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The Common Core State Standards: Engaging Higher Education

The Common Core State Standards: Engaging Higher Education. The presentation will begin at 2:00 p.m. EDT All participants are muted upon entry into the meeting. To ask a question, please type it into the Q & A box located on the right-hand side of the screen.

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The Common Core State Standards: Engaging Higher Education

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  1. The Common Core State Standards: Engaging Higher Education The presentation will begin at 2:00 p.m. EDT • All participants are muted upon entry into the meeting. To ask a question, please type it into the Q & A box located on the right-hand side of the screen. • To troubleshoot technical issues with the webinar, please contact the WebEx provider directly at 866-569-3239.

  2. The Common Core State Standards: Engaging Higher Education Vince Verges, Florida Department of Education Jordan Horowitz and Brad Phillips, Institute for Evidence-Based Change Sharmila Conger, State Higher Education Executive Officers

  3. K-12/ Higher Education AlignmentFlorida Initiatives Presented by: Vince Verges Florida Department of Education

  4. Introduction • Florida has begun work to more closely align K-12 curriculum and expectations with Higher Education (HE) • Key Tools • Common Core State Standards (adopted in June 2010) • Race to the Top Funding • Membership in the Partnership for Assessment of Readiness for College and Careers (PARCC)

  5. Coordinator of Postsecondary (PS) Readiness • Increases communication between Florida College System and K-12 • Plans activities and monitors state policies related to student preparation • Coordinates professional development for teachers and college faculty relating to CCSS, assessments and establishment of scores that determine college readiness

  6. Race to the Top/ PARCC Elements to Assist in Alignment • Professional Development Modules (pre-service and practicing teachers) • Grade 12 Bridge Courses • HE Engagement in PARCC work (e.g., participation in item reviews, input on cut scores, state convenings of HE teams)

  7. Common Core Transition Strategies • HE Engagement Meeting • Increase awareness of CCSS/ PARCC • Increase Reviewed CCSS as they relate to PS Readiness Competencies established by Florida faculty • Connections Conferences • Enhance K-12/PS planning for topics including the Postsecondary Readiness Test (P.E.R.T.), high school Success courses, Common Core/PARCC, and dual enrollment.

  8. Common Core Transition Strategies • Regional Trainings • High school teachers that instruct college prep courses based on CCSS will work with developmental education faculty to better prepare students • Increase awareness of CCSS/ PARCC • Statewide Introduction to CCSS • HE faculty will be introduced to CCSS at the same time as K-12 • First large-scale introduction to HE faculty

  9. Communication Plan • Intended to be inclusive of CCSS, RTTT, PARCC, and all related initiatives • Includes references to postsecondary, but is being refined so that this component is integral to the overall plan.

  10. Questions? • Vince Verges, PARCC Implementation Director, Florida Department of Education (vince.verges@fldoe.org ) • Cassandra Brown, Coordinator of Postsecondary Readiness, Florida Department of Education (cassandra.brown@fldoe.org )

  11. A Rubric for Engaging Higher Education Presented by: Jordan Horowitz and Brad Phillips Institute for Evidence-Based Change

  12. Institute for Evidence-Based Change • IEBC is a 501(c)3 whose mission is to help students succeed in school and beyond by empowering organizations to use data to improve practice and outcomes. • We work with state systems, educational institutions, and organizations to ensure they have access to data and are able to engage in the conversations required to support student transitions across educational segments and into the world of work.

  13. A Rubric for Engaging Higher Education • Why did IEBC develop this? • Relationship to the Education First/Achieve Rubric

  14. A Rubric for Engaging Higher Education Time and again we have learned that aligning high school exit expectations to standards does not ensure these exit expectations are aligned to postsecondary entrance expectations. In fact, doing so may create false expectations that can jeopardize the implementation and acceptance of standards

  15. A Rubric for Engaging Higher Education • Our experience in multiple states has demonstrated that intersegmental collaborations must be thoughtfully planned, intentionally established, and rigorously implemented. • The rubric provides a framework for assessing how well intersegmental discussions about the CCSS are following best practices and addressing necessary content. • The rubric is meant to be used as an assessment tool and a guide to good practice in the process of aligning CCSS to postsecondary expectations. • Includes process and content goals and metrics.

  16. A Rubric for Engaging Higher Education • “State high school graduation course requirements align with course-based admissions requirements at the state’s four-year universities” (High School Graduation Requirements) • “State K-12 and higher education leaders meet regularly to review, provide input and monitor progress on policy changes to support alignment based on CCSS” (K-12 and Higher Education Alignment with CCSS)

  17. A Rubric for Engaging Higher Education • Collaboration Process Goals • Leadership Support • Participation • Trust • Decision making • Communication and feedback • Collaboration Content Goals • Deconstructing standards • Student learning outcomes • Expectations mapped and aligned • Implementation • Professional development

  18. Institute for Evidence-Based ChangeContact Information Jordan Horowitz jhorowitz@iebcnow.org Brad Phillips bphillips@iebcnow.org

  19. Engaging Higher Education in Common Core Implementation Sharmila Basu Conger Senior Policy Analyst, SHEEO April 5, 2012

  20. What can higher education do? Collaborate and communicate, within and across sectors, at all levels (national, state, local) Work with K-12 to develop shared, consistent, statewide definition of college readiness Provide postsecondary voice in assessment development Adopt CCR assessments at postsecondary level, and use to guide placement in first-year credit-bearing courses Examine entry-level courses to align with CCR expectations Align teacher preparation programs and professional development to expectations of standards

  21. College Readiness Partnership: BACKGROUND • Postsecondary engagement in/understanding of CCSS variable across states • Need collaborative engagement of HE and K12 • Standards – Teacher education and professional development • Curriculum – First year courses and remediation • Assessment – Postsecondary readiness definition • CCSS commonly misunderstood in postsecondary • College Readiness ONLY in English and mathematics • Assessments for placement ONLY out of remedial • Higher Education engagement CRITICAL to success

  22. College Readiness Partnership:NATIONAL PARTNERS • AASCU • American Association of State Colleges and Universities • Connect to local (institutional) postsecondary partners • CCSSO • Council of Chief State School Officers • Connect to state and local K-12 partners • SHEEO • State Higher Education Executive Officers • Connect to state-level postsecondary partners

  23. College Readiness Partnership:GOALS • Collaborative leadership and communication • Connect state and local leaders in K-12 and postsecondary • Communicate regularly; collaborate for success • Shared understanding of college readiness • Work from CCSS in English and mathematics • Align HS exit expectations with postsecondary entrance • Redesign of teacher preparation and PD • Connection to other CCSS initiatives in states • Common Assessment Consortia – PARCC, SBAC • Race to the Top, state strategic plans, etc.

  24. College Readiness Partnership:PLAN OF WORK • Steering Committee: 15 Representatives, 10 States • AASCU: CA, MA, MO, ME, TN • CCSSO: KY, MA, MO, OR, WI • SHEEO: FL, KY, MA, OR, SD • 7 “State Leadership Teams”: KY, MA, ME, MO, OR, TN, WI • States in different stages of CCSS implementation • Distributed regionally, assessment consortia participation • Two phases of work • Phase I – State-level planning (year 1) • Phase II – Local implementation; expansion (year 2+)

  25. Questions? More information? sbconger@sheeo.org Thank you!

  26. Q & A Today’s Presenters: Vince Verges, Florida Department of Education vince.verges@fldoe.org Jordan Horowitz, IEBCjhorowitz@iebcnow.org Brad Phillips, IEBC bphillips@iebcnow.org Sharmila Conger, SHEEO sconger@sheeo.org

  27. Thank you for attending this webinar.For follow-up questions, please contact Katey McGettrick, kateym@ccsso.org

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