Future-Ready Schools Wandra C. Polk, Ph.D Director, Middle and Secondary Division North Carolina...

Future-Ready Schools

Wandra C. Polk, Ph.D Director, Middle and Secondary Division North Carolina Department of Public Instruction

NC State Board of Education Regional Meetings

North Carolina’s Proposed High School Graduation Requirements


Regional Meeting Agenda

• Welcome, purposes, and formatof meeting – State Board of Education (SBE)

• Conceptual framework for proposed high school graduation requirements– Department of Public Instruction (DPI) staff

• Public feedback to SBE• Next steps

– DPI staff


State Board ofEducation’s MissionFUTURE-READY STUDENTS FOR THE 21ST CENTURY

Every public school studentwill graduate from high school,globally competitive for work and

postsecondaryeducation andprepared for lifein the 21st century.


Purposes ofRegional Meetings• To create awareness of the SBE’s conceptual framework for Core Course of Study – Revised Graduation Requirements

• To gather feedback to help formulate SBE graduation requirement policy and DPI’s priorities


Why Do We Need to Change Graduation

Requirements?


In North Carolina, for every 100 ninth-grade students…

…64 students graduate four years later.

…41 students enter college.

…28 students are still enrolled in their second year.

…19 students graduate with either an Associate’s degree within three years or a Bachelor’s degree within six years.

NORTH CAROLINA’S Educational Pipeline

Source: www.achieve.org


Which is More Difficult?

War and Peace or Auto Mechanics Journal?


KNOWING WHAT YOU KNOW TODAY ABOUT THE EXPECTATIONS OF COLLEGE/WORK…

Would have taken more challenging courses in at least one area?

Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

When asked, the majority ofhigh school graduates would have taken harder courses


Math

Science

English

Would have takenmore challenging courses in:

SOURCE: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

College studentsStudents who did not go to college


American Diploma Project (ADP) Network28 STATES COMMITTED TO

IMPROVING STUDENT PREPARATION


What Does It Mean tobe a Skilled Person?


Skilled Person

1952 Six or more years of school

(US Census Bureau)

1960 Eighth-grade education

(US Office of Education)

21st Century High school education plus(US Education | The Conference

Board)


College Ready = Work Ready

•American College Test (ACT) StudyReady for College, Ready for Work: Same or Different?

– Whether planning to enter college or workforce training programs after graduation, high school students need to be educated in a comparable level of readiness in reading and mathematics.


Technical Jobs RequireHigh-level Skills• Technicians in the telecommunications industry:– Recommended high school

content includes Geometry and Advanced Algebra

• Electricians:– Recommended high school

content includes Algebra, Geometry, Trigonometry, and Physics


Conceptual Framework for the Core Course of Study (2008-09)

•All freshmen entering high school in fall 2008 will participate in the required Core Course of Study.

•They also will earn at least one endorsement in a specialty area based on their choice and interest by taking at least four units in the selected area of interest.


Conceptual Framework for the Core Course of Study (continued)

The Core (17 units)4 units of English4 units of Mathematics3 units of Social Studies 3 units of Science2 units of a Second Language1 unit of Health/Physical Education


Endorsements(REQUIRES AT LEAST FOUR UNITS IN ONE AREA)

• Career and Technical Education (CTE)

• Arts Education

• Junior Reserve Officers’ Training Corps (JROTC)

• Advanced Placement (AP) / International Baccalaureate (IB)

• Second Language

• Other


Core Course of Study Substitutions


Conceptual Framework for the Core Course of Study

Students qualifying for the Occupational Course of Study are exempt from this requirement.


Mathematics UnitsPROPOSALS

Based on student outcomes:– Workforce– Community College– University: Liberal Arts– University: Science, Technology,

Engineering, and Mathematics (STEM)


Mathematics Units (continued)

Math I Math II Math III Math IV

Workforce Algebra I

- or -

Integrated Math I

Geometry

- or -

Integrated Math II

Algebra II

- or -

Integrated Math III

Advanced Functions of Modeling or Integrated Math IV (non-honors)

- or -

New 4th course with a technical emphasis

— OR —



Math I Math II Math III Math IVWorkforce Integrated

Math IIntegrated Math II

Application-based Math developed to be aligned with a CTE pathway

Application-based Math developed to be aligned with a CTE pathway




Community College

Algebra I

- or -

Integrated Math I

Geometry

- or -

Integrated Math II

Algebra II

- or -

Integrated Math III

Advanced Functions and Modeling

- or -

IntegratedMath IV




University: Liberal Arts

Algebra I

- or -

Integrated Math I

Geometry

- or -

Integrated Math II

Algebra II

- or -

Integrated Math III

Advanced Functions and Modeling - or -

IntegratedMath IV

- or -

AP Statistics

- or -

Discrete Math

- or -

Pre-Calculus


Middle Grades Math

MathI

Math II

Math III

Math IV

University: STEM

Algebra I Geometry

- or -

Integrated Math II

Algebra II

- or -

Integrated Math III

Pre-Calculus

- or -

Integrated Math IV

AP Calculus

AB or BC

- or -

AP Statistics

- or -

Discrete Math



Why Second Languages in the 21st Century?

• Global economy• Living and working at homeand abroad

• National security• Better communication innative language


Second Languages Program of Study

• What should these courses include?– Communication– Cultural awareness– Special focus on application


CTE and SecondLanguages Project

• Level I for all students• Differentiation beginning at Level II with focus on career-related vocabulary and authentic activities related to career interests

• Creation of activities, lessons,and opportunities for graduation projects


Heritage Language Speakers

• Speak a language other than English at home

• Need to improve heritage language skills, especially in reading and writing

• Spanish for Native Speakers – curriculum can be adapted to other languages


Technology andSecond Languages

• IPODs–Ancillary–Downloadable, free resources–Portable–Listen & record

• Online Courses–Access to more

languages via the virtual classroom

–Require some real- time interaction


Public Comment


Next Steps

• SBE discussion/action• On-going communication• Intervention strategies• Accountability redesign• Review of existing policies


Questions or comments?E-mail

[email protected]


Wandra C. Polk, Ph.D Director, Middle and Secondary Division North Carolina Department of Public Instruction

NC State Board of Education Regional Meetings

North Carolina’s Proposed High School Graduation Requirements

Future-Ready Schools Wandra C. Polk, Ph.D Director, Middle and Secondary Division North Carolina...

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