Kansas Leads the World in the Success of Each Student. Dr. Randy Watson, Kansas Commissioner of Education

State Board Vision Retreat October 14, 2015

Who do you want to be the CEO of for the next 10 years?

Creating a Vision for Kansas In August… Described where we have been. Analyzed what Kansans told us they want for student outcomes. Forged a new, compelling vision to direct our work for the next 10 years.

Creating a Vision for Kansas September… Reviewed the work done in August. Completed the vision and start to describe HOW we will get there. Plan on the release of information to the field.

Creating a Vision for Kansas October… Review input from the field. Finalize the vision and measurements of the plan. Finalize details of the launch at the State Annual Conference.

Please vote for each vision statement Please vote for each vision statement. A vote of “1” means that is your TOP vote, “2” is you next favorite, etc Kansas schools are regarded worldwide for their innovative approach to helping students identify career passions and attaining the full array of skills needed to achieve success after high school. A new era in Kansas education calls us collectively to ensure students learn and grow individually toward their fullest potential, prepared for success in all endeavors.  Kansas leads the world in student success

or Kansas leads the world in student success. A NEW Vision for Kansas…. Kansas leads the world in student success. or Kansas leads the world in the success of each student..

Creating a Vision for Kansas Tour participants Agency Employees: 92 Field Participants: 564 Total: 656

Creating a Vision for Kansas Vision Tallies 19% Kansas leads the world in student success. 81% Kansas leads the world in the success of each student.

Kansas leads the world in the success of each student A NEW Vision for Kansas ... Kansas leads the world in the success of each student KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org

VIVID DESCRIPTORS Each student will have an individual plan leading to meaningful employment and civic responsibility.   Kansas educated young people are the most sought after applicants in the nation by every profession. Kansas students are the highest prepared students academically in the nation for success after high school. Each student finds his/her passion and has respect for others. Kansas students have the interpersonal and intrapersonal skills that lead to life-long success.

How Does an IPS flow into Post Secondary Success?

Postsecondary Evidence

Kansas College and Career Ready An individual has the academic preparation, cognitive preparation, technical skills, and employability skills to 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’ FUTURE Tour Community Conversation Business and Industry

We asked Kansans in 20 Communities around the State: 287 focus groups, with an average of 6 people each, answered this and two other questions. What are the characteristics, qualities, abilities and skills of a successful 24-year old Kansan? And we asked how schools should cultivate those ideal characteristics.

What Community Members told us

From the first set of focus group responses, what characteristics of success were most frequently cited? This result is a little surprising since about 66% of the respondents were educators, education administrators, or former educators—people who mostly teach, or used to teach, academic skills. Nevertheless, the soft skills—social-emotional, personality skills, or 21st century skills—they have lots of names—were cited 70% of the time.

What are the take-home lessons from Question 1? What are the characteristics, qualities, abilities and skills of a successful 24-year old Kansan? 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. 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.

How did Kansas business and industry answer the question: What are the characteristics, qualities, abilities and skills of a successful 24-year old Kansan?

The business and industry focal groups cited non-academic skills with greater frequency than the community groups: Recall 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).

At 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, especially dutifulness (dependability), achievement striving (pursuing goals), self-discipline (persistence, a strong work ethic) are highly-cited ideal characteristics by both community and business focus groups.

Other mutually agreed upon characteristics are: Critical thinking Openness (adaptability, independence, creativity) Communication skills Group skills like teamwork and Citizenship and moral obligations to others. Traditional academic skills and applied skills are important, but less frequently cited than the non-academic skills listed above.

“One 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 Start 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.

Student 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

Creating a Vision for Kansas “What’s needed is such a big commitment that when people see the effort your vision will take, there’s an almost audible gulp.” – Jerry Porras

Question 2: What is the role of K-12 education in achieving the future? How should K-12 measure indicators towards success?

What is the role of K-12 education in achieving this future? The 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.)”

What does skill training include? defined as skills that are instrumental in employment, or preparing for employment, or generally used for living, like financial skills . . . defined as all training aimed at cultivating personality, social-emotional skills, 21st century and other non-traditional skills, including perseverance over failure . . defined as all traditional academic skills, like math, reading, writing; all subject-specific, content-focused, knowledge-based skills, like geography defined as innovative problem-solving skills; problem-solving that incorporates solutions from divergent subjects, experiences, or sources . . . The 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.)”

Skills gained from experience. Within instrumental skills, the community focus groups identified a notable subcategory: Skills gained from experience. Among 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 apprenticeships—and then job shadowing and work experience—imply closer ties to and coordination with businesses.

What themes made up the strategic activities? human capital Family engagement items complemented the career planning items, but the partnership between schools and families started early—birth through preK in some items. Some advocate joint planning for the child’s future, and others, opportunities for family participation and family education. 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. Less frequently cited strategies: 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 begin—middle school? 8th grade?--wasn’t clear. teaching techniques 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. 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. 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. Early childhood strategies include strengthening the foundations of language and social skills at this sensitive stage, and the early establishment of parental collaboration. accountability extracurricular activities college collaboration About 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. funding prevention

A few take-home lessons What is the role of K-12 education in achieving the future? Re-designing the curriculum— around individualized goals, planning, instruction, and experience, around incorporating real-life problems and projects into the curriculum, and experiential learning—is heavily suggested. New roles are suggested for school counselors—in 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. There is a suggestion of a structure of social opportunities—opportunities for experience, particularly real-world experiences—that students need to practice applied skills, both practical and social.

What are community focus groups saying about measures? How should K-12 measure indicators towards success? Non-cognitive, social-emotional measures, like conscientiousness and school climate, are important, but how they can be measured isn’t clear. Project and task performance, individual planning, curriculum designed for realistic experiences, internships and work experiences—are more important measures than traditional assessments. Post high-school measures—credentials, employment, well-being—are also important measures of K-12 success. KANSAS CHILDREN | KANSAS' FUTURE KANSAS STATE DEPARTMENT OF EDUCATION | www.ksde.org

Creating a Vision for Kansas Summary of Input from the Reunion Tour Overwhelmingly, Kansans appreciated the board seeking their input, and following up with results and final considerations. Individual Plans of Study was mentioned frequently, and needed for every child.

Creating a Vision for Kansas Summary of Input from the Reunion Tour Quality pre-school is needed for Kansas Children, including All-Day Kindergarten. School Culture and Climate need a greater focus. Non-academic, soft-skills, are equally important to academic skills, but should be measured locally.

Creating a Vision for Kansas Summary of Input from the Reunion Tour School counseling and career exploration need to be a greater focus in order to meet the needs of students. Funding, resources, will be needed to make this happen. Be careful that we do not “swing the pendulum” too far in the other direction.

Creating a Vision for Kansas Summary of Input from the Reunion Tour Other important considerations; Parent, community and business engagement. Job shadowing, internships, work-experience, etc. is valuable for students. Community service should play a larger role in education.

Creating a Vision for Kansas School MAY need to be redesigned Changes made to address school culture New, dynamic roles for counselors and social workers School will be reorganized around the student, not systems Collaboration with business will be critical Internships and job shadowing are important

Creating a Vision for Kansas What if our State Level Outcomes were… High School Graduation Rates Post Secondary Completion or Persistence Remedial rate of Students attending Post Secondary

Kansans said…

Kansans said…

Creating a Vision for Kansas – State Outcomes Social Emotional Growth Kindergarten Readiness Individual Plan of Study High School Graduation Rates Post Secondary Completion Among the outcomes being considered by the state board are: High School Graduation Rates Post Secondary Completion/Attendance Remedial Rate of Students Attending Post-Secondary Kindergarten Readiness Individual Plan of Study Focused on Career Interest Social/Emotional Growth Measured Locally Education Commissioner Randy Watson and members of the State Board of Education will meet with business, education and state leaders to build agreement on how we will work together to achieve this vision for Kansas education. Kansas schools are already doing tremendous work to address the needs of individual students, but in order to achieve this new vision we cannot expect schools to go it alone. This requires a unified effort with businesses, communities, parents, higher education, and elected officials working with educators to help provide the supports and experiences Kansas students need for their future success.

Kansas School Redesign Principles Student Success Skills Family, Business, and Community Partnerships There is an integrated approach to develop student social-emotional learning. Partnerships are based on mutually beneficial relationships and collaboration. Personalized Learning Real World Application Teachers support students to have choice over their time, place, pace and path. Project-based learning, internships, and civic engagement makes learning relevant.

Today’s students are the future workforce and future leaders of Kansas Today’s students are the future workforce and future leaders of Kansas. Kansans Can achieve anything and, together, Kansans Can lead the world in the success of each student.