PowerPoint Presentation

Kansas Associations for Education Advocacy

August 27, 2015Dr. Randy Watson, Commissioner of Educationwww.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org1TodayDescribe where we have been.Analyze what Kansans told us they want for student outcomes.Forge a new, compelling vision to direct our work for the next 10 years.Creating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgSeptemberReview the work done today.Build off of the vision and start to describe HOW we will get there.Plan on the release of information to the field.Creating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgOctoberReview input from the field.Finalize the vision and plan.Finalize details of the launch at the State Annual Conference.Creating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCreating a Vision for Kansas

"Few will have the greatness to bend history itself; but each of us can work to change a small portion of events, and in the total of all those acts will be written the history of this generation.- Robert F. Kennedy

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org

Creating a Vision for KansasKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgStudent Achievement does not always equate to Student SUCCESS!Creating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCreating a Vision for KansasWhat I want from my kids school is to help me identify what they love, what their strengths are, and then help them create their own paths to mastery.

- Will Richardson KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org82020 Workforce

KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKansas College and Career Ready

An individual has theacademic preparation,cognitive preparation,technical skills, andemployability skillsto be successful in postsecondary education, in the attainment of an industry recognized certification or in the workforce, without the need for remediation.

KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBoth K-12 and higher educationWhat Do We Want to Know?What skills do Kansans expect their schools to cultivate in young adults?How do the views of educators, community members and Kansas employers agree and differ on these skill-goals?How can these sectors better collaborate to reach these goals?What are the best measures of progress as we move toward these goals?KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org

KANSAS CHILDREN KANSAS FUTURE TourCommunity Conversation Business and Industry

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org12

287 focus groups, with an average of 6 people each, answered this and two other questions.We asked Kansans in 20 Communities around the State:What are the characteristics, qualities, abilities and skills of a successful 24-year old Kansan?KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYAnd we asked how schools should cultivate those ideal characteristics.13Respondents Occupational RolesRole# Students99 Parents95 Education Administrators199 School Board Members95 Higher Education Professional110 Business Professional7 Legislator or Public Official77 Community Member69 Press, Media Professional12 Educators and Para-educators852 KSDE Staff69

COMMUNITYKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org14Examining the DataKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org7KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgAnswers to the first question: Focus Group in Oakleycommunication skillsteam workability to work with all types of peopleability to evaluate and planinitiativeproblem solverindependent thinkerresponsibledependablereliablespiritualitystrong characterability to envision their futureliteraterespectfulempathycreative forward thinkingcivic responsibilitypersistencedeterminationadaptablegolden ruleThey are grouped by themes and more specific sub-themes:cognitive or traditional academic skillsnon-cognitive (social-emotional or personality skills)interpersonal or applied social skills

What are the characteristics, qualities, abilities and skills of a successful 24-year old Kansan?How are all these free-form responses analyzed?KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org16The themes and sub-themes become a Conceptual Framework:

The number of times different focus groups mention the same themes can be compared.The more frequently different focus groups cite the same themes, the more socially or culturally predominant the theme.KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgConceptual frameworks can be generated from the themes themselves, or, from established research and theory, when a framework has already been developed. 17Conceptual Frameworks can be generated from the themes themselves, or from established research and theory. We used both methods: validated predictors of career and life success, (the Big 5 personality skills), and themes that emerged from focus groups answers.

ConscientiousnessAgreeablenessEmotional Stability or NeuroticismOpennessEach has subcomponents which we incorporated into the conceptual model.ExtraversionKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgWe combined both methods. Labor market economists and institutional psychologists have a well-developed framework of intrapersonal or personality skills called the Big 5. We incorporated the Big 5conscientiousness, openness, agreeableness, extraversion, and emotional stabilityinto our framework, and added new themes when focus groups cited characteristics that didnt fit into the Big 5 model.

It is very important to use known theory and causal models if we decide we want to cultivate these soft skills. Without these links to theory and causes, we could end up just shuffling terms we like and never figure our how to cultivate them.

The other possible theoretical framework is the self-regulation theories associated with Bandura, Zimmerman, with Mischels marshmallow test, and Duchworths grit. The measures developed within the self-regulation framework have been used to predict academic outcomes and IQ. But they havent been used longitudinally to the extent of the Big 5 to predict job, income, and other life outcomes like longevity. The first questionabout the ideal characteristics of Kansas youthis focused on these long-term, large outcome measures, especially employability. Many aspects of the self-regulation framework can fit within the Big 5 frameworkfor example the goal setting that is part of the self-regulation framework fits with the achievement striving that is a component of conscientiousness; the delayed gratification fits with the self-discipline and the deliberation subcomponent of conscientiousness; time-management within the order component of conscientiousness. But self-regulation does add some things that are missing from the Big 5for example, the influence of students beliefs about their own abilitiesthink of Dwecks growth mindset vs. a belief in innate intelligence. So keeping this other framework in mind, when we start considering remedies is probably a good idea.

18Low-skilled work, return for academic skills lowHighly skilled work, return for academic skills high. Return for non-academic skills, increases consistently across all skill levels.

Validated means non-academic skills have been shown to predict key outcomes:Lindqvist, E. and Westman, R. (2009). The labor market returns to cognitive and noncognitive ability: Evidence from the Swedish enlistment. IFN Working Paper, No. 794.In addition to predicting higher wages, non-academic skills are also associated with longer lives, lower divorce rates, and higher academic achievement at all levels.

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgAnother way of saying this is: no matter what your skill level, no matter what the job, non-academic skills matter, while IQ matters little for low-skilled work, but matters a lot more for complex work. For greater clarity, we are using the term academic skills instead of cognitive skills, and non-academic skills instead of non-cognitive skills. We use our minds for every skill, so at some level, all skills are cognitive.

The distinctions between skills and knowledge are similarly confused. Skills and knowledge are not separate, but intertwined, and hierarchically integrated through learning, practice, and experience. See p. 18 of Education fro Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, 2015, National Academy of Sciences.

For a summary of studies showing the predictive relationship of non-academic skills to academic outcomes, see Poropat, A.E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin, 135, 322-338. For its association with other life outcomes, see Roberts, B.W. et al (2007, December). The power of personality: The comparative validity of personality traits, socioeconomic status, and cognitive ability for predicting important life outcomes. Perspectives in Psychological Science 2 (4), 33-345.

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conscientiousnessself-discipline conscientiousness, emotional stability and agreeableness,agreeableness and conscientiousnesscompliant agreeablenesscommunication skills agreeablenessconscientiousnessconscientiousnessorderly conscientiousnesspolite agreeablenessThe Big 5 Personality Skills are a validated and standardized version of the social-emotional skills typically reported on Kansas report cards or lists of employability skills:KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgWeve always assessed and reported non-academic skills back to parents. I suspect all cultures have childrens stories designed to cultivate social-emotional skillsthink of Aesops stories, like the Turtle and the Rabbit story about persistence paying off. Whats missing is a systematic identification of what skills are most important for academic, career, and life success. And which are most ripe for cultivation at different points during development. Improving these measures is about optimizing essential skills like persistence, self-control, teamwork, not about high-stakes accountability.

Academics and the testing industry continue to develop a variety of measures that incorporate and emphasize different social-emotional skills that are ingredients to success. Terms are not consistent and tend to vary by discipline. Counselors tend to use social-emotional skills; business people tend to use 21st century skills or employability skills. Reading from different disciplines, one will encounter the terms soft skills, life skills, noncognitive skills, personality traits, character skills, among others. Each has different advantages and disadvantages.

Some of the economists working in this area use the term personality skills. The skills we are talking about evolved in us as responses to the social environments in which we develop. Unlike Freud thought, they are malleablethey change over the life course, generally in response to social environments. [Example, MAOA gene vs. agreeableness]

The economists and the psychologists have probably done the most to standardize these skillsthats where we get the Big 5and to test how much they actually contribute to labor-market success, and life successes, like academic achievement, finding a mate, living longer, and staying out of jail. So here we are using the Big 5, their subcomponents, and the term personality skills, and some of the most frequently used terms, like non-cognitive skills, though sometimes we use the other terms interchangeably.

20What Community Members told usKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org7COMMUNITYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITY21What do you believe were the MOST frequent responses from people on at the open meetings to the question, What are the skills, attributes and characteristics of a successful 24 year old Kansan?Creating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITY

From the first set of focus group responses, what characteristics of success were most frequently cited?

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTURECOMMUNITYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYThis result is a little surprising since about 66% of the respondents were educators, education administrators, or former educatorspeople who mostly teach, or used to teach, academic skills. Nevertheless, the soft skillssocial-emotional, personality skills, or 21st century skillsthey have lots of nameswere cited 70% of the time.

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Lets break down those categories: Academic Skills

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTURECOMMUNITYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYIf one of the focus groups described the ideally skilled 24-year-old as literate, or financially literate, or as having a knowledge set from a traditional subject, like history, those items were counted as academic skills.

If a focus group said the ideally prepared Kansan was an innovative thinker, a critical thinker, or a problem solver, these were counted in the critical thinking skills category. Anyone who would like to receive an electronic example of how any one of these categories have been coded are welcomed to contact Tony Moss at KSDE and he can send you a file with examples.

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What do non-academic skills include?

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTURECOMMUNITYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYInterpersonal skills are applied social skills, like communication skills, citizenship, team skills.

Intrapersonal skills are personality skills, like a strong work ethic, perseverance, self-discipline

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Disaggregating Interpersonal social skills:

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTURECOMMUNITYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYConscientiousness is far and away the most cited theme or characteristic of success. This means that the Kansans who came out for the 20 community survey cited some aspect of conscientiousness as an characteristic of success more often than any other characteristic. The definition of conscientiousness was the tendency to be organized, responsible, and hardworking. Integrity is included with conscientiousness rather than at citizenship because we have distinguished between intrapersonal and interpersonal skills.

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Intrapersonal or Personality Skills:KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTURECOMMUNITYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYConscientiousness is far and away the most cited theme or characteristic of success. This means that the Kansans who came out for the 20 community survey cited some aspect of conscientiousness as an characteristic of success more often than any other characteristic. The definition of conscientiousness was the tendency to be organized, responsible, and hardworking. Integrity is included with conscientiousness rather than at citizenship because we have distinguished between intrapersonal and interpersonal skills. 27

This emphasis on non-academic skills means the community focus groups are largely In agreement with the national business community. KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTURECOMMUNITYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYThis emphasis on non-academic skills means the community focus groups are largely in agreement with the national business community. 28Nationally, of the non-academic skills employers prefer:

Conscientiousness (especially dependability, integrity)Agreeableness (especially cooperation, teamwork)Emotional Stability (especially self control, stress tolerance) KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYNationally, of the non-academic skills, employers prefer:

Conscientiousness (esp. dependability, integrity)Agreeableness (esp. cooperation, teamwork)Emotional Stability (esp. self control, stress tolerance)

Paul Sackett, Univ. of Minnesota psychologist, combined different national employer data sources and found that employers rated the above non-academic skills above all others, across all educational levels, from dropouts to PhDs.

Sackett said the jury is still out on the relative importance of non-academic factors compared to academic, but the evidence is strong [that] the non-cognitive factors are important. personal communication Feb 22, 2012 email29What are the take-home lessons from Question 1?The community focus groups cited non-academic skills at more than a 7:2 ratio over academic skills as characteristics of the ideally prepared young adult. Conscientiousness, with its inclusion of achievement-striving and self-discipline, was the dominant characteristic, accounting for 22% of all items. Combined national sources of business people also identified conscientiousness as the number one desirable skill. Among academic skills, the focus groups emphasized applied skills over traditional academic skills at about a 2:1 ratio, with critical thinking skills in between the two.What are the characteristics, qualities, abilities and skills of a successful 24-year old Kansan?KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYThe community focus groups cited non-academic skills at more than a 7:2 ratio over academic skills as characteristics of the ideally prepared young adult.

Conscientiousness, with its inclusion of achievement-striving and self-discipline, was the dominant characteristic, accounting for 22% of all items. Combined national sources of business people also identified conscientiousness as the number one desirable skill.

Among academic skills, the focus groups emphasized applied skills over traditional academic skills at about a 2:1 ratio, with critical thinking skills in between the two.

30How did Kansas business and industry answer the question:What are the characteristics, qualities, abilities and skills of a successful 24-year old Kansan?KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org7BUSINESS AND INDUSTRYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRY31What do you believe were the MOST frequent responses from business leaders to the question, What are the skills, attributes and characteristics of a successful 24 year old Kansan?Creating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREBUSINESS AND INDUSTRYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRYThe business and industry focal groups cited non-academic skills with greater frequency than the community groups:

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREBUSINESS AND INDUSTRYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRYRecall that the community groups cited non-academic skills 70% of the time and academic skills 23% of the time. These frequencies are remarkably similar to those expressed by the community groups. If volume can be equated with importance, the business and industry groups are saying that the non-academic characteristics are more important than academic skills, including applied skills, and that non-academic skills are at least as important to them as to the community groups, maybe more so.

One cited experience as a characteristic of the ideally prepared 24 year old (the tiny yellow line).33Lets go down a level and decompose academic skills:

Instrumental skills were defined as applied knowledge and skills gained through study and training and applied in a profession or job.KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREBUSINESS AND INDUSTRYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRYFor the community groups, traditional academic skills accounted for about 5% of all the items. For the business and industry focus groups, its about half or less that rate.The two groups identified critical thinking skills at the same 7% rate, so both agree about the relative importance of these skills.Instrumental skills were also identified at about half the rate of the community focus groups (10% versus 5%). We might have expected a greater emphasis on instrumental and applied skills with employers, but it was notably less.

34Now lets disaggregate non-academic skills:

The community focus groups proportion was 23%The community focus groups proportion was 45%KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREBUSINESS AND INDUSTRYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRYInterpersonal skills are applied social skills, like communication skills, citizenship, team skills.

Intrapersonal skills are personality skills, like a strong work ethic, perseverance, self-discipline

Comparing the community focus groups and the business and industry groups, the frequencies and proportions of interpersonal and intrapersonal skills are very similar, though we can say the business and industry groups put a greater emphasis on non-academic, intrapersonal skills than the community groups.

35Lets disaggregate interpersonal skills:

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREBUSINESS AND INDUSTRYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRYAbout 5% of the community focus groups items were communication skills, so the business & industry groups increased this percentage 3 points, but the two groups seem roughly in agreement about the relative importance of communication skills.Citizenship and duties to others were about 7% of the community groups items, about the same as the 6% of the business & industry groups.Conflict resolution skills were not part of the skill set mentioned by the community groups, but a few of the business focus groups identified these as desirable skills.Family skills were mentioned once by the a business & industry group, and then not clearly so, but were identified by the community focus groups.Both the community groups and the business & industry groups named about the same proportion of items identifying social tolerance and flexibility as ideal skills.But the business & industry group about doubled its proportion of group skills like teamwork.

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What were the intrapersonal skills that business & industry groups identified?

About 5% of the community focus group items were for agreeablenessa lower but similar proportion. Agreeableness includes politeness and compliancecharacteristics needed for customer service and organizational effectiveness.At 34%, the business groups proportion of conscientiousness items was 12 points above the community groups proportion. Conscientiousness includes achievement-strivinghaving goalsself-disciplinehaving a work ethicand dutifulnessbeing dependable, and honest.The proportions of items in the openness theme were about the same in both the community and the business groups. Openness includes characteristics like adaptability, independence, intellectual and experiential openness, and creativity. At around 1%, emotional stability accounted for a smaller proportion than the 2% of the community groups. Sacketts study combining national business sources found that elements of emotional stability, like self-control and stress tolerance, were rated as highly important by national business professionals. A meta-analysis by Roberts et al also found strong correlations between low emotional stability and life outcomes like divorce. 3% of the community groups items also identified extraversion. Extraversion includes assertiveness, confidence, and a willingness to take risks.KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREBUSINESS AND INDUSTRYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRYSee Roberts, B.W. et al, (2007). The power of personality: The comparative validity of personality traits, socioeconomic status, and cognitive ability for predicting important life outcomes. Perspectives on psychological science, vol. 2, 4, December, 313-345.

Sackett, Paul. Slide presentation: What we know about non-cognitive constructs and workplace outcomes. Available from ETS site at https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCMQFjAAahUKEwjRu4nphe_GAhUSOIgKHTiRA2Q&url=https%3A%2F%2Fwww.ets.org%2Fc%2F15481%2Fppt%2Fsackett_sessionII.ppt&ei=oLWvVdHrBpLwoAS4oo6gBg&usg=AFQjCNGD-AJukwh2HINAjfBKGlX5wC6HcQ&bvm=bv.98197061,bs.1,d.aWw

37We can begin to answer our original research questions: What skills do Kansans expect their schoolsboth K-12 and higher edto cultivate in young adults?How do the views of educators, community members, and Kansas employers agree and differ on these skill-goals?KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRY38At about a 7:2 ratio, greater for the business and industry focus groups, non-academic skills are cited over traditional academic skills as characteristics of the ideally-educated Kansas youth.Conscientiousness and its components, especiallydutifulness (dependability), achievement striving (pursuing goals), self-discipline (persistence, a strong work ethic)are highly-cited ideal characteristics by both community and business focus groups.KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRY39Other mutually agreed upon characteristics are:Critical thinkingOpenness (adaptability, independence, creativity)Communication skillsGroup skills like teamwork andCitizenship and moral obligations to others.Traditional academic skills and applied skills are important, but less frequently cited than the non-academic skills listed above.KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRY40One day Alice came to a fork in the road and saw a Cheshire cat in a tree. 'Which road do I take?' she asked. His response was a question: 'Where do you want to go?' 'I don't know,' Alice answered. 'Then,' said the cat, 'it doesn't matter.' - Lewis Carroll

www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgStart the presentation playing pomp and circumstance. This year our school district joined 290 Others in Kansas to celebrate the success and graduation of the 2010 graduates. We all have such high expectations and aspirations for our kids.41Student Success

"I believe that this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to the earth.

John Kennedy

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgWhats needed is such a big commitment that when people see the effort your vision will take, theres an almost audible gulp. Jerry PorrasCreating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgYou must translate the visionfrom words to pictures with avivid description of what it willbe like to achieve your goal.Creating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgYES NO Does the Vivid Description conjure up pictures and images of what it will be like to achieve your vision? IF THE VIVID DESCRIPTION DOES NOT CREATE A CLEAR PICTURE IN YOURMINDS EYE, THEN IT IS NOT VIVID ENOUGH.

YES NO Does it use specific, concrete examples and analogies to bring the vision to life, rather than bland platitudes?

YES NO Does it express passion, intensity, and emotion?

YES NO When reading the vivid description, do you think, Wow, it would be really fantastic to make all this happen. I would really want to be a part of that, and Im willing to put out significant effort to realize this vision!?Creating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgDemocratize the automobile. Ford Motor Company Become the company most known for changing the worldwide poor-quality image of Japanese products. Sony

Become the most powerful, the most serviceable, the most far-reaching world financial institution that has ever been created.Citicorp

Become the dominant player in commercial aircraft and bring the world into the jet age. BoeingCreating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgYES NO Do you find this vision exciting?

YES NO Is the vision clear, compelling, and easy to grasp?

YES NO Will this vision be exciting to a broad base of people in the state, not just those on the board of in the department?

YES NO Is it undeniably a strong vision , not a verbose, hard to understand, convoluted,impossible to remember mission or purpose statement? In other words, does it pass the Moon Shot?

YES NO Do you believe the organization has less than 100% chance of achieving the vision (50% to 70% chance is ideal) yet at the same time believe the organization can achieve the vision if fullycommitted?

YES NO Will achieving the vision require a quantum step in the capabilities and characteristics of theorganization?

YES NO In 10 years, would you be able to tell if you have achieved the vision?Creating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgSeptemberReview the work done today.Build off of the vision and start to describe HOW we will get there.Plan on the release of information to the field.Creating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCreating a Vision for Kansas

"The greater danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it. - Michelangelo

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCreating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCreating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgWhen nothing is sure, everything is possible. - Margaret Drabble Creating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgLeaders are forged in the crucible of adversity

If you faint in the day of adversity,your strength is small. - Proverbs 24:10Creating a Vision for KansasKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org

Question 2:What is the role of K-12 education in achieving the future? How should K-12 measure indicators towards success?KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYWhat is the role of K-12 education in achieving this future?

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTURECOMMUNITYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYThe responses fit into two broad themes:

Skill training includes all skills the direct training of skills --- academic, applied or job skills and non-academic, social-emotional skills -- that respondents say schools should be cultivating.

strategic activities: defined as all the activities suggested as steps, building blocks or scaffolding to support the characteristics, abilities, and skills being cultivated in the students (family engagement, community collaboration, specialized staffing and training, particular curriculum design, etc.)

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defined as skills that are instrumental in employment, or preparing for employment, or generally used for living, like financial skills . . .defined as all traditional academic skills, like math, reading, writing; all subject-specific, content-focused, knowledge-based skills, like geography

What does skill training include?defined as all training aimed at cultivating personality, social-emotional skills, 21st century and other non-traditional skills, including perseverance over failure . .defined as innovative problem-solving skills; problem-solving that incorporates solutions from divergent subjects, experiences, or sources . . . KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTURECOMMUNITYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYThe responses fit into two broad themes:

Skill training includes all skills the direct training of skills --- academic, applied or job skills and non-academic, social-emotional skills -- that respondents say schools should be cultivating.

strategic activities: defined as all the activities suggested as steps, building blocks or scaffolding to support the characteristics, abilities, and skills being cultivated in the students (family engagement, community collaboration, specialized staffing and training, particular curriculum design, etc.)

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Within instrumental skills, the community focus groups identified a notable subcategory:

Skills gained from experience.KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTURECOMMUNITYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYAmong the instrumental skills identified, the majority were skills gained from experiences. The largest proportion were from the concrete, realistic practice of instrumental skills. This implies a re-design of the curriculum to incorporate more hands-on training and real-world experiences. The second, third, and four most cited experiences--internships, work-study, and apprenticeshipsand then job shadowing and work experienceimply closer ties to and coordination with businesses.

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Career planning items called for individual goals and planning, of classes, pathways, further education, transitions, and careers. Some items included the family in the planning. When career planning should beginmiddle school? 8th grade?--wasnt clear.

What themes made up the strategic activities?

School climate activities were diverse and sometimes conflicting. Some advocate creating an environment of high expectations, while others recommend realistic expectations, or a positive supportive culture.Family engagement items complemented the career planning items, but the partnership between schools and families started earlybirth through preK in some items. Some advocate joint planning for the childs future, and others, opportunities for family participation and family education.Community collaboration items emphasized mutual obligations between students and the community and better social networking. Some advocate student community service, sometimes as a requirement; others, partnerships with local businesses and social agencies, especially early childhood agencies.Individualized instruction and experience varied in intensity, from career interest diagnostics to universally required individual plans that the student must personally defend. The timing varied from beginning in Kindergarten, to middle school, to 8th grade.Project-based learning items emphasize the learning and demonstration of applied skills, sometimes in contrast to standardized curricula and assessments. Some suggest projects as part of community service, a qualification for graduation, or a better way to teach or measure personality skills.Early childhood strategies include strengthening the foundations of language and social skills at this sensitive stage, and the early establishment of parental collaboration.Real-world instruction items advocate for concrete, real-life, relevant problems to solve, sometimes including their social dimensions. Some suggest integrating academics with applied skills, to improve motivation. Timing? As early as preK.Less frequently cited strategies:teaching techniqueshuman capitalaccountabilitypreventionfundingcollege collaborationextracurricular activitiesKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTURECOMMUNITYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYAbout the less frequently cited strategies:Teaching techniques as strategies included integrated, collaborative teaching; teacher as facilitator; engaging students; teaching teachers how to teach soft skills, among others.Investments in human capital suggested increasing the number of counselors (which fits with the suggestion for more individual career planning), and more professional development for elementary math teachers.The more striking suggestions in the accountability recommendations included more autonomy for teachers, aiming to meet the Rose Standards, linking drivers licenses to graduation, and allowing for greater individual differences in student development.College collaboration and extracurricular activities were relatively few, which is surprising with the larger initiatives to prepare students to be college and career ready, and the ideal of teaching more social-emotional skills. 58A few take-home lessonsRe-designing the curriculumaround individualized goals, planning, instruction, and experience, around incorporating real-life problems and projects into the curriculum, and experiential learningis heavily suggested.New roles are suggested for school counselorsin deeper individual career planning, and perhaps in coordinating internships and work experiences with business and community organizations.The large proportion of instrumental skill training that included some experiential training, e.g. internships; concrete, realistic practice, job shadowing, etc.suggests much more integrated coordination with businesses and community organizations.School climate is important but not well-defined. What is the role of K-12 education in achieving the future? KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYThere is a suggestion of a structure of social opportunitiesopportunities for experience, particularly real-world experiencesthat students need to practice applied skills, both practical and social.

59What are community focus groups saying about measures?Non-cognitive, social-emotional measures, like conscientiousness and school climate, are important, but how they can be measured isnt clear.Project and task performance, individual planning, curriculum designed for realistic experiences, internships and work experiencesare more important measures than traditional assessments.Post high-school measurescredentials, employment, well-beingare also important measures of K-12 success.How should K-12 measure indicators towards success?KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITY

Question 3:What is the role of higher education in achieving this future? KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTURECOMMUNITYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYSuggested by the responses to:Collaborative partnerships between K-12 and higher ed, and between higher ed andbusiness and industry, to provide internships and real-life learning, aligned training, and smooth transitions, is strongly recommended.Student services, especially for individual career planning, for social and academic support, and for affordable access to higher ed, are also suggested.Labor market demands should be coordinated with business & industry, and accurately forecast. Curricula should be quickly adaptive to changing demands.What is the role of higher education in achieving this future? KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYThere is a suggestion of a structure of social opportunitiesopportunities for experience, particularly real-world experiencesthat students need to practice applied skills, both practical and social.

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Question 3:How should higher education measure indicators toward that success?KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITY63With 25 indicators, higher ed measures were diverse, but the most frequent were:Employment status of former studentsGraduation ratesContinuity or retention ratesCredentials (certification, degree, etc.)Earnings, income, and post-graduation SESHow should higher education measure indicators toward that success?KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgCOMMUNITYThere is a suggestion of a structure of social opportunitiesopportunities for experience, particularly real-world experiencesthat students need to practice applied skills, both practical and social.

64The last question put to the employer focus groups:

How can business and industry partner with K-12 and higher education in creating the 24-year old that has those skills and abilities?KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRYThe answers to this question will tell us how well the community suggestions fit with the business and industry suggestions. 65The first-level frequencies were:

Government policies include incentives for employers, like tax credits, new rules or requirements for schools, and provisions to protect students and employers.

This theme is the most voluminous because versions of experiential training, like internships and job shadowing, were frequently cited. Other human capital investments, like employer-provided mentors, are also included here.

Information sharing assets include collaborative projects like coordinated curriculum planning, and feedback loops between K-12, higher education, and employers.

These include proposals to advocate or promote education, to promote business and industry within schools, or to support new services, like expanding company counseling services to cover career planning services for students, or supporting employee mentors.

A small number of items suggested that business and industry commit to improving community family and social services. One proposed merging education and industry, moving industry into the classroom and the classroom into industry.KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREBUSINESS AND INDUSTRYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRYA small number of items suggested that business and industry commit to improving community family and community social services, or changing school climates. One proposed merging education and industry, moving industry into the classroom and the classroom into industry.66

About half of these items suggest direct experiential traininginternships, job shadowing, mentorships, direct employment, and interview practice. Another set proposes bringing business and real-life experiences into the classroom through some form of joint teaching, from joint curriculum planning to professionals and technically skilled employees acting as guest teachers. Extra-curricular experiencesyouth entrepreneur programs, company tours, and other business exposuresare also included here.

Detail of human capital investments: A much smaller proportion of suggestions are for training of stafffor example, training teachers, principals, and counselors in real-work settings so they make their teaching and advising more relevant. A small number also suggest similar exposures and partnering with parents, including their employees who are parents.

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREBUSINESS AND INDUSTRYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRY67The 2nd largest theme:

KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREBUSINESS AND INDUSTRYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRYWhy a theme called information sharing assets?68Why a theme called information sharing assets? Consider the way some business and industry focus groups framed the problem:Our task is to build a workforce development information system. We need a mentoring database, an asset somehow designed so that schools, businesses, and parents will use and value it. We need a paradigm shift, and a structure going forward. Our problem is to prepare students for jobs that may not have been created yet. KANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRY69

Why a theme called information sharing assets? Community and employer focus groups used the term partnership as though Kansas needed a new public-private venture for communication, planning, and coordinating labor market demand and training.When asked about the role of higher education in cultivating the ideal student, the community focus groups suggested a parallel themelabor market responsiveness. This theme suggested collaboration between education and businesses for the accurate forecasting of labor market demands, for an adaptive, responsive curricula, and for continuous career planning and training.KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREBUSINESS AND INDUSTRYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRY70

Sub-themes like those in higher eds labor market responsiveness make up information sharing assetsAwarding internships competitively, assign credit for them, coordinating mentorssome items recognized that experiential learning will require a coordination system.

These items suggest that business and industry, and education, communicate, coordinate, plan, and design, an integrated, real-world curriculum. Together.Some suggest feedback loopsinformation exchanges between education and employers that facilitate continuous improvements in teaching, curriculum, mentoring, and skill certification. One suggests a feedback loop that forecasts future skill demands. These are suggestions for organizations that can support the collaboration between education and employersfrom chambers of commerce, business and industry advisory councils, to industry-specific liaisons.A small number suggested that this labor market skill development system be very inclusivethat it include career exploration for young children, and new training for older workers.KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgKANSAS CHILDREN | KANSAS' FUTUREBUSINESS AND INDUSTRYKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRYAwarding internships competitively, assign credit for them, coordinating mentorsa system of experiential learning will require some coordination system.71What are some of the take-home lessons from the business & industry focus groups?The strongest offer of collaboration is in experiential traininginternships, mentorships, job shadowing, and formative experiencesJoint planning of an integrated curriculum is also suggested, and will require coordinating organizations, and feedback loopsGovernment would need to provide incentives and supporting policiesKANSAS CHILDREN | KANSAS' FUTUREKANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.orgBUSINESS AND INDUSTRY72Chart446.829.146.829.153.4537.962560.146.82560.146.82566.7555.687573.464.5577.833333333370.458333333382.266666666776.366666666786.782.27591.133333333388.183333333395.566666666794.0916666667100100

K-8 math9-12 mathNew AYP Goals: Mathematics46.829.1

new starting points aug06Starting points and incremental goals for NCLB & AYP, 2006yearlyincreasedivided into 8 equal 1 year incrementsK-8 Math62.54.79-12 Math50.96.1K-8 Reading67.74.09-12 Reading69.93.8K-12 Math57.35.3K-12 Reading68.44.0New Targets Based on New TestsNew TestsOld Targets Based on Old TestsK - 89 - 12K-12K - 89 - 12yearreadmathreadmathreadmathyearreadmathreadmath200667.762.569.950.968.457.3200660.163.446.858.0200771.767.273.757.072.462.6200766.869.555.765.0200875.871.977.463.276.368.0200873.475.664.672.0200979.876.681.269.380.2573.3200977.879.770.576.7201083.981.385.075.584.278.7201082.383.776.481.3201187.985.988.781.688.1584.0201186.787.882.386.0201291.990.692.587.792.189.3201291.191.988.290.7201396.095.396.293.996.0594.7201395.695.994.195.320141001001001001001002014100100100100Rates of Growth Required byNew TestsRates of Growth Required byNew Targets Based on New TestsOld Targets Based on Old TestsK - 89 - 12K-12K - 89 - 12yearreadmathreadmathreadmathreadmathreadmath2006 to 20074.04.73.86.14.05.36.76.18.97.02007 to 20084.04.73.86.14.05.36.76.18.97.02008 to 20094.04.73.86.14.05.34.44.15.94.72009 to 20104.04.73.86.14.05.34.44.15.94.72010 to 20114.04.73.86.14.05.34.44.15.94.72011 to 20124.04.73.86.14.05.34.44.15.94.72012 to 20134.04.73.86.14.05.34.44.15.94.72013 to 20144.04.73.86.14.05.34.44.15.94.7

&LT. Moss, &Z&F&R&P

chart 11may07Pre-2006 and Post-2006 TargetsK - 89 - 12yearreadmathreadmath200251.246.844.029.1200351.246.844.029.1200457.353.551.038.0200563.460.158.046.8200667.762.569.950.9200771.767.273.757.0200875.871.977.463.2200979.876.681.269.3201083.981.385.075.5201187.985.988.781.6201291.990.692.587.7201396.095.396.293.92014100100100100K-89-12K-89-12yearreadreadmathmath200251.244.046.829.1200351.244.046.829.1200457.351.053.538.0200563.458.060.146.8200663.458.060.146.8200769.565.067.257.0200875.672.071.963.2200979.776.776.669.3201083.781.381.375.5201187.886.085.981.6201291.990.790.687.7201395.995.395.393.92014100100100100K-89-12yearmathmath200246.829.1200346.829.1200453.538.0200560.146.8200660.146.825200766.855.7200873.464.6200977.870.5201082.376.4201186.782.3201291.188.2201395.694.12014100100yearK-8 math9-12 mathK-8 reading9-12 reading200246.829.151.244.0200346.829.151.244.0200453.538.057.351.0200560.146.863.458.0200660.146.863.458.0200766.855.769.565.0200873.464.675.672.0200977.870.579.776.7201082.376.483.781.3201186.782.387.886.0201291.188.291.990.7201395.694.195.995.32014100.0100.0100.0100.0

&L&9&Z&F

chart 11may0700000000000000000000000000

&LKansas, &D &Z&FK-8 reading9-12 readingNew AYP Goals: Reading51.244.0

corrected start points 11 feb0300000000000000000000000000

&LKansas, &D, &Z&FK-8 math9-12 mathNew AYP Goals: Mathematics46.829.1

Starting points and incremental goals for NCLB & AYPdivided into 4 equal 3 year incrementsK-8 Math46.813.3Note 1: if you change the beginning value in column C, rows 3 thru 6, you change all the charts according to that value, too.9-12 Math29.117.7Note 2: scroll down to select the various chartsK-8 Reading51.212.29-12 Reading4414.0yearK-8 math9-12 mathK-8 reading9-12 reading200246.829.151.244.0200346.829.151.244.0200453.538.057.351.0200560.146.863.458.0200660.146.863.458.0200766.855.769.565.0200873.464.675.672.0200977.870.579.776.7201082.376.483.781.3201186.782.387.886.0201291.188.291.990.7201395.694.195.995.32014100.0100.0100.0100.0

0000000000000

46.8 46.8 53.5 60.1 60.1 66.8 73.4 77.8 82.3 86.7 91.1 95.6 100.0School YearPercent of K-8 Students Who Need to Score at the Proficient Level or Above in Math

0000000000000

29.1 29.1 38.0 46.8 46.8 55.7 64.6 70.5 76.4 82.3 88.2 94.1 100.0School YearPercent of 9-12 Students Who Need to Score at Proficient or Above in Math

0000000000000

51.2 51.2 57.3 63.4 63.4 69.5 75.6 79.7 83.7 87.8 91.9 95.9 100.0School YearPercent of K-8 Students Who Need to Score at Proficient Level or Above in Reading

0000000000000

44.0 44.0 51.0 58.0 58.0 65.0 72.0 76.7 81.3 86.0 90.7 95.3 100.0School YearPercent of Grades 9-12 Students Who Need to Score at Proficient Level or Above in Reading