EXHIBIT ___ by yaosaigeng


									    Chart Pack Notes –                                                                                                                            1
    State Board Retreat
    August 23-25 2006
                                                                       EXHIBIT H

                                                            Wednesday August 23, 2006

                    Chris Mazzeo Conversation                                                                   What to do

Strengths                                                                          Set goals. Figure out how you want to improve and set benchmarks
    1. Retention at public 4-year institutions.                                    for measuring progress.
    2. 6-year B.A. attainment rates                                                               1.) Improving student preparation.
    3. Population growing in terms of education level (“brain”                                    2.) Increase percent of students enrolling directly
         attraction) public highly educated-unclear what role public                                   from high school
         higher education plays.                                                                  3.) Increase percent of students enrolling full-time
    4. Increase in percentage of low-income students enrolling in                                 4.) Increase retention rates-particularly community
         state.                                                                                        college first to second year.
                                                                                                  5.) Improve success rates for students who take
Weaknesses                                                                                             developmental classes.
   1. Low levels of higher level course enrollment. Percentage                                    6.) Work on the “achievement gap”, also focus on
       of students taking AP, dual credit also low.                                                    low-income working adults.
   2. Precipitous drop in students enrolling in college right after
       high school.
   3. Among worst in country or issues of affordability. (High
       tuition rates and low investment in need-based aid)
   4. Low student transition from first to second year at
       community colleges (43.

                        Promising Practices                                                                    Hinderings

                                                                                     One assessment test, although required for accountability is not
Create default courses that are college level.                                        likely to be effective in helping thousands of students related to
                                                                                      their particular career goals.
Alignment:                                                                           Colleges not asking (yet) for Plan and Profile
       High school to Community College to 4-year college                           Lack of data standards across the enterprise.
       Share data earlier (10th grade)                                              Current assessment system was not designed to transfer
       Align placement exams (centralize-common cut scores)                          information.

Indiana “core 50” model – addresses both default curriculum and                                                    Needs
alignment                                                                            Better connections between Pathways and Career Plan and
                                                                                     Ability to customize assessment related to readiness for a
                                                                                      particular pathway or career.
                                                                                     Transparent, system that offers guidance which doesn’t have to
                                                                                      be mediated (easy to use)
                                                                                     Connection and encouragement with an adult is still important
                                                                                      part of moving along the pathway.
                                                                                     Include information from career plan and profile in transcript?
                                                                                      Transcripts designed at local level. Standard format for K-12
                                                                                     Need “real time” assessment that helps teachers meet needs of
                                                                                      students and that transfer laterally and vertically (Washington
                                                                                      D.C. model).
                                                                                     Early assessment for college readiness shows some promising
                                                                                      results (Cal State U), CUNY models).
                                                                                     We need a nice model for thinking about
                                                                                           o Guidance and career exploration
                                                                                           o Interventions that support student success (e.g. learning
    Chart Pack Notes –                                                                                                                           2
    State Board Retreat
    August 23-25 2006
                                                                      EXHIBIT H

                                                          Wednesday August 23, 2006

                               .                                                                         Next Steps to Consider
Access and Affordability Shared Responsibility Model

                                                                                  Next Steps to Consider
                                                                                          Goal setting as a part of policies – attach to each policy a
Needs                                                                                      goal or benchmark by which we would measure policy.
        Single website to publicize Oregon’s Affordability Model                         Provide better clarity about existing policies, re: our
         – interactive, includes other college information.                                expectations.
                                                                                          Statewide policy requiring access to college-level
                                                                                           coursework for all students in the states.
                                                                                          Keep working on what’s underway.
                                                                                          Standardize electronic transcript, profile, integrate
                                                                                           Pathways intended design?
                                                                                          More emphasis on Pre-K assessment, curriculum, staff
                                                                                           development, alignment.
                                                                                          Policy related to keeping institutions affordable (tuition
                                                                                           increases, surcharges, etc.)
                                                                                          Policy addressing what are the shared responsibilities in
                                                                                           the educational enterprise.
                                                                                          Goals identified by Chris Mazzeo.
                                                                                          Clarity, priority, scope and focus!

            Next Steps to Consider – Continued -2-

        Investigate policy barriers related to full implementation
         of career plan and profile.
        Investigate policy barriers related to full implementation
         of career plan and profile.
        More work on data system (must be able to measure your
        Marketing and communication efforts to get the word out
         to students/families.
        Teacher development needs.
Chart Pack Notes –                                                                                                                   3
State Board Retreat
August 23-25 2006
                                                                 EXHIBIT I

                                                     Thursday August 24, 2006

                      Board Reflections                                                Board Reflections – Continued -2-

                                                                                More clarity about where we’re going.
    Oregon “process” and “product” oriented.                                   An aligned system is a critical piece, as is an assessment
    Innovation and Art important in our culture, distinctive                    system.
     advantage.                                                                 Adjusting standards and incorporating various elements is
    Need good foundation Pre-K-5.                                               vaguer. (What were we thinking?)
    Need connections with business and industry for relevance                  Needs to be relevance for students and our society.
     and excitement.                                                            Essential skills should be developed in all of our teaching
          o Partnerships with community are essential.                           efforts – those are the key elements.
    Need to structure and get clear on our definitions.                        We will look at different points of view and analyze
    Electives are important.                                                    unintended consequences of our actions.
    Disconnect and reconnect across borders.                                   We really do want to define what we expect students to
    Fairly close to being able to make decision.                                know when they graduate.
    Much work to do; constructing a timeframe with support                     We will try to be as clear as we can.
     and resource plan (what can we expect to do well?)                         Always, we want your input and ideas.
    How do we assure that what we ask is really important, so
     we can support it?
    You are telling us to push harder on proficiency.
    Must provide leadership and line this up with our
    Great to have “whole system” on panels-great insights!
     Chart Pack Notes –                                                                                            4
     State Board Retreat
     August 23-25 2006
                                                           Exhibit J
                                                     TABLE CONCLUSIONS
                                                        August 24, 2006

A. Leadership and Collaboration
     Be bold
     Lead and facilitate collaboration
     Address infrastructure needs
              o Funding, support system, professional development
     Student/Community Engagement is Key
     Consider we’re all the necessary partners
              o Group and individuals
     Community Buy In
B. Implementation
     Join Policy and Implementation
              o Consider both simultaneously
     Roll out stages e.g., 06/07 graduation requirements, Math/English, then…
     Need for a marketing/communication plan for any decisions and direction
     Incentives and consequences and support systems for student and schools to meet diploma requirements
     Cultural shift
              o These changes will require a detailed implementation strategy designed by all relevant
     Communications with
              o Parents, students, community, business, school, etc and professional development
     Clear implementation strategy, dollars, professional development, communication
C. Assessment
     Any changes in new requirements need a thorough analysis of whether Oregon has the funding capacity to
     Rural dollars issues; access, equity, resources
     Statewide, standardized assessments must be in place in order to guide teachers, parents, students toward
         their goals in math science and other areas
     Measure , measure, measure
     Exit tests? Must be accountable
D. Resources/Capacity
     Include capacity building as part of decision making and planning
     Consider how schools will be able to build the capacity necessary in all areas; teachers, facilities, etc.
     Time and support needed.
     Look at resource implications of decisions.
     If we raise graduation requirements in core areas, need sufficient funding to maintain electives.
     Not another unfounded mandate
     Do not ask schools to do more without additional resources
     Adequate stable funding enough to implement & have success
     Quality education requires quality funding (QEM) The work has been done and we know the answer
E. Proficiency
     Proficiency should be the focus/goal, so we need to define and measure it.
     Credit and grades not necessarily connected to knowledge and skills to be successful. We need to talk
         about Proficiency!
     Need to choose proficiency or Carnegie as math thrust of accountability
     Develop a regionalized model to establish, manage and maintain a valid, reliable method of determining
     Give credit for proficiencies gained outside of school
     Resolve the issue of what “proficiency” is in all the content areas under discussion
     Use a proficiency based approach to identify essential skills. Essential skills can be taught from the
         methodologies of numerous disciplines
     Define proficiency and rigor in core areas
     Define proficiency in all content areas
     Chart Pack Notes –                                                                                          5
     State Board Retreat
     August 23-25 2006
     Provide the opportunity to demonstrate proficiency for credit content areas e.g. electives
     Graduation requirements should center on proficiency, not Carnegie units.
F. Rigor & Relevance
     Can’t pass with a “D”
     Infrastructural support for PK-8
     Relevance is a necessary part of rigor and guided by students educational plan.
     As we raise expectations at the high school level we must look at the whole PK-20 system to ensure high
        expectations at all levels to prepare students for the higher expectations at High school
     High expectations for college and career readiness
     High School graduation requirements based on current best research
     Increase of graduation credits
     If all means all does that mean that there is high school completions document?
     Career and college ready high expectations for all
     College entrance requirements aligned with high school graduation requirements
     High expectations for college and career readiness
            o College entrance requirements align with high school graduation requirements (align with the
                 highest requirements of higher ed in Oregon
G. Standards vs. Titles
     Identify core content standards and articulate the proficiencies PK-20 (life)
     Course credits defined by standards not course titles
     Be clear about content versus course titles
            o Don’t just say algebra or chemistry
     Make new standards relevant
            o Applied Courses are important
     It’s not the number or the course name; it’s the content and demonstrated evidence for Science and Math.
     Focus on the standards rather than the course titles.
     Don’t base graduation requirements on course titles. Base on proficiency
H. Alignment
     Need to align curriculum PK-20 to increase achievement and competence
     Align coursework among elementary, secondary, college, work
     More conversation on alignment both vertical and horizontal
            o Common assessments and assignments, content
     We need systemic and systematic change in PK-20 (Articulation alignment
     How to balance local, state, federal control in aligning articulation among systems for next steps
     Align vertically and horizontally at all levels of the PK-20 enterprise.
     PK-5 is a critical time for literacy, math, second language and language.
     Form a “connections” strategy to bridge, close, smooth the gaps amount the sectors
            o Elementary, M.D., H.D., CC, H.E., ODE, TSPC, OUS, Private Universities, business and labor
                 and education
     PK-20 alignment of standards and assessments is essential!
I. Math
     Higher standards for math, but don’t ignore practical/applied math
     Math: use dual credit and advance placement to keep seniors engaged
     3 credits equal to or better than Algebra I
     Clearly define proficiencies in Math and Science. How will it be communicated to the field? How will it
        be implemented? Define targets
     Math equals Algebra I and above as defined by content standards, not course titles
     Math; create K-16 strategy
     Math leaning
            o Yes, 3 years
            o Yes start at Algebra I and geometry
     Math: need incentives as well as mandates for school districts.
J. Science
     Invest in teacher training and curriculum design to assure active learning, student inquiry and student
     We can’t wait to raise the literacy level before we raise the science requirements.
     Chart Pack Notes –                                                                                                6
     State Board Retreat
     August 23-25 2006
       Provide guidance and funding to school districts to develop articulation and coordination across levels
        using research based staff training.
     If a 3rd credit of Science is required, it should be either focused applied science course or an AP/IB course
     Add 3rd year of Science-districts decide what.
     Broad definition of Science for 3rd year i.e. applied sciences must meet content standards
     Minimum of 3 years
K. Essential Skills
     For essential skills start with existing framework for standards and assessment
     Support essential skills to graduate. Document and give credit for proficiency.
     Essential skills embedded into curriculum and assessed through our assessment system. ES to create good
     The essential skills need to be made explicit PK-20 to all students, parents, and educators.
     Essential skills need to be embedded in the core K-12 curriculum with regular assessment.
     Essential skills should be embedded in content. Students should be owners of meeting these. They should
        be part of the EP and P
     Combine essential skills, CRLS and imbed into curriculum – assess via student individual plan.
     Essential skills must be woven throughout the curriculum, put into the personal goals of teachers and
        students, and must be measurable.
     More lateral thinking via the essential skills across all disciplines.
     Prioritize the most essential standards to be assessed at each grade level.

     Essential skills should be smaller number (3-5) embedded on the content.
     Are essential skills the same as essential processes? We must clarify to avoid being bogged in content.
L. Curriculum Balance
     Provide validation of the arts by establishing how essential learning skills are demonstrated by arts practice
     Maintain a balanced approach to curricular options that give opportunity to various choices
     Students who get instruction in the Art, professional technical areas and second languages do better in all
         other subjects. They should receive arts, P-T, and language early and regularly through school years.
     Link electives to career-related learning standards.
     There needs to be 1 credit in the Arts required for graduation.
     World languages starting at the early grades with proficiency at the high school level
     Electives build in flexibility to meet credit core proficiencies/requirements through electives.
     Electives help keep students engaged, but they should be part of a coherent system within a high school
         (they need to serve kids needs)
     26 credits for high school diploma-making room for more electives
M. Professional Development
     Re-examine current approach to teacher education pre-service and in-service
     Can we achieve the desired ends through better pedagogy rather than adding more requirements?
     Ongoing professional development of teachers is crucial to the success of whatever policy is enacted.
     New instructional practices needed!
     Excellent source of Science and Math teachers from second career professionals.
     Provide support to students and professional development for staff
     Professional development for our teaching staff must be a priority
     Professional development for teachers and time for planning for vertical articulation
     Trust the professional judgment of teachers
N. All Students
     Think of ALL kids
     A no crack system where every child learns to read and reads to learn.
     Every high school student experiences a college level experience (in high school or at a college)
     All students will meet high expectations – with systems supports
     Address structural impediments and mind sets to better serve the needs of students in all education sectors
     Flexibility on time to complete the secondary credential (time, location, etc)
     Education should be relevant to students next steps
     Provide opportunities so students to move at their own pace
     Give students flexibility in fulfilling the 3 years of Math based on Education Plan & Profile
    Chart Pack Notes –                                                                                                                         7
    State Board Retreat
    August 23-25 2006

                                                                     EXHIBIT L

                                                               Friday August 25, 2006

                     High School Work Plan                                                                      MATH

                                                                                 .3 units or above of Math; require that they consist of content
High School Work Plan                                                            normally addressed Algebra I
Premise: A student’s Personal Plan & Profile, properly documented,                                    o by specifying content standards and
can be made a “purposeful exception” to the default graduation                                            proficiency level, rather than courses
                                                                                           Work to be done:
Areas where we are coalescing                                                                              ODE staff – articulate content
                                                                                                            standards and proficiencies
                                                                                                           Identify “core” standards by working
                                                                                                            with the field
                                                                                                                 o include diversity, e.g. P-T
                                                                                                                       faculty, business members

                                                                                                   Clear statement-Synthesis of all
                                                                                                        o Diploma is both proficiency
                                                                                                             based (core standards) and
                                                                                                             credit based certification.
                                                                                                        o It is guided by Personal Plan
                                                                                                             and Profile.
                                                                                                        o Requirements defined by
                                                                                                             content standards.
                                                                                                        o ODE staff prepares draft
                                                                                                        o Consult with ADP network
                                                                                                             on what they have learned
                             SCIENCE                                                                                  Achieve
                                                                               FOREIGN LANGUAGE/FINE ART/APPLIED ARTS assistance

Add 3rd year of Science requirement.                                           Combination of 3 credits determined by students CP&P.
                             Assure quality through a set of core
                              content and skill standards.                               Work to be done:
                                   o Be broadly inclusive of                                    Define scholarship track.
                                        courses that meet
                                        content/skill standards.

          Work to be done:
                          Consult NAPE standards, “Gathering
                           Storm”, principles partners, etc. to
                           derive standards.
                          Come up with standards by working
                           with the field.
                          Develop mechanism to “audit” courses
                           to make sure standards are being
    Chart Pack Notes –                                                                                            8
    State Board Retreat
    August 23-25 2006

                                                                  EXHIBIT L
                                                             Friday August 25, 2006

                     ESSENTIAL SKILLS                                                     MAP OUT RESOURCE PLAN

Sort and reduce
                 Identify skills that are required/recommended                           Impact on schools.
                  for diploma.
                 Integrate into content standards, career related
                  learning standards
                       o Sort out those we would identify with
                             assessment tools that should be
                             recorded on a diploma, whether or not
                       o Sort out those worth denying a
                             diploma for
And consequently willing to support student achievement in those

Chart Pack Notes –                                                                                                                            9
State Board Retreat
August 23-25 2006

                                                                     EXHIBIT L

                                                             Friday August 25, 2006

                  Additional Reflections                                                        Additional Reflections –Continued -2-
                                                                                          Need for intervention with problem learners at the Pre-K
              Make sure that we are thinking very carefully                               level. We should model some programs in urban and rural
               about the support/resources needed to implement                             settings.
               our decisions.                                                                    o PEW, Lottery dollars possible funding
              Be very analytical and planful –                                           As board constructs new diploma requirements,
                     o What is a timeline that will work?                                  development and tools must be provided for professionals
                     o What support needed                                                 on both sides of the K-12/post secondary handoffs
                                  Public, communication,                                 What if we had a formal commission for aligned
                                   resources, development, etc.                            assessment that could determine assessments?
              Communication is key                                                       If there is relevance, it supports rigor
                     o Need board document that is very                                   Focus on strengths rather than deficits
                         precise and clear – urgency, case,                                      o Focus on our successes
                         elements                                                         Consider Pre-K work plan and then consider how high
              Place Oregon “at the top of the list” in terms of                           school diploma work fits in
               preparation                                                                Science panel – need more rigor, not more courses
              Discussion was encouraging                                                 Not convinced that we really want standards that
                     o We are heading in the right directions                              determine whether you get a diploma
                     o Steps may not go far enough                                               o What is the impact on our outstanding P.T.
              Need for assessment and alignment throughout                                            programs?
               the system                                                                 We should get standards and proficiency levels through
              Need to look systemically                                                   the whole system and adding course can also help.
              Need for intervention with problem learners at                             Criticism
               the Pre-K level. Model programs in urban/rural                                    o Oregon does great policy work but does not
               settings                                                                                implement well throughout system

          Additional Reflections- Continued -3-                                                 Additional Reflections- Continued -4-
    National champion, Pre-engineering, National Skills                                 Alignment
     Champion from Mazama High School                                                          o Help needs to come from the people who are
           o Electives and application of learning are                                               saying
                important to students                                                                          You are not getting the students to
    Proficiency                                                                                                where we need
           o Are we all filtering, interpreting the same way?                                  o Can and should shoot for the top with support and
    Whatever the policy is, it needs to be explicit for needs to                                    flexibility onetime
     get the practitioners                                                               We can and should shoot for the top with support and
           o Need clarity on the target                                                   flexibility on time
    Build in structure that supports having conversations right                         Are we willing to deny a diploma over a single unmet
     now rather than 2-years later                                                        requirement?
           o In the field                                                                      o All of us are good at some things, not so good at
    Workforce/academic skills-essentially the same. We need                                         others, yet we have set up a system that says if
     to do a better job of articulating the work readiness skills.                                   you are not good at everything you fail
    Articulate the burden of capital development on schools                                   o There are only a few key things that everyone
           o Affects the functional behavior of their                                                must be good at
                occupants                                                                Critical essential skill is missing on information literacy
    Nursing program                                                                     Board has few true levers
           o Explicit standards                                                                o Alignment is one
           o People                                                                                            What if we require articulation and
    Conflict between concerns about college readiness vs.                                                      pathways for all new program
     high school graduation rates                                                                               approvals?
    Make sure that as we design requirements for applied                                Be really clear about the language – Education Profile and
     settings; avoid the “doing nails for USC students”                                   Plan should be able to help with the flexibility of how
     syndrome                                                                             students acquire the essential skills
    Problem is not electives vs. requirements, it’s funding
           o What are offerings?
           o How many?
Chart Pack Notes –                                                                                                                   10
State Board Retreat
August 23-25 2006
                                                               EXHIBIT L
                                                          Friday August 25, 2006

         Additional Reflections – Continued -5-                                                         Assessment

    Advocate of strengthening Math and Science but not at
     expense of Arts and Humanities                                                o   Ongoing work
         o Perhaps raise grade requirement (D to C) rather                         o   Include assessment work under alignment plan
              than more credits                                                             o What are post-secondary requirements
                       Adding credits is onerous to staffing                               o Consistency and clarity
                        and reduce ability of student to pattern                   o   Quality Assurance Assessment plan
                        education                                                           o Are we teaching to the standards and proficiency
                                                                                   o   September Conversation
                                                                                            o Current assessment systems; options and criteria
                                                                                                 for assessment that support new diploma
                                                                                                          What and when?

                       NEXT STEPS

     o    Staff will come back in September 2006 with:
               o Summary of retreat conclusions
                            Draft, clear statement
               o Staff will come back in October 2006
                            Proposed Plan
                            Timeline
                            Deliverables

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