ECASD Post-Secondary Readiness Standards Providing an aligned and integrated educational program for our 21st Century Learners

Where have we been? Committed staff Lack of a defined district goal Site-based: system of schools Isolation: lack of alignment Minimal access to comparable data Fragmented staff development

Where have we been? Impact on our students Inconsistent measures for PreK - 12 learning targets Varying expectations and assumptions for students Inequitable access to programs and services Remediation, not acceleration Focus on credit attainment rather than skill attainment Challenging transitions between levels

Where are we going? All Students Prepared for Post-Secondary Success Social Emotional Skill Development Academic Proficiency Career Readiness Aptitude and Interests

Why are we going there? We are responsible for educating the Eau Claire community’s children and young adults All students must be prepared for post-secondary success

Why are we going there? On average, 60% of ECASD students take the ACT. On average, 52% of these students met the ACT readiness standard in math, and 63% of the students met the ACT readiness standard in reading. What does this mean for the students who did not meet the ACT standard? Or, more importantly, for the approximately 40% of the entire graduating class who did not take the ACT?

How are we going to get there? PreK – 12 Academic and Social Emotional Learning Targets (based on standards) Common assessment framework with defined benchmark performances Targeted interventions

Why are we going there now? Nationally The current federal law calls for every state to set standards in reading and math, and for every student to be proficient at those subjects by 2014. (Adequate Yearly Progress) A proposed goal to replace the 2014 universal proficiency deadline calls for all students to leave high school “college or career ready.” Source: New York Times: January 31, 2010

Why are we going there now? State “Every child must graduate ready for further education and the workforce. We must align our efforts so our students benefit from both college and career preparation, learning the skills and knowledge necessary to be contributing members of our communities.” -Tony Evers, DPI State Superintendent

Proficient&AdvancedStudents Non-Proficient Students Why are we going there now? District Proficient&AdvancedStudents Student Achievement Non-Proficient Students Now Future Time

To Prepare All Students for Post-Secondary Readiness We Must… Identify and develop social emotional assets (skills, beliefs, awareness) Increase academic rigor and proficiency Identify and develop interventions for students exceeding or not meeting district standards

2010 Areas of Focus Continue development of grade level learning targets and assessment frameworks in reading, math, and Social Emotional Learning Continue to implement Career Readiness framework (Programs of Study) District analysis of student data Communicate plan with parents and community Identify and implement targeted staff development Continue to implement culturally relevant practices and structures