Transcript EngageNY - WSBOCES

Graduating Students College & Career Ready:
What’s Next
SCDN
May 2013
EngageNY.org
Tests are Signals,
Not the Curriculum
Curriculum and Instruction reflect our real aspirations for our
students
• Take stock of our curriculum
ELA resources (text, evidence)
Math resources (depth, applications)
• How do the State’s supplemental modules fit or not fit into
local curriculum strategies?
• How do we use video to reflect on practice?
• How do we organize teacher time (review of student work,
observation of colleagues)?
• How do we organize principal time (time spent in
classrooms)?
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Tests are Signals, Not the
Professional Development
• Do our APPR plans reflect the Common Core and College
and Career Readiness?
• Do our SLO’s reflect the Common Core and College and
Career readiness?


Did we pick the right targets?
Did we pick the right measures?
Do we need pre/post measures or is prior achievement
sufficient?
• Do our local achievement measures reflect the Common
Core and College and Career readiness?
• Do our summer and year-long PD plans reflect the
Common Core and College and Career readiness?

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What is College and Career
Readiness?
• There is no common definition or one single
measure of college and career readiness.
• Research suggests:

Sources:
College and career readiness is defined by the
content knowledge, skills, and habits that
students need to be successful after high school
whether in postsecondary education or training
that leads to a career pathway.
ACT. (2006); Conley, D. (2007); Conley, D. (2012).
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Domains of College and Career
Readiness
Defines the academic knowledge
and skills students need to be
successful in college and
careers.
Specifies the noncognitive, socio-emotional
knowledge and skills that
help students successfully
transition from high school to
college or careers.
Describes the careerspecific opportunities
for students to gain the
knowledge, skills, and
competencies they need
to pursue and succeed in their
chosen career.
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Evolving CCR Measures:
Aspirational Performance Measures
• New York developed alternative measures of
student readiness based on research
predicting likelihood of success in
postsecondary education.

Regents Diploma with Advanced Designation
• Earn 22 units of credit, score at or above 65 on 7-9 Regents
examinations, and take advanced course sequences in languages
other than English, CTE, or the arts.

ELA/Math APM
• Graduate with a Local, Regents, or Regents with Advanced
Designation diploma and earn a 75 or greater on their English
Regents examination and earn a 80 or greater on a math Regents
examination.
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Measuring CCR with PARCC
• The Partnership for Assessment of Readiness for
College and Careers (PARCC) Assessments will
assess the Common Core standards in ways that
require a broader range of skills needed to be CCR.


Will include Performance-Based Assessments that measure
reading comprehension, problem solving, and applying skills,
concepts and understandings.
Will use empirical evidence to set performance standards,
building on methods used in New York in 2010
• Robust engagement strategies with higher education
ensure that faculty across New York provide input
into the development of CCR policy decisions and
assessments.
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Academic Readiness:
Beyond State Assessments
• Advanced coursework and non-state
assessments

Academic readiness can also be measured by
indicators such as:
•
•
•
•
Performance on other assessments (SAT, ACT, AP exams)
Advanced coursework such as AP and IB
Performance on industry-certified exams
Success in entry-level coursework
• SED will begin to collect and report more data
needed for a broader definition of academic
readiness.
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Beyond Academic Readiness:
Key Attitudes and Behaviors
• Research widely recognizes that readiness for
college and career extends beyond academic
skills and achievements to non-cognitive and
transitional skills.

Such as:
- Persistence
- Resiliency
- Goal Setting
- Academic Behaviors like Study Skills
- College Awareness
- Career Awareness
• These attitudes and behaviors are harder to
measure, but SED will encourage early efforts and
consider how to shape consistent, statewide
approaches.
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Beyond Academic Readiness:
Career-Specific Knowledge & Skills
• These skills refer to those that are necessary
for students’ success in their careers whether
they enter these careers immediately from high
school or after college.

May include technical skills for a trade or
manufacturing career or academic skills for careers
in research, medicine, or law.
• New York’s CTE course sequences
increasingly lead to postsecondary enrollment
or to direct entry into meaningful careers.
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Career-Focused Pathways
Career-focused pathways must
span the last years of high school
and at least one year of postsecondary education or training
and lead to an industryrecognized credential.
Key Challenge:
To build enough differentiation in
grades 11 and 12 that young people
opting for occupations that require less
formal academic training can take the
initial steps toward viable careers.
Source: Pathways to Prosperity Project, Harvard University, February 2011,
http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf
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Progress Reports on College
and Career Readiness
• SED will begin to report multiple indicators of
college and career readiness on low-stakes
reports for districts and high schools.
• They will be designed for use by districts and
schools to identify areas for improvement in
the school's educational program to address
students' readiness for college and careers.
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Sample High School
High School Report
1. Select Graduation Cohort:
3. View Outcomes by Comparison Group
This report provides information about your former high
school students’ outcomes at CUNY. You can use the
fields to the right to select a 4-year graduation cohort as
well as subpopulations to compare. To see additional
subpopulations, click on the "Data" tab.
I (2007)
I (2007)
(outcomes presented are for graduates
with these characteristics):
2. Select Comparison Group:
All Students Ethnicity
All Students
Your School
Note: Results representing few er than 5 students are suppressed.
City
CUNY Profile of 4-Year Graduates by Comparison Group (May not add to 100% due to missing data or rounding)
2007 4-Year Graduates
#
Grad Rate
603
71.1%
THEN
603
4-year graduates in
2006-2007
72%
43%
% Enrolled at
CUNY in Fall 2007
% Enrolled in BA % Enrolled in AA at
at CUNY
CUNY
53%
47%
39%
29%
% Enrolled at
CUNY in Fall 2007
% Enrolled in BA % Enrolled in AA at
at CUNY
CUNY
Percent of 2007 4-Year Graduates Enrolled at CUNY Who Required Remediation*
NOW
CUNY Outcomes
8%
Reading
15%
8%
Writing
Math
22%
Any
17%
Reading
27%
Writing
30%
Math
45%
Any
Average Performance of 2007 4-Year Graduates in the Fall 2007 Semester at CUNY
260
4-year graduates in
2006-2007 who
enrolled at CUNY in
Fall 2007
All Students
GPA
Credits Earned
Credits Attempted
% Credits Passed
2.93
11.5
12.7
90%
All Students
GPA
Credits Earned
Credits Attempted
% Credits Passed
2.62
9.3
10.7
87%
*Note on Remediation: Students who require remediation are not fully prepared for college and must take (and pay for) remedial courses for which they receive no credit.
Citywide, these students on average accumulate fewer credits, have lower persistence, and lower GPAs.
For the years represented in this report, CUNY's proficiency standards required: a 75+ on the relevant Regents exam (Math A or B, English) OR 480+ on the relevant SAT
exam (Math, Critical Reading) OR 20+ on the relevant ACT exam (Math, English) OR passing the relevant CUNY basic skills exam (Pre-Algebra, Reading, Writing). For
details on CUNY's current proficiency standards, visit www.cuny.edu/academics/testing/cuny-assessment-tests/faqs.html.
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Early Assessment Programs
• Creates a more coherent P-20 system with clear,
aligned expectations for readiness and opportunities to
identify and address gaps in readiness for
postsecondary education.
Early
Assessment
• A 10th or 11th grade
assessment that
measures
academic
readiness for
college and
careers.
CCR
Determination
• The early
assessment
provides students,
teachers, and
parents an
indicator of student
readiness early
enough to provide
academic
intervention.
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12th Grade
Coursework
• Students who are
not ready receive
instruction to build
the skills and
knowledge needed
to be academically
prepared.
• Students who are
ready receive
opportunities for
college-level work.
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Roles Under the New Paradigm….
What Boards Do
What Superintendents Do
What Principals Do
• Educate the community on
readiness and the changes
needed
• Adopt policies that support the
focus on college and career
readiness
• Budget based on values and
expectations of the community
• Protect human capital investments
through professional development
• Evaluate the Superintendent
based on multiple measures,
including student achievement,
teacher & leader effectiveness
• Focus discussion at Board
meetings on student achievement,
teaching and learning
• Get smart on the three schoolbased initiatives in the Regents
Reform Agenda
• Build Principals’ capacity and hold
them accountable for
implementing:
• Build teacher awareness and
establish a common language around
the Shifts in Instruction demanded by
adoption of the Common Core
• Protect teacher time to plan units
which adhere to the Shifts demanded
by the Common Core
• Have a laser-like focus on teaching
and learning and build a culture of
reflection and continuous
improvement
• Spend as much time as possible in
classrooms to collect evidence and
artifacts to drive improvements in
teacher planning and practice
• Engage in evidence-based, actionoriented conversations with teachers;
build teacher capacity & hold them
accountable
• Foster systems for test-in-hand
analysis of interim assessment data to
drive changes in teacher practice
• The Common Core
• Data-Driven Instruction
• Evidence based
observation
• Foster the use of district-wide,
common interim assessments
aligned to the Common Core
• Demand that principals foster
systems for test-in-hand analysis
of interim assessment data to
drive changes in teacher practice
• Implement effective & aligned
professional development at all
levels of the district
• Demand and protect principal time
in classrooms
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What are next steps for Board members?
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Get to know the Common Core Standards --professional development
video series on www.EngageNY.org.
Engage in monthly conversations with the superintendent about how the
Common Core Standards, Data Driven Instruction, and the new Teacher
and Principal Evaluation System will be implemented.
Set policies that ensure that all teachers and principals will be evaluated
and supported with professional development based on what works.
Develop a plan for the Board and the governance team that ensures a
deep understanding of the Common Core Standards, Annual Professional
Performance Review, student achievement data, and fiscal planning.
Build the budget by aligning resources with the strategy to reach your
goals for improving student achievement through implementation of the
Common Core, Data Driven Instruction, and Teacher & Leader
Effectiveness.
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Toolkit for Parent Engagement
Parent Handouts
• Parent’s Backpack Guide to the Common
Core
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Thank You.
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