May 2005

OMLEA NEWS

Governor Brad Henry’s Education Proposal contains several proposals that would impact middle level education.  Here are summaries of the initiatives so that OMLEA members can contact their house and state legislators in regard to how they feel about these items.

Middle School Math Labs –

• “I Can Learn” math lab stations—One of two U. S. Dept. of Ed. Programs that qualify as a scientifically research based math improvement curriculum.  Would be applied to ten schools identified with low math scores.
• Cost of  $300,000 for three years, can obtain $100,000 federal grant—sate cost of $200,000/school total $2 million.
• Turnkey operation, cost includes all equipment, training and maintenance, $20,000/year maintenance cost after 3 years.
• 10 additional schools can be added each year thereafter since $200,000 is a one-time cost. (foundation, private funds)

Middle School Math Initiative—

• Professional development program to improve middle school math instruction--$1,000 bonus for participating teachers who demonstrate successful completion.

o       Teachers take a pre-assessment to establish current subject matter knowledge . Based on results, teacher will participate in one of the following:

o       Customized higher education course to improve math/Algebra knowledge

5 day summer institute to improve teaching of math skills (if teacher does not assess well on pre-assessment for subject matter knowledge, they must take course focused on learning math/Algebra

o       Or small learning communities geared around improving math knowledge and instruction (alternative for rural teachers)

• State pays for higher ed courses, institutes
• State provides $1,000 bonus to teachers who participate and successfully pass the intermediate middle school math certification test. Teachers who already have a certification may receive the $1,000 if they successfully participate in one of the three.

8^th grade High Student Accountability/Mastery exam—6^th graders entering the 2008-2009 class would need to demonstrate mastery of core courses in their 8^th grade year (2010-0=2011). Establish statutory task force/work group (see membership below)

• 2005-2006: Develop action plan, review benchmarks, hold public hearings, etc.
  • Determine which subjects will be included, benchmarks, cut scores
  • Determine what information needs to be provided to teachers, parents and students—emphasis on this initiative as a tool to improve student success
  • Provisions for summer academies, tutoring, remediation
  • Consequences at a minimum must include mandatory remediation.  Other options include re-taking the grade of subject matter where students failed.  Task Force can complete review of other states.
  • Present Action Plan to Legislature in 2006 session—funding for remediation, consequences and exceptions outlined.
  • 2006-2007:  Work on tests, implement remediation opportunities, interventions
  • 2007-2008:  Work on public information campaign for teachers, parents and students re: expectations, opportunities for learning, refine test instrument and field test
  • 2008-2009:  Entering 6^th grade class given new information, opportunities to test early, remediation
  • 2010-2011:  First year of high stakes 8^th grade criterion reference test.

High School Reform—

• Require the incoming freshman entering the 2008-2009 school year to successfully pass 4 out of 6 end of instruction exams for high school diploma.
• Require the OHLAP college preparatory high school curriculum be the default curriculum for all high school freshman students entering the 2005-2006 school year.  One diploma only, parents may opt out.
• Pay for high school seniors attending college while in high school up to a maximum of 6 hour per semester.
• Require 3 full years of math in high school; 8^th grade algebra would not count towards the 3^rd year; make sure the language specified states if student has taken 3 currently required in statute (Algebra I et al.) that other accredited math courses taught at high school level may count as 3^rd year.