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Published bySteven Fitzgerald Modified over 8 years ago
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High School – Higher Education Alignment Strategies
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Achieving Secondary Success and Improving College Completion Background and Data
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Achieving Secondary Success and Improving College Completion Data: WHERE DO WE STAND?
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20,200 Number of students who entered 9 th grade in Delaware, Franklin, Madison and Union counties ENTERED 9 TH GRADE IN 2006
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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%
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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.
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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
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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
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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%)
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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%)
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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.
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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%
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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
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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”
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Gaps Within the System Most difficult factors to address: Aspiration – “mindset” issues Academic Preparation – not “college ready”
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Academic Preparation ESCCO HS – IHE Alignment Grant High School – Higher Education Alignment Strategies
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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
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Students need strong Academic Foundations and Learning Skills No matter what Future They end up pursuing
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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.
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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
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Different Types of Readiness Work Ready Job Ready Career Pathway Ready Post-secondary Ready Life Ready
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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
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The 4 Keys to College & Career Readiness
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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.
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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
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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
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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
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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
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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
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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
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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
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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?
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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?
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