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Module 2

AVATAR Common Foundations: Understanding College and Career Readiness and Success. Module 2. http://www.ntp16.notlb.com/avatar. This Module Will Introduce…. SECTION A: College and Career Readiness: Features, Standards, Assessments Defining College and Career Readiness

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Module 2

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  1. AVATAR Common Foundations: Understanding College and Career Readiness and Success Module 2 http://www.ntp16.notlb.com/avatar

  2. This Module Will Introduce… SECTION A: College and Career Readiness: Features, Standards, Assessments Defining College and Career Readiness Standards and Assessments for Readiness and Success SECTION B: Indicators of Student Readiness and Success Local Student Performance Data State Student Performance Data SECTION C: Action Planning

  3. Section A1: Defining College And Career Readiness

  4. Are we really responsible for getting all students college and career ready?

  5. Partners for Student Success

  6. Creating a College Ready Student • Read Redefining College Readiness by David T. Conley • Discuss • Current Means to Determine College Readiness • Components in a Comprehensive Definition of College Readiness • A Definition of College Readiness • Possible Ways to Measure the Dimensions of College Readiness • Implications of the Definition • What Schools and Students Can Do to Foster College Readiness • What Students Can Do to Develop Their College Readiness Document Available on the AVATAR site: http://www.ntp16.notlb.com/avatar/files/resources

  7. Creating a College Ready Student • Small Group Discussion • Introduction (pp. 5-6) • Group 1 - Current Means to Determine College Readiness (pp.8-11) • Group 2 - Components in a Comprehensive Definition of College Readiness (pp. 12-17) • Group 3 - A Definition of College Readiness (pp. 18-19) • Group 4 - Possible Ways to Measure the Dimensions of College Readiness (pp. 20-22) • Group 5 - Implications of the Definition (p. 23) • Group 6 - What Schools and Students Can Do to Foster College Readiness (pp. 25-27) • What Students Can Do to Develop Their College Readiness (p. 28)

  8. Redefining College Readiness by David T. Conley Following reading, reflection, and small group discussion, participants will: • Report key report findings. • Discuss strengths of the secondary and postsecondary systems in developing college and career readiness. • Identify secondary and postsecondary opportunities for improvement.

  9. Group Discussion: Your Past Education Experiences How knowledgeable were you about career expectations when you finished high school? How focused on preparing for college were you in high school? Why did you want to go to college?

  10. Creating a College Ready Student College and Career Ready: Helping all Students Succeed Beyond High School by David T. Conley, 2010 Participants will: • Read the abstract • Discuss the seven principles, utilizing the STEPS project discussion document Discussion Document Available on AVATAR site: http://www.ntp16.notlb.com/avatar/files/resources and the seven principles are discussed in more detail in PowerPoint of Conley’s at https://epiconline.org/files/pdf/20110228_ASU.pdf

  11. Conley’s Key Principles of College Readiness • Principle 1: Create and maintain a college-going culture in the school. • Principle 2: Create a core academic program that is aligned with and leads to college readiness by the end of 12th grade. • Principle 3: Teach key self-management skills, require students to use them, and provide students with feedback on how well they are developing these skills. • Principle 4: Make college real by preparing students for the complexity of applying to college.

  12. Conley’s Key Principles of College Readiness • Principle 5: Create assignments and grading policies that more closely approximate college expectations each successive year of high school. • Principle 6: Make the senior year meaningful and challenging. • Principle 7: Build partnerships with and connections to postsecondary programs and institutions.

  13. Creating a College Ready Student Debrief Please complete the following thoughts in groups of 2 to 3 I used to think… And now I think…

  14. Participation & Preparedness Regular academic attendance Engagement in learning environment Volunteer information Take initiative participating in class discussion Self advocacy Come to class with materials Assigned reading completed Homework completed and turned in on time Test and quiz ready Research complete for in-class project participation HS vs. College vs. Career:

  15. Work Completion & Study Skills Homework completed on time Original work done and turned in Follow through with all project requirements Organization Time management Note-taking Memory building Test taking skills Stress management Goal Setting HS vs. College vs. Career:

  16. Writing Abilities Planning Brainstorming Mapping Outlining Graphic organizers Note taking Drafting the paper Following assignment requirements Evaluation Making necessary adjustments/corrections Revision HS vs. College vs. Career:

  17. Reading Abilities Listen to and read a variety of texts while applying: Comprehension strategies An extension of understanding on a personal level An analysis of the text Contextual analysis Increase word knowledge through vocabulary development and application HS vs. College vs. Career:

  18. Speaking Abilities Communicate supported ideas through various mediums Listen critically and respond appropriately to various information both in and out of an academic context HS vs. College vs. Career:

  19. Career Readiness Skills WorkKeys® Sample Questions The National Career Readiness Certificate Assessments The National Career Readiness Certificate program is composed of these three WorkKeys assessments Applied Mathematics Reading for Information Locating Information Other Foundational Skills Assessments Applied Technology Business Writing Listening for Understanding Teamwork http://www.act.org/workkeys/assess/

  20. Elbow Partner Conversations • Create a list of the top five, necessary career skills that you believe employers cite.

  21. Top 10 Career Skills • Communication = exceptional ability to listen, write, and speak effectively • Analytical/Research = assesses situations seeking multiple perspectives • Computer/Technology Literacy = extensive software abilities • Flexibility/Adaptability/Managing Multiple Priorities = thrives on juggling multiple tasks and projects • Interpersonal Abilities = proven relationship builder • Leadership/Management Skills = goal driven, motivational leader • Multicultural Sensitivity/Awareness = personable rapport builder • Planning/Organizing = results driven, detail oriented achiever • Problem-Solving/Reasoning/Creativity= innovative problem solver • Teamwork = resourceful team player

  22. Critical Questions in Building a Culture of College and Career Readiness • What do we want our students to know? • What do we want our students to be able to do? • How will we know when each student has learned it?

  23. Section A2: Standards and Assessments for Readiness and Success

  24. CONNECTIONS INSTRUCTION STANDARDS ASSESSMENT Standards require a change in both teaching and assessment. Standards and assessment are intertwined and need to be integral parts of the curriculum and the program of instruction. Steiner, J. (1998). Why have a standards-based curriculum and what are the implications for the teaching- learning-assessment process? Retrieved from: http://www.etni.org.il/red/etninews/issue4/whystandard.html

  25. Curriculum Standards • In the field of education, standards is a term which defines a cumulative body of knowledge and set of competencies that is the basis for quality education. • They express what all pupils should know and be able to do, but do not dictate pedagogy (Ravitch, 1996). • Standards in and of themselves are meaningless. What counts are the steps that educators and others take to help pupils reach them(Fiske, 1998). Ravitch, D., (1996). 50 states, 50 standards - The continuing need for national voluntary standards in education. The Brookings Review, 14, 1-9. Fiske, E.B. (1998). Quest for standards splits US Educators. International. Herald Tribune. Feb. 9. Foreign Language Standards. Retrieved from: http://www.etni.org.il/red/etninews/issue4/whystandard.html

  26. Texas Essential Knowledge and Skills Sec. 28.001. PURPOSE. It is the intent of the legislature that the essential knowledge and skills developed by the State Board of Education under this subchapter shall require all students to demonstrate the knowledge and skills necessary to read, write, compute, problem solve, think critically, apply technology, and communicate across all subject areas. The essential knowledge and skills shall also prepare and enable all students to continue to learn in postsecondary educational, training, or employment settings. 74thLegislative Session (1995)

  27. What are the TEKS? They are state-mandated learning standards for students from elementary through high school in the state; what students should and be able to do in each subject area. • Why were the TEKS created? Prior to the creation of the TEKS, Essential Elements were used. It was discovered more specific and clear guidelines were needed so teachers are knowledgeable about what to teach and test. • Who developed the TEKS? Groups of teachers, administrators, parents, businesspeople, and members of the general public make up the subject-specific TEKS writing teams. Source: Mathematics & Science TEKS Toolkit, Charles A. Dana Center at University of Texas http://www.utdanacenter.org/

  28. The College and Career Readiness Standards (CCRS) program is identifying, defining and implementing college and career readiness educational standards in partnership with Texas secondary schools.  • The program is a collaboration between the Texas Education Agency and the Texas Higher Education Coordinating Board.  • The initiative was formed by the 79th Texas Legislature (3rd Called Session) through House Bill 1, now Section 28.008 of the Texas Education Code. Sources House Bill 1: http://www.capitol.state.tx.us/tlodocs/793/billtext/html/HB00001F.htm Section 28.008: http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.28.htm

  29. Assessment In a standards-based curriculum, assessment is viewed not only as a final product (summative), but also as a continual process (formative) that provides pupil performance data to teachers and students regarding their progress towards achieving the standards. Therefore, it is necessary to move beyond testing methods which concentrate on memory, and develop those which measure understanding and application (Genesee, et.al., 1998; Winters, 1995).  Genesee, F. Gottlieb, M. Katz, A. Malone, M. Managing the assessment process. (1998). Virginia: TESOL Winters, R.E. (1995). National Standards in Education: How we should arrive at them, why we should arrive at them and why we have not arrived at them yet. The Claremont Graduate School. Retrieved from: http://www.etni.org.il/red/etninews/issue4/whystandard.html

  30. What are the Assessments? • Texas Assessment of Knowledge and Skills (TAKS) • State of Texas Assessment of Academic Readiness (STAAR) • Grades 3-8 • End of Course (EOC) • Texas Success Initiative (TSI)

  31. Phasing in of STAAR EOC Assessments Source: http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147497744&libID=2147497741

  32. What’s the Difference? Source: House Bill 3 Transition Plan, Chapter One http://www.tea.state.tx.us/student.assessment/hb3plan/

  33. State of Texas Assessment of Academic ReadinessSTAAR How will this change affect students? • Students’ score on each EOC assessment will be worth 15% of the students’ final grade for the course tested. • The test will be administered (3) times, allowing for retesting opportunities and choice when to take the STAAR. • Graduation Requirements Source: http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147497744&libID=2147497741

  34. State of Texas Assessment of Academic ReadinessSTAAR Graduation Requirements Minimum High School Program: Must meet the minimum cumulative score requirement in each of the four core content areas. Recommended High School Program: In addition to the previous, must achieve level 2 for Algebra II and English III. Distinguished Achievement High School Program: In addition to the minimum, must achieve level 3 for Algebra II and English III. Level 2: Satisfactory Academic Performance Level 1: Unsatisfactory Academic Performance Level 3: Advanced Academic Performance Minimum Score Source: http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147497744&libID=2147497741

  35. What Can Happen To Students Who Are Not College Readied? • Endanger the GPA needed to stay at college, • Double tuition costs by retaking the same course, • Risk penalties incurred by “Three-peat,” “Six-Drops,” and “Excess hours” legislation, • Delay progress toward graduation, • Contribute to drop-out probability, and/or • Move back home

  36. Why Does Placement Testing Matter? • Placement tests provide an indication of whether the student is preparedto succeed in college courses. • Failure rates in first-year college courses can be very high. • Retaking courses can be expensive. • The more semesters of developmental courses taken, the less likely passing college-credit courses and earning a degree. Source: The Tipping Point in Developmental Education (McCoy & Mejia) retrieved from: http://www.mheducation.com/uar/Developmental_Ed_White_Paper.pdf

  37. What is the TSI? • Texas Success Initiative (TSI) requires all students enrolling in public colleges and universities to take an approved test to demonstrate readiness for college-level work, unless otherwise exempt. • Currently approved tests include: ACCUPLACER, ASSET, COMPASS, AND THEA • Minimum state standards are set for each test, yet institutions may set higher standards and/or require additional departmental placement tests Source: The Tipping Point in Developmental Education (McCoy & Mejia) retrieved from: http://www.mheducation.com/uar/Developmental_Ed_White_Paper.pdf

  38. Upcoming TSI Changes Texas Education Code Chapter 4, Subchapter C, Section 453.3 Assessment--the use of a Board-approved instrument to determine the academic skills of each entering undergraduate student and the student's readiness to enroll in freshman-level academic coursework. What does this mean? • The Commissioner will recommend a uniform performance standard for college readiness, placement in Developmental Education or Adult Basic Education. • With the one test, there will be one cutoff score that determines college readiness to be in place by Fall 2013. • Institutions may not set a higher standard.

  39. Timeline of New TSI Fall 2012 Field Testing with current ACCUPLACER Users January/February 2013 Standard Setting March/April 2013 THECB Approval May – July 2013 College and University Training First day of AY 2013 IMPLEMENTATION Note: Majority of 2013 students will have current standards applied

  40. What Are the Potential Outcomes? • One test and one score (in each area) will provide targets for students and educators • Higher standards • Current THEA cut score is 230 • New score expected to approach 270 equivalence • Expect more students to require developmental education – but only in the short run

  41. The Connection:STAAR and TSI Implementation

  42. Other Considerations in College and Career Readiness… • Advanced Placement (AP) & International Baccalaureate (IB) programs • Many more participating in courses • Performance still trailing number of attempts • Dual Credit • High rates of participation • Quality and rigor difficult to monitor • Early College High Schools • Proficiency and graduation rates higher than local high schools • Stronger student performance linked to ECHSs located on college campuses • Not all college credits earned transfer to college by institution upon graduation from a ECHS Source: Six Years and Counting: The ECHSI Mature, 2009 http://www.earlycolleges.org/publications.html#earlycollege:researchandevaluations

  43. What is the recipe for successful achievement? To my mind there are just four essential ingredients: Choose a career you love.... Give it the best there is in you.... Seize your opportunities.... And be a member of the team. Benjamin F. Fairless

  44. Group Debrief • Three things I learned today, • Two topics I want to know more about, and • One action I can start next week to incorporate what I’ve learned

  45. Section B1: Local Student Performance Data

  46. What is the Purposeof Studying and Collecting Student Data? • Uses data as the basis for key AVATAR decision-making. • Provides opportunity for comparison of regional data to state data by Vertical Alignment Teams. • Provides commonly accepted rational for key AVATAR actions

  47. As You Examine the Data, Please Consider: • To what extent do local students progress from high school to college? • Are there differences by discipline in college readiness? • How does student readiness for college vary by ethnicity? What factors contribute to the gaps? • What colleges do local students attend?

  48. As You Examine the Data, Please Consider: • To what extent do local students take advantage of college readiness programs (AP/IB, dual credit, core completion)? • How does developmental education influence college readiness and success locally? • How do local students fare when they transfer to other institutions? • How do local data compare the that of the state? (A separate PowerPoint is available to address this question.)

  49. Region 16: Working to Scaffold Student Success West Texas A&M University Panhandle P-16Council Amarillo High School Frank Phillips College Region 16 ESC Region 16 Please note: Amarillo is in Potter County. Frank Phillips College is in Hutchinson County. West Texas A&M University is in Randall County.

  50. AEIS Data from TEAAmarillo High School, 2010-11 • Student Body: *State Comparison: Minimum 17.2% Recommended 82.8%

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