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P-16 Special Advisor’s Report On House Bill 1 Activities

P-16 Special Advisor’s Report On House Bill 1 Activities. November 13, 2007 Superintendents’ Meeting. Background. Students are graduating from high school and are not college ready: 2006: 40% meet TSI of 2200 in English/LA 2006: 51% meet TSI of 2200 in mathematics

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P-16 Special Advisor’s Report On House Bill 1 Activities

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  1. P-16 Special Advisor’s ReportOn House Bill 1 Activities November 13, 2007 Superintendents’ Meeting

  2. Background • Students are graduating from high school and are not college ready: • 2006: 40% meet TSI of 2200 in English/LA • 2006: 51% meet TSI of 2200 in mathematics • THECB is not meeting Closing the Gaps goals in participation and success • Student participation has flattened in terms of numbers, while demographics are increasing—50,000 students behind in 2006 • 63% of students who start college do not complete their programs

  3. Background • 3rd Called Session, 79th Legislature aggressively addressed these issues and expanded scope of THECB and TEA with several initiatives: • Passed House Bill 1 (HB1) • P-16 High School Completion and Success Strategic Plan • Education Research Centers • College Readiness Standards (CRS) and Vertical Teams • Summer Bridge Programs • Developmental Education Innovations • Professional Development (THECB only) • Course Redesign (THECB only)

  4. Background • Role expanded during 80th Legislature • Collaboration on End-of-Course Tests • Creation of new high school courses for math and science • Grant opportunities: • Math, Science, and Technology Teaching Academies • Intensive Summer Programs • Middle School Reading Academies • Others

  5. In Response, THECB Also Has: • Created 16 P-16 Field Specialists who work in outreach units of institutions of higher education to: • Support local efforts to increase HS and postsecondary collaboratives • Support creation of GO Centers • Supported development of P-16 Regional Councils (Local is E-3 Alliance)

  6. THECB Also Has: • Developed new RFPs: • Course redesign • Summer bridge programs • College Connection Statewide Expansion • Education Research Centers • Focused on increasing college readiness, participation, and success • With TEA, created Vertical Teams to develop College Readiness Standards (CRS)

  7. House Bill 1: With few exceptions, it emphasizes partnerships between secondary and postsecondary education to address problems

  8. HB1Partnerships Require: • Time to develop: • Partnership as well as the RFP/contracts • Recognition of various viewpoints and responsibilities • Necessity of building institutional support of ALL partners • Administration/Faculty understanding of the global picture

  9. P-16 Special Advisors • All public institutions and 13 independent institutions have designated a P-16 Special Advisor to the THECB • Dr. Mary Hensley (and Gary Madsen) represent ACC

  10. Responsibilities ofP-16 Special Advisors • Provide assistance in obtaining information about entry-level courses at postsecondary institutions • Attend up to two meetings per year with THECB staff • Coordinate and report on activities that assure students in its service area/region are college-ready when entering postsecondary institutions • Coordinate meetings of faculty on the College Readiness Standards (CRS) and other THECB initiatives • Provide feedback on forms and assessments provided by THECB or its contractor

  11. Texas College Readiness Project

  12. Educational Policy Improvement Center (EPIC) • Successfully responded to RFP to partner with THECB on the Texas College Readiness Project • Founded by Dr. David Conley, CEO, leading college readiness expert and author of “College Knowledge” • Nationally recognized experts on the high school-college transition and college readiness standards

  13. Understanding College ReadinessStandards (CRS) • Definition of College Readiness • Capable of succeeding in an entry-level, general education, credit-bearing “reference” course • Able to perform at a level in the course sufficient to progress to another course in the subjectand • To transfer knowledge learned in the course to a course in another subject area when necessary

  14. Differences BetweenHS and CR Standards • High School Standards: • Define the basic requirements for all students • Have an end point—high school graduation—as their reference point • Tend to focus on content knowledge • Are often the basis for state testing or accountability requirements • College Readiness Standards (CRS): • Are for students with postsecondary aspirations • Have beginning point—general education college courses—as their reference point • Tend to focus on both content knowledge and key cognitive strategies • Have not been used to specify state high school testing or accountability systems

  15. Uses of College Readiness Standards (CRS) • Help high schools establish challenge level and content necessary for college readiness • Designed to align HS and college courses • Create a more rigorous senior year • Help institutions of higher education increase course consistency • Develop better college-placement criteria

  16. Texas College Readiness Standards Development and Implementation Process • Three-Part Process: • Phase 1: Standards Development • Phase 2: Standards Validation • Phase 3: Materials Development

  17. Phase I: College Readiness Standards Development • Standards development process mandated by HB 1 • Required Vertical Teams (VT) composed of public and higher education faculty be created in four content areas: • English/language arts • Mathematics • Science • Social studies • Convergent Consensus Process: • VTs reviewed national and state standards • Four VT meetings • Online “homework” between each meeting • Consultations with VT co-chairs throughout the process

  18. College Readiness Standards Structure Specificity increases at each subordinate level

  19. Example: Mathematics

  20. Example: English

  21. Public Comment Screenshot

  22. Phase II:Standards Validation • After College Readiness Standards (CRS) are adopted by THECB: • EPIC conducts research on what actually is being taught and expected in entry-level courses at Texas institutions of higher education and compares this to the CRS • Results are compared to the CRS and discrepancy analysis is conducted to identify any gaps or recommend modifications to the CRS • Research identifies “reference courses” that serve to define the assumed content covered and level of rigor in college courses in each subject area

  23. Reference Course Nominations • An entry-level postsecondary course that best reflects the CRS • Only entry-level courses • Those typically taken in the freshman or (more rarely) the sophomore year that meet general education requirements and often serve as the initial prerequisite course for other courses within that subject area

  24. Phase III: Materials Development • Texas educators (K-12 and postsecondary) create materials aligned with College Readiness Standards • Work samples demonstrating expectations present in college courses • Course-based strategies for high schools • Ex., Senior seminars • Project templates for use in HS • Scoring guides referenced to College Readiness Standards • Formative assessments that provide diagnostic info on college readiness to teachers and students

  25. Summary • CRS Development Timeline in folder • For more information, contact: Dr. Mary Hensley Gary Madsenmhensley@austincc.edu gmadsen@austincc.edu512-223-7618 512-223-7087

  26. For Copies of this Presentation: www.austincc.edu/isd/Superintendent/111307P16Presentation.ppt

  27. Questions and Answers

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