How Tennessee’s High School Redesign Will Affect Students, Teachers, and Education Presenters:

1. How Tennessee’s High School Redesign Will Affect Students, Teachers, and Education Presenters: Mary Olive Donna Cobb Amy Roberts

2. These changes will become effective with the 9th grade class of 2009-2010 (this year’s eighth graders). However, in order to properly prepare for this change, the Giles County School System has already begun working on an implementation plan. When does High School Redesign start?

3. Ready Core All students will meet the following READY CORE requirements: • English (4 units) • Mathematics (4 units) • Science (3 units ) • Social Studies (3 units) • Wellness and PE (1.5 units) • Personal Finance (.5 units)

4. How many credits are needed to graduate? All students must earn twenty two (22) credits to graduate.

5. Graduation Requirements MATH • Algebra 1 • Geometry • Algebra 2 • Additional math course beyond Algebra 1 All students will be required to take a mathematics course every year of high school. The Bridge Math course is designed for students who have not scored 19 or higher on the ACT by the beginning of the senior year.

6. Graduation Requirements SCIENCE • Biology 1 • Chemistry or Physics • Additional Lab Science Giles County School will identify all lab sciences within the course catalog

7. Graduation Requirements Social Studies* • World History or World Geography • U.S. History • Economics • Government • Personal Finance *This curriculum will be consistent with national goals and with admission requirements of Tennessee public institutions of higher education

8. Graduation Requirements Fine Arts Students will complete (earn) one credit in a fine art.

9. Graduation Requirements Foreign Languages Students will complete (earn) two units of the same foreign language.

10. Graduation Requirements PE/Wellness • Wellness (1 credit) • P.E. (.5 credits) The Giles County School System will look to adopt a policy to address P.E.

11. Graduation Requirements • Computer Education is not specifically listed in the ready core curriculum. • However, every candidate for graduation must receive one full year of computer education during the candidate’s educational career. • The general consensus is to move keyboarding to middle school for all students to meet this requirement.

12. Graduation Requirements“The Elective Focus”

13. Graduation Requirements What is an elective focus? Students will complete an elective focus of no less than 3 credits. The elective focus will be approved by the local board of education. The state approves the following areas of elective focus: • Math/Science • Humanities • Fine Arts • AP/IB curriculum • CTE

14. “Capstone Experience”

15. What is a Capstone Experience? • Senior Project • Virtual Enterprise • Internship • Externship • Work-Based Learning • Service Learning (minimum of 40 hours) • Community Service (minimum of 40 hours) All of the above listed capstone experiences have been approved by the state department of education.

16. Is the capstone experience a graduation requirement? “Local boards of education are encouraged to consider requirements for students to complete a capstone experience …”

17. Graduation Paths There will be only one graduation path. “All students will pursue a focused program of study preparing them for postsecondary study.”

18. Graduation with Honors Students who score at, or above, all of the subject area readiness benchmarks* on the ACT or equivalent score on the SAT will graduate with honors. The readiness benchmarks are as follows: • English – 18 • Math – 22 • Social Studies – 21 • Science -24 * Students scoring at the readiness benchmark are 50% likely to attain a B in their first college course in that subject area and have a 75% chance of attaining a C in college.

19. Graduating with Distinction Students will be recognized as graduating “with distinction” by attaining a “B” average and completing at least one (1) of the following: • Earn a nationally recognized industry certification • Participate in at least one of the Governor’s Schools • Participate in one of the state’s All-State musical organizations • Be selected as either a National Merit Finalist or Semi-Finalist • Attain a composite score of 31 or higher • Attain a score of 3 or higher on at least 2 AP exams • Successfully complete the International Baccalaureate Diploma Programme • Earn 12 or more semester hours of transcripted college credit

20. Graduation Requirements for Students with Disabilities • Students with disabilities will be included in regular classes to the degree possible and with appropriate support and accommodations. • To earn a regular high school diploma, students with disabilities must earn the prescribed 22 credit minimum. • Students failing to earn a yearly grade of 70 in a course that has an end-of-course test and whose disability adversely affects performance in that test will be allowed, through an approved process, to add to their end-of-course assessment scores by demonstrating the state identified core knowledge and skills contained within that course through an alternative performance-based assessment (approved by an IEP team). • The necessity for an alternative performance-based assessment must be determined through the student's individualized education plan (IEP). • The alternative performance-based assessment will be evaluated using a “state approved rubric.”

21. Graduation Requirements for Students with Disabilities A transition certificate may be awarded at the end of their fourth year of high school to students with disabilities who have … • taken classes toward a high school diploma (22 units of credit), • have satisfactorily completed an individualized education program, and • have satisfactory records of attendance and conduct. Students who obtain the transition certificate may continue to work towards the high school diploma through the end of the school year in which they turn twenty-two years old.

22. IEP Certificate An IEP certificate will be awarded to students with disabilities who have (1) satisfactorily completed an individualized education program, (2) successfully completed a portfolio, and (3) have satisfactory records of attendance and conduct. **Please Note: This is the same as the old “Special Education Diploma”

23. Assessments So what will happen to Gateway and End of Course Examinations?

24. Assessments : Gateway Tests Students entering ninth grade in 2009 (or in subsequent years) will not be required to take gateway tests.

25. Assessments : End of Course Beginning with the class of 2013, all students will take an End of Course Assessment for the following classes: • English I, II, and III • Algebra I • Geometry • Algebra II • United States History • Biology • Chemistry and/or Physics

26. Assessments : End of Course So will students have to pass every End of Course Assessment in order to graduate? In order to pass the class?

27. Assessments : End of Course The students final grade for the course will be calculated by counting the teacher assigned grades for the course as 75% (grade reporting periods and teacher made final exam) and the end of course assessment will count 25%.

28. Assessments : End of Course “Students will not be required to pass any one examination, but instead students must achieve a passing score for the yearly grade in accordance with the State Board of Education’s uniform grading policy.”

29. Assessments : End of Course “Before the first administration of the end of course tests, the State Board of Education will develop and approve a schedule to allow for phasing up to the 25% weight for the test grade.”

30. Assessments : Writing • Writing willbe a part of local school assessment in ALLsubject areas. • All teachers will be trained in holistic scoring. • All eleventh grade students will participate in the TCAP Writing Assessment.

31. Assessment : ACT ACT’s Educational Planning Assessment System {EPAS} will be administered annually. • The EXPLORE test will be given to all 8th grade students in the fall. • The PLAN test will be given to all 10th grade students in the fall. • The ACT test will be provided for all eleventh graders. The ACT readiness benchmark for math should be used as a reference point for placing each individual student in the correct math class for their senior year. *** Schools will be responsible for developing interventions (ex. RTI) for students who have not/are not progressing sufficiently to reach the ACT Readiness Benchmarks.***

32. Assessments : ACT/Readiness Benchmarks • English – 18 • Math – 22 • Social Studies – 21 • Science -24 * Students scoring at the readiness benchmark are 50% likely to attain a B in their first college course in that subject area and have a 75% chance of attaining a C in college.

33. ROADBLOCKS!

34. How does this impact our middle schools? • Encourage school districts to award high school credit for appropriate courses taken in middle school. • Encourage school districts to move courses such as career management success and keyboarding to the middle grades. • Encourage transition programs from grade level to grade level. • Ensure middle grades math and science teachers have thorough understanding of concepts being taught. Initiate intensive capacity building programs much like those utilized in preparation for the current Gateway Examinations. • Administer EXPLORE and develop individual intervention plans for students who are not on track to be successful. Use “at-risk” funding to support interventions. (Perhaps use KUDER assessment with all 8th graders?)

35. How does this impact our high schools? • Provide transition programs to help 9th graders be successful, particularly in the first reporting period. • Administer PLAN and develop individual intervention plans for students who are not on track to be successful. Use “at-risk” funding to support interventions. • Require students who do not make a 19 on the math component of the PLAN or equivalent SAT to take a course designed to prepare students to meet college readiness standards/benchmarks. • Make the senior year count by requiring students to be enrolled in a full schedule of credit bearing courses the senior year. • Encourage dual credit and early enrollment in college.

36. How does this impact our high schools (continued)? • Require students to take a mathematics class each year of high school. • Add personal finance as a required course and develop an employment standard to teach it. • Require all students to complete a one path “ready core” of academic requirements. • Consider adding a Capstone Experience for Seniors • Equate the standard for obtaining an “honors” diploma to achieving the ACT benchmarks for success in all subject areas.