Transcript Slide 1

OH NO, You Can’t Go!
Improving Graduation Rates through
Regional Career and Technical Education Centers
A presentation from
 New Hampshire Department of Education,
Career Development Bureau and Office of High
School Redesign.
 Susan Randall & Virginia Irwin
with support from Paul K. Leather
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First Off, Resource Materials!
 New Hampshire’s Vision for Redesign: Moving From
High Schools to Learning Communities
 Senate Bill 18: Raising the Compulsory Age of Public
Education in NH from 16 to 18
 CPPOSs
 Individualized Learning Plan Model
 Student Passports
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OUTLINE
 Follow the Child Initiative
 High School Redesign
 Minimum Standards
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Local Board Policies
Personalization for All
Extended Learning Opportunities
Competency Assessment and High
School Credits
 Alternative Education
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Follow The Child
Commissioner Lyonel Tracy’s initiative to
follow the
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personal,
social,
physical and
academic
needs of each NH student, pre-K
through high school graduation.
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High School Redesign:
The following broad frameworks and initiatives
are on-going to address students at risk of
dropping out as a larger strategy to make
NH High Schools more effective in
addressing 21st Century learning needs:
 New Hampshire’s Vision for Redesign: Moving
from High Schools to Learning Communities
 Apex II
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 Statewide Literacy Plan & Statewide
Numeracy Plan
 Extended Learning Opportunities
 Time flexibility
 School Improvement Efforts
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Underlying Principles of New
Hampshire’s Vision of HS Redesign
 Follow The Child, which is really
about the moral imperative to
address each child’s needs in a
personalized way, keeping good and
accurate data regarding their
progress
 Students as Active Learners
 Choices and Flexibility for Where and
When Learning occurs
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Underlying Principles of New
Hampshire’s Vision of HS Redesign
cont.
 Personalization
 High Standards
 Engagement & Active Learning
 Empowered Educators
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The Process
 Before we get into the heart of the
presentation, let us show you how we
are addressing the many issues
associated with increasing the
minimum age for compulsory
education:
 http://www.metacafe.com/watch/663
47/cat_herding/
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NH’s Minimum Standards for School
Approval
The Standards include a number of innovative
and forward-thinking changes that support
a competency-based and personalized high
school – learning community system
including:
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greater flexibility in developing a school calendar based on
hours, rather than days,
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harnessing of local resources, encouraging schools to forge
beyond current resources to partner with their wider
community for the benefit of students,
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Minimum Standards
cont.
 distance learning and the use of technology in
learning
 personalized learning and personalized learning
strategies to address the learning styles, strengths,
interests, and needs of each student, based on local
policy, and
 extended learning opportunities for credit towards
graduation upon demonstration of competency
acquired,
 transition from Carnegie unit-based grading to credit
based on competency demonstration by the 20082009 school year.
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Mean task input as percentiles of the 1960 task distribution
How the demand for skills has changed
Economy-wide measures of routine and non-routine task input
(US)
Routine manual
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Nonroutine manual
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Routine cognitive
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Nonroutine analytic
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1960
1970
(Levy and Murnane)
1980
1990
2002
Nonroutine interactive
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Deciding What to Assess
 Looking back at what students were
expected to have learned
 Or
 Looking ahead to how well they can
extrapolate from what they have learned
and apply their knowledge and skills in
novel settings
 For PISA, the OECD countries choose the latter
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Rigor/Relevance and
Personalization
High Rigor/Relevance
(College/Industry-normed performance
expectations)
College Economics
Class
Low
Personalization
Credit Recovery
after school or
(class structure,
little differentiation) Summer school
class
Internship ~ Governor’s
Office legislative affairs—
(credit tied to competency
attainment)
High
Job/internship
local store—no
connection to
class
expectation
Personalization
(individualized
planning and
student centered
learning)
Low Rigor/Relevance
(HS general ed classes)
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Pyramid of Service Based on Need,
(DuFour & DuFour)
Out of
District
Placement
Out-of-School Programs:
Adult High School, GED
Prep., Off site Programs, etc.
In-School Programs for kids at risk: Literacy
Programs, dropout prevention, Special Education, etc.
Improving education for all kids: HS Redesign, APEX II,
Raising the compulsory age of education, etc.
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Extended Learning Opportunities
 A voluntary section of the State
School Approval Rules
 Allows students to earn credit
towards graduation outside of
traditional classrooms
 Requires Qualified Educator Oversight
 Underpins the language of SB 18
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Reading, ‘Riting, & ‘Rithmatic!
 Statewide Literacy Plan
 toolkit on adolescent literacy strategies
to support school districts to focus on
literacy across the academic disciplines.
 Statewide Numeracy Plan
 to be developed this year in a process
parallel to the Literacy Plan completed
last year.
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Time Flexibility
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The school approval rules also contain a
requirement that all high school courses be
measured by the mastery of course level
competencies as a means to earn credit
towards graduation. This rule will allow
schools and students to be more flexible
with time regarding the completion of these
courses.
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Time Flexibility
cont.
 This, in turn, will allow for the use of
after school, out of school, and
summer school programs and credit
recovery efforts to support credit
attainment for struggling students.
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School Improvement Efforts
The DOE is providing a variety of supports to
schools in need of improvement, using both
federal, state, and private resources, that will
assist schools to implement ideas and
strategies discussed in the High School Vision
document. For example:
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Supports designed for schools and districts in
corrective action
Response to Intervention (RTI) efforts and resources
Transition Community of Practice (Special Ed and VR)
A cadre of school improvement coaches in English
Language Arts and Mathematics have been
contracted to provide direct, on-site assistance.
CACES Competency Assessment Model - piloted with
High Schools across the state.
Grant Application for pilot to support school districts
in the use of Follow The Child Principles, ELOs, &
Competency Assessment in alternative settings.
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Senate Bill 18
 Compulsory Attendance raised from 16
to 18
 Exemptions:
 Home Education
 GED Certificate
 Graduate
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 Private School
 Waiver from Superintendent:
 Alternative Learning Plan in place or
 Excused from school due to physical or
mental challenge, or
 Due to mutual agreement between parent
and school authorities
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Alternative Learning Plans
 Age appropriate academic rigor
 May be made up of Extended Learning
Opportunities
 Developed by pupil, guidance
counselor, principal, and parent
 Approved by Superintendent
 May be appealed to the Local and
State Board of Education
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GED Option
 The New Hampshire Department of
Education has been approved as a GED
Option State. This designation allows high
schools to provide GED instruction to
students who are at least one grade level
behind their entering high school class and
have at least an 8th grade reading level.
Students in these programs would not have
to drop out of school in order to take the
GED test.
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$4.5 Million for Dropout
Prevention * New Funding
 Six Person State Dropout Prevention and
Recovery Council oversees these monies
 Districts were found to have a wide range
of needs for at risk students.
 Plan: To Create A REGIONAL, STATEWIDE System of Dropout Prevention.
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 Adult Ed RFP Twenty-three Adult High School
Grants have been approved. This includes three
new sites that will be in Sanborn Regional,
Kennett, and Lisbon High Schools. ($500,000)
 Special Education Adult HS funding Monies
will be released based on numbers of students in
Adult High Schools needing special services,
based on dropouts who are/were coded Special
Education. ($1.5 million)*
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 Expanded Tuition & Transportation funding
Amendments were made to Tuition and Transportation
monies to expand the coverage of T&T to include not
only Career & Technical Education programming, but
also Adult High School and Alternative programs.
Programs that would not be eligible for this funding
are private and parochial schools. Students identified
as at risk will now be able to attend Alternative
Programs that allow for a variety of educational
options that lead to graduation at regional centers, or
at locations determined by the district. A guidance
document on this expanded funding will be released
shortly. ($900,000) *
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Alternative Education Grants
 Three sources of funds:
 State Alternative - $2.1 million
(through6/09)*
 WIA Title II Youth $1.6 million annually
 State Dropout Funds - $350,000
annually
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Schools that received funding are
using their money to:
 Expand Alternative Education programs
 Purchase Plato credit recovery system
 Hire a District level dropout Prevention and Recovery
Consultant
 NH-JAG
 Additional CTE courses
 Expand coursework into afternoons and evenings
 Hire a PBIS/RENEW facilitator
 Expand theAdult Education Center
 Hire a Social Worker/Outreach Counselor
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Extended Learning Opportunities
 A voluntary section of the State
School Approval Rules
 Allows students to earn credit
towards graduation outside of
traditional classrooms
 Requires Qualified Educator Oversight
 Underpins the language of SB 18
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Longer Term Initiatives
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Follow The Child Coordinator in every district
Amend Truancy Laws
State Diploma System
Work with DHHS and Corrections services to
better support students at risk:
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Drug/Alcohol Abuse
Community Mental Health Services
DCYS
Juvenile Justice Services including YDC
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Recommended Changed in Statutes
and State Rules
 Strengthening Truancy law and rules
 Currently being proposed as legislative study
committee
 Establish a State Diploma
 Allow Foster Children to remain in school of
residence through senior year
 No wrong door policy with various DHHS
programs and services
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Getting to 0%
 We project out over 5 years the
overall impact, and believe that with
the expansion of Adult High School,
GED Options and expanded
Alternative Education Programs that
over time, we will see the dropout
rate decline to 0%.....with CAVEATS
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 Continued funding of dropout
programs.
 More than one program may serve
the same “at risk” student
 Services need to be expanded to
address the needs of younger
students i.e. math, reading,
alternative education and Career and
Technical Education
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Links
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Extended Learning Opportunities
http://www.ed.state.nh.us/education/doe/organization/adultlearning/Suppo
rtingStudentSuccessThroughExtendedLearningOpportunities.htm
New Hampshire’s Vision for High School Redesign
http://www.ed.state.nh.us/education/doe/organization/adultlearning/Guida
nce/documents/NHDoE_Vision_ReportFINAL31207WebVersion.pdf
New Hampshire Minimum Standards
http://www.ed.state.nh.us/education/laws/Ed306.htm
New Hampshire’s Literacy Plan
http://www.ed.state.nh.us/education/doe/organization/curriculum/School
Improvement/literacy_action_plan.pdf
Senate Bill 18
http://www.gencourt.state.nh.us/legislation/2007/SB0018.html
Senate Bill 18/Follow The Child Implementation Plan
http://www.ed.state.nh.us/education/doe/organization/adultlearning/SB18p
lan.pdf
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Something to think about…
 http://video.google.com/videoplay?do
cid=6165575734378530043
THANK YOU
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