Managing the New Graduation
Requirements: Lessons from the Field
Puyallup School District
Everett School District
Tacoma School District
Focus for today
To display the work of three
districts which have implemented
systems to assure all students
have the opportunity to meet the
graduation requirements for the
class of 2008 and beyond.
Framing Question
What are your district, schools, and
classrooms doing different or
differently to assure that all
students in the class of 2008 and
beyond have the opportunity to
meet the new graduation
requirements?
A Time to Write!
• What are the obstacles you, your district,
schools, and/or classrooms face when assuring
all students in the class of 2008 and beyond
have the opportunity to meet the new graduation
requirements?
• What are the strategies you, your district,
schools, and/or classrooms are using to assure
all students in the class of 2008 and beyond
have the opportunity to meet the new graduation
requirements?
Puyallup School District
On-Time Graduation Specialist
Kimberlee Armstrong, Rogers
Lisa Kusche, Emerald Ridge
Angie Reed, Puyallup
Three Comprehensive High
Schools
Grades 10-12
Governor John R. Rogers 1700
Puyallup 1600
Emerald Ridge 1500
Walker Alternative: Grades 9-12
Our Goal:
Increase On Time Graduation
If the current cohort graduation
rate is 80.5%, for the class of
2010, approximately 300
students will not graduate with
their class.
Our goal: Decrease Dropouts
Puyallup School District’s most recent
dropout rate is 6.4%.
Credit Deficient Students
1st Semester Sophomores- less than 4 credits
1st Semester Juniors- less than 10 credits
1st Semester Seniors- less than 16 credits
Credit Deficient and
Special Education
What percentage of
credit deficient
students have
Individualized
Education Plans?
• 10th Graders – 25%
• 11th Graders- 38%
• 12 Graders- 16%
Our Goal:
Get Students Back on Track
• Work with Counseling Team to enroll
students in after school credit retrieval
courses.
• Delay electives and have credit
retrieval within daily schedule.
• Class of 2011: Required Credit
Retrieval Course for those with less
than 4 credits.
WASL and WASL Options
• School Assessment Coordinator
• Work with Principal to identify and
monitor those who have not yet met
WASL standards.
• COE courses
• Student placement
• Staff support
CAA Options
50 Seniors are enrolled in a Collection of Evidence
class for reading and/or writing and will retake the
reading and/or writing portion of the WASL.
400 Seniors are enrolled in a math class and will
retake the math portion of the WASL in the Spring.
Approximately 30 seniors are doubling up on math
second semester.
COE–
Making It Work
In Your Building
Leigh Ann Mahaffie –
Puyallup School District
Who should do the
COE?
• Deeper, richer, harder, and
more rigorous than WASL
• Not for everyone
Our Results
Spring
WASL
Score
2007
Number
who
passed
CoE
Total
Number
of CoEs
Percent
Passing
CoE
334-349
352-370
372-390
391-398
400-430
4
24
45
27
20
9
41
74
34
24
45%
59%
61%
79%
83%
PSD Final (by Teacher)
Teacher
Number
Number
who
passed
COE
Total
Percent
Number of Passing
COEs
COE
Teacher 1 8
19
42.1
Teacher 2 33
34
97.1
Teacher 3 8
8
100.0
Teacher 4 25
29
86.2
Teacher 5 50
72
69.4
Teacher 6 2
31
6.5
PSD Results
• 193 CoEs were submitted by PSD
(out of 700 statewide)
• Range of scores from 26-114
• Approximately 65% of our students
met standard (50% statewide)
– School 1
49/61
80%
– School 2
25/29 86%
– School 3
52/103 51%
Math Approach Last
Year
•
•
•
•
Common Vision
WASL Modules Class
Item Creation
OSPI approval
PSD This Year
• One core package of 7 items and
a pool of extras
• 2 items for each content and
process strand
• Two Classes
– WASL Modules & Segmented WASL
• Some items to be completed
second semester in Segmented
WASL class
• On Demand/Non On-Demand
• Sharing statewide
PSD Next Year
• Teachers’ Suggestions
– Segmented WASL-Year Long
COE
• Core set of 10 or 11 simpler items
– WASL Modules - no COE
– COE Semester Class
• Srs 1st semester/Jrs 2nd semester
• Core set of 7 complex problems
What Does It Look Like?
(COE class)
Prep Lessons
Item – Most items multi-strand
Revision
• 1-2 Week process
– Stack items if you can (Ice Cream Containers
leads to Sculpture Design or Painting Houses
and Concert Tour Planning)
• Backward Design
What Does It Look Like?
(Segmented WASL class)
Prep Lessons – Seg WASL materials
Item – Most items single-strand
Revision
• 1-2 Week process
– Dependent on the unit, activities chosen,
Segmented WASL test
• Backward Design
Revision Day/Tracking
• Whole Group vs. Select Group
• Tracking Chart
Things to Take Away
From Today
• Best teachers for resistant
learners
• Pay them well/Extra
Planning/COE Coordinator
• Scheduling
• There is help!
– OSPI
– ESD
– me
Contact Information
• Leigh Ann Mahaffie
253-435-2830
mahaffla@puyallup.k12.wa.us
Managing The New Graduation Requirements
Barriers to On Time Graduation
Terry Edwards
Everett Public Schools
tedwards@everettsd.org
WERA Spring Conference
March 26-28, 2008
Goals

NCLB


Community/Parents


Prepare students for entry into high skilled and high
wage jobs
College


100% of their children right now
Work Force


85% of On-time Graduates by 2014
Students ready to engage in college level course work
without remediation
Board

100% of students graduate when they have met
standard
High School Graduation




An educational mandate
An economic necessity
A civil right
A moral imperative
Graduation Definitions

Graduation


The completion of required course
work and assessments leading to a
high school diploma
On Time Graduation

The completion of required course
work and assessments leading to a
high school diploma four years after
commencing grade 9.
The Graduation Question

Graduation for the Individual


Yes / No
Graduation for the District

OnTime Rate / Extended Grad Rate
On Time Graduation Rate
Graduating =
Cohort
Initial Gr 9 + Net
Enrollment
Transfers
+ Drop
Outs
On Time Graduation Rate
# Graduates (N)
# Cohort (D)
To Improve On Time Graduation Rate
OTG =
1.
2.
N/
D
Decrease the number of students in
the cohort (the denominator)
Increase the number of graduates
(the numerator)
*Washington Mathematics Standard 6.3
To Improve Your Denominator





Audit your business practices around the
completion of your P-210
Verify and reduce drop out numbers U – D – C
codes
Review building practices in track record
requests for transfer students, make sure you
include your special education department
Verify student continued enrollment (RSVP)
Personalized outreach to prevent and recover
drop outs




Success coordinator
Counselor
teacher
Review district variance practices
Summary by School
P210 C’s, D’s and U’s
2004-05 to 2006-07 School Year
Cs
Ds
Us
Total:
Cs
Ds
Us
Total:
CHS
2
15
148
165
2004 - 2005
EHS
JHS
8
1
26
16
22
65
56
82
SHS
7
72
251
330
Others
0
5
24
29
Total
18
134
510
662
CHS
5
3
119
127
2005 - 2006
EHS
JHS
3
2
35
20
37
39
75
61
SHS
6
24
96
126
Others
1
1
33
35
Total
17
83
324
424
SHS
5
5
119
129
Others
0
0
10
10
Total
9
69
297
375
2006 - 2007
Cs
Ds
Us
Total:
CHS
1
0
95
96
EHS
1
20
57
78
JHS
2
44
16
62
Source: OSPI Core Student Record System (CSRS) http://eds.ospi.k12.wa.us/CSRS Reports, Enrollment Reports, Enrollment Reports, P210
December 14, 2007
Everett Public School
Class of 2008 Inactive Cohort
(2004 – 2008)
U, C or D
Unknown
Drop Out
Complete
Cascade HS
55
1
0
Everett HS
29
12
0
Jackson HS
27
7
0
Sequoia HS
93
7
1
District Total
204
27
1
Source: Pentamation
March25,2008
Cumulative Barriers to Graduation

Graduation is the result of meeting each
of the individual requirements
Cumulative Barriers to Graduation
30
25
24
Culminating
Exhibition
20
18
Credits
Argumentative Paper
15
12
WASL Mastery:
10
5
Reading / Writing / Math*
6
0
9th
10th
11th
12th
GRADE
*Math Mastery or continued enrollment and success in challenging math course work
Ways to Improve Your Numerator
Increase your number of graduates!!
1.
•
2.
3.
4.
5.
Increase student achievement from the first day of
school
Review District Policy and Procedures for
Graduation
What are your district’s barriers / requirements
to graduation?
Do you have the right barriers / requirements
What policies are in place in your district that
create additional challenges to students?
Overt: Barriers / Requirements




Credits
WASL
Argumentative Paper
Culminating Exhibition
Covert: Barriers / Requirements




Attendance policy
Grading practices
Registration process
Master schedule
Missing: Barriers / Requirements

Do you have the appropriate requirements in place
that will allow students to meet the ultimate goal of
high school graduation




Increase course rigor
Add additional math requirement
Define high school math sequence
Increase middle school relevance by focusing on high school
readiness



Algebra
Geometry
Washington State History
Help Overcome Barriers / Requirements





WASL credit recovery
Directed athletics
ROTC
Marching band
Private music lessons
Overt Barriers / Requirements


Culminating exhibition: Argumentative
Paper
History:





12 years ago
8 years ago
Today
Impact:
Lessons Learned:
Overt Barriers / Requirements


Credits:
Red – Yellow – Green


Establish a consistent data tracking process/report
What we did

Determine biggest obstacles





High failure rate classes
High failure rate staff
Focused attention through district wide On Time Graduation
Committee
Developed the 1-F strategy
Enhanced parent communication about academic success
and progress to graduation
Overt Barriers / Requirements

What we did







Pyramid of intervention
Additional support classes
Extended day programs
Success Coordinators
Drug Alcohol Interventionists
In School academic support
What we are finding:

Preliminary progress
Everett Public Schools
Comparison of Red-Yellow-Green by Grade Level
Semester 1 in 2006 and 2007
CHS 2006/2007
Comparison
Updated 5/1/07
Grade 9
Number of Credits
Number/Percent of
Students
Grade 10
Number of Credits
Number/Percent of
Students
Grade 11
Number of Credits
Number/Percent of
Students
Grade 12
Number of Credits
Number/Percent of
Students
Total
Number/Percent of
Students
% Yellow % Yellow % Green % Green Total Total
% Red
% Red
2007 2006 2007
2006
2007
2006
2007
2006
>3.0
>3.0
1.0-2.5
1.0-2.5
<0.5
<0.5
39/7%
<6.5
136/27%
<12.5
149/30%
<18.5
75/19%
11/3%
<6.5
68/15%
<12.5
85/21%
<18.5
52/14%
399/21% 216/13%
149/30%
7.0-8.5
106/21%
86/21%
7.0-8.5
111/24%
316/63% 313/76%
>9.0
111/22%
19-20.5
120/30%
486/26%
102/25%
19-20.5
122/33%
458
505
409
396
366
>21.0
201/51% 192/53%
421/26% 1017/53%
497
>15.0
245/48% 222/54%
>21.0
410
>9.0
255/52% 279/61%
13.0-14.5 13.0-14.5 >15.0
504
1006/61
% 1902 1634
Overt Barrier / Requirements
WASL
 Class of 2008 Performance

1130 active students


January 2008
1012 met standard in Reading (90%)
995 met standard in Writing (88%)
Overt Barrier / Requirements
WASL
 Does this mean 10% or student will not
graduate due to WASL performance?
 What will be the impact of credit and
WASL performance on graduation?
Cascade High School
Class of 2008
386 Students
Reading (January 2008)
32%
18
NOT MET
63
8
BASIC
8+0*
44%
4
ELL
22%
6
SPED
34%
40
BASIC 89%
0
ELL
5
SPED 11%
16%
45
MET
301
MET
93%
94%
2%
4%
22
323
NOT
MET
(84%)
7%
282
10
BASIC
1+9*
45%
ELL
7
2
ELL
10%
SPED
12
10
SPED
45%
BASIC
273+9*
0%
71%
*No Score 9
Cascade High School
Class of 2008
386 Students
Writing (January 2008)
32%
20
NOT MET
63
11
BASIC
55%
4
ELL
20%
5
SPED
25%
39
BASIC 91%
0
ELL
4
SPED
16%
43
MET
294
MET
91%
93%
2%
5%
29
323
NOT
MET
(84%)
68%
9%
273
20
BASIC
11+9*
69%
ELL
6
3
ELL
10%
SPED
15
6
SPED
21%
BASIC
02%
*No Score 9
9%
Cascade High School
Class of 2008
27 Students
Not Met WASL - Reading
4
SPED
3-March Re-Take
1-WAAS Portfolio
3
ELL
3-March Re-Take
13
Off Track
48%
6
BASIC
1-Submitted COE
4-March Re-Take*
1-SAT qualified (also re-tested in March)
14
ON
TRACK
3-March Re-Take
2-Spring COE
1-Absent (out of the country)
4-March Re-Take
2-Modified WASL
2-Spring Portfolio
District Data March 2008
5
BASIC
1
ELL
8
SPED
Cascade High School
Class of 2008
26 Students
Not Met WASL - Writing
4
SPED
1-WAAS Portfolio
2-DAW
4
ELL
4-March Re-Take
17
Off Track
65%
9
BASIC
1-Modified WASL
1-March Re-Take / 1-August Re-Take
1-Absent – Long Term Suspension
9
On
Track
35%
1-Private SAT* score
2-Spring COE
3-March Re-Take (*1 SAT)
District Data March 2008
4
BASIC
2-March Re-Take
2
ELL
2-DAW
1-March Re-Take
3
SPED
Everett Public Schools
2008 Special Education Graduates
Student #
Build.
Year
Ex.
Credits
WASL Math
WASL
Reading
WASL
Writing
Cert
Mastery
Reading
Reading
Writing
Writing
Math
Math S
######
1
2008
04
29
NOT
MET
MET
DIPLOMA
WASL
MET
WASL
MET
WASL
NOT
######
2
2008
05
23.5
NOT
NOT
MET
DIPLOMA
WASL
MET
WASL
MET
WASL
NOT
######
1
2008
05
22.126
NOT
MET
MET
0 of 3
######
1
2008
06
22
NOT
NOT
NOT
0 of 3
WASL
NOT
PORT
NOT
WASL
NOT
######
1
2008
13
21
NOT
NOT
NOT
DIPLOMA
WAMO
MET
WASL
MET
WASL
NOT
NOT
NOT
NOT
NEEDING LOCALLY DETERMINED ASSESSMENTS
######
2
2008
05
21.5
NOT
NOT
MET
1 of 3
WASL
NOT
WASL
MET
WASL
NOT
######
2
2008
14
21
NOT
NOT
NOT
0 of 3
WASL
NOT
WASL
NOT
WASL
NOT
######
1
2008
05
20.5
NOT
NOT
NOT
1 of 3
WASL
NOT
WAMO
MET
WASL
NOT
######
2
2008
04
20.5
0 of 3
NOT
NOT
NOT
STUDENTS NEEDING COLLECTION OF EVIDENCE
######
33
2008
13
20.5
NOT
NOT
NOT
1 of 3
WASL
NOT
WAMO
MET
WASL
NOT
######
1
2008
02
20.5
NOT
NOT
NOT
1 of 3
WASL
NOT
WASL
MET
WASL
NOT
LACKING ENOUGH EVIDENCE
######
2
2008
05
15.5
NOT
MET
NOT
DIPLOMA
WASL
MET
WAMO
MET
WASL
NOT
######
1
2008
05
15.5
NOT
NOT
NOT
1 of 3
WASL
NOT
WASL
NOT
WASL
MET
######
34
2008
02
15.17
NOT
NOT
WASL
NOT
######
1
2008
02
14
NOT
DAWL
NOT
0 of 3
1 of 3
NOT
DAWL
MET
DAWL
Extended On-time Graduation Rate
2002-03 through 2006-07
District and School Totals
100
90
87.7
86.1
80
81.7
80.2
79.6
78
78
79.7
Extended On-time Graduation (%)
74
70
67.4
67
64 64
64
61
60
55
71
69
59
53
50
40
36.6
30
20
10
10
3
0
0
Everett School District
CHS
2002-03
EHS
2003-04
2004-05
JHS
2005-06
2006-07
SHS
8.2
What does this mean for future work?

Credit is the highest barrier to OTG



Less then 10% of students have not met standard
on Reading or Writing WASL
Nearly 20% of student have not met standard in
credit requirements
If a student has been successful in rigorous
course work they will be successful on WASL


Ensure that students are enrolled in rigorous
course work
Ensure that students are successful in those
rigorous courses
What does this mean for future work?

We need to help students and teachers
be successful the first time a class is
attempted



Shift grading culture to all can meet standard
Be aware of the cost of credit remediation
We need to create opportunities within
the 4 year OTG window to recover “lost”
credits
What does this mean for future work?

We have State support and District
emphasis on ensuring WASL
performance but little to no support for
helping students recover “lost” credits


Focus on WASL improves WASL
Focus on earning credit improves both
credit trajectory and WASL performance
What does this mean for future work?

Reevaluate the core question:

Focus on graduation not its individual
requirements
Organizing & Implementing
for
Student Success
By
Kimberly Müeller and Michael Power
Tacoma Public Schools
What did we do to address the new
graduation requirements?
• Creating: The structures and systems
• Supporting: The students and adults
• Re-examining: Is it working?
Creating: GALT
(Graduation Advisory Leadership Team)
Assis.
Superintendents
Coordinator
Graduation
Req.
Guidance
&
Counseling
Curriculum
&
Instruction
GALT
High School
Ed.
Research
&
Evaluation
Public
Relations
and...
supporting students on-site…
GSS
(Graduation
Support Specialist)
Career
Counselor
Counselors
Student
CPL
(Culminating
Project
Lead)
Administrators
Teachers
and supporting the adults working in the
system…
Coordinator
GSS
of
&
Grad Requirements
CPL
GALT
Re-examining: Is it working?
• Reflecting on individual performance
• Examining system and the supports
• Re-evaluating the resources
Framing Question
What are your district, schools, and
classrooms doing different or
differently to assure that all students
in the class of 2008 and beyond have
the opportunity to meet the new
graduation requirements?