Gene Wilhoit, Executive Director

January 28, 2013

Our Changing

Education

Landscape

Schooling in the United States was

created at an earlier time in our history…

It is NOT designed to:

graduate all students

ensure equity and excellence for all

educate to high levels

Major Education Shifts Seen

in…

What we expect of students

How we measure teacher and

principal effectiveness

How we hold schools and districts

accountable

The role of the learner

How education is delivered

Game Changers

Globalization

New Technologies

Demographic Shifts

If our children are to succeed in a world that is increasingly diverse, globalized, and technology-rich, they require learning experiences and environments for learning that are radically different from those the current system was designed to deliver.

The demographics

As of July 1, 2006, Baby Boomers age 42 to 60 totaled an estimated

78.0 million and comprised 26.1 percent of the total U.S. population.

(Source: U.S. Census Bureau, Population Estimates)

As children of the baby boomers, this group is predicted to make up

the bulk of the U.S. population within 20 years. Gen Y ranges in size

from 72 million to 78 million people nationwide and 2 billion

worldwide.

(Source: According to a 2005 study by RMG Connect, an international specialist in relationship marketing)

One in three echo boomers (the children of baby boomers) is non-

Caucasian, one in four is from a single-parent home, and three in

four have working mothers.”

(Source: According to a 2005 study by RMG Connect, an international specialist in relationship marketing)

DEMOGRAPHICS

Future Supply of College Graduates

Student Success

Growth Opportunities & Supports

High Quality Instruction & Leadership

Educator & System

Accountability

Core Teaching

Standards

Professional Development

Standards

Common Core State

Standards for Students

Data Standards

School Leader

Standards

State Systems for Support The chiefs are ready to move beyond simply adjusting or layering on more programs/policies to the current system.

What We Expect of Students

Common Core State Standards

bipartisan initiative of state leaders

led by the Council of Chief State

School Officers (CCSSO) and National

Governors Association (NGA)

developed K-12 standards in English

language arts (ELA) and mathematics

College and Career Readiness:

Anchor for the Common Core

Gap between high school expectations for

students and what students are expected to do in

college/career

Among high school graduates, only half are

academically prepared for postsecondary

education (Greene & Winters, 2005).

Career-readiness and college-readiness levels are

very similar.

K-12 standards were back-mapped from college

and career expectations.

A New Challenge

Graduate virtually ALL students

• Not 70%-75%, the current average graduation rate

• Not 40%-50%, the average in lowest performing schools………

Remediation rates and costs are staggering • As much as 40% of all students entering 4-year colleges

need remediation in one or more courses

• As much as 63% in 2-year colleges

Degree attainment rates are disappointing • Fewer than 42% of adults aged 25-34 hold college

degrees

0%

20%

40%

60%

80%

100%

Enter High School Graduate fromHigh School

Enroll in College Persist toSophomore year

Bachelor's Degreewithin 6 yrs

Source: The College Completion Agenda 2010 Progress Report, The College Board

College Remediation and Graduation

Rates

How the demand for skills has changed

Economy-wide measures of routine and non-routine task input

(US)

(Levy and Murnane)

Mean

tas

k in

put

as p

erc

ent

iles

of th

e 1

96

0 t

ask

dis

trib

utio

n

The dilemma of schools:

The skills that are easiest to teach and

test are also the ones that are easiest

to digitise, automate and outsource

13 13

Key Cognitive

Strategies

Key Learning Skills and Techniques

Problem Formulation Research Interpretation Communication Precision & Accuracy

Structure of Knowledge Challenge Level

Value Attribution

Effort

Key Content Knowledge

think: know:

Ownership of Learning Learning Techniques

act: Postsecondary Awareness Postsecondary Costs Matriculation Career Awareness Role and Identity Self-advocacy

go:

Key Transition

Knowledge and Skills

Source: Dr. David Conley, Educational Policy Improvement Center

College and Career Readiness

Why Common Standards?

• Previously, every state had its own set of academic standards and different expectations of student performance.

Consistency

• Common standards can help create more equal access to an excellent education. Equity

• Students need the knowledge and skills that will prepare them for college and career in our global economy.

Opportunity

• Previous standards were “a mile wide and an inch deep.” These new standards are clear and coherent in order to help students, parents, and teachers understand what is expected.

Clarity

• Common standards create a foundation for districts and states to work collaboratively and achieve economies of scale.

Economies of Scale

45 states, DoDEA and D.C. have fully adopted the Common Core State Standards; MN has adopted only the ELA standards.

Common Core State Adoption

English Language Arts (ELA)

Shifts

• Building knowledge through content-rich non-fiction and informational texts in addition to literature

Non-Fiction

• Reading and writing are grounded in evidence from the text

Evidence from the Text

• Regular practice with complex text and its academic vocabulary (words like “synthesize” and “correspond”)

Complex Text & Academic Vocabulary

Math Shifts

• 2-4 concepts focused on deeply in each grade Focus

• Concepts logically connected from one grade to the next and linked to other major topics within the grade

Coherence

• Fluency with arithmetic, application of knowledge to real world situations, and deep understanding of mathematical concepts

Rigor

Implementing the Common

Core Professional Development

Public Awareness

Curriculum & Instructional

Materials Technology

Common Core Implementation

New Assessments

Two state-led assessment consortia

Partnership for Readiness for College and

Career (PARCC)

SMARTER Balanced

Federal Race to the Top (RTTT) grant of

$350M +

New summative assessments used for

accountability purposes in 2014-2015

school year

Washington, DC

Hawaii

SBAC State

PARCC State

Both consortia

Assessment Consortia Membership

What will the new tests be like?

Computer-based

Beyond multiple choice

Measure what matters for college

and career success

Depth of understanding and higher-

order thinking skills

Provide precise, actionable

information

Professional Development

Changes in instruction

Professional Development

Preparation, Licensure,

Certification, and Career Pathways

Educator

Evaluation

Common Core State

Standards Students

Educators

"Students learn best when they have the most

enthusiastic, engaged teachers possible. I

firmly believe that teachers must be held

accountable for their students' success, from

helping them meet personal or school-wide

learning goals to achieving on district and

state level assessments.”

-Rebecca Mieliwocki

2012 National Teacher of the Year

No Child Left Behind: Next Generation

Accountability Systems

The goals of next-generation accountability systems are:

Clearly articulate the state’s expectations for school

and district performance

Differentiate the performance of schools and districts in

valid, reliable, and meaningful ways

Empower and engage educators, policy/law makers,

parents, and the public through regular communication

and transparent, timely reporting of actionable data

Foster a commitment to innovation and continuous

improvement of the system so new models are used

and evaluated to improve performance across the

system, increasing achievement and efficiency.

Accountability System Principles

1. Alignment of performance goals to college- and

career-ready standards;

2. Annual determinations for each school and

district that meaningfully differentiate between

schools and districts and direct the provision of

supports and interventions;

3. Focus on student outcomes on a variety of

indicators including those of both status and

growth;

Accountability System Principles

4. Continued commitment to disaggregation;

including disaggregation of data by student

subgroup (for both reporting and accountability);

5. Reporting of timely, actionable, accessible data

to all stakeholders, including outcome and

richer data to drive continuous improvement;

6. Deeper diagnostic reviews, used as

appropriate, to better link accountability

determinations to meaningful supports and

interventions;

Accountability System Principles

7. Building school and district capacity for

sustained improvement though supports and

interventions;

8. Targeting the lowest performing schools for

significant interventions

9. Innovation, evaluation, and continuous

improvement in the accountability systems over

time.

State Education Agencies in Transition

Increased Responsibilities

Loss of Capacity

Limited Discretionary Money

Hiring and Salary Limitations

From Compliance to Service

Necessity for Networking and Partnerships

Building District and School Capacity

Responsibility for Equity Agenda

Shifting Staff Roles/Functions

Transforming the Profession

Coming Together For a Brighter Future

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