Graduating Students College & Career Ready: What’s Next

1. Graduating Students College & Career Ready:What’s Next SCDN May 2013 EngageNY.org

2. 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)? EngageNY.org

3. 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? EngageNY.org

4. What is College and Career Readiness? Sources: ACT. (2006); Conley, D. (2007); Conley, D. (2012). • There is no common definition or one single measure of college and career readiness. • Research suggests: • 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. EngageNY.org

5. Domains of College and Career Readiness Defines the academic knowledge and skills students need to be successful in college and careers. Specifies the non- cognitive, socio-emotionalknowledge and skills that help students successfully transition from high school to college or careers. Describes the career- specific opportunities for students to gain the knowledge, skills, and competencies they need to pursue and succeed in their chosen career. EngageNY.org

6. Evolving CCR Measures: Aspirational Performance Measures EngageNY.org • 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.

7. 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. EngageNY.org

8. 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. EngageNY.org

9. 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: • These attitudes and behaviors are harder to measure, but SED will encourage early efforts and consider how to shape consistent, statewide approaches. EngageNY.org

10. Beyond Academic Readiness: Career-Specific Knowledge & Skills EngageNY.org • 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.

11. Career-Focused Pathways Career-focused pathways must span the last years of high school and at least one year of post-secondary education or training and lead to an industry-recognized 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 EngageNY.org

12. 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. EngageNY.org

13. EngageNY.org

14. 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. EngageNY.org

15. Roles Under the New Paradigm…. • The Common Core • Data-Driven Instruction • Evidence based observation EngageNY.org 15

16. What are next steps for Board members? EngageNY.org • 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.

17. Toolkit for Parent Engagement Parent Handouts Parent’s Backpack Guide to the Common Core

18. Thank You. EngageNY.org