New High School Diploma Requirements. State Board Goal Each student will demonstrate the knowledge...
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Transcript of New High School Diploma Requirements. State Board Goal Each student will demonstrate the knowledge...
New High School Diploma Requirements
State Board Goal
Each student will demonstrate the
knowledge and skills necessary to
transition successfully to their next steps: advanced learning work, and citizenship
The world continues to change rapidly
and the educational system must respond to ensure that each and
every student is prepared to meet the demands of the 21st century.
The Case for Change
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
Nationally, 7 out of 10 high school students graduate without completing the courses needed to succeed in college or the workplace
Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off
The Case for Change
Employers (42%) rate high school graduates as “deficient” in their overall preparation: writing (72%) reading (38%) mathematics (53%) professionalism/work ethic (70%) critical thinking/problem solving (69%)
Source: Are they really ready to work? Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21st Century U.S. workforce, 2006
The Case for Change
The Case for Change Global economy and workforce
needs are changing; today’s world demands 21st century skills be acquired by all students
Number of jobs requiring a college education is increasing
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
By the end of the decade, there will be a shortage of 12 million qualified workers for the fastest-growing jobs
Large number of Oregonians will need college degrees to fully meet their potential and participate in the economy
Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off
The Case for Change
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 and workforce 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
College Algebra
Required Skills:Add, subtract, multiply, divide and simplify rational expressions
Understand functional notation
Solve systems of two linear equations in two variables
Solve quadratic equations in one variable
Graph a linear equation and quadratic function
Determine the perimeter and the circumference of geometric shapes
Represent geometric objects and figures algebraically
Family Wage Job Requirements = College Entrance Requirements
Source: American Diploma Project, 2003
Machine OperatorEastman Chemical Company
Required Skills:Calculate and apply ratios, proportions and percentages to solve problems
Add, subtract, multiply, divide and simplify rational expressions
Recognize and solve problems using a linear equation and one variable
Apply principals in equations involving measurements
Determine the perimeter and the circumference of geometric shapes
Technical Jobs Require High-Level Skills
Examples:
Iron Workers Recommended: Algebra, Geometry and Physics
Electricians Recommended: Algebra, Geometry, Trigonometry and Physics
Sheet Metal Workers Recommended: Algebra, Geometry, Trigonometry and technical
reading Four or five years of apprenticeship
Draftsmen Recommended: Geometry and Trigonometry Draftsmen may wish to seek additional study in mathematics and
computer-aided design to keep up with technological progress within the industry
Sources: American Diploma Project, 2002; The Associated General Contractors of America (AGC) http://www.agc.org/page.ww?section=About+AGC&name=About+AGC.
HIGH SCHOOL DIPLOMA
The foundation for all
next steps after high school…COMMUNITY COLLEGE4-YEAR COLLEGE/UNIVERSITYWORKFORCEAPPRENTICESHIPSCAREER SCHOOLMILITARYENTREPRENUERSHIP
Diploma Guiding Principles
Be flexible and student-centered; the student education plan and profile should guide student choices.
Allow—indeed encourage—students to meet diploma requirements at their own pace, whether that be faster or slower than traditionally scheduled course length.
Ensure that students will get the resources needed to meet the new, higher standards, whether that takes the form of after-school opportunities, tutoring, summer classes, or focused classes and ensure that additional funding is available to support these services.
Diploma Guiding Principles
Award credits on the basis of proficiency rather than seat time. This principle will take a few years to implement in practice but should be pursued assertively.
Provide students opportunities to demonstrate proficiency through multiple pathways and assessments.
Encourage students to excel beyond minimum standards and support them in that endeavor.
Diploma Guiding Principles
Phase-in changes at a rate that allows schools enough time to allow teachers to gain any additional skills that the new requirements may demand.
Continue work to align standards from grade to grade and from high school to post-secondary options.
Oregon Diploma Requirements
Credit Requirements 24 total credits minimum Standards-based May be met through a variety of courses and
experiences Students may earn credit by
demonstrating proficiency based on content standards
Essential Skills Personalization
Subject 2007Credits
2010 2012 2014
English/Language Arts
3 4 4 4
Mathematics 2 3 3 3 All at Algebra I level and above
Science 2 2 3 Inquiry-based
3 Inquiry-based
Social Sciences 3 3 3 3
Physical Education 1 1 1 1
Health 1 1 1 1
Second Language
1 1 3 3Arts
Career & Technical Education (CTE)
Electives 9 9 6 6
Total Credits 22 24 24 24
Credit Requirements and Phase-In
Oregon Diploma Essential Skills Requirement
Students must demonstrate proficiency in these essential skills: Read and interpret a variety of texts Write for a variety of purposes Speak and present publicly Apply mathematics in a variety of settings Use technology Think critically and analytically Demonstrate civic and community engagement Demonstrate global literacy
Oregon Diploma Personalization Requirements (2007)
Education Plan and Profile: develop a plan to meet graduation requirements connected to post-high school goals and document progress
Career-Related Learning Standards: demonstrate personal management, problem solving, communication, teamwork, employment foundations, and career development
Career-Related Learning Experiences: connect classroom learning with real life experiences in the workplace and community
Extended Application: apply and extend knowledge in new and complex situations related to personal and career interests and post-high school goals through critical thinking, problem solving, or inquiry in real world contexts
Students with Disabilities
All students given access to the Oregon diploma
Supports for learning Accommodations and options for
students who cannot meet the requirements due disabilities
Stakeholder Engagement Through Task Forces
Five Diploma Implementation Task Forces Implementation Advisory TF Essential Skills TF Standards and Assessment TF Credit for Proficiency TF Cost/Capacity TF
Stakeholder groups participation in task forces, including special education, ELL and others
HB 2848 Enrolled
Modified Diploma Alternative Certificates Participation in Graduation
Ceremonies Further Education to Achieve
High School Diploma Not Identified as Special
Education Summary of Performance
Modified Diploma Requires districts to award a modified
diploma if the student meets requirements established by the State Board of Education.
The school district shall award a modified diploma to a student who has:
demonstrated the inability to meet the full set of academic content standards;
a documented history of an inability to maintain grade level achievement;
significant learning and instructional barriers or a medical condition that creates a barrier to success
Alternative Certificates
The Bill requires districts to award alternative certificates to students not obtaining a high school diploma or a modified high school diploma if the student meets requirements established by the school district board of education.
Participation in Graduation Ceremonies
Students receiving a modified diploma or certificate of completion must have the option to participate with other students in their class in high school graduation ceremonies.
Further Education to Achieve High School Diploma
This Bill clarifies that students with disabilities who have received a modified diploma or alternative certificate have the right to additional education in order to receive a high school diploma.
Not Identified as Special Education
The school district may not identify special education students that have completed program requirements as a child with as a disability, that is, a modified diploma is not a special education diploma.
Summary of Performance
A school district shall give a student with a disability on an individualized education program, a summary of performance when the student completes high school.
Timelines
This bill applies to students that will receive a diploma from a school district on or after July 1, 2009.
This bill applies to charter schools that obtained their charter prior to July 1, 2009.
School districts and charter schools shall make modified diplomas and certificates of attendance available for the 2008-2009 school year.
Notification
The State Board must establish OARs related to modified diploma criteria.
Some districts already have a modified diploma program; however, the criteria for those programs are inconsistent across the state. Those districts must use the criteria established by the State Board in the 2008-09 school year.
Some districts also have an alternative certificate; however, the criteria for those certificates are inconsistent across the state. Districts are free to use their own criteria for alternative certificates.
