Careers and Transitions – A Collaborative Practice Testing Day for H.S. Seniors

1. Careers and Transitions – A Collaborative Practice Testing Day for H.S. Seniors …or how creative can you be as you conceptualize a design which includes considerations for a wide range of careers and intrinsic motivation?

3. (Aesop) Necessity is the mother of invention

4. “Drive imagination right through necessity.” Anonymous

5. 5 of the Ten Forces that Flattened the World From “The World is Flat” by Thomas Friedman • Flattener - 11/9/89 • Flattener - 8/9/95 • Flattener - Work Flow Software • Flattener - Open-Sourcing • Flattener - Outsourcing

6. PSAE HR Teacher Inclusive Design Eight Teams PERCEPTION:Work Smarter not Harder FOCUS:To Move To 20+ Range Efficient Collaboration Dr. Steyskal Available Meetings: 10% of RAM Time “Open Source” Model

7. RAISING BAR THE ReavisAcademicMasteryInitiative FOCUS: To raise ACT scores from 16 to 19 range to 20 – 23 range using ACT’s College Readiness Standards FOCUSED INCLUSIVE COLLABORATIVE CROSS-CURRICULAR

8. When do we provide our students with instructional experiences that involve: Lengthy reading Grade level or higher vocabulary Higher level critical thinking skills In a timed format On a bubble sheet & Develop stamina forsustained mental effort ?

9. THANKS STILL AGAIN for All Your AYP Efforts

10. When you are wrestling with a gorilla, you stop when the gorilla is tired. you don’t stop when you are tired,

11. Y A P Practice ACT / PLAN test March 3rd • Diagnostic within context of whole test • Freshman & Sophomores – PLAN • Juniors – ACT • Seniors – ASVAB, MVCC… • Building Academic Stamina 47.5 Where we are going

12. Guiding Design Principles of the Senior Testing Day: Student centered Comprehensive Implicit Motivation Looping - MVCC COMPASS MVCC Representative Health Fields

13. Senior Test Experience • COMPASS Exam • Business Fields • Health Fields • Apprenticeship Exam • ASE Exam • ASVAB Exam • AP Practice Exams • Basic Skills Exam for future teachers

14. By DESIGN, address several concerns… A.Two time blocks built around ACT schedule B. Wide range of career paths – Career path choice C. All Seniors including SP Ed. & ESL have the opportunity to participate D. Provide immediate feedback E. Follow the model used in several professional or industry exams 1. First portion – Multiple Choice/wide subject range2. Second portion – Simulation/Complex problem solving F. Design – Familiar, Zone of Proximal Development (Vygotsky), and concern for encouragement rather than discouragement

15. Readiness for MVCC • Our remediation and retention rate has been troubling for years • Bullish on turning that around – Plan for Seniors was to go after the problem proactively

16. New York Times Article9/2/2006 At 2 Year Colleges Though higher education is now a near-universal aspiration, researchers suggest that close to half the students who enter college need remedial courses Students Eager – but Unready Conclusion:

17. Analysis of COMPASS Scores Cohort of Reavis Students Taking the Test on March 3, 2006

18. Cohort Members who did not Re-Test • 20 students were removed from the sample because their ACT scores from their junior year were high enough to waive the COMPASS Test • 47 students (45%) chose not to re-take the COMPASS test and are enrolled in developmental courses

19. Cohort Members whoDid Re-Test • Sample consists of 24% of 104 seniors who re-took the COMPASS in order to improve their score • 62 % improved their scores sufficient to move up to a higher level math course, usually MTH 095 • 37.5 % did not improve their score or had lower scores

20. Common Experience ofCOMPASS Test Takers • Research data at Moraine Valley indicates students generally improve their raw scores when taking the test a second time • Research data at Moraine Valley indicates students who take the test a second time do not generally improve their scores sufficient to move to a higher level literacy, communications or math course, as was the case with this cohort

21. Prognosis for Reavis Cohort National research studies indicate students who only have to take one remedial math course have an 87 % chance of persisting and completing a degree or certificate

22. Career and Technical EducationImprovement Act of 2006 • New re-authorized Perkins Act • Separate performance indicators for High Schools • Academic assessments based on PSAE performance

23. Career and Technical EducationImprovement Act of 2006 • Technical performance should include student achievement on technical assessments that are aligned with industry-recognized standards, when possible, i.e., ASE testing for auto and basic skills for teachers exams

24. Recommendations for Improvement • Earlier Test Date: October 6, 2006 • More time for Seniors to improve their performance before second testing • Continued collaboration to improve quality and alignment of sample college tests • Improve potential for advanced placement in specific career programs • Continue to improve transition strategies