School Counselor & Administrator Graduation Pathways Workshop

School Counselor & Administrator Graduation Pathways Workshop
November 7, 2018 Ronda Eshleman - Indiana Online Ben Carter - Indiana Department of Education Amanda Culhan and Matt Fleck - Fleck Education

Our program begins at 11:50 a.m.
Welcome! Please enjoy LUNCH Our program begins at 11:50 a.m.

Introductions Ben Carter
Indiana Department of Education – Ronda Eshleman Executive Director/Indiana Online – Amanda Culhan and Matt Fleck Fleck Education – or

Agenda Quick Pathways Overview Graduation Pathways – Ben Carter
Indiana Online in Brief – Ronda Eshleman Guided Time on Local Pathways Questions and Dismissal Post questions -

Resources Padlet Resources padlet.com/reshleman/pathways
Counselor1Stop counselor1stop.org QR Code

Pathways History Career Pathways – since the 90’s
College and Career Pathways Guided Pathways – Higher Ed Graduation Pathways Concentrator and Locally Created Pathways

Graduation Pathways Introduce Ben

Benjamin Carter Director of Workforce and Innovation
Graduation Pathways Benjamin Carter Director of Workforce and Innovation @EducateIN

Agenda Overview Diploma Employability Skills
Postsecondary-Ready Competencies Reporting Accountability Employer Involvement Questions @EducateIN

Overview HEA 1003 (2017) The State Board of Education (SBOE), in consultation with the Department of Workforce Development (DWD), and the Commission for Higher Education (CHE) to develop graduation pathways by end of 2017 SBOE approved, December 2017 HEA 1426 (2018) Made some changes to existing law regarding graduation requirements to include graduation pathway language SBOE approved Graduation Pathways guidance, July 2018 @EducateIN

Overview Required for Class of 2023
Students in prior cohorts may opt-in to Graduation Pathways in lieu of the graduation qualifying exam (GQE), if offered as an option by the school. @EducateIN

GQE Grad Pathways Overview @EducateIN
Students in the cohorts may satisfy the graduation requirements in one of four ways. GQE 1. Pass the GQE (ISTEP+ 10) 2. Not passing the GQE (ISTEP+ 10), but receiving a waiver Grad Pathways 3. Successfully completing the Graduation Pathway requirements 4. Unsuccessfully completing the Postsecondary-Ready Competency requirement, but receiving a waiver @EducateIN

Overview Now to the Graduation Pathways... @EducateIN

Overview Students in the graduating class of 2023... Diploma
1 Diploma 2 Learn and Demonstrate Employability Skills Beginning with the graduating class of 2023, Indiana high schools students must satisfy all three of the following Graduation Requirements: 1. Earn one (1) of the following Indiana High School Diploma designation options: • Core 40 designation; • Academic Honors designation; • Technical Honors designation; • General designation (Note: students must opt-out of the Core 40 Diploma designation upon parental request in order to earn the General designation – IC , 8, 9, 10). 2. Learn and Demonstrate one (1) of the following Employability Skills options: • Completion of a project-based learning experience; • Completion of a service-based learning experience; • Completion of a work-based learning experience. AND 3. Demonstrate at least one (1) of the following Postsecondary-Ready Competencies: • Honors designation: Fulfill all requirements of either the Academic or Technical Honors designation; • ACT: Earn the college-ready benchmark scores; • SAT: Earn the college-ready benchmarks scores; • Armed Services Vocational Aptitude Battery (ASVAB): Earn at least a minimum Armed Forces Qualification Test (AFQT) score to qualify for placement into one of the branches of the US military; • State- and Industry-recognized Credential or Certification; • Federally-recognized Apprenticeship; • Career-Technical Education Concentrator: Earn a C average or higher in at least six (6) high school credits in a career sequence; • AP/International Baccalaureate/Dual Credit/Cambridge International courses or College Level Examination Program (CLEP) Exams: Earn a C average or higher in at least three (3) courses; • Locally Created Pathway Postsecondary-Ready Competencies 3 @EducateIN

Diploma Students in the graduating class of 2023... Diploma

Diploma Earn one of the diploma designations... Diploma @EducateIN 1
Core 40 Academic Honors Technical Honors General *opt-out required Core General - THe only two po @EducateIN

Employability Skills Students in the graduating class of 2023...

Project-Based Experience
Employability Skills Complete at least one of these experiences... 2 Learn and Demonstrate Employability Skills Project-Based Experience Service-Based Experience Work-Based Experience @EducateIN

Employability Skills What is the work product for the Employability Skills Experience? 2 Learn and Demonstrate Employability Skills Examples include, but are not limited to: Resume Five Year Goal Plan Letters of Recommendation Skills List Certifications / Dual Credit Presentation Portfolio Letter of Employment Verification Reflection of Experience @EducateIN

Employability Skills When can these experiences begin?
2 Learn and Demonstrate Employability Skills Anytime between July 1 prior to freshman year through September 30 post-graduation Can be during the school day, after school, during breaks, etc. @EducateIN

Employability Skills How long do they have to last?
2 Learn and Demonstrate Employability Skills There is not a set number of hours for an Employability Skills experience Schools and districts must ensure the experience has quality, scope, and value for the student Examples: Semester, trimester, block schedule, or credit hours A personalized, competency-based learning model @EducateIN

Employability Skills How does a school validate the completion of an experience? 2 Learn and Demonstrate Employability Skills By evaluating the student’s product and Tracking the completion of the experience on the Student’s transcript, Student Information System (SIS), ePortfolio, or Other tracking system chosen by the school @EducateIN

Employability Skills Project-Based Experience Project-Based learning allows students to gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question. Students make their work public by displaying, explaining, and/or presenting it to people beyond the classroom. 2 Service-Based Experience Work-Based Experience Keep in mind that PBL is not the same as “doing a project.” As well, projects are not the same as PBL, because they are not the main objective of the unit or course. Most projects are not used as the method of instruction in the regular classroom or school program. They are not the primary vehicle for addressing content standards. They are supplemental to traditional units; PBL typically replaces a traditional unit or acts as a major part of a unit and are aligned with the state’s academic standards for a particular course. @EducateIN

Employability Skills Project-Based Experience Design Principles Challenging Problem or Question Sustained Inquiry Authenticity Student Voice & Choice Reflection Critique & Revision Public Product 2 Service-Based Experience Work-Based Experience Challenging Problem or Question The heart of a project – what it is “about,” if one were to sum it up – is a problem to investigate and solve, or a question to explore and answer. It could be concrete (the school needs to do a better job of recycling waste) or abstract (deciding if and when war is justified). An engaging problem or question makes learning more meaningful for students. They are not just gaining knowledge to remember it; they are learning because they have a real need to know something, so they can use this knowledge to solve a problem or answer a question that matters to them. The problem or question should challenge students without being intimidating. When teachers design and conduct a project, we suggest they (sometimes with students) write the central problem or question in the form of an open-ended, student-friendly “driving question” that focuses their task, like a thesis focuses an essay (e.g., “How can we improve our school’s recycling system, so we can reduce waste?” or “Should the U.S. have fought the Vietnam War?”). Sustained Inquiry To inquire is to seek information or to investigate – it’s a more active, in-depth process than just “looking something up” in a book or online. The inquiry process takes time, which means a Gold Standard project lasts more than a few days. In PBL, inquiry is iterative; when confronted with a challenging problem or question, students ask questions, find resources to help answer them, then ask deeper questions – and the process repeats until a satisfactory solution or answer is developed. Projects can incorporate different information sources, mixing the traditional idea of “research” – reading a book or searching a website – with more real- world, field-based interviews with experts, service providers and users. Students also might inquire into the needs of the users of a product they’re creating in a project, or the audience for a piece of writing or multimedia. Authenticity When people say something is authentic, they generally mean it is real or genuine, not fake. In education, the concept has to do with how “real-world” the learning or the task is. Authenticity increases student motivation and learning. A project can be authentic in several ways, often in combination. It can have an authentic context, such as when students solve problems like those faced by people in the world outside of school (e.g., entrepreneurs developing a business plan, engineers designing a bridge, or advisors to the President recommending policy). It can involve the use of real-world processes, tasks and tools, and performance standards, such as when students plan an experimental investigation or use digital editing software to produce videos approaching professional quality. It can have a real impact on others, such as when students address a need in their school or community (e.g., designing and building a school garden, improving a community park, helping local immigrants) or create something that will be used or experienced by others. Finally, a project can have personal authenticity when it speaks to students’ own concerns, interests, cultures, identities, and issues in their lives. Student Voice & Choice Having a say in a project creates a sense of ownership in students; they care more about the project and work harder. If students aren’t able to use their judgment when solving a problem and answering a driving question, the project just feels like doing an exercise or following a set of directions. Students can have input and (some) control over many aspects of a project, from the questions they generate, to the resources they will use to find answers to their questions, to the tasks and roles they will take on as team members, to the products they will create. More advanced students may go even further and select the topic and nature of the project itself; they can write their own driving question and decide how they want to investigate it, demonstrate what they have learned, and how they will share their work. Reflection John Dewey, whose ideas continue to inform our thinking about PBL, wrote, “We do not learn from experience. We learn from reflecting on experience.” Throughout a project, students – and the teacher – should reflect on what they’re learning, how they’re learning, and why they’re learning. Reflection can occur informally, as part of classroom culture and dialogue, but should also be an explicit part of project journals, scheduled formative assessment, discussions at project checkpoints, and public presentations of student work. Reflection on the content knowledge and understanding gained helps students solidify what they have learned and think about how it might apply elsewhere, beyond the project. Reflection on success skill development helps students internalize what the skills mean and set goals for further growth. Reflection on the project itself – how it was designed and implemented – helps students decide how they might approach their next project, and helps teachers improve the quality of their PBL practice. Critique & Revision High quality student work is a hallmark of Gold Standard PBL, and such quality is attained through thoughtful critique and revision. Students should be taught how to give and receive constructive peer feedback that will improve project processes and products, guided by rubrics, models, and formal feedback/critique protocols. In addition to peers and teachers, outside adults and experts can also contribute to the critique process, bringing an authentic, real-world point of view. This common-sense acknowledgement of the importance of making student work and student products better is supported by research on the importance of “formative evaluation, ” which not only means teachers giving feedback to students, but students evaluating the results of their learning. Public Product There are three major reasons for creating a public product in Gold Standard PBL – and note that a “product” can be a tangible thing, or it can be a presentation of a solution to a problem or answer to a driving question. First, like authenticity, a public product adds greatly to PBL’s motivating power and encourages high-quality work. Think of what often happens when students make presentations to their classmates and teacher. The stakes are not high, so they may slack off, not take it seriously, and not care as much about the quality of their work. But when students have to present or display their work to an audience beyond the classroom, the performance bar raises, since no one wants to look bad in public. A certain degree of anxiety can be a healthy motivator. But too much anxiety can of course detract from performance – the trick is to find the sweet spot, not the sweat spot – so it’s important that students are well prepared to make their work public. Second, by creating a product, students make what they have learned tangible and thus, when shared publicly, discussible. Instead of only being a private exchange between an individual student and teacher, the social dimension of learning becomes more important. This has an impact on classroom and school culture, helping create a “learning community,” where students and teachers discuss what is being learned, how it is learned, what are acceptable standards of performance, and how student performance can be made better. @EducateIN

Employability Skills Project-Based Experience A product is not in itself project-based learning (i.e., digital portfolio) Some courses count for the project-based experience, but completion of a course doesn’t automatically result in meeting this requirement Grounded in Buck Institute for Education’s “design elements” 2 Service-Based Experience Work-Based Experience Keep in mind that PBL is not the same as “doing a project.” As well, projects are not the same as PBL, because they are not the main objective of the unit or course. Most projects are not used as the method of instruction in the regular classroom or school program. They are not the primary vehicle for addressing content standards. They are supplemental to traditional units; PBL typically replaces a traditional unit or acts as a major part of a unit and are aligned with the state’s academic standards for a particular course. @EducateIN

Service-Based Experience
Employability Skills Service-Based Experience Service-Based Learning can be classified by three core components: Integrating academic study with service experience; Reflecting larger social, economic, and societal issues; and Collaborative efforts between students, schools, and community partners. 2 Service-Based Experience Project-Based Experience Meaningful service - actively engages participants in meaningful and personally-relevant service activities Link to curriculum - intentionally used as an instructional strategy to meet learning goals and/or content standards. Reflection - incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society. Diversity - promotes understanding of diversity and mutual respect among all participants. Youth Voice - provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults. Partnerships - are collaborative, mutually beneficial, and address community needs Progress Monitoring - engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability. Duration and Intensity - sufficient duration and intensity to address community needs and meet specified outcomes. @EducateIN

Employability Skills Service-Based Experience Design Principles Meaningful Service Link to Curriculum Reflection Diversity Youth Voice Partnerships Progress Monitoring Duration and Intensity 2 Service-Based Experience Project-Based Experience Meaningful service - actively engages participants in meaningful and personally-relevant service activities Link to curriculum - intentionally used as an instructional strategy to meet learning goals and/or content standards. Reflection - incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society. Diversity - promotes understanding of diversity and mutual respect among all participants. Youth Voice - provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults. Partnerships - are collaborative, mutually beneficial, and address community needs Progress Monitoring - engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability. Duration and Intensity - sufficient duration and intensity to address community needs and meet specified outcomes. @EducateIN

Employability Skills Service-Based Experience Use academic knowledge to address community needs Looks a lot like project-based learning Aligned to standards from the National Youth Leadership Council 2 Service-Based Experience Project-Based Experience Meaningful service - actively engages participants in meaningful and personally-relevant service activities Link to curriculum - intentionally used as an instructional strategy to meet learning goals and/or content standards. Reflection - incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society. Diversity - promotes understanding of diversity and mutual respect among all participants. Youth Voice - provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults. Partnerships - are collaborative, mutually beneficial, and address community needs Progress Monitoring - engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability. Duration and Intensity - sufficient duration and intensity to address community needs and meet specified outcomes. @EducateIN

Work-Based Experience
Employability Skills Work-Based Experience 2 Work-Based Learning (WBL) includes activities that occur in workplaces. Involves an employer assigning a student meaningful job tasks to develop his or her skills, knowledge, and readiness for work. Service-Based Experience Work-Based Experience There are four design principles for defining and identifying WBL programs: Clear WBL partnership agreement and plan Authentic work experience Structured learning component Culminating assessment and recognition of skills @EducateIN

Employability Skills Supports entry or advancement in a particular career field Collaboration with employer partners is essential Must meet work-based learning design principles from the National Governors Association Work-Based Experience 2 Service-Based Experience Work-Based Experience There are four design principles for defining and identifying WBL programs: Clear WBL partnership agreement and plan Authentic work experience Structured learning component Culminating assessment and recognition of skills @EducateIN

Employability Skills Work-Based Experience 2 A B C D Service-Based Experience Work-Based Experience Clear WBL partnership agreement and plan Authentic work experience Structured learning component Culminating assessment and recognition of skills There are four design principles for defining and identifying WBL programs: Clear WBL partnership agreement and plan Authentic work experience Structured learning component Culminating assessment and recognition of skills @EducateIN

Employability Skills Registered Apprenticeship (DOL) Pre-Apprenticeship / Youth Apprenticeship Cooperative Internship On-the-Job Training School-Based Enterprise Employment Additional Recognized: Governor’s Work Ethic Certificate, Jobs for America’s Graduates (JAG), JROTC, Extended Labs or Field Experiences Models for WBL that count towards Grad Pathway Requirements... Work-Based Experience 2 Service-Based Experience There are four design principles for defining and identifying WBL programs: Clear WBL partnership agreement and plan Authentic work experience Structured learning component Culminating assessment and recognition of skills For additional information visit: @EducateIN

Competencies Students in the graduating class of 2023... Diploma

Competencies Postsecondary-Ready Competencies
Meet at least one of these competencies... 3 Honors Diploma Industry Certification ACT SAT ASVAB Industry Certifications - Locally Created Pathway - Federally Approved Apprenticeships - Career & Technical Education Concentrator AP/IB/Dual Credit/Cambridge International/CLEP Locally Created Pathway Apprenticeship @EducateIN

Industry Certification
Competencies Honors Diploma Industry Certification 3 ACT SAT ASVAB Academic or Technical English - 18 Reading - 22 Math - 22 Science - 23 *must meet at least 2 of 4 requirements Evidence Based Reading and Writing - 480 Math - 530 *must meet individual scores in each subject The minimum score a student must earn is 31 Certification list approved by the Department of Workforce Development @EducateIN

Competencies @EducateIN 3 Federally recognized apprenticeship
AP/IB/Dual Credit/Cambridge International/CLEP Career & Technical Education (CTE) Concentrator 3 Apprenticeship Locally Created Pathway Federally recognized apprenticeship Must earn a “C” average or higher in at least six (6) high school credits in a state approved CTE pathway (program of study) Must earn a “C” average or higher in at least three (3) courses One (1) of the three (3) courses must be in core content OR be part of a CTE pathway Must be approved through the State Board of Education process @EducateIN

Competencies @EducateIN
3 Career & Technical Education (CTE) Concentrator Perkins IV CTE CONCENTRATOR Grad Pathways CTE CONCENTRATOR Perkins V CTE CONCENTRATOR A CTE Concentrator is an Indiana student who has earned at least six (6) credits in CTE pathway courses in a state approved College and Career Pathway A CTE Concentrator is an Indiana student who has earned at least a C average in six (6) credits in CTE pathway courses in a state approved College and Career Pathway A CTE Concentrator is a student who completes at least two courses in a single program or program of study @EducateIN

Competencies (Waiver)
A student may receive a waiver from the Postsecondary-Ready Competencies (1) If: a) the student was unsuccessful in completing the postsecondary readiness competency by the conclusion of the senior year, including a student who was in the process of completing a competency at one school that was not offered by the school to which the student transferred; b) the student attempted to achieve at least three separate postsecondary readiness competencies; OR (2) If a student transfers to a school during the senior year from a non-accredited nonpublic school or an out-of-state school and the student: (a) attempted to achieve at least one postsecondary readiness competency and (b) was unsuccessful in completing the attempted competency. @EducateIN

Competencies (Waiver)
To receive a waiver from the Postsecondary-Ready Competencies, the student must: maintain at least a “C” average or its equivalent throughout the high school career in courses required to graduate; maintain a school attendance rate of at least 95 percent with excused absences not counting against the rate; satisfy all other state and local graduation requirements beyond the postsecondary readiness competency requirements; and demonstrate postsecondary planning (approved by school principal), including: college acceptance; acceptance in an occupational training program; workforce entry; or military enlistment. @EducateIN

Tracking Diploma Learn and Demonstrate Employability Skills
Student’s transcript with courses completed and diploma designation noted 1 Diploma Schools can locally determine how to track experiences and competencies. Schools and districts will report how students fulfilled the Graduation Pathways through the Graduation Report (GR). 2 Learn and Demonstrate Employability Skills A student’s product Schools and districts will report how students fulfilled the Graduation Pathways through the graduation report (GR) Documentation proving that a student met all three (3) graduation requirements under the Graduation Pathways policy must be retained for each student via the school’s chosen tracking system. Postsecondary-Ready Competencies 3 Exam scores, certificates, or course list

Reporting Schools and districts will report how students fulfilled the Graduation Pathways through the graduation report (GR) Documentation proving that a student met all three (3) graduation requirements under the Graduation Pathways policy must be retained for each student via the school’s chosen tracking system.

Accountability How does this impact my letter grade?
The A-F grade will continue to include a performance domain component, which currently measures the proficiency rate of the 10th grade cohort on the ISTEP+ Grade 10 assessment. All students in the 10th grade cohort must take the ISTEP+ Grade 10 assessment for accountability purposes, regardless of whether the student pursues the Graduation Pathways.

Accountability Do students still have to take the ISTEP?
All students should take the ISTEP+ Grade 10 during their grade 10 year, regardless of whether they pursue Graduation Pathways. Beyond grade 10, there is no requirement for the student to continue to retake the assessment, if pursuing the Graduation Pathways in lieu of the graduation exam. While students don’t have to continue to re-test, to qualify for a graduation exam waiver, the student has to take the assessment(s) not passed at least once each school year after the first year of administration. To allow the student all possible options to graduate, it might be important to have the student retest at least once each school year, in case he/she needs to qualify for a graduation exam waiver (if he/she doesn’t meet Graduation Pathways).

College Entrance Exam (retest)
8TH GRADE ISTEP+ 8 ILEARN 8 9TH GRADE Not Assessed 10TH GRADE ISTEP+ 10 11TH GRADE (retest) College Entrance Exam 12TH GRADE ECA ISTEP+ 10 (retest) College Entrance Exam (retest) To allow the student all possible options to graduate, it might be important to have the student retest at least once each school year, in case he/she needs to qualify for a graduation exam waiver (if he/she doesn’t meet Graduation Pathways).

Accountability How does the ISTEP impact our letter grade?
There is a grade improvement metric in the accountability system that provides “bonus” points for schools that increase the overall pass rate of the cohort between grade 10 and grade 12 (how many students passed ISTEP by the end of grade 12 minus how many students passed ISTEP in grade 10). That being said, in most instances this bonus provides only fractions of a point, if that. Therefore, the lack of this calculation in your school’s accountability system would not hurt the A-F grade; it could just potentially provide very little additional points, if any.

Accountability How does a Graduation Pathway waiver impact our letter grade? The accountability system measures four-year graduation rates for a school. The graduation rate looks at all students in the cohort who received a diploma within four years. Students with waiver diplomas and non-waiver diplomas alike count as graduates. Therefore, a student who earns a diploma by satisfying the requirements for a waiver from the graduation pathways will count as a graduate and does not negatively impact the school’s graduation rate.

http://bit.ly/gpcomments Questions Questions?
For additional information visit: @EducateIN

CTE Concentrator Pathways

Postsecondary-Ready Competencies
Meet at least one of these competencies... 3 Honors Diploma Industry Certification ACT SAT ASVAB Career & Technical Education Concentrator AP/IB/Dual Credit/Cambridge International/CLEP Locally Created Pathway Apprenticeship

In Indiana... CTE Concentrator Pathways are an aligned sequence of secondary & postsecondary courses that: Lead to a meaningful postsecondary outcome (i.e., industry-recognized credential, technical certification, or associate/baccalaureate degree), Are aligned with high-wage and/or high-demand job opportunities in Indiana, and Were developed with input from business and industry, higher education, and the public

Currently a concentrator = a student who has earned at least 6 credits in approved courses within a state-approved college & career pathway; a completer is a concentrator who has taken an assessment Perkins V – concentrator = student who completes at least two courses in single program or program study Does not align with Indiana’s current definition

FOU = Foundational Course INT = Introductory Courses CAP = Capstone courses WBL = Work-Based Learning PLTW & Non-PLTW = CAP or INT

How Indiana Online Can Help

FOU = Foundational Course INT = Introductory Courses CAP = Capstone courses WBL = Work-Based Learning PLTW & Non-PLTW = CAP or INT IC = industry certification

Activity Find and circle the “CTE capstone” courses offered to your students in YOUR area Circle the courses offered at your school that students would need to complete in order to earn 6 credits in that Pathway Consider - What courses could be added to make MORE Pathways available to your students? Use highlighters- What they have related to each pathways 1-mark courses you have 2-where do you have just one course

Resources Discussion

Resources Needed PD/Training Needed

Grad Pathway Resources
Padlet Resources padlet.com/reshleman/pathways Counselor1Stop counselor1stop.org Indiana DOE QR Code

Questions?

Graduation Pathways Workshop
Thank you for attending! November 7, 2018 Ronda Eshleman - Indiana Online Ben Carter - Indiana Department of Education Amanda Culhan and Matt Fleck - Fleck Education

School Counselor & Administrator Graduation Pathways Workshop

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