2006-07 diploma implementation workshop march 31-april 1, 2005 a context for change
TRANSCRIPT
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, 2004Oregon Sate Board of Education, 2004
How Well Does Your School Serve Each Student?
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
First tier vs. second tier change
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 ChangesSkill Level Changes
Unskilled
60%
Skilled
20%
Professional
20%
Skilled
65%
Unskilled
15%
Professional
20%
1950 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
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
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
73% 69% 72%63%
53% 49%
75% 74%
58%65%
51%
37%
0%
20%
40%
60%
80%
100%
writing workhabits
motivation basic mathskills
curiosity respect
Employers Professors
PAF Reality Check 2002-Percent giving high school grads “poor” or “fair” ratings on:
The “Basics” Perception Gap
77%66%
39%33%
74%
0%
20%
40%
60%
80%
100%
Students Teachers Parents Employers Professors
% saying a high school diploma means students have learned the basics (PAFReality Check 2000)
Work Readiness Perception Gap
67%78%
41%
0%
20%
40%
60%
80%
100%
Paren
ts
Teach
ers
Emplo
yers
% sayingstudents haveneeded workskills ("WhereAre We Now"2003 PAF)
Survey of U.S. ManufacturersSurvey of U.S. Manufacturers
80%80% report “Moderate to Serious” report “Moderate to Serious” shortage of qualified job candidates shortage of qualified job candidates (20% “Serious”)(20% “Serious”)
For Hourly WorkersFor Hourly Workers 59%59% report “Poor Basic Employment Skills” report “Poor Basic Employment Skills” 26%26% report “Inadequate Math Skills” report “Inadequate Math Skills” 32%32% report “Poor Reading/Writing Scores” report “Poor Reading/Writing Scores”
National Association of Manufacturers, “Skills Gap 2001”
Small Businesses for Small Businesses for 21st Century Workforce21st Century Workforce
1,000 respondents 1,000 respondents place high value onplace high value on Verbal & written Verbal & written
communications communications MathMath Computer expertiseComputer expertise Interpersonal skillsInterpersonal skills
Only one-third Only one-third satisfied with pool satisfied with pool of available of available applicantsapplicants
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 Oregon Asian 79% 90.3% White 72% 90.8% African American & Hispanic 50% 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
Oregon4.4% total3.6% White 9.0% African-American9.1% Hispanic
Disconnect Between Students’ Aspirations Disconnect Between Students’ Aspirations and High School Preparation and High School Preparation
Source: NCES, The Condition of Education, 2000, p. 151.
97
63
31
0
20
40
60
80
100
Aspire to attendcollege
Enroll in college Take minimumcredits requiredfor admissions
Remediation at Colleges & Universities
Any remedial readingAny remedial reading 10.2%10.2%
No remedial reading, but more No remedial reading, but more 18.7% 18.7%than 2 other remedial coursesthan 2 other remedial courses
No remedial reading, but 1No remedial reading, but 1 20.4%20.4% or 2 other remedial coursesor 2 other remedial courses
Total, some remedial Total, some remedial 49.3% 49.3%
Any remedial readingAny remedial reading 10.2%10.2%
No remedial reading, but more No remedial reading, but more 18.7% 18.7%than 2 other remedial coursesthan 2 other remedial courses
No remedial reading, but 1No remedial reading, but 1 20.4%20.4% or 2 other remedial coursesor 2 other remedial courses
Total, some remedial Total, some remedial 49.3% 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
26%
Entered 4-Year Colleges 45%
Other Postsecondary 4%
Total 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
Young People From High Income Families
48%
Young People From Low Income Families
7%
Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.
College Graduates by Age 24
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, 2000www.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 Breaking Ranks II: Strategies for Leading High School ReformLeading 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
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
Breaking Ranks II: Strategies for Breaking Ranks II: Strategies for Leading High School ReformLeading High School Reform
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, problem-
solving, 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.
RELATIONSHIPSStudents 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.
RIGOR RELEVANCE
RELATIONSHIPS
Academic Standards
Education Plan and Profile
Extended Application
Career-Related Learning Experiences
It’s about
for each student’s success
Personalized Learning
Career-Related Knowledge & Skills
Comprehensive Guidance and Counseling
Develop an education plan and build an education profile Demonstrate
career-related knowledge & skills: Personal management Teamwork Problem solving Communications Employment foundations Career development
Demonstrate extended application of knowledge & skills
2006-2007 OREGON DIPLOMA
Participate in career-related learning experiences in school, the workplace and/or community
Earn credits in:Language ArtsMathematicsScienceSocial SciencesApplied Arts, Fine Arts, or Second Language PE & Health Education Electives
GOAL: Each student demonstrates the knowledge and skills necessary to transition successfully to their next steps: advanced learning, work, and citizenship.