Goal setting
    • Big Buddy/Little Buddy program
student engagement
Student Engagement

The extent to which students:

  • Are motivated and committed to learning
  • Have a sense of belonging and accomplishment
  • Have relationships with adults, peers and parents that support learning

Measured through:

  • “My Voice” student survey
  • Graduation rates
  • Attendance
  • Participation in extra-curricular activities
  • Referrals
  • Forecasting into accelerated classes (stretch learning)
student achievement
Student Achievement

Achievement in the coresubjects:

  • English
  • Reading
  • Math
  • Science
  • Social studies

Measured through:

  • Statewide assessment
  • PSAT
  • SAT, ACT
student achievement1
Student Achievement

Achievement in the stretch subjects:

  • AP classes
  • College articulated courses
  • Senior Seminar

Measured through:

  • Credits earned from college
  • AP scores
  • SAT
    • SAT II subject area scores
  • ACT
student transition to post secondary
Student Transition to Post-Secondary
  • High rigor/high relevance lesson plans
    • 9-12 across the curriculum
  • Incorporated into graduation requirements
    • Senior Culminating Project model
  • Community partnerships: Camp Colton (80 acre land lab), Colton Fire Department (internships), Colton Telephone Company, Boosters, Donate-2-Educate
  • Pathway development with 2- and 4-year post-secondary institutions
role of essential skills in learning process
Role of Essential Skills in Learning Process

Professional development provided around:

  • Alignment of curriculum to new diploma requirements
    • FTE targeted toward mathematics
    • Stretch learning opportunities for students (increased AP offerings)
    • Strong focus toward inquiry-based science
  • Alignment across the curriculum; i.e., math, reading, etc.
professional development
Professional Development
  • Support school improvement plan goals
  • 11 inservice days (including statewide inservice day)
  • 2006-07: focus on ICLE rigor and relevance framework
  • District supportive of teacher-initiated innovations; fosters a positive climate for risk-taking
data driven decisions
Data-Driven Decisions
  • SIP goal: “Qualitative and quantitative data will be collected, analyzed and used in future educational decisions.”
  • Freshman Focus revamped based upon academic success/failure of 2006-07 freshmen
  • Advisory lesson plans focused on “My Voice” student survey results, particularly the characteristic of “Belonging”
  • Evolution of credit recovery program from community college summer program to local delivery program to web-based system
  • Data basis for development of CHS Learning Criteria goals and action plans around Core Learning, Stretch Learning, Personal Skill Development and Student Engagement