Greetings!
Last week, the Quality Education Commission (QEC) released
their Quality Education Model (QEM) Report for 2010. The report offers
suggestions on how the state should move forward with the implementation of the
QEM.
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 This year the Commission focused their efforts to help
inform the implementation of the new diploma standards. Specifically, the
Commission evaluated characteristics of high quality math programs in Oregon.
The panel recommendations were as follows:
Best Practices: Given that mathematics skills and knowledge are
increasingly in demand in higher education and the workplace, ensuring that
students have sufficient math preparation by the time they leave high school is
an important goal for Oregon schools. Based on the observations and interviews
conducted in schools throughout the state, the Best Practices Panel recommends
that the following components of successful math programs be reflected in the Quality Education Model: -
Include time for new teacher induction programs and job-embedded professional
development that is directly related to the curriculum and building goals.
Investing in the development of teachers as effective instructional leaders
promotes student success.
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Provide adequate resources and staff so that schools can offer Algebra courses
for high school credit in the 7th or 8th grade, with teachers who hold advanced math
endorsements. There is evidence that introducing algebra concepts at this stage
may foster higher levels of math achievement in high school.
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Include adequate classroom spaces, smaller class sizes, early identification of
struggling students, and additional instructional time with licensed math
teachers.
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Allocate time and resources
for districts to develop frameworks for the articulation of math programs for 4th grade through
high school. Such articulation will help schools to provide continuous
instruction that builds skills and knowledge cohesively over time.
Course-Taking:
As the phase-in of the Oregon Diploma continues (See
Appendix B for the timeline and phase-in of new requirements), schools and
districts must carefully consider how to best prepare students to meet high
school graduation requirements. The ODE analysis of course-taking patterns in
Oregon high schools helped the Commission to develop an understanding of how
students can be kept on track to meet math graduation requirements throughout
the grades. The following recommendations can be applied to other subject areas
as well:
Develop a strategic focus on practices that build a solid academic foundation
in the early grades. Excellent preparation in the early grades will equip
students to achieve the standards established by the Oregon Diploma when they
reach high school. If students are not at grade level when they reach high
school, they will be unable to take full advantage of the rigorous coursework required
to meet the new diploma requirements.
Align the timing of student
course-taking with the timing of state assessments to avoid the problem that
many Oregon students currently face: state assessments test them on content
that they have not yet learned. The State Board of Education has already taken
a critical first step by moving the high school assessments from the 10th to the 11th grade. This
will give schools more time to fully prepare students for the state
assessments, while still leaving sufficient time for students to earn all the
credits required for graduation.
Costs:
The Commission's Cost Panel updated the Quality
Education Model to include the most current data (school finances, enrollment
and other student information, and economic and price information) and for the
first time incorporated information about the capital costs associated with
providing and maintaining school buildings and facilities. The Cost Panel also
carefully evaluated the recommendations of the Best Practices Panel to
determine if additional resources were needed in the QEM in order to implement
these recommendations. The Cost Panel concluded that the QEM already contains
sufficient resources to implement the Best Practices Panel recommendations.
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