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We will take roll call of host ESD’s at 2:45

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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 video@state.or.us

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  1. 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 video@state.or.us • Is your microphone on? Turn off your microphone after connection is made • Want your questions addressed and you aren’t at a Host ESD?Contact barbara.oneill@state.or.us or 503-378-3600, ext. 2298

  2. Resources for Student Success: PK-16 Today’s Focus: Middle and High School Improvement

  3. Education Specialist kathleen.vanderwall@state.or.us 503-378-3600 Ext. 2288 Kathleen Vanderwall

  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 Assistant Superintendent of Instructional Services Vickie Fleming vickie.fleming@state.or.us 503-378-3600 Ext. 2224

  8. Highly Qualified Teachers brian.putnam@state.or.us 503-378-3600, ext. 4502 Brian Putnam

  9. Excerpt Pat Burk, Deputy of Education Policypatrick.burk@state.or.us 503-378-3600, ext. 2222 Full Discussion at www.ode.state.or.us/elearning/ Vickie Chamberlain,Executive Director, TSPCvickie.chamberlain@state.or.us

  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 Teacher A 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. Resources • New 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 Executive Director, TSPC Vickie Chamberlain vickie.chamberlain@state.or.us (503) 378 - 3586

  20. High Quality Teachers – Federal Funds Deputy of Education Policy Pat Burk patrick.burk@state.or.us 503-378-3600 Ext. 2222

  21. theresa.levy@state.or.us 503-378-3600, ext. 2239 School ImprovementEducation Specialist Every student successful in secondary school and beyond Theresa Levy

  22. NEW DIPLOMA REQUIREMENTS Extended Application  Career-Related Knowledge & Skills  Education Plan & Profile  Career-Related Learning Experiences Existing academic & elective credit

  23. Education Plan & Profile Plan • Personal, academic, and career interests and goals • Guides learning and preparation for next steps Profile • Documents 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. Career-Related Knowledge and Skills • Personal Management • Problem Solving • Communication • Teamwork • Employment Foundations • Career Development

  26. Career-Related Learning Experiences Connects classroom learning with real life experiences in school, community, and/or workplace e.g. internships, service learning, mentorship's, field-based investigations, school-based enterprises, student leadership activities, project-based learning…

  27. Timelines CAM Programs in place to award CAM by September 2008 (HB2744) New diploma requirements Students graduating in 2006- 2007

  28. Resources ODE Website www.ode.state.or.us/cimcam

  29. Every student successful at secondary and beyond Julie Anderson Susan Kosmala Theresa Levy June Tremain

  30. june.tremain@state.or.us 503-378-3600, ext. 2238 Human ResourcesCareer Guidance Specialist Comprehensive Counseling and Guidance Framework June Tremain

  31. Oregon’s Framework for Comprehensive Guidance and Counseling Programs Pre-Kindergarten through Twelfth Grade http://www.ode.state.or.us/cimcam/index.htm

  32. Framework PurposeAssist districts in the development and implementation of CGCP • Concepts and components • Implementation steps • Continuous improvement

  33. 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)

  34. ASSUMPTIONS • Integral to total educational program • Comprehensive, systematic, and collaborative delivery system • Address developmental needs PreK-12 • Students are provided services needed to achieve success • Support individual achievement of CIM/CAM and diploma

  35. DEVELOPMENTALDOMAINS • Learning to Learn – Academic • Learning to Work – Career • Learning to Live – Personal/Social • Learning to Contribute – Community Involvement

  36. 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@state.or.us 503-378-3600, ext. 2286 Education Specialist Successful Transitions Susan Kosmala

  38. Successful Transitions http://www.apa.org/ppo/issues/peccles.html

  39. Julie AndersonEnglish/Language Arts Curriculum Specialist julie.anderson@state.or.us 503-378-3600, 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. Associate SuperintendentOffice of Curriculum, Instruction, and Professional Technical Education Salam Noor Connecting with partners to support students salam.noor@state.or.us 503-378-3600, ext. 2232

  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. Oregon University SystemDirector, PASS and GEAR UP PASS and GEAR UP LADDER PK-16: A model for linking assessment data Christine Tell christine_tell@ous.edu 541-346-5714

  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 DevelopmentContact: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.