New High School Diploma Requirements

State Board Goal Each student will demonstrate the knowledge and skills necessary to transition successfully to their next steps: advanced learning work, and citizenship

The world continues to change rapidly and the educational system must respond to ensure that each and every student is prepared to meet the demands of the 21 st century. The Case for Change

In the U.S., almost half of all those who go on to college (49.3%) require remedial courses. Students who take these courses are less likely to earn a college degree Nationally, 7 out of 10 high school students graduate without completing the courses needed to succeed in college or the workplace Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, , 2000, in Getting Ready Pays Off The Case for Change

Employers (42%) rate high school graduates as “deficient” in their overall preparation: writing (72%) reading (38%) mathematics (53%) professionalism/work ethic (70%) critical thinking/problem solving (69%) Source: Are they really ready to work? Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21 st Century U.S. workforce, 2006 The Case for Change

Global economy and workforce needs are changing; today’s world demands 21 st century skills be acquired by all students Number of jobs requiring a college education is increasing By the end of the decade, there will be a shortage of 12 million qualified workers for the fastest-growing jobs Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, , 2000, in Getting Ready Pays Off

By the end of the decade, there will be a shortage of 12 million qualified workers for the fastest-growing jobs Large number of Oregonians will need college degrees to fully meet their potential and participate in the economy Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, , 2000, in Getting Ready Pays Off The Case for Change

Students Must Be Ready for College and Work High school graduates need the same level of reading and math required for credit bearing entry-level college courses and workforce training programs associated with family- wage jobs and the potential for career advancement. Source: ACT Ready for College and Ready for Work: Same or Different? May 2006

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 Operator Eastman 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

Technical Jobs Require High-Level Skills Examples: Iron Workers Recommended: Algebra, Geometry and Physics Electricians Recommended: Algebra, Geometry, Trigonometry and Physics Sheet Metal Workers Recommended: Algebra, Geometry, Trigonometry and technical reading Four or five years of apprenticeship Draftsmen Recommended: Geometry and Trigonometry Draftsmen may wish to seek additional study in mathematics and computer-aided design to keep up with technological progress within the industry Sources: American Diploma Project, 2002; The Associated General Contractors of America (AGC)

HIGH SCHOOL DIPLOMA The foundation for all next steps after high school…  COMMUNITY COLLEGE  4-YEAR COLLEGE/UNIVERSITY  WORKFORCE  APPRENTICESHIPS  CAREER SCHOOL  MILITARY  ENTREPRENUERSHIP

Diploma Guiding Principles Be flexible and student-centered; the student education plan and profile should guide student choices. Allow—indeed encourage—students to meet diploma requirements at their own pace, whether that be faster or slower than traditionally scheduled course length. Ensure that students will get the resources needed to meet the new, higher standards, whether that takes the form of after-school opportunities, tutoring, summer classes, or focused classes and ensure that additional funding is available to support these services.

Diploma Guiding Principles Award credits on the basis of proficiency rather than seat time. This principle will take a few years to implement in practice but should be pursued assertively. Provide students opportunities to demonstrate proficiency through multiple pathways and assessments. Encourage students to excel beyond minimum standards and support them in that endeavor.

Diploma Guiding Principles Phase-in changes at a rate that allows schools enough time to allow teachers to gain any additional skills that the new requirements may demand. Continue work to align standards from grade to grade and from high school to post-secondary options.

Oregon Diploma Requirements Credit Requirements 24 total credits minimum Standards-based May be met through a variety of courses and experiences Students may earn credit by demonstrating proficiency based on content standards Essential Skills Personalization

Subject2007 Credits English/Language Arts3444 Mathematics2333 All at Algebra I level and above Science223 Inquiry-based 3 Inquiry-based Social Sciences3333 Physical Education1111 Health1111 Second Language 1133 Arts Career & Technical Education (CTE) Electives9966 Total Credits2224 Credit Requirements and Phase-In

Oregon Diploma Essential Skills Requirement Students must demonstrate proficiency in these essential skills: Read and interpret a variety of texts Write for a variety of purposes Speak and present publicly Apply mathematics in a variety of settings Use technology Think critically and analytically Demonstrate civic and community engagement Demonstrate global literacy

Oregon Diploma Personalization Requirements (2007) Education Plan and Profile : develop a plan to meet graduation requirements connected to post-high school goals and document progress Career-Related Learning Standards : demonstrate personal management, problem solving, communication, teamwork, employment foundations, and career development Career-Related Learning Experiences : connect classroom learning with real life experiences in the workplace and community Extended Application : apply and extend knowledge in new and complex situations related to personal and career interests and post-high school goals through critical thinking, problem solving, or inquiry in real world contexts

Students with Disabilities All students given access to the Oregon diploma Supports for learning Accommodations and options for students who cannot meet the requirements due disabilities

Stakeholder Engagement Through Task Forces Five Diploma Implementation Task Forces Implementation Advisory TF Essential Skills TF Standards and Assessment TF Credit for Proficiency TF Cost/Capacity TF Stakeholder groups participation in task forces, including special education, ELL and others

HB 2848 Enrolled Modified Diploma Alternative Certificates Participation in Graduation Ceremonies Further Education to Achieve High School Diploma Not Identified as Special Education Summary of Performance

Modified Diploma Requires districts to award a modified diploma if the student meets requirements established by the State Board of Education. The school district shall award a modified diploma to a student who has: demonstrated the inability to meet the full set of academic content standards; a documented history of an inability to maintain grade level achievement; significant learning and instructional barriers or a medical condition that creates a barrier to success

Alternative Certificates The Bill requires districts to award alternative certificates to students not obtaining a high school diploma or a modified high school diploma if the student meets requirements established by the school district board of education.

Participation in Graduation Ceremonies Students receiving a modified diploma or certificate of completion must have the option to participate with other students in their class in high school graduation ceremonies.

Further Education to Achieve High School Diploma This Bill clarifies that students with disabilities who have received a modified diploma or alternative certificate have the right to additional education in order to receive a high school diploma.

Not Identified as Special Education The school district may not identify special education students that have completed program requirements as a child with as a disability, that is, a modified diploma is not a special education diploma.

Summary of Performance A school district shall give a student with a disability on an individualized education program, a summary of performance when the student completes high school.

Timelines This bill applies to students that will receive a diploma from a school district on or after July 1, This bill applies to charter schools that obtained their charter prior to July 1, School districts and charter schools shall make modified diplomas and certificates of attendance available for the school year.

Notification The State Board must establish OARs related to modified diploma criteria. Some districts already have a modified diploma program; however, the criteria for those programs are inconsistent across the state. Those districts must use the criteria established by the State Board in the school year. Some districts also have an alternative certificate; however, the criteria for those certificates are inconsistent across the state. Districts are free to use their own criteria for alternative certificates.

Jackie Burr Office of Student Learning and Partnerships