New Hampshire Department of Education

Document Sample
New Hampshire Department of Education Powered By Docstoc
					         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

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


 Individualized Learning Plan Model

 Student Passports

 Follow the Child Initiative
 High School Redesign
 Minimum Standards
     Local Board Policies
     Personalization for All
     Extended Learning Opportunities
     Competency Assessment and High
      School Credits
 Alternative Education
Follow The Child
Commissioner Lyonel Tracy’s initiative
  to follow the
     personal,
     social,
     physical and
     academic
needs of each NH student, pre-K
  through high school graduation.

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

 Statewide Literacy Plan & Statewide
  Numeracy Plan
 Extended Learning Opportunities
 Time flexibility
 School Improvement Efforts

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

 Students as Active Learners

 Choices and Flexibility for Where and
  When Learning occurs
Underlying Principles of New
Hampshire’s Vision of HS Redesign

 Personalization

 High Standards

 Engagement & Active Learning

 Empowered Educators
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


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:

   greater flexibility in developing a school calendar based on
    hours, rather than days,

   harnessing of local resources, encouraging schools to forge
    beyond current resources to partner with their wider
    community for the benefit of students,
Minimum Standards                  cont.

 distance learning and the use of technology in
 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
 transition from Carnegie unit-based grading to credit
  based on competency demonstration by the 2008-
  2009 school year.

                                                               How the demand for skills has changed
                                                               Economy-wide measures of routine and non-routine task input
Mean task input as percentiles of the 1960 task distribution


                                                                        (Levy and Murnane)                               13
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

  Rigor/Relevance and
                              High Rigor/Relevance
                        (College/Industry-normed performance
            College Economics                  Internship ~ Governor’s
            Class                              Office legislative affairs—
                                               (credit tied to competency
Low                                            attainment)        High
Personalization                               Job/internship    Personalization
                        Credit Recovery
(class structure,       after school or       local store—no    (individualized
little differentiation) Summer school
                                              connection to     planning and
                        class                 class
                                              expectation       student centered
                              Low Rigor/Relevance
                               (HS general ed classes)

Pyramid of Service Based on Need,
(DuFour & DuFour)

                             Out of

                    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.
 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

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.

Time Flexibility
      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

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.

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:

   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.

 Senate Bill 18
 Compulsory Attendance raised from 16
  to 18

 Exemptions:
   Home Education
   GED Certificate
   Graduate

 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

Alternative Learning Plans
 Age appropriate academic rigor
 May be made up of Extended Learning
 Developed by pupil, guidance
  counselor, principal, and parent
 Approved by Superintendent
 May be appealed to the Local and
  State Board of Education
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.

$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, STATE-
  WIDE System of Dropout Prevention.

 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)*
 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) *

Alternative Education Grants
 Three sources of funds:
   State Alternative - $2.1 million

   WIA Title II Youth $1.6 million annually

   State Dropout Funds - $350,000

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
 Additional CTE courses
 Expand coursework into afternoons and evenings
 Hire a PBIS/RENEW facilitator
 Expand theAdult Education Center
 Hire a Social Worker/Outreach Counselor

 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

Longer Term Initiatives
   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:
       Drug/Alcohol Abuse
       Community Mental Health Services
       DCYS
       Juvenile Justice Services including YDC

Recommended Changed in Statutes
and State Rules
 Strengthening Truancy law and rules
   Currently being proposed as legislative study

 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

           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

 Continued funding of dropout
 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


   Extended Learning Opportunities
   New Hampshire’s Vision for High School Redesign
   New Hampshire Minimum Standards
   New Hampshire’s Literacy Plan
   Senate Bill 18
   Senate Bill 18/Follow The Child Implementation Plan

Something to think about…


             THANK YOU


Shared By: