Transcript Student Outcomes for K

EXPECTED STUDENT
OUTCOMES FOR K-12
INSTRUCTION
PERSONAL ADEQUACY
ACADEMIC ADEQUACY
CIVIC ADEQUACY
OCCUPATIONAL ADEQUACY
WHAT DO WE MEAN BY
PERSONAL, ACADEMIC, CIVIC, AND
OCCUPATIONAL ADEQUACIES?
 Personal adequacy – students are able to control
their own learning and alter the outcome
 Academic adequacy – students are able to read,
write, speak, use technology, research, make
inferences, compare/contrast, and create new
knowledge
 Civic adequacy – students actively participate and
initiate change in the community and greater society
 Occupational adequacy – students learn the
necessary skills that make them employable in the
emerging careers and/or professions of the 21st
century
WHY IS OCCUPATIONAL
ADEQUACY A NECESSARY
EDUCATIONAL OUTCOME?
Fastest-Growing Occupations in the 21st Century (in thousands of jobs)
+110%
Physician Assistants
+108%
Computer Engineers
+102%
Computer Support Specialists
Systems Analysts
+94%
Database Administrators
+77%
+73%
Desktop Publishing Specialists
+62%
Paralegals & Legal Assistants
+58%
Personal Care & Home Health Aides
+58%
M edical Assistants
+53%
Social & Human Service Assistants
1998
2008
0
200
400
600
Source: Bureau of Labor Statistic, 1999
800
1000
1200
WHY IS OCCUPATIONAL
ADEQUACY A NECESSARY
EDUCATIONAL OUTCOME?
Mean Yearly Earnings Potential as Related to Educational Level
Not a High School Graduate
High School Grad. Incl. GED
Educational Level
Some College, No Degree
Associate Degree
Bachelors's Degree
Master's Degree
Doctorate Degree
Professional Degree
$0
$20,000
Source: U.S. Census Bureau, 1999.
Internet Release Data: December 19, 2000
$40,000
$60,000
Mean Yearly Earnings
$80,000
$100,000
$120,000
WHAT IS THE DISTRICT DOING TO
ADDRESS THE OCCUPATIONAL
ADEQUACY OF ITS GRADUATES?
The Secondary School Reform
(SSR) Plan was approved by the
School Board for implementation
on May 15, 2006.
THE PRIMARY TENENTS OF THE
SSR PLAN INCLUDE:
 Implementation of career academies in all senior high
schools
 Increased graduation rates in which students are ready for
college, university, technical school, or career
 An enhanced senior year experience which includes
internships aligned to each students’ career path goals
 Increased rigor of all academic subjects including
Mathematics, English, Science and Social Studies
 Increased access by all students to advanced placement
courses
 Improved articulation between levels to decrease academic
achievement transition dips between elementary and middle
school, and middle and senior high school
 A personalized learning environment where relationships are
developed between adults and youngsters
Miami-Dade County Public Schools—Secondary School Reform Initiative
Six Core Principles
Personalized Learning
Environments
Academic
Engagement
of All Students
Empowered
Educators
All youth ready for
college, careers,
and active civic
participation.
Engaged
Community
and Youth
Accountable
Leaders
Integrated System of High Standards, Curriculum,
Instruction, Assessments, and Support
WHAT IS OUR FOCUS THIS
YEAR?
 Cohort 1 Schools of SSR are focusing on creating
their career academies for the 2007 – 2008 school
year.
 Remaining high schools are involved in a year long
planning for career academy deployment.
 Cohort 1 Schools of SSR are preparing
approximately 2OO seniors who will be involved
during the second semester in an internship
experience. This is in addition to the 5,000
students who participated in such experiences in
2005 – 2006.
 An SSR Implementation Task Force has been
developed in order to align district resources and
oversee implementation activities.
 Professional development activities are focused on
the re-structuring and re-culturing aspects of
reform.
Expanded DistrictOperated Programs
Research-Based Programs Designed to Meet Diverse
Student Needs
 Targeted Professional Development
 Single Gender Program Models
 Career-Themed Focus
 Positive Behavior Support
 6-12 Grade Configuration Models
 Adult/Vocational Enrollment Opportunities
 Career Exploration and Licensure Tracks
 Community Partnerships
Proposed New
Program Models





H.O.P.E. Early Intervention Instructional Models
Academic and Civic Support Centers
Truancy Schools
JUMPSTART Academies
CREATIVE Classrooms
Coordinated
and Coherent
Process
Develop, Implement, and Monitor New and Improved
Process for Supporting At-Risk Students
 Embrace a “Proactive” Rather Than “Reactive”
Approach
 Review and Revise Criteria for “At-Risk” Profile
 Utilize “Revised” Criteria for Early Identification of
Struggling Learners
 Assign “Case Managers” to Work with Targeted
Schools
 Work with Students, Parents, and School Staff to
Review Status and Make Appropriate
Recommendations
 Monitor Student Articulation, Transition, and Progress
QUESTION AND ANSWER
PERIOD