EngageNY.org

Graduating Students College & Career Ready:

What’s Next

SCDNMay 2013

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Tests are Signals, Not the Curriculum

Curriculum and Instruction reflect our real aspirations for our students

•Take stock of our curriculumELA 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?

What is College and Career Readiness?

• 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 4Sources: ACT. (2006); Conley, D. (2007); Conley, D. (2012).

Domains of College and Career Readiness

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Defines the academic knowledge and skills students need to be successful in college and careers.

Specifies the non-cognitive, socio-emotional knowledge 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.

• 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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Evolving CCR Measures: Aspirational Performance

Measures

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:

• 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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- Persistence- Resiliency- Goal Setting

- Academic Behaviors like Study Skills- College Awareness- Career Awareness

Beyond Academic Readiness: Career-Specific Knowledge & Skills

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• 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.

Career-Focused Pathways

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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

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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CUNY Profile of 4-Year Graduates by Comparison Group (May not add to 100% due to missing data or rounding)

Percent of 2007 4-Year Graduates Enrolled at CUNY Who Required Remediation*

Average Performance of 2007 4-Year Graduates in the Fall 2007 Semester at CUNY

GPA GPA Credits Earned Credits EarnedCredits Attempted Credits Attempted% Credits Passed % Credits Passed

4-year graduates in2006-2007

All Students

Note: Results representing few er than 5 students are suppressed.

2007 4-Year Graduates

603

THEN

% Enrolled in BA at CUNY

Ethnicity

603#

City

11.5

% Enrolled at CUNY in Fall 2007

Reading

Grad Rate71.1%

2.93

Your School

% Enrolled in AA at CUNY

260CUNY Outcomes

4-year graduates in 2006-2007 who

enrolled at CUNY in Fall 2007

WritingNOW

Writing

90%

% Enrolled at CUNY in Fall 2007

*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.

Math

% Enrolled in BA at CUNY

% Enrolled in AA at CUNY

All Students

AnyReading

Sample High SchoolHigh School ReportThis 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.

All Students

3. View Outcomes by Comparison Group(outcomes presented are for graduates

with these characteristics):

1. Select Graduation Cohort:

2. Select Comparison Group:

I (2007)

87%

Math

Any

2.629.310.712.7

8% 8% 15% 22%

43%

72%

29% 39% 47% 53%

17% 27% 30% 45%

I (2007)

All Students

Early Assessment Programs

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• 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.

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 school-based initiatives in the Regents Reform Agenda

• Build Principals’ capacity and hold them accountable for implementing:

• 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

• 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, action-oriented 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

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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 EngagementParent Handouts •Parent’s Backpack Guide to the Common Core

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Thank You.