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 Plans Underway for 2008 Small School Practitioners’ Workshop
************************** Professional Educators Standards Board Meets on March 19 -20, 2008 at Red Lion Hotel in SeaTac, WA Go to: www.pesb.wa.gov/ for all future PESB meetings. ************************** State Board of Education Update The State Board of Education (SBE) has a number of significant projects going on this fall. On of these projects is the “Meaningful High School Diploma”. A submcomittee has made the following recommendations: Washington State Board of Education Meaningful High School Diploma Committee Preliminary Recommendations EXECUTIVE SUMMARY The Meaningful High School Diploma (MHSD) Committee has been working since January 2007 on issues related to high school graduation. After seeking the counsel of local and national resources, including an advisory committee of 18 stakeholders, the MHSD Committee has produced a set of preliminary recommendations for revisions to the high school graduation requirements. The Committee has also compiled a database of current graduation requirements by district that will be posted on the Board’s website. Preliminary Recommendations At this juncture, the Committee has two major recommendations: 1) changes to the minimum credit benchmarks that will bring high school graduation requirements nearly in alignment with entrance requirements at Washington’s public four-year universities and colleges – while preserving and encouraging options for students who intend to enter the world of work upon graduation; and 2) a new set of requirements for what the Committee is calling “lifelong learning skills” that we believe every graduate should be able to demonstrate. The Committee would like the requirements to be effective for the class of 2012. Changes to the credit requirements. The MHSD Committee recommends that the Board make the following adjustments to the minimum state graduation credit requirements: » Increase the minimum credit requirements from 19 to 22. » Increase English requirements from 3 to 4. » Increase math requirements from 2 to 3. » Maintain science requirements at 2 credits, with one being a lab science. » Increase social studies requirements from 2.5 to 3 credits. » Maintain health & fitness requirements at 2 credits. » Increase arts requirements from 1 to 2 credits. » Add a 1 credit requirement in world language. » Maintain occupational education requirements at 1 credit. » Decrease elective requirements from 5.5 to 4 credits, and specify that the electives must be in the subject areas listed above. Creation of lifelong learning skills requirements. » Require students to demonstrate through course work, the Culminating Project or extracurricular activity lifelong learning skills that would be assessed and accounted for using strategies developed locally. The lifelong learning skills would include: critical thinking/problem solving, teamwork/collaboration, public presentation skill, media literacy, financial literacy, creativity, leadership, ethical sense, civic responsibility, information/technology literacy, and career/life planning. The Committee also recommends that the state maintain a single (nondifferentiated) diploma. No changes to the High School and Beyond Plan or the Culminating Project, two Board-initiated components of graduation requirements, are being suggested at this time. Next Steps In the coming months, the Committee will address legislative directives to specify the content of the math credits (2SHB 1906), evaluate progress toward a diploma of students enrolled in vocationally intensive and rigorous career and technical education programs (RCW 28A.230.090), and submit a revised definition of the purpose and expectations for high school diplomas (E2SHB 3098). The Committee will also reach a decision on including Tribal history, culture and government as a graduation requirement (Memorandum of Agreement). All of these reports are due December 1, 2007. Revisions to the preliminary recommendations will be informed by discussions with the Board, Advisory Committee, and input from stakeholders at public outreach meetings to be held in the fall.
FOR IMMEDIATE RELEASE
CONTACT: Rural Education Center, Jim Kowalkowski Director Phone Number: 509-725-1481 Email Address : jimkowalkowksi@davenport.wednet.edu
Rural School Districts Face Unique Challenges Attracting and Retaining Quality Teachers
Despite the perception that urban school districts have the most trouble holding on to quality teachers, a recent study has shown that rural school districts also face challenges attracting and training experienced, quality educators. In particular, beginning teachers move out of rural districts at a rate higher than their counterparts statewide.
“There have been very few research studies in Washington State that have focused on our small and rural schools. This report gives some important information regarding teacher and principal retention and mobility in small and rural districts in our state. While some policymakers in our state may have assumed that teacher retention is lower in districts where there are higher housing costs, this comprehensive study illustrates that this is indeed not the case,” said Jim Kowalkowski, Director, Rural Education Center.
Nearly half of Washington Sate's 296 school districts have fewer than 1,000 students, and schools in these districts face a unique set of challenges. Teachers must often be certified in several subject areas, for example, and have a high proportion of students who do not speak English as a first language.
With support from the Center for Strengthening the Teaching Profession, researchers at the University of Washington School of Education conducted a retention and mobility study of teachers in rural Washington public schools. Although there is some national research on rural school districts, this is the first major study of small and rural Washington state schools. Key findings include:
"The study confirms other national research that shows the poorest areas with the highest poverty and highest number of minority students have the highest teacher turnover,” said Neal Kirby, Principal, Edison Elementary in Centralia and former state representative. In central Washington, the differences are clear. Overall teacher retention in this area is just 53 percent, compared with 69 percent in southwest Washington. Additionally, just 26 percent of novice teachers are at the same school after five years in the central area of the state. This compares with 62 percent in the southwest. Central Washington has high poverty rates and districts receive the least money from local levies, which means that they tend to have larger classes, less money for teacher training days, and fewer support personnel to help the teachers in the classroom
“As policy makers go about addressing the challenges of attracting and retaining a quality work force, the special characteristics of small and rural districts must be taken into account,” said Kowalkowski.
A full copy of the report can be found here.
The Rural Education Center (REC) is a statewide cooperative of small and rural school districts committed to achieving the highest quality of learning on behalf of children in our schools. The REC was founded in 1987 and currently has over 60 members (schools districts, Educational Service Districts, and several other educational organizations). The REC receives program support from Washington State University and Educational Service District #101.
The Center for Strengthening the Teaching Profession (CSTP, pronounced “C-step”) was founded in 2003 as an independent, non-profit organization intent on helping students achieve by ensuring they have quality teachers in every classroom.
The data used in the research (commonly called S-275 data) was obtained from the Office for Superintendent of Public Instruction. ************************** I-728
PowerPoint Template ************************** Update: REC/OSPI/WSU Small School Practitioners Workshop OSPI partnered with the Rural Ed. Center and with Washington State University to offer another exciting Small Schools Practitioners Workshop on June 22, 23, and 24 in Vancouver, WA . The school districts that participated were Castle Rock, Easton , Klicitat, Shaw Island , and Wishkah Valley . These districts were able to focus their efforts on specific goals and projects with support from the REC, WSU, and OSPI. Plans are already underway for the June 2006 Small Schools Practitioners Workshop. Special thanks to Gayle Pauley and Barbara Quick at OSPI for assistance in securing grant funds that covered most of the costs of the workshop. Contact Jim Kowalkowski for more information regarding the June 2008 workshop. ************************** HEC Board Delaying Decision Regarding New Minimum College Admission Standards
The Higher Education Coordinating Board is delaying a decision on their proposed changes to the minimum college admission standards until their September 22 board meeting.
The HEC Board is considering making some significant adjustments to the original proposed changes after receiving input during their public hearings and via e-mails, letters and phone calls.
For a detailed update on the revised changes, go to:
www.hecb.wa.gov/boardmtgs/documents/4-MinAdmissionsBoardBriefing.pdf
Several REC members have requested a copy of the testimony given at one of the HECB hearings by Jim Kowalkowski, the director of the Rural Education Center .
Please click on the link below: |
