college and career readiness and success: how riverside can lead the nation

College and Career Readiness and Success: How Riverside Can Lead the Nation

David T. Conley, PhD Professor, University of Oregon

President, EdImagine Strategy Group

Matt Coleman, DEd Executive Director & Chief Academic Officer, EPIC

© 2013 CCR Consulting Group

Agenda Friday, November 21, 2014

8:30am - 12:00pm

8:30am – 9:30am Four Keys to College and Career Readiness David Conley

9:30am – 10:15am Mapping Current Efforts

Matt Coleman 10:15am – 10:30am Break 10:30am – 11:30am Implementing the Four Keys

David Conley 11:30am – 12:00pm EPIC School Partnerships

Matt Coleman

A bit of my story… The road to college readiness is not always smooth, or what a long, strange trip it’s been

What do students really know?

Maps of US drawn by students in Great Britain

College student communication skills…

•  “Dear Professor, I saw that I lost points on the lab for questions I left blank. I thought they were rhetorical questions. Can I answer them now and get back the points?”

•  A student wrote to complain about a small glitch in an online quiz (at 8 AM on a Friday morning):

"I had to leave an open keg for this!”

•  "I just did not expect the first test to be that hard. I did not even buy the book, so I hadn't read the chapters.”

•  Subject of student’s email message: Proof this paper before you grade it please! Contents of student’s email message: I attached a Word file and feel free to make your corrections in the Word document and save it and attach it to an email back to me. Thanks.

Unfortunately, I don’t think this was done ironically…

What does it mean to be college/career ready?

•  A college and career ready student possesses the content knowledge, strategies, skills, and techniques necessary to be successful in a postsecondary setting.

•  Not every student needs exactly the same knowledge and skills to be college and career ready.

•  A student’s college and career interests help identify the precise knowledge and skills the student needs.

Some Things to Note About this Definition

•  Encompasses a wide range of postsecondary options.

•  Focuses on success more than lack of remediation.

•  Acknowledges the reality that different programs of study can require different knowledge and skills at entry level.

•  Validates student interest and goals as useful reference points for individual student readiness.

•  Puts the student at the center.

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The Four Keys to College and Career Readiness

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The Four Keys to College and Career Readiness

Evolution of the Four Keys

¤  Foundation of the model can be seen emerging in College Knowledge in 2005, which was based on research results from Standards for Success.

¤  Attention to the importance of key cognitive strategies in particular (habits of the mind).

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¤  Initially presented in a 2007 monograph: Toward a More Comprehensive Conception of College Readiness.

¤  Four-part model organized in concentric circles, each representing a “facet” of college readiness.

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¤  Model was further elaborated in 2010 in chapter 1 of College and Career Ready.

15


¤  Model explained in detail in 2014 in chapters 3 and 4.

¤  The model is dynamic: it can continue to evolve based on new evidence.

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Evidence for the Model

•  Most evidence comes from analysis of entry-level college course content.

•  Additional evidence from: •  surveys, interviews, and

focus groups with postsecondary faculty

•  ethnographic studies of high schools that outperform expectations.

•  Also contains evidence from social sciences on learning as it relates to college and career readiness.

Studies I’ve Done to Develop and Validate the Model

•  Proficiency-based Admission Standards System (PASS)- Oregon University System

•  Standards for Success (S4S), Association of American Universities

•  AP Best Practices Study, College Board

•  College Board College Curriculum Studies, College Board

•  College Readiness Evaluation of Schools and Teachers (CREST), Gates Foundation

•  Texas College and Career Readiness Initiative (TCCRI), Texas HECB

•  Texas Test Alignment Project (TTAP)

•  Reaching the Goal Study, Gates Foundation

•  South Carolina Course Alignment Project (SCCAP), SC Commission on Higher Education

•  Gates Task Bank, Gates Foundation

•  Job Training Program Curriculum Study (JTPCS), College Curriculum Course Analysis (CCCA), National Assessment Governing Board

For details on these studies, see:

http://www.epiconline.org

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Quick Overview of the Four Keys

What It Takes for All Students to be Successful

Beyond High School

20

The Key Cognitive Strategies

The Importance of Hypothesis Generation and Testing

“Some Assembly Required”

Student Ownership of Learning Model

College Ready Students:

ü Know themselves •  Become self-aware by exploring

interests, passions, skills, and ambitions

ü  Set goals •  Know what they need to achieve

goals based on self-awareness

ü Are motivated •  Have the mindset to achieve goals

ü  Persist •  Don’t give up, especially when

something does not come easily

ü Monitor their performance •  Know how well they are really doing

and be able to gauge skill level

ü Ask for help •  Use available resources when stuck

and not view this as a weakness

ü Demonstrate self-efficacy •  Learn how to control the things they

can control, then, control them

25

The US leads the world in the complexity of transitioning to college. First-generation college attendees are at a much greater disadvantage. School is the only place they can get access to necessary privileged knowledge.

Key Transition Knowledge and Skills

•  Contextual: What are my options?

•  Procedural: How do I apply and enroll?

•  Financial: How do I afford it?

•  Cultural: What are the behavioral norms of college?

•  Personal: How do I advocate for myself ? What is my identity?

Assessing the Four Keys

Key Cognitive Strategies

Key Transition Knowledge

Key Learning Skills &

Techniques

Key Content Knowledge

Completely College and Career

Ready

Intensively Measured

Unmeasured

An assessment system provides the least amount of information needed to make as many decisions as technically feasible or politically necessary at the lowest possible cost. A system of assessments provides as much information as possible to inform learners of their standing in relation to their aspirations and to facilitate student-centered decisions about their readiness. 28

System of Assessments

Range of Assessments

“Parts and Pieces” “The Big Picture”

A profile contains information from multiple sources about multiple facets of readiness. It should contain information on more of the Four Keys than just Key Content Knowledge. The information in a profile is actionable by students.

SBAC/PARCC scores ACT/SAT/AP/IB Cumulative GPA

Course challenge index Readiness score

SBAC/PARCC subscores ACT/SAT/AP/IB subscores

GPA subcomponents Course challenge subscales

Readiness subscores

Examples of student work Examples of exams and assignments from courses

Student self-ratings, teacher ratings of students on readiness Other evidence of student readiness

Overall readiness score

32

Novice vs. Expert

ü  Did you ever teach anyone to drive?

ü  How is a novice driver different from an “expert” driver?

33

Students need to be moving up these levels

as they progress through school.

34

Strategic Thinking

Expertise Can Be Developed:

+ Insight

+ Efficiency

+ Idea Generation

+ Concept Formation

+ Integration

+ Solution Seeking

A “Good” Assignment

•  Natural disasters affect people and society. Identify a natural disaster and describe its effects on civilization, historically and in the present.

•  Be sure to describe the ways this natural disaster disrupts the economy and people ’s lives.

•  List three things that could be done to lessen the effects of this type of natural disaster in the future.

•  Tell whether you agree or disagree with these types of ways to reduce the impact of the natural disaster you are describing.

That Assignment

with Strategic Thinking

Examining Natural Disasters

Natural disasters have been a part of the human experience throughout history.

•  Consider the reasons humans are affected by natural disasters and how interaction with natural disasters might have shaped human society.

•  Either pick one type of natural disaster that best illustrates your point of view on how society might be affected by this type of disaster, or compare and contrast effects of different kinds of disasters.

•  Identify and document strategies humans could adopt to deal with disasters and how these strategies might change how humans view natural disasters.

•  Conclude with a discussion of your observations about the relationship between human society and natural disasters that includes original insights and observations.

Problem Formulation

Research

Interpretation

The Same Assignment with Strategic Thinking

•  Natural disasters have been a part of the human experience throughout history.

•  Consider the reasons humans are affected by natural disasters and how interaction with natural disasters might have shaped human society.

•  Either pick one type of natural disaster that best illustrates your point of view on how society might be affected by this type of disaster, or compare and contrast effects of different kinds of disasters.

•  Identify strategies humans could adopt to deal with disasters and how these strategies might change how humans view natural disasters.

•  Conclude with a discussion of your observations about the relationship between human society and natural disasters that includes original insights and observations.

Mapping Current Efforts

Map Your Current Efforts

Ø The Four Keys

Ø  Prevention/Intervention

Ø  Progression of Actions

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Springfield Public Schools Example

20% Revenue Reduction

2008 – 2013

Drop Out Rates

Advanced Course

Enrollment

08/09 09/10 10/11 11/12 12/13

727068666462605856545250484644424038363432

4-Year Cohort Completers2008 - 2013

SPS overall 4-year completer rate has increased by 7% over the past five

years while the State rate has increased by 1%. SPS trails the State

average by 5%.

Underserved Student Groups completers has increased by 16%

over the past 5 years while the state rate has increased by 5%. SPS rate is

equivalent to the state average.

Springfield Public Schools • 2012/13 High School The following graphs reflect the change over time of 4 year completer rates (regular diploma, modified diploma, and GED) and annual drop out rates for students in the Springfield Public

Schools. Both measures reflect significant improvement overall as well as significant improvement of historically underserved student groups (Hispanic, African-American, and

Native American).

%

Regular Diploma Modified/GED

07/08! 08/09 09/10 10/11 11/12 12/13

Drop Out Rates2007 - 2013

SPS overall drop out rate has been reduced by over 40%

over the past six years while the state’s rate has increased slightly over the same period

of time.

Historically underserved student groups drop out rate has decreased by nearly 70% over the past six years while

the state’s rate has dropped by nearly 10%.

10.09.59.08.58.07.57.06.56.05.55.04.54.03.53.02.52.01.51.00.5

% DropOut

SPS OverallSPS Underserved

State OverallState Underserved

08/09 09/10 10/11 11/12 12/13

727068666462605856545250484644424038363432

4-Year Cohort Completers2008 - 2013

SPS overall 4-year completer rate has increased by 7% over the past five

years while the State rate has increased by 1%. SPS trails the State

average by 5%.

Underserved Student Groups completers has increased by 16%

over the past 5 years while the state rate has increased by 5%. SPS rate is

equivalent to the state average.

Springfield Public Schools • 2012/13 High School The following graphs reflect the change over time of 4 year completer rates (regular diploma, modified diploma, and GED) and annual drop out rates for students in the Springfield Public

Schools. Both measures reflect significant improvement overall as well as significant improvement of historically underserved student groups (Hispanic, African-American, and

Native American).

%

Regular Diploma Modified/GED

07/08! 08/09 09/10 10/11 11/12 12/13

Drop Out Rates2007 - 2013

SPS overall drop out rate has been reduced by over 40%

over the past six years while the state’s rate has increased slightly over the same period

of time.

Historically underserved student groups drop out rate has decreased by nearly 70% over the past six years while

the state’s rate has dropped by nearly 10%.

10.09.59.08.58.07.57.06.56.05.55.04.54.03.53.02.52.01.51.00.5

% DropOut

SPS OverallSPS Underserved

State OverallState Underserved

08/09 09/10 10/11 11/12 12/13 13/14*

Completion / Grad Rates

Annual Drop Out Rate

40

Think Know

Go Act

MS Teaming MS Teaming

MS Teaming

RtI Model

Intervention Curriculum

SPED Model Data Warehouse

(SPA)

CTE Courses

CTE Pathways

Naviance

ACT for All

9th Teaming

9th Teaming 9th Teaming

8th-9th Shared Language Near-Peer

Mentoring

Rites of Passage Programs

7th Campus Bound

Report Card

Conferences

Skillful Teaching Skillful Teaching

Increased Dual

Credit / AP

CLC - UO

CCR 9

CCR 10

Block Schedule

21st Grant

CCR 9

CCR 10

A3 Transition Specialist

41

Think Know

Go Act


MS Teaming

RtI Model



(SPA)

CTE Courses

CTE Pathways

Naviance

ACT for All

9th Teaming



Mentoring


7th Campus Bound

Report Card

Conferences


Increased Dual

Credit / AP

CLC - UO

CCR 9

CCR 10

Block Schedule

21st Grant

CCR 9

CCR 10


2009/10 42

43

Think Know

Go Act


MS Teaming

RtI Model



(SPA)

CTE Courses

CTE Pathways

Naviance

ACT All

9th Teaming



Mentoring


7th Campus Bound

Report Card

Conferences


Increased Dual

Credit / AP

CLC - UO

CCR 9

CCR 10

Block Schedule

21st Grant

CCR 9

CCR 10


2010/11

44

Think Know

Go Act


MS Teaming

RtI Model


SPED Model Data Warehouse (SPA)

CTE Courses

CTE Pathways

Naviance

ACT All

9th Teaming



Mentoring


7th Campus Bound

Report Card

Conferences


Increased Dual

Credit / AP

CLC - UO

CCR 9

CCR 10

Block Schedule

21st Grant

CCR 9

CCR 10


2011/12

Think Know

Go Act


MS Teaming

RtI Model



(SPA)

CTE Courses

CTE Pathways

Naviance

ACT for All

9th Teaming



Mentoring

Rites of Passage

Programs

7th Campus Bound

Report Card

Conferences


Increased Dual

Credit / AP

CLC - UO

CCR 9

CCR 10

Block Schedule

21st Grant

CCR 9

CCR 10


45

46

Think Know

Go Act

Common Core Implementation

Common Core Implementation

6-10 Curriculum Alignment



2014/15

Mapping your current efforts

1.  List current school improvement efforts/initiatives/programs

2.  Identify which address one or more of the Four Keys 3.  Map programs/efforts onto the Four Keys

4.  Consider the balance among improvement programs ü  Are there any gaps? Overlaps? ü  Are there any of the Four Keys that aren’t

addressed well?

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Professional learning exercise: Share your maps

Ø Number off from 1 to 8

Ø  Select one person to stay with the district map

Ø Each person goes to a new group composed of individuals from various schools

Ø One person per group shares that school’s map, and the group discusses

Ø Return and to your original group and debrief what each person saw in the other groups

Ø  See if you can come up with a few generalizations

Please note the need for mutual support and confidentiality. No judging or critiquing.

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Implementing the Four Keys Making Riverside Schools the Best in the Nation at

Getting Students Ready for College and Careers

•  Offering challenging classes •  Providing quality instructional materials

•  Hiring and retaining highly qualified teachers

•  Encouraging students to set high goals

•  Using data on student performance

•  Instituting school-wide improvement programs

But, there are a few more things you can do…

You are already doing many things right:

Learn More About Your Students

•  Know your students’ interests, aspirations, and goals •  Disaggregate by subgroup. •  Track over time to see if some

groups of students systematically lower their aspirations.

•  Incorporate opportunities in assignments to explore interests. Examples: •  Reflecting on what kinds of

problems are most interest to them. •  Using databases to understand

social problems. •  Researching the cost of college and

employment trends.

•  Understand their attitude toward learning. •  Do they attribute success to effort or

aptitude?

Develop Cognitive Strategies

•  Rate the cognitive challenge level of the assignments you give. What level thinking do they require?

•  Declarative (know facts) •  Procedural (apply factual

knowledge) •  Conditional (know when to apply

which knowledge) •  Conceptual (understand how

knowledge integrates)

•  Determine how often students do the following: •  Generate hypotheses •  Gather source material or data

and determine its value •  Interpret information including

contradictory information •  Work on problems that require

more than following directions?

Teach Foundational Learning Skills at all Grade Levels

•  Teach academic vocabulary.

•  Teach learning skills and techniques. •  Personal organization

•  Time management

•  Study skills and test taking

•  Help seeking

•  Persistence

•  Help students improve their speaking and listening skills.

Increase Access to “Privileged Knowledge”

•  Provide information about the college choice/application/financial aid process regularly.

•  Have all students take a default course schedule that makes them college eligible.

•  Get students on to a college campus early.

•  Increase dual/concurrent enrollment courses.

•  Develop academic assignments that have students research various aspects of college.

•  Have all students prepare a practice college admission form in 10th and 11th grades.

Redesign Courses to Align Better with College Readiness

•  Review and improve course syllabi so they look more like good college syllabi.

•  Identify the progression of standards students master in course sequences.

•  Make sure key skills such as writing and reading complex material are present in all courses.

•  Work in partnership with college instructors to review each others’ syllabi and align them.

What About the Common Core?

The Common Core Aligns Well with College and Career Readiness

•  Students clearly need challenging content in ELA and math

•  The Common Core contains much of the ELA and math students need to be college and career ready.

•  Use the Common Core as a framework for developing the Four Keys.

•  Doing so ensures all important aspects of readiness are developed, not just content knowledge.

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The Challenge: All Students Need to be

Able to Keep Learning

Beyond High School

Carnevale, A. P., Jayasundera, T., & Cheah, B. (2012). The college advantage: Weathering the economic storm. Washington, DC: Georgetown Public Policy Institute, Center on Education and the Workforce.

For the first time, labor force participation is decreasing at the same time unemployment is decreasing.

An education that prepares students for college is no longer a luxury; it is a necessity. All of your students need to be able to keep learning beyond high school if they are to be successful in their lives.

DESIGNED AROUND THE FOUR KEYS

The Mission of a Four Keys School

Ø  Ensuring all students develop and pursue their interests and passions

Ø Nurturing high aspirations in all students

Ø  Enabling college and career readiness for all students

Ø  Develop shared understanding of the Four Keys to College and Career Readiness (CCR) framework

Ø  Evaluate district LCAPs for alignment to the Four Keys (Deeper Learning), Implementation Planning, and Investment Strategy

Ø  Ensure school readiness through the the School Success Model

Ø  Map school and classroom practices to the Four Keys

Ø  Assess local social, political, and policy contexts

Ø  Complete transcript analysis of course taking behaviors, course pathway participation, opportunity-to-learn, and on-track indicators

Ø  Evaluate the progress monitoring system in place and analyze student and school level outcomes in relation to the Four Keys and Deeper Learning

Analyze

Ø  Create three-year strategic direction and action plan building upon school strengths while addressing areas of need

Strategize

Ø  Develop and implement a system of assessments specific to Deeper Learning and CCR

Ø  Identify progression of benchmarks to assess short- and long-term outcomes for students, schools, and system

Ø  Identify and localize critical variables to evaluate the success of the EPIC School Partnership

Ø  Integrate existing initiatives into three-year plan

Ø  Adjust and adapt direction and efforts to address specific challenges as they arise

Implement

Ø  Build leadership capacity as necessary to ensure effective implementation

Ø  Communicate steps of the three- year plan to key stakeholders

Ø  Initiate efforts articulated in the developed strategic plan to include solutions tailored to the specific needs of the school

Ø  Identify effective/efficient data collection and analysis of schools and their partnerships

Ø  Identify key successes and persistent challenges; communicate to key stakeholders

Ø  Revisit the backbone of the School Success Model

Ø  Address gaps in foundational attitudes, beliefs, values, and vision

Ø  Refine three-year strategic plan by re-engaging in the strategic thinking process

Evaluate

2014-2015 Partners: Orange County Department of Education, CA

Santa Ana Unified School District, CA

Dallas Independent School District, TX

Portland Public Schools, OR

Springfield Public Schools, OR

California Education Policy Fund

For more information or a copy of this presentation, please contact:

Robyn Conley Downs EdImagine

[email protected] Brandi Kujala-Peterson

EPIC [email protected]