1. + Working Together to Improve College and Career Readiness Evelyn Levsky Hiatt Monroe Community College May 31, 2013 © 2012 David T Cnley

2. + Today we’ll be discussing… How to use the Four Keys to College and Career Readiness as a framework to drive innovation and student success; What we can do systemically to support student success both through the Common Core and other services we provide; How we can engage students so that they become more independent learners who make an the necessary effort to advance in college and careers. 2

3. TODAY’S TALK DRAWS FROM RESEARCH PRESENTED BY DR. DAVID CONLEY 3

4. + Who are our students… At Monroe Community College, in 2011: 97% are from New York State 60% are first generation college students 78% received financial aid (including Federal work study) 59% received Pell Grants (average $4,518) 38% received federal student loan (average $5,860) College Navigator, (Nces.ed.gov) 4

5. + Does Income Matter? Dependent Income SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09

6. + Does Pell Eligibility Matter? Pell Recipients SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09

7. + Does Dependent Status Matter? Dependency SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09

8. + Does Parents’ Education Matter? Parents’ Highest Level of Education SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09

9. + Does Work Matter? Hours worked per week (in 2003-04) SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09

10. + Does Risk Matter? Risk Factors SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09 part-time enrollment delaying entry into postsecondary education after high school not having a regular high school diploma having children being a single parent being financially independent of parents working full time while enrolled.

11. + What Factors Do We Control? Background Characteristics ✘ Race/ethnicity ✘ Income ✘ Age ✘ Dependent Status ✘ Educational Legacy ✘ Multiple Risk Factors Academic Variables ∼ HS College Credits Earned ∼ HS GPA ∼ SAT/ACT ∼ HS Math Freshman GPA Other Related Issues ∼ First Institution Attended ✘ Attending HBCU or HSI ∼ Attendance Status ∼ Number of Institutions Attended ∼ Working and Hours Worked ∼ Degree Plans ∼ Delayed Matriculation Career Plans

12. + Our Locus of Control High Control Course Schedules Quality of Instructional Personnel Teaching/Learning Strategies Professional Development Student Assessment/Evaluation Student Advising/Expectations Orientation Supplemental Instruction Tutoring/Mentoring Campus Culture Physical Plant Medium Control – Distribution of Financial Aid – Information/Communication – Tenure and Relation to Teaching – Funding Low Control – Student Decisions & Attitudes – Time Management

13. + H OW CAN WE SUPPORT STUDENT SUCCESS IN COLLEGE AND CAREERS ?

14. + What is College and Career Readiness? A college and career ready student possesses the content knowledge, strategies, skills, and techniques necessary to be successful in a postsecondary setting (with success being defined as ability to complete credit bearing course). Not every student needs exactly the same knowledge and skills to be college and career ready. A student’s college and career interests help identify the precise knowledge and skills the student will need to reach his/her goals. Paraphrase of Dr. David Conley 14

15. 15 Key Cognitive Strategies Problem Formulation Research Interpretation Communication Precision & Accuracy think: Structure of Knowledge Challenge Level Value Attribution Effort Key Content Knowledge know: Key Learning Skills and Techniques Ownership of Learning Learning Techniques act: Postsecondary/ Career Awareness Postsecondary Costs Matriculation Role and Identity Self-advocacy go: Key Transition Knowledge and Skills FOUR KEYS TO COLLEGE AND CAREER READINESS

16. 16 FOUR KEYS TO COLLEGE AND CAREER READINESS Key Content Knowledge Key Cognitive Strategies Key Learning Skills & Techniques Key Transition Knowledge & Skills + Structure of knowledge + Key terms and terminology + Factual information + Linking ideas + Organizing concepts + Challenge level + Value + Attribution + Effort + Ownership of learning + Goal setting + Persistence + Self-awareness + Motivation + Help seeking + Progress monitoring + Self-efficacy + Learning techniques + Time management + Test taking skills + Note taking skills + Memorization/recall + Strategic reading + Collaborative learning + Technology proficiency + Postsecondary awareness + Aspirations + Norms/culture + Postsecondary costs + Tuition + Financial aid + Matriculation + Eligibility + Admissions + Program + Career awareness + Requirements + Readiness + Role and identity + Role models + Self-advocacy + Resource acquisition + Institutional advocacy © 2011 David T Conley + Problem formulation + Hypothesize + Strategize + Research + Identify + Collect + Interpretation + Analyze + Evaluate + Communication + Organize + Construct + Precision & accuracy + Monitor + Confirm

17. + KEY CONTENT KNOWLEDGE (KNOW) + Structure of Knowledge—Tying big ideas to specific information + Student Relation to Content— Topics and challenge level that engage student Dr. David Conley

18. 18 Structure of Knowledge Facts Key Terms Linking Ideas Organizing Concepts Student Relation to Content Effort vs. Aptitude Academic Value Challenge KEY CONTENT KNOWLEDGE Dr.David Conley

19. + KEY COGNITIVE STRATEGIES (THINK) + Systematic approach + Uses the methods and ways of thinking of the academic disciplines to achieve the goal + Plan of action + Chooses among alternative approaches and anticipates potential problems to solve a problem or complete a task Dr. David Conley

20. 20 THE KEY COGNITIVE STRATEGIES Dr. David Conley

21. 21 Problem Formulation Examine Conduct Gather Interact Research Analyze Comprehend Draw Evaluate Infer Interpret Reason Summarize Interpretation Argue Assess Collaborate Convey Demonstrate Organize Present Publish Write Communication Edit Attend Precision / Accuracy Plan Develop Make sense Verbs Most Frequently Used in Common Core Dr. David Conley

22. + KEY LEARNING SKILLS & TECHNIQUES (ACT) + Ownership of Knowledge—goal setting, motivation, knowing when to ask for help + Learning Skills—time management, note-taking, study skills 22 Dr. David Conley

23. Be self-aware. Find out your interests, passions, skills, and ambitions. Know what you need to achieve based on self-awareness. Have the mindset to achieve your goals. Don’t give up, especially when something does not come as easily to you. Know how well you are really doing. G auge your true skill level. Know when you are stuck, then get help. Don’t view this as a weakness. Learn how to control the things you can control. Then, control them. Know Yourself Set Goals Be Motivated Persist Monitor Performance Ask for Help Show Self-Efficacy Ownership of Learning Dr. David Conley

24. 24 Manage Time Take Notes Study for Tests Memorize Read Strategically Learn Collaboratively Use Technology LEARNING SKILLS Dr. David Conley

25. + Key Transition Knowledge and Skills (GO) Contextual: What are my options? Procedural: How do I apply and enroll? Financial: How do I afford it? Cultural: What are the behavioral norms? Personal: How do I advocate for myself? What is my identity? 25 Dr. David Conley

26. 26 Postsecondary Aspiration Postsecondary Norms & Culture Postsecondary Awareness Tuition Awareness Financial Aid Awareness Postsecondary Costs Postsecondary Eligibility Admissions Procedures Program Selection Matriculation Career Options Career Requirements Career Readiness Career Awareness Role Identity Role Conflict Role Models Role & Identity Resource Acquisition Institutional Advocacy Self-Advocacy KEY TRANSITION KNOWLEDGE & SKILLS 26 Dr. David Conley

27. + What we know about first generation college students They often lack either a support system or the key contextual knowledge necessary to succeed in college--navigating the system, understanding the norms. They may feel like “frauds,” who don’t really belong in college. They tend to view the entire enterprise of college as really beyond their scope 27

28. + H OW CAN THE COMMON CORE ASSIST IN SUPPORTING COLLEGE READINESS AND SUCCESS ? © 2012

29. + Implications of the Common Core  The Common Core standards are much more challenging than most previous state standards. To be successful, students must be actively engaged and involved.  What our expectations are for students fundamentally change--as do our expectations for faculty. 29

30. + How can the four keys impact our work on the Common Core? Intentionality: To need to collaborate on how high school and college faculty and staff can plan and implement for student success. Engagement: By focusing on the keys for our students, we increase their engagement in courses and college life and we increase our own engagement in our courses and in the learning continuum. 30

31. + Focus on the goal—what’s critical to success Currently, here is a disconnect between colleges and high schools about what postsecondary academic expectations are (Chronicle of Higher Ed—March 2006) 31 Not well prepared Somewhat well prepared Very well prepared Don’t know High School10%49%36%4% College44%47%6%3%

32. + The Common Core provides an opportunity for: High schools and colleges to agree on a standard level of achievement appropriate for college and career Academic and support services (at both the high school and college campuses) to support the Core 32

33. + Using the Common Core to enhance our practices Current assessment practices: “Official” assessments will focus on Key Content and some of the Key Skills Need to intentionally embed other keys into both curricular and co-curricular activities. Need to share information early and often on students’ progress and issues from high school to college 33

34. + A look at some standards Standards for Math Practices MP1 Make sense of problems and persevere in solving them. English Anchor Standard Writing 7 Conduct short as well as more sustained research on focused questions demonstrating understanding of the subject under investigation. 34

35. + Another set of Core standards Math Practices 3 Use appropriate tools strategically. English Anchor SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitative, and orally. 35

36. + Another set of Core standards Math Practices 3 Construct viable arguments and critique the reasoning of others. English Anchor R1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 36

37. + How can we support college and career readiness? Explore the idea of an expanded profile of college readiness. Develop faculty checklists/rubrics as part of assessment (Honor effort, persistence, precision ) Determine some common practices that might be used across disciplines (note- taking, strategic reading, etc.) 37

38. + How can we support college and career readiness? Consider expanded opportunities that put students on campus earlier and faculty in high schools Dual credit, Coursera Bridging programs Interest sessions—what does it take to be a mathematician/historian/scientist? 38

39. + How can we support college and career readiness? Make student learning and success the primary mission of every member of the campus. Make the success of our students the primary indicator of our own success. 39

40. + Final Thoughts from Dave Conley The Common Core State Standards are a great starting point, but they must be taught in ways that lead to college and career readiness for all students. This requires more information on students’ approaches to learning, new types of assessment, and new instructional strategies. 40

41. Contact: Ehiatt60@gmail.com 41