A Plan for Student Success : Oregon’s High School Diploma State Board of Education August 24, 2006

1. A Plan for Student Success:Oregon’s High School DiplomaState Board of EducationAugust 24, 2006

2. Jerry Berger, State Board of Education ChairA Case For Change

3. Board’s Diploma Discussion Highlights • August, 2005 • Board reviews high school diploma requirements • Current diploma does not adequately prepare students for post high school success. • Credit for proficiency should be an option. • September, 2005 • White Paper issued asking for public feedback. • January, 2006 • Reviewed comments on White Paper. • February, 2006 • Reviewed national research and examples of diploma requirements from other states. Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off

4. Board’s Diploma Discussion Highlights • March, 2006 • Narrowed focus on 7 key issues. • May, 2006 • Arrived at policy Leanings to present to the Field. • June, 2006 • Discussed general features of new diploma: Essential learning skills, Core content knowledge and skills, Increased student expectations Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off

5. Why are we here? • To ensure all views and perspectives are heard and understood. • To provide critical feedback on the Board’s policy Leanings. • To discuss potential opportunities and implications associated with policy Leanings. • To inform Board policy and deliberations. • Communication plan: • In the fall, more input will be solicited. • By December, Board will develop options to change the diploma. Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off

6. The Growing Case for Change • Global economy and workforce needs are changing. • Number of jobs requiring a college education is increasing. • Large number of Oregonians will need college degrees to fully meet their potential and participate in the economy. • In Oregon, 7 out of 10 of the hottest jobs require education beyond high school -- 40% of all new jobs will require at least an associate’s degree. Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off

7. The Growing Case for Change Requires Action • Nationally, 7 out of 10 high school students graduate without completing the courses needed to succeed in college or the workplace. • In the U.S., almost half of all those who go on to college (49.3%) require remedial courses. Students who take these courses are less likely to earn a college degree. • By the end of the decade, there will be a shortage of 12 million qualified workers for the fastest-growing jobs. Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off

8. Important Factor: Graduating from High School on Time • Nationwide, nearly 30% of high school students don’t graduate on time -- rates are much lower for disadvantaged minority students than for white & Asian students. • Without a high school diploma, students’ chances for success in college or the workplace are severely restricted. Source: Achieve

9. Duncan Wyse, State Board MemberFeatures of New Diploma

10. Mid-term Goals for Oregon

11. Long-term Goals for Oregon

12. What does this require from our schools, communities, and students? Each student needs to demonstrate the knowledge and skills necessary to transition successfully to their next steps: • advanced learning, • work, and • citizenship.

13. Students Must Be Ready for College and Work High school graduates need the same level of reading and math required for credit bearing entry-level college courses andworkforce training programs associated with family-wage jobs and the potential for career advancement. Source: ACT Ready for College and Ready for Work: Same or Different? May 2006

14. COMMUNITY COLLEGE CAREER SCHOOL WORKFORCE 4-YEAR COLLEGE/ UNIVERSITY MILITARY APPRENTICESHIP HIGH SCHOOL DIPLOMA Foundation for all next steps SECONDARY MIDDLE ELEMENTARY PRE-K

15. Design Assumptions for the New Diploma Requirements • All students need to and can meet high standards. • Diploma requirements set rigorous minimum standards for all students. • Students will reach minimum standards at different paces via different pathways. • Standards represent minimum, not maximum achievement; education systems must provide support for students to exceed minimum standards. • The student’s education plan personalizes learning for each student. • Students will have multiple ways to demonstrate proficiency.

16. New Design Elements • Proficiency-based diploma • Proficiency levels in “core” content standards and career-related learning standards • Proficiency in essential skills • Multiple assessments and pathways for measuring students’ work • Electronic transcript, including link to student plan and profile

17. Features of the New Diploma Requirements Required elements: • Credits in specific subject areas • Core knowledge and skills in core content areas such as Math, Science, Social Science, and Language Arts • Essential skills that cut across all content areas • Education plan and profile • Extended application standard • Career related learning standards and experiences as outlined by the student’s plan

18. High School Transcript • Education Plan and Profile • Essential Skills • Read and interpret a variety of texts • Write for a variety of purposes • Public speaking & presentation • Apply critical & analytical thinking • Creative and innovative thinking • Problem solving • Apply mathematics in a variety of settings • Apply scientific inquiry • Managing personal health & wellness • Collaborative decision making & teamwork • Civic and community responsibility • Global literacy • Financial literacy • Career-Related Learning Standards • Personal Management • Problem Solving • Communication • Teamwork • Employment Foundations • Career Development Credit Requirements English - 4 creditsPhysical Ed. – 1 credit • 1 Credit  1 Credit • 1 Credit • 1 Credit Health – 1 credit • 1 Credit  1 Credit Math – 3 creditsArts, Applied Arts, and • 1 Credit Second Language – 3 credits • 1 Credit  1 Credit • 1 Credit  1 Credit  1 Credit Science – 3 credits • 1 Credit Electives – 6 credits • 1 Credit 1 Credit • 1 Credit  1 Credit  1 Credit Social Sciences – 3 credits 1 Credit • 1 Credit  1 Credit • 1 Credit 1 Credit • 1 Credit Oregon Content Standard • Extended Application • Career-Related Learning Experiences         Total: 24 credits

19. High School Transcript:Jason Smith • Education Plan and Profile Industrial Technology focus • Essential Skills • Read and interpret a variety of texts • Write for a variety of purposes • Public speaking & presentation • Apply critical & analytical thinking • Creative and innovative thinking • Problem solving • Apply mathematics in a variety of settings • Apply scientific inquiry • Managing personal health & wellness • Collaborative decision making & teamwork • Civic and community responsibility • Global literacy • Financial literacy • Career-Related Learning Standards • Personal Management • Problem Solving • Communication • Teamwork • Employment Foundations • Career Development Credit Requirements English - 4 creditsPhysical Ed. – 1 credit • English 9  Fitness Management • English 10 • English 11 Health – 1 credit • English 12  Wellness Math – 3 creditsApplied Arts – 3 credits • Interactive Math 100*  Automotive Tech. I (3 cr) • Interactive Math 200* • Interactive Technical Math* * Includes standards in statistics, probability, and algebraic relationships Science – 3 creditsElectives – 6 credits • Integrated Science Exploring Auto. Tech. • Integrated Science Automotive Tech. II (2 cr) • Physical Science  Fundamentals of Electronics  Technology and Society Social Sciences – 3 credits Yearbook • Social Studies 9* (integrated) • Social Studies 10* • Adv. American History (AP) • *integrated History, Gov., Econ, Geography Oregon Content Standard • Extended Application • Career-Related Learning Experiences        Total: 24 credits 

20. High School Transcript: Lena Petrova • Education Plan and Profile Pre-Engineering Focus • Essential Skills • Read and interpret a variety of texts • Write for a variety of purposes • Public speaking & presentation • Apply critical & analytical thinking • Creative and innovative thinking • Problem solving • Apply mathematics in a variety of settings • Apply scientific inquiry • Managing personal health & wellness • Collaborative decision making & teamwork • Civic and community responsibility • Global literacy • Financial literacy • Career-Related Learning Standards • Personal Management • Problem Solving • Communication • Teamwork • Employment Foundations • Career Development Credit Requirements English - 4 creditsPhysical Ed. – 1 credit • English 9  Fitness Management • English 10 • Advanced English 11 Health – 1 credit • English Composition 12  Health and Wellness Math – 3 creditsSecond Language – 2 credits • Geometry  Japanese 1 • Algebra II  Japanese 2 • Pre-Calculus The Arts – 1 credit Science – 3 credits Sculpture • Physical Science • Chemistry Electives – 6 credits • Physics  AP Calculus  Drafting 1 Social Sciences – 3 credits Drafting 2 Social Studies 9 (integrated) Engineering Design and • Adv. Am. Gov./Econ Development • Politics & Gov. (AP) Engineering Graphics Adv.  Computer Science • Oregon Content Standard • Extended Application • Career-Related Learning Experiences          Total: 24 credits

21. Nikki Squire, 2005-06 (Former) State Board ChairAt LargeIssues

22. Board’s Key Diploma Leanings • Reading • Writing • Mathematics • Listening • Speaking • Reasoning • Critical Thinking • Scientific Inquiry • Personal Management • Problem Solving • Teamwork • Communication • Civic and Global Literacy • Financial Literacy • Technology 1.Demonstrate Proficiency in Essential Skills that are not unique to any one subject:

23. Board’s Key Diploma Leanings • Requiring school districts to award credit based on proficiency. • Identifying a set of “core” content standards in each subject area at each grade level. • All courses meeting the three credit requirement for mathematics should be at the Algebra 1 level or above. • Requiring a third credit of science – unsure how much should be a lab science.

24. Board’s Key Diploma Leanings • Should second language proficiency be required for a diploma? • A national college entrance exam such as SAT or ACT should be available to all students. • Raising the minimum GPA requirement in either core credits or total credits.

25. Issues To Be Addressed Today • Should all students be able to demonstrate a set of “essential skills” in order to graduate from high school? • The Oregon Legislature (2005) specified that three credits of math be required for a diploma beginning with the class of 2010. Which math credits should count toward a high school diploma? • All math classes count toward graduation • Courses meeting the diploma requirements should be at the Algebra 1 level or above

26. Issues To Be Addressed Today • The Board is considering requiring a third credit of science and requiring that at least two of the three credits be in a lab science. Should all students be required to take three credits in science? • What should be the appropriate balance between requirements and electives in the HS diploma?

27. WORKING AGREEMENTS • All perspectives and ideas add value; we need not always agree. • Make sure that everyone at the table has a chance to speak and be heard. • Manage your own personal needs. • Balance advocacy and inquiry in our discussions. • Keep the focus on the future rather than yesterday’s issues. • Cell phones off or silent; take cell phone calls out of the room.