High School – Higher Education Alignment Strategies

Achieving Secondary Success and Improving College Completion Background and Data

Achieving Secondary Success and Improving College Completion Data: WHERE DO WE STAND?

20,200 Number of students who entered 9 th grade in Delaware, Franklin, Madison and Union counties ENTERED 9 TH GRADE IN 2006

15,155 Number of students graduated from the 12 th grade four years later in Delaware, Franklin, Madison and Union counties 2010 GRADUATING CLASS DROPOUT RATE 25%

5,571 Number of high school graduates who enroll in an Ohio public two-year college or four-year university 2010 ENTERING CLASS This is not a college-going rate since it only reflects those who go to an USO campus.

2,396 Number of these new college enrollees who are remedial and will have a more difficult time progressing to a degree 43% REMEDIAL STUDENTS NEEDING REMEDIATION

Number of these new students enrolling in two-year colleges, university regional campuses and university main campuses 5,571 STUDENTS 1,706 in a two-year college 866 in a university regional campus 2,999 in a university main campus

Number of these new college and university students who were RETAINED after the first year FIRST-TO-SECOND YEAR RETENTION RATE 938 in a two-year college (55%) 692 in a university regional campus (80%) 2,609 in a university main campus (87%)

Projected graduation rates after six years 2010 GRADUATING COHORT 460 full-time two-year college students graduate (27%) 320 full-time university regional campus students graduate (37%) 1,829 full-time university main campus students graduate (61%)

The Problem Workforce Development Ohio is not preparing enough of our young people for careers that benefit from postsecondary education that will enable them to compete in a global society. 60% of Ohio’s new jobs created by 2020 will require some form of education and training beyond High School.

The Problem 2012 State and Regional Educational Levels Just over one-third of Ohioans aged 25 to 64 have earned a college degree or some other postsecondary credential. The percentage of adults with at least an associate degree in Central Ohio counties is: Delaware 60.7% Franklin 33.2% Licking 32.2% Madison 25.6% Union 37.5%

The Problem The System The Problem The System Historically - set up for the top 1/3 of the students to progress to “college” New reality – Nearly all students must be ready for some form of “post secondary education” for Ohio to compete in a global society, i.e., the Middle 1/3

The Challenge Gaps Within the System The Challenge Gaps Within the System Why are we loosing so many kids from 9-12? Key Factors: Affordability – the cost of education Availability – location and time Aspiration – “mindset” issues Academic Preparation – not “college ready”

Gaps Within the System Most difficult factors to address: Aspiration – “mindset” issues Academic Preparation – not “college ready”

Academic Preparation ESCCO HS – IHE Alignment Grant High School – Higher Education Alignment Strategies

Central Ohio HS HEI Alignment Consortium  Goal Statements  Year One Alignment: High school course expectations are well-aligned with higher education placement expectations in first year, non-remedial coursework to ensure seamless articulation and transfer.  Year Two Teacher Prep: Align teacher preparation programs to match Ohio’s Common Core State Standards.  Areas of Focus: ELA, Mathematics, System

Students need strong Academic Foundations and Learning Skills No matter what Future They end up pursuing

Key Assumptions for a CCR Culture  The goal of high school is to equip as many student as possible to continue their education beyond graduation.  College eligibility is not the same as college readiness.  The capacity of students to learn is malleable and not fixed.

All Students Benefit from a Growth Mindset Intelligence can be developed  Embrace Challenges  Persist Through Obstacles  See Effort as Necessary  Learn from feedback  Inspired by other’s success Learners with a Growth Mindset  Achieve at higher levels  Persist  Cope with challenges better

Different Types of Readiness Work Ready Job Ready Career Pathway Ready Post-secondary Ready Life Ready

Everyone wants more Students College and Career Ready… but what does this mean? A college and career ready student possesses the content knowledge, strategies, skills, and techniques necessary to be successful in a post secondary setting ~ David Conley

The 4 Keys to College & Career Readiness

Cognitive Strategies In addition to learning skills, all post secondary pathways require habits of the mind:  Ability to Formulate Problems  Collect Information  Interpret and Analyze Results  Communicate Through a Variety of Modes  Work with Precision and Accuracy Particularly important to promote learning applications of content knowledge in non-routine ways.

Content Knowledge Research indicates a foundational set of academic content shared by college and career readiness expectations:  Speaking and Listening  Reading Information Texts  Writing in a Variety of Genres  Mathematical Reasoning and Problem Solving

Learning Skills Greatest similarities between college and career readiness found in skill needed for a variety of postsecondary learning environments  Study Skills  Time management  Persistence  Ownership of Learning

What are the implications for Practice?  Teaching and Learning need to be focused on college & career readiness  No teacher can work in isolation  Students must go beyond procedural learning to conditional and conceptual learning  College and career ready standards cannot be compared to current standards with a simple crosswalk

21 st Century Learners must be able to:  Draw inferences and conclusions  Analyze conflicting source documents  Solve complex problems with no obvious answer in non- predictable situations  Prepare students to Write multiple 3-5 page papers supporting arguments with evidence  Read far more books, articles, and essays than they now read in (high) school

Key Instructional Shifts of CCSS  Mathematics  Focus strongly where the Standards Focus  Coherence: think across the grades, and link to major topics with grades  Rigor: require conceptual understanding, procedural skill and fluency, and application with intensity  ELA/Literacy  Building knowledge through content-rich non-fiction and informational texts  Reading and writing grounded in evidence from text  Regular practice with complex text and its academic vocabulary

Focus of Faculty Work is grounded in Assessment Literacy  Mathematics  Investigate learning targets and level of rigor in College Placement and Entry Year Credit Bearing College Mathematic Courses  Experience the “Compass Test”  Explore differences between Rich Tasks vs. Rich Problems  ELA/Literacy  Collaboratively score College Freshman Writing Samples using Rubrics  Share Writing Style Templates  Discuss Technical Writing requirements vs. Narrative  Explore High School Writing Samples to determine discrepancy gaps

Collaboratively Explore Common Core State Standards  Anatomy of CCSS  Literacy In Content Area Subjects PARCC Content Framework  Purpose  Level of Rigor through High School Grades

Assessment Audit  Use an assignment, rubric, or assessment to deconstruct the learning target, target type, and assessment method.  Explore the Common Core State Standards and/or PARCC Content Framework to align grade specific standards with learning targets on the assessment.  What are the implications for high school course content and pre-requisite skills students will need to be successful in reducing remediation needs at college?

Next Steps  Pre-service Teachers  Assessment Literacy  Formative Instructional Practices  In-Service Teachers within School Districts  Lesson Design  Course Development  Soft Skills How do we use the synergy between high school and higher education faculty to change practice at the classroom level?