Transcript Slide 1

2006-07 Diploma
Implementation Workshop
March 31-April 1, 2005
A Context for Change
Each student demonstrates the
knowledge and skills necessary
to transition successfully to their
next steps: advanced learning,
work, and citizenship
Oregon Sate Board of Education, 2004
How Well Does Your School Serve
Student?
Each

Do you know where your students go after high school?

What percentage of graduates from your school must take remedial
courses in college? What percentage of those finish college?

How many of the students who enter ninth grade graduate in four years?

How many students enroll in advanced courses in your school,
regardless of family income, race, or ethnicity?

How many classes at your school are lecture-driven?

Are the goals, strengths, and weaknesses of each student known by at
least one adult in your school?

Were you able to answer these questions and support the responses with
data?
Adapted from Breaking Ranks II, National Association for Secondary School Principals, 2004
“Have we done enough to reach and
engage each student who enters
our school system, regardless of
socioeconomic status, ability level,
or ethnic background?”
G. Tirozzi, National Association of Secondary
School Principals
A Framework for Change
tier vs. second tier
change
 First
 Creating
a culture of
commitment vs. compliance
Tony Wagner, Making the Grade: Reinventing America’s Schools, 2002
A Framework for Change
1. Understanding the global and local context

What are the important changes in our world that
impact students, families, and teaching and
learning?
2. Developing a “knowledge-generating” culture
of collaborative inquiry

Learn to work collaboratively, use critical inquiry,
use data
Tony Wagner, Making the Grade: Reinventing America’s Schools, 2002
A Framework for Change
3. Developing the competencies of teachers
and educational leaders

Collaborate, identify and solve problems and
initiate and assess more effective teaching
strategies
4. Creating the necessary conditions for
collaboration, teaching and learning

Allow more time for adult collaboration,
development of student-teacher relationships, and
more personalized learning
Understanding the Changing World

Changes in the Workplace

Changes in Our Understanding of the
Learning Process

Changes in the Requirements of Citizenship

Changes in Students’ Life Circumstances
Understanding the Changing World
1.
CHANGES IN THE WORK PLACE
What does the new “knowledge economy” mean?
 All Students: there is no such thing as unskilled work!

wages of high school grads have declined 70% in 20
years

many skills for work, citizenship, and college readiness
are now essentially the same
Tony Wagner, Harvard University
Skill Level Changes
Skilled
Unskilled
20%
15%
Unskilled
60%
Professional
20%
1950
Professional
20%
Skilled
65%
1997
National Summit on 21st Century Skills for 21st Century Jobs
“High schools today must meet
the dual challenge of preparing
all students to function at higher
levels and performing better for
those least well served.”
Hilary Pennington, Jobs for the Future
Accelerating Advancement in School and
Work
Family Wage Job Requirements = College Entrance
Requirements
Machine Operator
Eastman 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
Source: American Diploma Project, 2003
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
Understanding the Changing World
1.
CHANGES IN THE WORK PLACE (cont.)
What does the new “knowledge economy” mean?

New Skills:
Learning how to learn
Listening, oral & written communication
Problem solving & creative thinking
Teamwork & collaboration
Motivation & goal setting
Using technology, personal computers
Tony Wagner, Harvard University
“Knowledge and skills, schools and education
are critically imperative to the economic
growth in the 21st century, and to ensuring
that students can participate in and
contribute to an increasingly global and
multicultural world.”
National Commission on the High School Senior Year, 2001
Work/College Skills: What is Needed vs.
What is Taught
100%
80%
PAF Reality Check 2002-Percent giving high school grads “poor” or
“fair” ratings on:
73%75%
74%
69%
60%
72%
58%
63%65%
53%51%
49%
37%
curiosity
respect
40%
20%
0%
writing
work
habits
motivation basic math
skills
Employers
Professors
The “Basics” Perception Gap
100%
80%
77%
74%
66%
60%
39%
40%
33%
20%
0%
Students
Teachers
Parents
Employers
Professors
% saying a high school diploma means students have learned the basics (PAF
Reality Check 2000)
Work Readiness Perception Gap
100%
80%
60%
78%
67%
41%
40%
20%
0%
s
t
rs
rs
n
e
e
e
y
h
r
c
o
l
a
p
Pa
e
T
Em
% saying
students have
needed work
skills ("Where
Are We Now"
2003 PAF)
Survey of U.S. Manufacturers

80% report “Moderate to Serious”
shortage of qualified job candidates
(20% “Serious”)

For Hourly Workers



59% report “Poor Basic Employment Skills”
26% report “Inadequate Math Skills”
32% report “Poor Reading/Writing Scores”
National Association of Manufacturers, “Skills Gap 2001”
Small Businesses for
21st Century Workforce

1,000 respondents
place high value on




Verbal & written
communications
Math
Computer expertise
Interpersonal skills

Only one-third
satisfied with pool
of available
applicants
Second national “Voice from the Street” survey conducted for American
Express Small Business Services
“Gone forever are the days when a high school
graduate could go to work on an assembly
line and expect to earn a middle-class
standard of living. Students who leave high
school today without skills and unprepared
for further learning are unlikely to ever earn
enough to raise a family–let alone buy a
house. They are being sentenced to a
lifetime of poverty. A generation’s future is at
stake.”
Tony Wagner, Harvard University
What the Data Tell Us…
High School Completers (%)
National



Asian 79%
White 72%
African American & Hispanic 50%
Oregon
90.3%
90.8%
80.9% & 81.2%
US Students Who Graduate “College-Ready”



1 in 3 white & Asian students (37%)
1 in 5 African American students (20%)
1 in 6 Hispanic students (16%)
Source: Greene & Forster, “Public High School Graduation & College Readiness Rates in the US, Manhattan Institute
for Policy Research, 2003 http://www.manhattan-institute.org/ewp_03.pdf
Drop-Out Rate 2002-2003
Oregon
4.4% total
 3.6% White
 9.0% African-American
 9.1% Hispanic

Disconnect Between Students’ Aspirations
and High School Preparation
100
97
80
63
60
31
40
20
0
Aspire to attend Enroll in college Take minimum
college
credits required
for admissions
Source: NCES, The Condition of Education, 2000, p. 151.
Remediation at
Colleges & Universities

Any remedial reading
10.2%

No remedial reading, but more
than 2 other remedial courses
18.7%

No remedial reading, but 1
or 2 other remedial courses
20.4%
Total, some remedial
49.3%
Answers in the Tool Box by Clifford Adelman, June 1999
Most High School Grads Go On To
Postsecondary Within 2 Years
Entered Public 2-Year
Colleges
Entered 4-Year Colleges
Other Postsecondary
Total
26%
45%
4%
75%
Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to
Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.
College Freshmen Not Returning for
Sophomore Year
2-Year Colleges
45%
4-Year Colleges
26%
Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999
College Graduates by Age 24
Young People From
High Income
Families
Young People From
Low Income
Families
48%
7%
Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post
Secondary, 1997.
Understanding the Changing World
2. CHANGES IN OUR UNDERSTANDING OF THE
LEARNING PROCESS

Active Learning: “To understand is to invent”— Montessori,
Dewey, Piaget

Diverse Learning Styles—Howard Gardner

Brain Research

Contextual Learning

Exponential growth of information:
Memorizing facts vs. learning how to find, use, and apply
knowledge
Tony Wagner, Harvard University
Research on Student Engagement &
Motivation
“Research on motivation and engagement is
essential to understanding the challenges of school reform.
Improving meaningful learning depends on the ability of
educators to engage the imaginations of students – to involve
them in new realms of knowledge, building on what they already
know and believe, what they care about now, and what they
hope for in the future.”
Engaging Schools: Fostering High School Students’ Motivation to
Learn, National Research Council, Institute of Medicine, 2000
www.nap.edu
Understanding the Changing World
3. CHANGES IN THE REQUIREMENTS OF
CITIZENSHIP: CRITICAL THINKING, CIVIC
ENGAGEMENT, CIVILITY

Critical Thinking: Increasing complexity of issues

Civic Engagement: Need for active and informed
citizens

50% decline in voting & involvement in community
efforts
Tony Wagner, Harvard University
Understanding the Changing World
3. CHANGES IN THE REQUIREMENTS OF
CITIZENSHIP: CRITICAL THINKING, CIVIC
ENGAGEMENT, CIVILITY (cont.)

Civility: Importance of “Emotional Intelligence” or
people skills for work and citizenship

An increasingly multicultural society requires
understanding different perspectives and cultures

A more respectful dialogue is needed everywhere

Students say there is a lack of respect in schools—
only 41% say most of their teachers respect them
Tony Wagner, Harvard University
Understanding the Changing World
4. CHANGES IN STUDENTS’ LIFE
CIRCUMSTANCES
Diminished motivation to learn


Less fear and respect for authority

Fewer believe hard work = success = happiness

“Shopping Mall” culture = passive consumption &
instant gratification
Adults less present in students’ lives


Students spend as much time alone as with friends

Less than 5% of their time is spent with adults
Tony Wagner, Harvard University
Breaking Ranks II: Strategies for
Leading High School Reform
Core Recommendations

Collaborative Leadership and Professional
Learning Communities

Personalization and the School Environment

Curriculum, Instruction, and Assessment
National Association for Secondary School Principals, 2004
Breaking Ranks II: Strategies for
Leading High School Reform
Three Step Process
1.
Recognize the need
2.
Help others see the need to change
3.
Promote improved student performance
National Association for Secondary School Principals, 2004
The New 3 “R’s” for the 21st Century

RIGOR
Rigor is about increasing expectations and outcomes
for all students. It is the ability to do something with
what you know – to apply information in the search for
a solution to a problem or to create new knowledge.
Students are deeply engaged in thought, critical
analysis, debate, research, synthesis, problemsolving, and reflection.
The New 3 “R’s” for the 21st Century

RELEVANCE
The curriculum has to be both challenging and
engaging. Learning is a process that occurs
best when what is being learned is relevant
and meaningful to the student.

RELATIONSHIPS
Students need connections to caring adults in
order to be motivated to master academically
rigorous, relevant curriculum. Respect and
trust built from strong relationships are key to
student learning and success.
It’s about
Academic
Standards
RIGOR
Extended Application
Career-Related Learning
Experiences
Career-Related
Knowledge &
Personalized
Skills
Learning
RELEVANCE
Education Plan
and Profile
RELATIONSHIPS
for each
student’s success
Comprehensive Guidance and Counseling
GOAL: Each student demonstrates the knowledge and skills necessary to transition
successfully to their next steps: advanced learning, work, and citizenship.
2006-2007 OREGON
DIPLOMA
Participate in
career-related
learning experiences
in school, the workplace
and/or community

 Demonstrate
extended application
of knowledge & skills
 Develop an

Earn credits in:
Language Arts
Mathematics
Science
Social Sciences
Applied Arts, Fine Arts, or
Second Language
 PE & Health Education
 Electives
education plan
and build an
education profile
Demonstrate
career-related
knowledge & skills:

 Personal management
Teamwork
 Problem solving
 Communications
 Employment foundations
 Career development