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Board of Education

Board of Education. Policy Revisions February 17, 2009. Tonight, we respectfully ask that you: Consider and accept a revision to Policy IKF; Graduation Requirements for the Class of 2012 and beyond. Consider and accept an amendment to the closed campus portion of Policy JH.

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Board of Education

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  1. Board of Education Policy Revisions February 17, 2009

  2. Tonight, we respectfully ask that you: Consider and accept a revision to Policy IKF; Graduation Requirements for the Class of 2012 and beyond. Consider and accept an amendment to the closed campus portion of Policy JH. Board of Education

  3. Current Policy IKFClass of 2012 • 25.5 credits to receive a diploma; 28.0 Accelerated Block (CVHS) • 8.5 Credits in Elective Content Areas • 17.0 Credits in Required Content Areas • 4.0 English • 3.5 Social Studies • 3.0 Science • 3.0 Mathematics • 1.0 PE/Health • 1.0 Fine Arts • 1.0 Practical Arts • .50 Speech

  4. Current Policy IKFClass of 2012 • Flexibility Initiatives • Speech either through approved course or integrated programming as approved (ex:TRHS) • 6.0 credits that can be earned through alternative approaches including online, correspondence, approved waivers by the school administration • 4.0 credits which can be earned prior to the official start of 9th grade at the middle school level (Geometry and above or Level II Foreign Language) • K-8 Technology Proficiency aligned to NCLB

  5. Class of 2012Proposed Changes • 24.0 Credits to Receive a diploma; 26.5 Accelerated Block (CVHS) • 8.0 Credits in Elective Content Areas • 16.0 Credits in Required Content Areas • 4.0 English • 3.0 Social Studies • 3.0 Science • 3.0 Mathematics • 1.0 PE/Health • 1.0 Fine Arts • 1.0 Practical Arts

  6. What Changes? • 3.5 Social Studies to 3.0 • .50 Speech eliminated • .50 Elective Credit eliminated • A DCSD student would have to maintain a schedule with an average of at least 6.0 credits annually over a four year period. • A DCSD student would be able to accrue more than the 24.0 credits.

  7. How Do The Proposed Changes Compare?

  8. What’s in Common? All Require 4.0 Credits in English! Variances occur in all other content areas!

  9. Why were these the three areas recommended? • Maintain a focus and opportunity to achieve Goal 3. • Provide increased flexibility for students to pursue their classes of choice that align with their needs and desires. • Use a big picture view to address impacts to all groups of teachers. • More closely align our District graduation requirements to Higher Education Admission Requirements (HEAR), and those requirements of surrounding districts.

  10. Why are these areas suggested? • Why Social Studies? • Aligns with current HEAR requirements (3.0 credits) • Provides additional flexibility when choosing electives • Spread out reduction from just one area • Why Speech? • Equity across the system (opportunity to attain is mixed right now from stand alone class to imbedded in other classes. Some students have more flexibility in their schedule as a result of this class being embedded at their high school) • .5 Elective rather than 1.5? • Still provides flexibility for students while allowing other areas to meet HEAR requirements

  11. Why Class of 2012 (this year’s Freshman class)? • The class of 2011 and 2010 can still meet 25.5 credits under current schedule. • Interest in only having 2 sets of Grad requirements (2005 and 2012) • Immediate reduction would increase FTE loss to the system in a shorter time frame, resulting in heavy numbers of teachers being displaced. • Immediate implementation would leave many students needing less than “full time” load to graduate, thus affecting PPR

  12. What is the Cost of an additional 1.5 credits (3 semester classes)? • Currently 14,446 students at the 9 comprehensive HS sites. The difference in staffing to serve 1.5 credits (3 classes): • We would need 43338 seats to serve 14,446 students 3 semester classes. (14,446 x 3 = 43,338) • Number of seats divided by an average class size of 25 equals 1733.52 classes. (43,338/25 = 1733.52) • Number of sections divided by 10, (the load of 1.0 FTE), equals approximately 173.352 FTE. (1733.352/10 = 173.352) • Number of FTE times the average teacher salary of $67,679.00 equals $11,732,290.00 potential savings.

  13. What About Learning Outcomes?ACT Composites (credits vs. performance)

  14. Learning: Remediation Rates 2007 (% HS Grads assigned to remediation in CO public Higher Ed FY 2007)

  15. Performance vs. Credits • Does “more required” equal “better performance”? • Performance vs. credits does not appear to be connected. Greater number of credits does not necessarily correlate to greater performance. • Address just-in-time core remediation in schedule for the % of students leaving DCSD needing remediation classes in college. • Less required provides more opportunity for acceleration and depth of study in area of passion. • Cannot continue to do more with less as seen in current funding comparisons.

  16. Graduation Credits Questions??

  17. Student Attendance Policy JH “Students may not enter cars or leave school grounds during school hours without advance notice from Principals.” Proposed New Language: Freshman students may not enter cars or leave the school grounds during school hours without advance permission from the Principal,inclusive of lunch periods. Other students, who do not have a regularly scheduled class period, may leave campus without advanced permission of the Principal. This flexible schedule option for students is a privilege and subject to revocation based on grades, attendance or disciplinary action.

  18. Rationale for change in Policy JH • Provide students more flexibility in their schedule to pursue: • College Ready offerings both on our campuses and on higher ed. campuses • Career and Technical Education programming • Remediate areas of deficiency without diminishing their elective pathways and passions • Internships • Work opportunities • Study opportunities when engaging in a heavier load of classes

  19. JH Rationale continued • Compliments the notion of the Flexible Scheduling option for older students and fits well with the current “Freshman Transition” initiatives. • Freshman students will be strongly encouraged to take a full load of classes while older students would have more flexibility in customizing their schedule. • Allows Building principals to direct resources previously used for class coverage to more flexible funding options as this transitions into full implementation. • The math presented earlier for graduation requirement reduction is similar in this instance. • This will increase the capacity of our buildings by allowing older students with open periods who are responsible citizens to leave campus.

  20. JH Change Implementation • Develop an incentive program at the building level. • Clearly articulate and follow through when issues arise that compromise the safety of students and our ability to maintain a good relationship with our greater community. This means this is a privilege that can be revoked based on attendance, grades and/or discipline issues. • Develop talking points for parents/students about the change and steps taken when expectations are not met. In addition, provide plan for safety of students under the flexible scheduling plan. • Develop a student-led group to connect to the community to help resolve issues. • Partnership with Nutrition Services to provide more healthy, appealing choices for students, thus encouraging them to stay on campus.

  21. What’s Next: High School Scheduling? Manage schedule within funding means provided. Current rate of funding is 103% of operational revenue generated by State. • Maintain similar caseloads for high school teachers and comply with contract language given the reduction in staffing. • Create incentives and motivation for students in scheduling, academic performance and behavioral conduct. • Transition preparation for college expectations. • Maintain opportunity for each student to take as many as 8 classes and electives if desired. • Reduce summer school pay for credit system by allowing remediation within the daily schedule during the school year.

  22. What’s Next: High School Scheduling? • Structure: Expanding the day to offer a period before transportation arrives and a period after transportation leaves. (school offering classes 6:45 A.M. – 4:00 P.M.) • All schools will offer classes before the transportation window and after the transportation window. (7:45 A.M. – 3:00 P.M. is the window) • Many schools will be running the same schedule, a 9 period modified block.

  23. Sample Schedule (9 period modified block)

  24. Questions??

  25. Thank You

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