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Look Backward and Downward to Merge High School and Postsecondary Success

Look Backward and Downward to Merge High School and Postsecondary Success.

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Look Backward and Downward to Merge High School and Postsecondary Success

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  1. Look Backward and Downward to Merge High School and Postsecondary Success

  2. Using State Math Standards to Identify the Skills for Quality TransitionPresented by:Alice Davis, Director, Susquehanna County Career and Technology CenterJames Gregory, Director Northern Tier Tech Prep ConsortiumDaniel Perna, Ed.D., James Daniel and Associates

  3. Academic Standards and Technical Task Expectations • Need to use academics as part of learning technology. • Technology requires higher level thinking and application of academic principles. • Academics can be learned through contextualization.

  4. Hands on learning IS NOT hands on learning

  5. Learning can be Brain to Hand Hand to Brain

  6. What was the problem? Students have good grades in high school, but they are not passing college placement tests. WHY?

  7. Questions to answer • Do high school grades correlate with freshmen year performance? • Do teachers cover a textbook or focus on achievement of standards? • Do textbooks seek achievement of standards or list standards as corollary concepts found in text? • Have academic teachers viewed a task list or have they viewed standards?

  8. What did we hear and think? If standards are the focus of instruction and learning, the students should be going to college with consistent background. What could be reason that students are not prepared for college material?

  9. What could be possible solution? The standards must be clearly merged with scope and sequence courses that lead to college entrance. How?

  10. Discussion • How do we merge the standards, high school courses, and college courses? • What information do we need to make this merger? • Can we get people from all levels to the table?

  11. Starting the process • Focus on an articulation of PA academic standards. • Use an outside consultant to bring the players in the process together. • Collect college course descriptions.

  12. Design For Success In The 21st Century. Which Way?

  13. The research says there is only one way to go Design Down Design Backward

  14. The Process • Find the course descriptions or syllabi from the post secondary institution. • Review the course descriptions or syllabi for key words and terms. • Discuss with teachers of the subjects. • Use the backward design (design down) concept to define standards.

  15. Stage One

  16. Models of the Concept

  17. Models • English, Math, Anatomy and Physiology • Tools Used: Verb Matrix, Concept of Criterion Standards

  18. Stage Two

  19. Where Did We Go Next? • Massaged these documents. • Presented to guidance counselors: • They need supportive evidence to show instructors, students, parents. • Introduced to administrators: • Determine if there is a way to implement the standards competency model.

  20. Consensus of needs in Math • Teachers need to see this. • Teachers from sending schools must talk with technical teachers. • Teachers must develop the classroom application of the standards model.

  21. Classroom Application • Develop Units of Instruction • Use standards as the frame of reference for Units of Instruction. • Focus standards • Supportive performances • Derive units for each college entry course.

  22. Next Stages • Work with Language Arts • Work with Science • Review applications of the units in the classroom • Massage and refine

  23. Questions and Comments

  24. Mrs. Alice Davis, Administrative Director, Susquehanna County Career and Technology Center, 570 278 9229Mr. James Gregory, Director of Northern Tier Tech Prep Consortium, 570 278 9229Dr. Daniel Perna, James Daniel & Associates and Wilkes University, 570 850 7733

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