SBDM COUNCILS/BOARD OF EDUCATION MEETING OCTOBER 20, 2011

UNBRIDLED LEARNING – SB1 ALL STUDENTS COLLEGE & CAREER READY Overview of Senate Bill 1 Requirements *SB1 requires new standards, new state assessments and a new accountability system beginning in the school year. It also includes college and career readiness initiatives and supports for low performing schools. *The proposed model is a balanced approach that incorporates all aspects of school and district work and is organized around the KY Board of Education’s four strategic priorities – Next-Generation Learners, Next-Generation Professionals, Next-Generation Instructional Programs and Support and Next-Generation Schools/Districts. *Each priority may contain multiple indicators in the accountability model all having a piece in the accountability. *100% proficiency is the goal – the old CATS accountability was based on reaching 100 out of 140 (essentially 70%) so “gaps” could be reduced by lowering from the top down; with this goal of 100%, that is no longer a possibility.

UNBRIDLED LEARNING – SB 1 - CONTINUED *No Child Left Behind requires schools and districts to report results of specific groups of students (African-American, Free/Reduced Lunch, Students with Disabilities) and to meet set targets. In NCLB each student was counted each time it appeared in a new category so, for example: if you were an African American student that qualified for Free & Reduced lunch, and Special Education services, you were counted 3 times – one for each group. *In our new KY model, we will also be reporting a Non-Duplicated Gap Group- meaning each student will only count once. By the fall of 2012, Standards will be set and cut point will be established for rating/classifying districts and schools as distinguished, proficient, needs improvement or persistently low performing (the bottom 5%)

NEXT-GENERATION LEARNERS PROPOSED ACCOUNTABILITY MODEL Next-Generation Learners Next Generation Instructional Programs and Support Next-Generation Professionals Next-Generation Schools/Districts Achievement (Proficiency) 5 content areas (Math, Reading, Science, Social Studies, On- Demand Writing) Program Reviews (For non-core content areas such as Arts & Humanities, Practical Living & Career Skills, Writing, Physical Education & Health) Percent Effective Teachers Revised Report Card GAP (reductions in NCLB student groups) Percent Effective LeadersNew Accountability System Growth (in reading and math from one year to the next) Readiness for College/Career (EXPLORE, PLAN, ACT benchmarks) Graduation Rate

ESTIMATED TIMELINES FOR ACCOUNTABILITY *All 5 indicators in the first column (next-Generation Learners) will be reported in fall of 2012 based on results. *New common core standards for math and language arts implemented in , and are now referred to as KCAS – Kentucky Core Academic Standards. *KY Core Academic Standards for science, social studies, and writing may be ready in draft for m by *Program Reviews will be performed in all schools in and will be included in the accountability system through the public reporting of data. Full accountability for program reviews will begin in the school year. *Evaluation piece for effective teachers and leaders still being developed, possibly (Our school district is a pilot site for for this process). *The state Board of Education determined at their June meeting that the teacher working conditions survey (TELL Kentucky) results will not be included in the accountability model but will be a measured factor only for districts whose scores place it in the bottom 20% statewide. KDE’s plan for implementation of this new accountability system begins with college and career readiness so as school boards and SBDM councils, that’s where our work begins.

SB1 UNDERSTANDING – 5 STRATEGIES THAT INTENTIONALLY FOCUS ON COLLEGE & CAREER READINESS Course alignment – the new standards Definition of college and career readiness Targeted interventions Acceleration Academic & career advising *Not only will we be reviewing these strategies, but we will also be identifying the leadership roles of the board and SBDM councils for each of these strategies.

LEADERSHIP ROLES OF THE SCHOOL BOARD & SBDM COUNCILS 1.Set clear and high expectations Truly believe that more is possible for OUR students. Establish a clear focus for improvements. 2.Create the conditions for success Demonstrate commitment to improvements through board discussion and action and SBDM council discussion and action. Align all parts of the system and each school around the students learning needs. 3.Hold the system and each school accountable Determine indicators (evidence) of progress and success. Routinely monitor, receive reports and ask questions. 4.Learn as a board team and as a SBDM council team Establish time to learn together as a board/superintendent team and a principal/SBDM councils team Talk about what is most important – engage in policy development to sustain improvements for all students

COLLEGE & CAREER READINESS College and career readiness as required by Senate Bill 1 provides the opportunity for all student s to be successful. Although the exact definition is being developed by the State Board of Education, the Kentucky Association for Career and Technical Education proposed that the definition for career readiness include three elements: *Academic skills – particularly language arts (reading, communication) and math *Employability skills – critical thinking, responsibility *Technical skills – related to a specific career pathway

GALLATIN COUNTY ‘S COMMONWEALTH COMMITMENT TO COLLEGE AND CAREER READINESS The undersigned, on behalf of the Gallatin County Public Schools, pledge to increase the rate of college and career readiness of the graduates in our school district from 21% in 2010 to 61% in To meet this goal 71 students in the eight grade class will need to be college and career ready, 54 more students than were college and career ready in the graduating class of Note: The College and Career Readiness percentage rate is based on the individual goal for each district to increase its 2010 rate by 50% in 2015 (100% less 2010 rate; divided by 2, added to 2010 rate). The College and Career Readiness rate was published in September 2010 and is available on the KDE website – Each district has a unique goal. Based on information on the KDE website our district goals is to increase the percentage of college and career ready students to 61% and to increase the number of college and career ready students by 54.

COLLEGE AND CAREER READINESS REPORT *Reports percent of graduates meeting an indicator of college/career readiness (report still evolving) *Based on scores of graduates *Up to high school administrators/staff to know and report college and career readiness for each graduate *Published in the fall, based on previous spring results *Three indicators of readiness include: *Achieving benchmarks on ACT in Reading, English and Math as established by the KY Council on Postsecondary Education *Achieving benchmark on college placement tests (i.e. COMPASS, KYOTE) *Attaining industry-recognized career certificate

ACT BENCHMARKS 2009 SB1 required the Council on Postsecondary Education (CPE) to determine ACT benchmarks. These scores indicate that a college freshman will be able to successfully complete a 1 st year credit bearing course (IN other words OUR students will not have to take a remedial college course and pay for it if they can achieve these benchmarks). SUBJECTCOLLEGE COURSEACT Score ReadingCredit bearing Reading class 20 EnglishCredit bearing English class 18 MathCredit bearing Math class 19

ACT provides benchmarks for college readiness based on the ability to be successful in particular college course. For example, the chart below indicates that a student will be successful in a college algebra class if they score a 22 on the ACT, a college English comp class if they score an 18 and a college social science class if they score a 21 in reading. TestCollege Course EXPLORE 8 th Grade PLAN 10 th Grade ACT 11 th Grade ReadingSocial Sciences English Composition MathAlgebra Science202124

WHAT DO THE ACT BENCHMARKS MEAN?????? The ACT Benchmark Score indicates a 50% chance of obtaining a “B” or a 75% chance of obtaining a “C” in the corresponding credit-bearing college courses.

Scoring well on the ACT implies the ability to apply knowledge to real-life situations. ACT is more about application (synthesis, analysis, interpretation) than about content.

COLLEGE PLACEMENT BENCHMARKS KYOTE - College placement test for math accepted by most public college in KY, provided free for students in math transition courses, CPE developed benchmarks. COMPASS – College placement test for reading accepted by all public college and universities in KY – Eligible seniors may take the assessment once free of charge if enrolled in a transition course, CPE developed benchmarks. ****For seniors who did NOT meet the ACT benchmarks as juniors.

INDUSTRY RECOGNIZED CERTIFICATES Courses for certificates are usually offered at Area Technology Centers or in Career Technology programs (Carroll County Area Technology Center) Certificate may require multiple courses, over multiple years and most always involve passing a certification test. Courses may be taught at high schools, technology centers, community colleges or on-line. If courses and tests are successfully completed by the junior year, may provide opportunity for co-ops or internships. Tests are paid for in various ways – students, school, industry partners, (i.e. Local Training Consortium).

INTERVENTIONS AND ACCELERATION Collaboration among the Council on Postsecondary Education, KY Board of Education, and the KY Department of Education resulted in the development of a unified strategy to reduce college remediation rates by 50% by Interventions *Development of transitional courses after scores on EXPLORE,PLAN, ACT *All schools will be required to offer targeted interventions to students who are struggling to meet state standards – those who have not met ACT benchmark scores or show indicators of being off-track from EXPLORE and PLAN. *All seniors not meeting ACT benchmarks in math will be enrolled in a math transition course *Use of Data – KDE Open House – contains 4 reports to be used at school and district level *Persistence to graduation tool – early warning for dropouts – designed to identify students who are in jeopardy of not graduating.

ACCELERATION IN GALLATIN COUNTY *Dual Credit – partnership between Jefferson Community College and Gallatin County High School *College Now – On-line college courses in which students can earn credit

ACADEMIC & CAREER ADVISING Senate Bill 1 focuses on the full implementation of the ILP and comprehensive advising programs as well as Postsecondary College Persistence and Degree Completion The Individual Learning Plan contains… …An assessment to help students identify career options based on their interests and skills. …Planning and goal setting for high school courses and for making plans after high school …Profiles of hundreds of different career options including video clips of interviews with people in various occupations …Career profiles that provide education and course requirements, salary details, growth potential and related web sites. …Lists of high school courses required for college and career choices ….Comprehensive college and financial aid information. …Lists of KY schools offering degrees for your student’s career choice …An education plan for each year of high school …Results of state assessments as well as the PLAN, EXPLORE, PSAT, ACT and SAT …Resume builder for students to keep track of organizations, activities, awards, recognitions, and community service Begins in middle school (6 th grade) and continues beyond high school. May be accessed by students and parents on any computer with internet capabilities. Password protected and may only be accessed by the student, parents, and specific school staff Required for all Kentucky students.

DISTRICTS MAY USE THE VIRTUAL ADVISING TOOL KIT FOUND ON THE KDE WEBSITE Virtual Advising Tool Kit (includes the ILP) to assist with transitions A system of advising that includes professional development and resources designed to: 1. Provide support to schools in implementing new or improving existing advising programs 2. Increase ILP engagement 3. Increase student ownership of planning after high school which includes course selection that is aligned with the college and career goals of the students

COURSE ALIGNMENT – NEW STANDARDS What is a standard? *Simply stated, standards are what students should know and be able to do, what they are expected to learn *Standards define the knowledge and skills students should have so that when they graduate from high school they will be able to succeed in entry-level, credit bearing academic college courses and in workforce training programs *Implementation of new common core standards will result in improved teaching and learning *Focus on critical knowledge, skills and capacities needed for success in the global economy. *New standards communicate expectations more clearly and concisely to teachers, parents, students and the community *Ensures that the standards are aligned from Elementary to High School to Postsecondary Education so that students can be successful at each education level.

WHERE DID THE NEW COMMON CORE STANDARDS COME FROM? *They were developed by the National Governor’s Association (NGA) and the Council of Chief State School Officers (CCSSO). *The federal government is not involved – 48 states and territories provided experts, educators, professors and business people to participate (KY had over 150 involved). *Kentucky became the first state to adopt the new common core standards for Math and Language Arts in Feb with implementation required in the school year; 42 other states have voluntarily adopted these common core standards (may be up to 47 now). *KY had particular interest in the new standards due to the state’s commitment under legislation in 2009 (Senate Bill 1) that called for revision of state content standards as a step toward preparing more KY students for college and careers after high school.

QUESTIONS