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Colton High School

Colton High School. Implementation of 2012 Diploma Requirements. OACOA/OASE Winter Conference Salishan, Oregon February 1, 2008. History. 1995-96: ODE initiative – small schools and CAM 1999-2002: ODE New Century Schools project

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Colton High School

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  1. Colton High School Implementation of 2012 Diploma Requirements OACOA/OASE Winter Conference Salishan, Oregon February 1, 2008

  2. History • 1995-96: ODE initiative – small schools and CAM • 1999-2002: ODE New Century Schools project • 2002-2005: ODE Assessment Pilot Project (Extended Application and CRLS) • 2003-2006: ODE Comprehensive Guidance and Counseling Program Cohort A • 2005-2010: International Center for Leadership in Education’s “From Promising to Proven” 5-year initiative • 2005: Allan Bruner named Oregon Teacher of the Year • 2005 OASE Excellence in Curriculum Leadership Award (Senior Seminar program)

  3. Demographics • Small, rural high school in SE Clackamas County approximately 35 miles SE of Portland • Unincorporated area; limited business (post office, market, telephone company, gas station, fire station, public schools) • School district encompasses 189 square miles • 230-250 student population at high school (includes 8 exchange students) • 15 certified teachers (2 part-time); 1 principal; 1 counselor • 26 credits required for diploma • 7 period day; 4 day week

  4. Presentation Highlights • Challenges • What Worked • Culture • Student engagement in relevant learning • Student achievement at the highest levels • Student transitions to next steps • Future focus • Role of essential skills in learning process • Role of comprehensive guidance and counseling

  5. Challenges • 5 high school principals in the last 9 years • Decreasing budgets and enrollment • Staff buy-in early on • Communication with parents and community

  6. What worked • Commitment and support of administrators • Focus on contextual/project-based learning • Dynamic administrator at the high school to lead the way (right person at the right time) • Core leadership group of “out of the box” thinkers • Consistent focus on “What’s best for kids.” • Continuous improvement model based on International Center for Leadership in Education/ Gates Initiative • Common use of language around rigor, relevance, and career-related learning

  7. How Colton is Approaching the Diploma Requirements • 8th grade semester long “Careers Exploration” class • Freshmen Focus class – 6 rotations of skill building courses • Guidance curriculum activities in classroom and small groups • Individual planning – guidance and career counselors • Advisory programs at both middle and high school • Senior project approach to “Extended Application” • “Post-secondary planning” guided activities component added to senior year

  8. School Improvement Plan • Four focus areas 1. Belonging 2. Transitions 3. Data 4. Technology • Specific outcomes embedded in teacher goals • Posted in main hallway • Included in student planners

  9. Comprehensive Guidance and Counseling Program (K-12) Cohort A: 2004-2007 Classroom instruction, large and small group activities and individual planning: • Academic preparation • Career development • Personal/social development • Community involvement Advisories Educational planning

  10. Comprehensive Guidance and Counseling Program (continued) • Personalized educational planning process • Focused on grade level • Included parent participation • Opportunities for one-on-one or small group interaction • Connected to students’ post-secondary goals

  11. Student Transition into High School • Middle school preparation • Advisories – 7th grade • Career-Related Learning class – 8th grade • Freshmen Focus • Transition from CRLS language to “Essential Skills” • Multi-disciplinary approach among freshmen core teachers and Career/Technical Education programs • Focused around CRLS • Assessed using WorkKeys instrument • Advisory • My Voice survey • Goal setting • Big Buddy/Little Buddy program

  12. Student Engagement The extent to which students: • Are motivated and committed to learning • Have a sense of belonging and accomplishment • Have relationships with adults, peers and parents that support learning Measured through: • “My Voice” student survey • Graduation rates • Attendance • Participation in extra-curricular activities • Referrals • Forecasting into accelerated classes (stretch learning)

  13. Student Achievement Achievement in the coresubjects: • English • Reading • Math • Science • Social studies Measured through: • Statewide assessment • PSAT • SAT, ACT • ASVAB

  14. Student Achievement Achievement in the stretch subjects: • AP classes • College articulated courses • Senior Seminar Measured through: • Credits earned from college • AP scores • SAT • SAT II subject area scores • ACT

  15. Student Transition to Post-Secondary • High rigor/high relevance lesson plans • 9-12 across the curriculum • Incorporated into graduation requirements • Senior Culminating Project model • Community partnerships: Camp Colton (80 acre land lab), Colton Fire Department (internships), Colton Telephone Company, Boosters, Donate-2-Educate • Pathway development with 2- and 4-year post-secondary institutions

  16. Role of Essential Skills in Learning Process Professional development provided around: • Alignment of curriculum to new diploma requirements • FTE targeted toward mathematics • Stretch learning opportunities for students (increased AP offerings) • Strong focus toward inquiry-based science • Alignment across the curriculum; i.e., math, reading, etc.

  17. Professional Development • Support school improvement plan goals • 11 inservice days (including statewide inservice day) • 2006-07: focus on ICLE rigor and relevance framework • District supportive of teacher-initiated innovations; fosters a positive climate for risk-taking

  18. Data-Driven Decisions • SIP goal: “Qualitative and quantitative data will be collected, analyzed and used in future educational decisions.” • Freshman Focus revamped based upon academic success/failure of 2006-07 freshmen • Advisory lesson plans focused on “My Voice” student survey results, particularly the characteristic of “Belonging” • Evolution of credit recovery program from community college summer program to local delivery program to web-based system • Data basis for development of CHS Learning Criteria goals and action plans around Core Learning, Stretch Learning, Personal Skill Development and Student Engagement

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