In his work, Democracy in America at Century’s End, published inDemocracy’s Victory and Crisis, Robert Putnam wrote about theimportance of civic engagement and said:“In the field of education, for instance, researchers have discoveredthat successful schools are distinguished not so much by the contentof their curriculum or the quality of their teachers, important asthose factors may be, as by the schools’ embeddedness in a broaderfabric of supportive families and communities”
Click to edit Master title style Dr. Virginia Barry, Commissioner for NHDOE CHALLENGES AND OPPORTUNITIES FOR P-16 EDUCATION-PART I11/17/2011 4
URGENCY: Why it is important that the N.H.Educational system produce college and career ready graduates?
Educational Attainment of Working Aged Adults Aged 25 to 64 – New Hampshire, the U.S., and Most Educated State (2009) New Hampshire United States Massachusetts30 28.2 27.0 New Hampshire has a25 23.8 24.3 higher proportion of 22.8 working-aged residents 22.2 with just a high school 20.5 diploma, and an20 19.1 associates degree than 17.2 17.4 the U.S. and top state. Additionally, the state15 outperforms the 12.6 national average in 11.3 bachelor’s degrees and 10.6 10.7 graduate/professional10 8.8 degrees. 8.4 8.4 6.750 Less than High School High School Some College, No Degree Associates Degree achelors Degree Professional Degree B Graduate, Source: U.S. Census Bureau, 2009 American Community Survey
Percent of Adults Aged 25 to 64 with College Degrees – Associate and Higher – by County (2009)Source: U.S. Census Bureau, 2009 American Community Survey
How well does New Hampshire produce college graduates?
5 0 10 15 25 20 Rhode Island 22.5 Wyoming 22.2 Idaho 22.0 New Hampshire 21.9 Vermont 21.7 North Dakota 21.6 Iowa 21.5 Missouri 21.5 Florida 21.3 New York 21.2 Utah 20.9 Minnesota 20.9 Colorado 20.9 Oklahoma 20.8 Maine 20.8 Hawaii 20.7 Pennsylvania 20.7 Wisconsin 20.6 Arizona 20.5 Washington 20.5 20.4Source: NCES, IPEDS Completions and enrollment Surveys Massachusetts Kansas 20.2 Maryland 19.9 Kentucky 19.8 Delaware 19.7 the 4th highest number in the U.S. Michigan 19.6 graduates per 100 students enrolled – Indiana 19.6 in New Hampshire produces roughly 22 The system of postsecondary institutions Illinois 19.6 Connecticut 19.6 Nebraska 19.6 South Dakota 19.5 Mississippi 19.2 19.2 Undergraduates (2008-09) Ohio Montana 19.2 Arkansas 19.0 United States 19.0 New Jersey 18.9 Virginia 18.7 Texas 18.6 Oregon 18.4 Tennessee 18.4 Louisiana 18.0 Georgia 17.2 West Virginia 17.0 New Mexico 16.9 South Carolina 16.8 North Carolina 16.6 Undergraduate Awards (One Year and More) per 100 Full-Time Equivalent Alabama 16.4 California 16.4 Alaska 15.2 Nevada 14.8
Median Annual Wages for Employed Workers Aged 25 to 64 - by Level of Education (2009) New Hampshire United States70,000 64,966 60,968 Workers in New60,000 Hampshire earn more than the U.S. average at 48,975 49,974 lower stages of50,000 education completed, while the 38,980 37,980 39,97940,000 trend tends to switch 36,581 35,681 around the Bachelor’s 31,983 30,984 degree level and higher.30,000 26,986 27,985 On balance, workers in New Hampshire earn 19,990 more than the national20,000 average.10,000 0 Less Than High School Some Associates Bachelors Graduate or All Workers High School Graduate or College, No Degree Degree Professional GED Degree Degree Source: U.S. Census Bureau, 2009 American Community Survey (Public Use Microdata Samples)
The Relationship Between Educational Attainment, Personal Income, and the State New Economy Index (2010) 55 High College Attainment, Low Personal Income High College Attainment, High Personal Income MA Percent of Adults 25 to 64 with College Degrees (2009) 48 CT CO MN VT ND NH NY MD NJ VA HI RI WA 41 NE IL OR IA KS UT MT ME SD DE CA NC WI USPA GA FL SC AZ OHMI AK WY 34 ID NM MO IN TX AL TN OK State New Economy Index 2010 KY NV Top Tier MS LA Middle Tier 27 AR Bottom Tier WV Low College Attainment, Low Personal Income Low College Attainment, High Personal Income 20 25,000 30,000 35,000 40,000 45,000 50,000 55,000 60,000 Personal Income per Capita (2010)Source: U.S. Census Bureau, 2010 American Community Survey; Bureau of Economic Analysis; Kauffman Foundation
State New Economy Index – New Hampshire’s Strengths and Weaknesses Strengths (Top 10) Weaknesses (Bottom 10)• IT Professionals (9th) • Manufacturing Value-Added (44th)• Managerial, Professional, Technical Jobs (10th) • Export Focus of Manufacturing and Services• Workforce Education (6th) (45th)• Immigration of Knowledge Workers (2nd) • E-Govt (43rd)• Migration of U.S. Knowledge Workers (10th)• Foreign Direct Investment (4th)• Inventor Patents (8th)• Online Population (5th)• Online Agriculture (5th)• Broadband Telecommunications (9th)• High-Tech Jobs (8th)• Scientists and Engineers (9th)• Industry Investment in R&D (6th)• Alternative Energy Use (2nd)• Venture Capital (10th)Source: The Kauffman Foundation
Workforce Demand: Estimated Increases in Undergraduate Credentials Needed in New Hampshire by 2018 – by Type of Occupation (Even without more successful intervention in economic development) Some College Associates Bachelors Total Sales and Office Support 131,137 Managerial and Professional Office 55,624 Food and Personal Services 52,451 Blue Collar 50,465 Healthcare 43,006 Education 32,440 Some College (Including Certificates) 150,967Science, Technology, Engineering, and Mathematics (STEM) 27,669 Associate 83,298 Bachelor’s 171,752 Total 406,018 Community Services and Arts 13,225 0 40,000 80,000 120,000 160,000 200,000Source: Georgetown University, Center on Education and the Workforce. Help Wanted: Projections of Jobs and Education Requirements through 2018
Summary• Adoption of high, common standards is vital to our economic well being.• Reaching our goals for youngsters—that they leave the K-12 system college and career ready -- depends on our ability to build increased capacity to meet 21st century challenges.• We need to enlist our communities of educators, learners and citizens to agree on the vital necessity of meeting the challenges before us. The agreement is part of the increased capacity. We need your support.
Click to edit Master title style Dr. Mel Netzhammer, Provost Keene State College CHALLENGES AND OPPORTUNITIES FOR P-16 EDUCATION-PART II11/17/2011 15
The Higher Education Landscape• Approach and Attitude of Feds• National Movements and Responses• State and USNH Priorities
Two Emerging National Themes• Quality Assurance (The current state of the accountability movement and continuous self improvement)• Student Portability (The ability of students to move seamlessly from one college to another as they complete their degrees)
National Expectations for Colleges and Universities• Access: Have the highest percentage of college graduates by 2020 (now 12th)• Workforce Development: Invest specifically in job preparation/applied learning• Control Costs• Central to federal policy is the expectation that colleges will do more to measure learning and demonstrate success.
The National Landscape• Improving student learning• Measuring student learning• Collaboration• Openness…beyond what graduates know, what they can do with what they know is the ultimate benchmark of learning.—Lumina Foundation
The State and USNH Landscape• State funding challenges• State interests in educational quality• Efficiency expectations• Promoting 4-year graduation rates• Expectations regarding program viability and demonstration of student learning
College and Career Readiness ..The place for P-16 collaboration
Click to edit Master title style Wayne Woolridge, Co-Superintendent of SAU 29 COMMON CORE – NATIONAL PERSPECTIVES11/17/2011 22
The Common Core Standards define theknowledge and skills students should havewithin their K-12 education careers so thatthey will graduate high school fully preparedfor college and careers.
The Standards are:• Aligned with college and work expectations;• Clear, understandable and consistent;• Include rigorous content and application of knowledgethrough high-order skills;• Build upon strengths and lessons of current state standards;• Informed by other top performing countries, so that allstudents are prepared to succeed in our global economy andsociety; and• Evidence- and research-based.
College and Career Readiness (CCR) Anchor Standards• Broad expectations consistent across grades and contentareas.• Based on evidence about college and workforce trainingexpectations.• Both content and skills are important.
Outcomes in Mathematics• Focus and coherence• Focus on key topics at each grade level.• Coherent progressions across grade levels.• Balance of concepts and skills• Content standards require both conceptual understanding andprocedural fluency.• Mathematical practices• Foster reasoning and sense-making in mathematics.• College and career readiness• Level is ambitious but achievable.
Outcomes in English Language Arts• Ensure students are being prepared to read, write, andresearch across the curriculum, including socialstudies, science, technical subjects.• Ensure that teachers in other disciplines are alsofocusing on reading and writing to build knowledgewithin their subject areas.
Outcomes in Integrated Literacy• Recognizes that teachers in other discipline areas have arole in literacy development• Interdisciplinary approach to literacy based on researchestablishing the need for college and career readystudents to be proficient in reading complex informationaltext independently in a variety of content areas.
Outcomes in Integrated Literacy• To be ready for college, workforce training and atechnological society, students need the ability togather, comprehend, evaluate and synthesizeinformation and ideas in order to solve problems andanalyze data.• Research and media skills and understandings areembedded throughout the Standards.
Click to edit Master title style Meredith Davis Cargill, Director of Curriculum and Assessment, SAU 29 COMMON CORE – LOCAL DISTRICTS TAKE ACTION11/17/2011 30
Critical to know and understand:These standards demand very high levels ofperformance from all students, which in turn hassignificant implications for teaching. Differentiatedinstruction, integrated instruction, Understanding byDesign, and other strategies will need to becomecommonplace in all classrooms. There is no excusefor at-risk populations failing to achieve along withthe rest of the students in school. Transitioning to the Common Core State Standards and Next Generation Assessments Willard R. Daggett ▪ Susan A. Gendron ▪ Daniel A. Heller
Curriculum Crosswalking• Teacher groups vetted textbooks to find alignment, gaps, and redundancies with CCSS- aligned SAU 29 Math Curriculum What are the best What other resources and resources should instructional strategies be used to teach for a student needing the learning intervention (for this Does the textbook target? learning target)? For a do an adequate student needing job of addressing enrichment or extension the learning of this content? target? Is the learning target covered in the textbook?
When we’re not clear, students end up with lots of different learning issues . . .
Aligned Assessment• Inform learning • Evaluate program• Monitor implementation effectiveness of curriculum • Generate data dialogue Universal Screening Progress Monitoring Common Assessments• Administered twice • CCSS Aligned • Utilized in Professional per year Curriculum Based Learning Communities• Identify students’ Measures • Based on Essential strengths and • Provides check in on Knowledge in weaknesses effectiveness of Curriculum• Measure growth interventions • Developed by during the teachers instructional year
CommonAssessments• Curriculum- Based• Teacher- Created• Requires PLCs and Common Pacing
Click to edit Master title style William Gurney, Co-Superintendent of SAU 29 ENGAGEMENT OPPORTUNITIES11/17/2011 40
"studentswillingness, need, desire and compulsion to participate in, and be successful in, the learning process promoting higher level thinking for enduring understanding.” Bomia, et. al. (1997).
Application Model Apply to real- Apply toKnowledge in Apply in Apply across world real-worldone discipline discipline disciplines predictable unpredictable situations situations
Current Opportunities• Community Connections• Student Mentoring• WHOLE Program• Increased ELOs• Cheshire Career Center Counselor• Connections with the Greater Keene Chamber ofCommerce, River Valley, and Keene State
Discussion Groups1. What do today’s students need to know?2. How do today’s students learn and are there changes educators need to make to support student success?3. What are obstacles to engaging students through real- world learning experiences and how can public schools, colleges, and community partners collaborate to overcome them?
Discussion Group summary remarks by facilitators
Closing remarks and plans for the future… THANK YOU!