We will take roll call of host ESD’s at 2:45
85
1 1.We will take roll call of host ESD’s at 2:45 2.Do you need help now? Call Enterprise Network Services at 503- 378-6382 or [email protected] 3. Is your microphone on? Turn off your microphone after connection is made 4.Want your questions addressed and you aren’t at a Host ESD? Contact [email protected] or 503-378-3600, ext. 2298 WELCOME TO PK-16 Resources for Student Success November 5, 2003, 3:00-4:30 PST
description
WELCOME TO PK-16 Resources for Student Success November 5, 2003, 3:00-4:30 PST. We will take roll call of host ESD’s at 2:45 Do you need help now? Call Enterprise Network Services at 503-378-6382 or [email protected] - PowerPoint PPT Presentation
Transcript of We will take roll call of host ESD’s at 2:45
1
1.We will take roll call of host ESD’s at 2:45
2.Do you need help now? Call Enterprise Network Services at 503-378-6382 or [email protected]
3. Is your microphone on? Turn off your microphone after connection is made
4.Want your questions addressed and you aren’t at a Host ESD? Contact [email protected] or 503-378-3600, ext. 2298
WELCOME TO PK-16 Resources for Student
SuccessNovember 5, 2003, 3:00-4:30 PST
2
Resources for Student Success: PK-16
Today’s Focus: Middle and High School
Improvement
4
Please verify that your microphone is turned OFF
5
Today’s Format Rigor, Relevance, and Relationships
High Quality Teachers
Every Student Successful
Connecting with Partners
News Highlights
6
eJournal Supports this videoconference
E-mail contact information for each presenter
Links to related resources
www.ode.state.or.us/cifs/video
7
Rigor, Relevance, and Relationships
Vickie FlemingAssistant Superintendent of Instructional Services
503-378-3600 Ext. 2224
9
Pat Burk, Deputy of Education [email protected] 503-378-3600, ext. 2222
Full Discussion at www.ode.state.or.us/elearning/
Vickie Chamberlain,Executive Director, [email protected]
Excerpt
10
School Accountability to Parents: Parent Notification
Schools that receive funds under Title 1, Part A, must provide timely notice to a parent whose child had been assigned to, or taught for four or more weeks, by a teacher who is not “highly qualified”
11
What are “core content areas” ELA, including Reading and Speech
Mathematics Science The Arts (Visual Arts, Music and Drama)
12
What are “core content areas”
Second languages (if the state has endorsement available)
Social Science (geography, history, civics/government, economics)
13
Teacher Quality Goal
100% of classes in core academic classes are taught by “High Qualified” teachers by the end of the 2005-06 school year.
14
What is a “highly qualified” teacher?
Bachelor’s degree
Full state certification (subsumes bachelor's degree)
Demonstrated subject matter competence
15
Licenses that are considered “highly qualified”
Basic Initial Standard Continuing
Five Year Preliminary NCLB Alternative
16
Special Education Resource Room TeacherA special education resource room teacher does not need to meet the federal content
requirements if they are supplementing the instruction
of a core content teacher.
17
Qualified Paraprofessionals
Title 1 paraprofessionals with instructional duties must have:
Associates degree or higher OR
72 quarter (48 semester) hours of post-secondary coursework OR
Passed a rigorous local assessment
18
ResourcesNew Federal Guidance: www.ed.gov/programs/ teacherqual/guidance.doc
Teacher Standards and Practices Commission (TSPC): www.tspc.state.or.us/ div100.htm
19
Highly Qualified Teachers – Auditing Teachers Licenses
Vickie ChamberlainExecutive Director, TSPC
(503) 378 - 3586
20
High Quality Teachers – Federal Funds
Pat BurkDeputy of Education
Policy
503-378-3600 Ext. 2222
21
Theresa LevySchool ImprovementEducation Specialist
[email protected] 503-378-3600, ext. 2239
Every student successful in secondary school and
beyond
22
Education Plan & Profile
Career-Related
Knowledge & Skills
Extended Application
NEW DIPLOMA REQUIREMENTS
Existing academic & elective credit
Career-Related Learning
Experiences
23
Education Plan & Profile
PlanPersonal, academic, and career
interests and goalsGuides learning and preparation
for next stepsProfileDocuments progress &
achievement
24
Apply and extend academic and career-related knowledge and skills
Appropriate to personal and career interests and post-high school goals
Extended Application
25
Personal ManagementProblem Solving Communication
Teamwork
Employment Foundations
Career Development
Career-Related Knowledge and Skills
26
Career-Related Learning Experiences
e.g. internships, service learning, mentorship's, field-based
investigations, school-based enterprises, student leadership
activities, project-based learning…
Connects classroom learning with real life experiences in school, community, and/or workplace
27
Timelines
New diploma requirements
Students graduating in 2006- 2007
CAM
Programs in place to award CAM by September 2008 (HB2744)
28
Resources
ODE Website
www.ode.state.or.us/cimcam
29
Every student successful at secondary and beyond
Julie AndersonSusan KosmalaTheresa LevyJune Tremain
30
June TremainHuman Resources
Career Guidance Specialist
[email protected] 503-378-3600, ext. 2238
Comprehensive Counseling and Guidance Framework
Oregon’s Framework for Comprehensive Guidance and Counseling Programs Pre-Kindergarten through
Twelfth Grade
http://www.ode.state.or.us/cimcam/index.htm
Framework Purpose
Assist districts in the development and implementation of CGCP
•Concepts and components•Implementation steps•Continuous improvement
Comprehensive Guidance and Counseling Program PreK-12
• Each district in Oregon is expected to have a comprehensive guidance and counseling program PreK-12
• OAR 581-022-1510 (adopted 1996)OAR 581-022-1120 (amended March 2002)OAR 581-022-1130 (amended March 2002)
ASSUMPTIONS1. Integral to total educational
program2. Comprehensive, systematic, and
collaborative delivery system3. Address developmental needs
PreK-124. Students are provided services
needed to achieve success5. Support individual achievement of
CIM/CAM and diploma
DEVELOPMENTALDOMAINS
•Learning to Learn – Academic
•Learning to Work – Career•Learning to Live –
Personal/Social•Learning to Contribute –
Community Involvement
Student Outcomes• The Framework adds no new CGC
standards, rather supports student achievement of:
• Academic Content Standards• Education Plan and Profile• Career-Related Learning Standards• Application Standards• Career and Life Role Common Curriculum Goals and Indicators (determined by school districts)
37
Susan Kosmala
Education Specialist
[email protected] 503-378-3600, ext. 2286
Successful Transitions
38
http://www.apa.org/ppo/issues/peccles.html
Successful Transitions
39
Julie AndersonEnglish/Language Arts Curriculum Specialist
[email protected], ext 2294
Importance of vocabulary/ literacy for student success
40
Every Student Succeeding at Secondary and Beyond
A student’s skill level in »Reading, »Writing, and »Speaking
impacts that student’s post secondary opportunities and options.
41
Salam NoorAssociate Superintendent
Office of Curriculum, Instruction, and Professional Technical Education
[email protected], ext. 2232
Connecting with partners to support students
42
Connecting with Partnersto Support Students
Partners at the state and local level help provide students with opportunities leading to:
• increased academic achievement • better understand of options in the
transition from high school to next steps
43
Christine TellOregon University System
Director, PASS and GEAR UP
PASS and GEAR UP LADDER PK-16: A model
for linking assessment data
44
Three simple things you can do
It’s not too early to start thinking about your future--and what you can to do prepare for college.
First, learn to work with others--colleges value community-based skills.
45
What colleges look for
• Second, let your interests and goals be your guide. Learn as much as you can about the things you’re interested in. If possible, find an adult who works in the area you’d like to be in.
46
Your future is in your hands
• Third, get ready for college by meeting the standards in reading, writing, math, and science. Good work habits will help you achieve your dreams.
47
Gear Up • Federal grant supported network with
16 school clusters (with 1+ middle, high and OUS/postsecondary institution)
• Goal – To ensure that Oregon’s low income middle and high school students are prepared for, pursue and succeed in postsecondary ed.
• To provide meaningful academic enrichment activities that result in systemic school improvement.
48
Provides --• Scholarships for Gear Up Students• Professional development for teachers• Outreach and college partnerships
(mentoring, tutoring, visits, advising, exposure to areas of study—engineering)
• Community & Parent Involvement• Student Academic Development
Contact:www.ous.edu/gearup
49
PASS• Admission to an OUS university, students will
need to demonstrate their knowledge and skill in six academic content areas: – English,– mathematics, – science, – second languages, – visual and performing arts, and – social science.
• For details of standards for entry into OUS institutions see www.ous.edu/pass
50
The First Year Study-What We Learned---OUS & CC’s
• Standards do count—”The better you do the better you do.”
– Of the 34% of students who entered OUS in 2001, met GPA req. but not 10th grade benchmark in MTH, GPAs were 2.12-2.36 (Of the 66% who did meet or exceed MTH standard their OUS GPA was 2.6-3.14.)
– College students with 1st year GPA’s this far below 2.5 have only a 40% probability of graduating 6 years later.
51
Lesson—Continue to prepare
•Don’t waste the senior year.•What they can do…
52
Elaine Yandle-Roth
[email protected], ext. 367
Connecting secondary schools with community
college
Community College Instruction Specialist
53
Community College Workforce Development•Oregon Youth Conservation
Corp•WIA Youth•Youth Development/Youth
Summit•Community College’s serving
13-18 year old youth
54
All CC’s have partnerships with their local high schools
•High School completions (alternative high school experiences)
•GED preparation programs•2+2/ TP courses and
articulation agreements•LDC courses (HS or @ cc)
55
A look at 00-01• 29,000+ students ages 13-18• All areas of college mission
(community service to workforce enhancement)
• 36% were developmental courses• 34% were in lower division courses• 19% were in PT courses
56
Concurrently Enrolled Students During 2001-02 •10,823 students in
professional technical courses•10,240 in lower division
courses•>21,000 students
57
Cynthia RisanDirector, Mid-Willamette Education Consortium
http://www.mwec.org
Connecting secondary schools with community
college
58
Making the Connections
Cynthia Risan, Director
59
An alliance of Marion, Polk & Yamhill county high schools, Willamette Education Service District, youth serving organizations, and Chemeketa Community College developing career related learning opportunities for students, supporting professional development & continuous program improvement.
Mid-Willamette Education Consortium
60
Regional implementation….
Yamhill
Polk Marion
Oregon’s Educational Act for the 21st Century
Carl Perkins ActWorkforce Investment Act
College Credit Now!
61
Carl Perkins Vocational & Technical Education Act
Four Areas of Focus
Academic Standards
Integration of academic, professional technical instruction
Link secondary and postsecondary education
Improve professional and technical education programs
62
Workforce Investment Act
Four Areas of Focus:
• Education
• Employment
• Leadership Development
• Supportive Services
63
Legislative Intent….
Education Workforce
Personalized Planning Education Plan Individual Service Plan
Raising Academic Achievement CIM Standards Basic Skills
Insuring Employability Career Learning Work Readiness
Skills for the 21st Century Workplace PTE Occupational Skills
64
References….
www.jff.org/pressreleases/www.earlycolleges.org/Download/transforminghs.pdfwww.earlycolleges.org/Research.htmlwww.edweek.org/ew/newstory.cfm?slug=06gates.h21Career Pathways Report, 1-31-02Career Tech Update, 3-25-02League of Innovation in the Community College
www.mwec.org
Mid-Willamette Education ConsortiumChemeketa Community CollegePO Box 14007, Bldg. 50 Rm. 156
Salem, Oregon 97309 (503) 399-5239
65
Oregon Commission on Children and Families
Partnership of citizens and professionals working together to improve the lives of children and families in Oregon’s local communities:
–Comprehensive planning–Systems integrity–Leadership in early childhood
66
Directory of Local Commissions
www.ccf.state.or.us/pageoccf.html
67
Community Liaison, Department of Children and Families for Marion
County
Cathy Crocker
69
24/7 Professional Development Video Streaming
•No Child Left Behind
•Highly Qualified Teachers
October – November Features•Adequate
Yearly Progress
•Service Learning
70
www.ode.state.or.us/elearning/
Camille [email protected], ext. 4433
24/7 Professional Development Video Streaming
71
Troops to Teachers can help fill your teacher vacancies
www.proudtoserveagain.com
Contact: Karyn Phillips
503-378-3600, ext. 2215
72
AP and IB Fee Reimbursement & More Opportunities
Andrea [email protected]
503-378-3600, ext. 2289
http://www.ode.state.or.us/cifs/grants/
73
Oregon American Indian Alaska Native
Education State Plan
http://www.ode.state.or.us/iasa/t7/
indedstateplan03.pdf
Brad [email protected], ext. 2712
74
Dynamic Indicators of Basic Early Literacy Skills
Free to all Oregon K-3 Classrooms
Contact:Julie Anderson or Russ Sweet
http://dibels.uoregon.edu/
75
Contact:Colleen Mileham
www.ode.state.or.us/cimcam
CAM Assessment Pilot Project Draft
Career-Related Learning Standards and Extended Application Standards
Implementation Guide
Draft
76
Elimination of Mercury in Oregon Schools OAR 581-021-0021Making your classrooms and laboratories
less toxic and mercury free
November 17, 200310am to 1 pm PSTUS EPA Web Cast
General Information and Registration:http://www.mercuryinschools.uwex.edu
Videocast: http://videocast.nih.gov
77
Scientific Inquiry Professional Development
Kathleen [email protected]
503-378-3600, ext. 2288
November 15th – SalemJanuary 24th – PortlandJanuary 31st – PendletonJuly 28-30 McMinnville
78
Scientific Inquiry Work Sample Requirement
Implementation Phase-In Schedule
Leslie Philipsleslie [email protected], ext. 2317
www.ode.state.or.us/asmt/science
Required for this year’s sophomores
79
Short success stories neededHealth Education
•Examples of building local and community partnerships. •Success stories will be posted on the “Healthy Kids Learn Better” website.
Jessica [email protected]
503-378-3600, x 4425Healthykidslearnbetter.org
80
•November 18th – Hillsboro•December 4th – La Grande•December 16th - Eugene
Cultural Competency Trainings Health Education
Jessica [email protected]
503-378-3600, x 4425Healthykidslearnbetter.org
81
August 9-13, 2004, in Newport•For school nurses, counselors, nutrition service personnel, health and physical educators. •Skill-based workshops promoting the physical, social and emotional health of youth.
Safe and Healthy Student’s Institute Health Education
Jessica [email protected]
503-378-3600, x 4425
82
Changes to HIV/AIDS, Hepatitis B/C Education Law
OAR 581-22-1440
Brad [email protected], ext. 2712
www.ode.state.or.us/supportservices/memos/2003_4/003_4.htm
83
•School Safety•Participation of Students with disabilities in Statewide Assessment•IDEA Eligibility•Special Education and Early Intervention•Report Card and NCLB•English Language Proficiency Testing
Recent Numbered Memorandums
85
Resources for Student Success
Next VideoconferenceJanuary 20th and 21st
Literacywww.ode.state.or.us/
cifs/video
![Menu 2015.pdfRM12 [N] Dishes with nuts ohol Sushi Roll + SPICY SEAFOOD ROLL + DRAGON ROLL IA) DEEP-FRIED SOFT SHELL CRAB ROLL CALIFORNIA ROLL SALMON SKIN ROLL IA) UNAGI ROLL RM47 RM53](https://static.fdocuments.us/doc/165x107/5ed75f27acc46829cb3402b3/menu-2015pdf-rm12-n-dishes-with-nuts-ohol-sushi-roll-spicy-seafood-roll-dragon.jpg)
