Redefining College Readiness A PK-20 Approach One Vision One Team One Greece

Purpose of this session Leaders will know how to align successful academic behaviors (of all stakeholders) PK-20 to promote a continuum between elementary and secondary expectations.

Context

We are sending kids into a different world Yesterday Work for a large company One job for life Steadily increasing pay Stay in hometown Well paying jobs available in low skill professions No real international competition for good jobs Today Work for small company Multiple jobs Pay freezes/job cuts Move for work or career Uncertain retirement Low paying jobs in low-skill professions Cut throat international competition for good jobs Just 20 years ago almost every student knew or was related to someone who worked for Kodak. Within the past 15 years, everyone in Greece knows or is related to someone who has been laid off by Kodak. 1982- over 60,400 employees in Rochester 2014- just over 3,500 employees in Rochester 57,000 people that were looking for work. Right now, it’s the small companies, the 500 employee companies that are the job generators. Not the 10,000 employee companies. This required new training in other jobs/fields, which translates to education. Which translates to having the ability to adapt and continue adding skills, and adapt again.

Context College readiness and career readiness have become important policy goals for education over the past few years.  Common Core State Standards point toward college and career  readiness.  However, many people contend that it is unclear what is meant by  these terms.  What do they mean? What are some definitions? How can college and career readiness be measured? How does College and Career Readiness fit into a PreK-12 approach?

Steps for today Provide an overview of the evolution and current state of  definitions of college and career readiness. Discuss how the definitions fit into a PreK-20 model. Review David Conley’s research of the 4 Facets. Take a deeper look into the Academic Behaviors Link those Academic Behaviors with the work of PBIS

How do you define College Readiness? Take 5 minutes at your table and define what College Readiness looks like.

Previous idea of College and Career Readiness Primarily defined in terms of high school courses taken and grades received, combined with scores on national tests.

Compare to Current Definitions Using the College and Career Ready worksheets, compare your definition to the current definitions. Note any similarities or differences

College Readiness Progression Using Key words from the definitions and the progression chart, begin to talk about where your building fits into developing C&C ready students. Aspirations Preparation Enrollment into college/post secondary program Progress in college/post secondary program Attainment of degree

Creating Motivation in Education David Conley

Conley’s 4 Facets These facets interact with and affect one another extensively. Ex. A lack of attention to Academic Behaviors causes problems for students regardless of the requisite content knowledge and cognitive strategies.

Self Monitoring Skills Academic Behaviors Self Monitoring Skills Goal Setting Self-Awareness Student Ownership of Learning Study Skills Time Management Persistence Collaborative Learning Academic Behaviors is the Facet that is most crucial in pulling all the other facets together. Some students know this, others are taught this. However most are not, and do not know how to do it. In college you may have a paper due in 9 weeks, that doesn’t mean you have the first 8 weeks off- Time management. Know how to study in groups. Set short term achievable goals, what are you going to do today in class, tomorrow, on the exam. Student Ownership of Learning- when you go into class, you are not expecting the adults to do everything for you. The Gradual Release of Responsibility. Not expecting that everything will be given to you on a powerpoint, and then coming to the teacher explaining that there was a question on the test that was not in the powerpoint.

Academic Behavior/PBIS connections Self Monitoring Skills Goal Setting Self-Awareness Student Ownership of Learning Study Skills Time Management Persistence Collaborative Learning How does your matrix currently reflect Academic Behaviors? How could it? 2. How can these Academic Behaviors be taught?

Share out Each team will have 2 minutes to share out their observations during the Matrix dig.