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 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)

Demographics

       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

    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

Challenges

    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

       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

       8 th 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

    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)

Cohort A: 2004-2007 Classroom instruction, large and small group activities and individual planning:  Academic preparation    Career development Personal/social development Community involvement Advisories Educational planning

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

 Middle school preparation   Advisories – 7 th grade Career-Related Learning class – 8 th 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

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

Achievement in the

core

  English Reading   Math Science  Social studies Measured through:  Statewide assessment    PSAT SAT, ACT ASVAB subjects:

Student Achievement

Achievement in the

stretch

 AP classes   College articulated courses Senior Seminar Measured through:   subjects: Credits earned from college AP scores   SAT  SAT II subject area scores ACT

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

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

    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

     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