David Conley & Matt Coleman from the Educational Policy Improvement Center (EPIC) outline what it means to be college and career ready at the Desert Sands Unified School District in La Quinta, CA (11-21-2014)
2. Agenda
Friday, November 21, 2014
8:30am - 12:00pm
8:30am – 9:30am Four Keys to College and Career Readiness
David Conley
9:30am – 10:15am Mapping Current Efforts
Matt Coleman
10:15am – 10:30am Break
10:30am – 11:30am Implementing the Four Keys
David Conley
11:30am – 12:00pm EPIC School Partnerships
Matt Coleman
3. A bit of my story…
The road to college readiness is not always smooth,
or what a long, strange trip it’s been
7. College student
communication skills…
• “Dear Professor, I saw that I
lost points on the lab for
questions I left blank. I
thought they were rhetorical
questions. Can I answer them
now and get back the
points?”
• A student wrote to complain
about a small glitch in an
online quiz (at 8 AM on a
Friday morning):
"I had to leave an open keg for
this!”
• "I just did not expect the first
test to be that hard. I did not
even buy the book, so I
hadn't read the chapters.”
• Subject of student’s email
message: Proof this paper before
you grade it please!
Contents of student’s email
message: I attached a Word
file and feel free to make your
corrections in the Word
document and save it and
attach it to an email back to
me. Thanks.
9. What does it
mean to be
college/career
ready?
• A college and career ready
student possesses the
content knowledge,
strategies, skills, and
techniques necessary to be
successful in a
postsecondary setting.
• 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 needs.
10. Some Things to
Note About this
Definition
• Encompasses a wide range of
postsecondary options.
• Focuses on success more than
lack of remediation.
• Acknowledges the reality that
different programs of study
can require different
knowledge and skills at entry
level.
• Validates student interest and
goals as useful reference
points for individual student
readiness.
• Puts the student at the center.
13. Evolution of the
Four Keys
¤ Foundation of the
model can be seen
emerging in College
Knowledge in 2005,
which was based on
research results from
Standards for Success.
¤ Attention to the
importance of key
cognitive strategies in
particular (habits of
the mind).
13
14. ¤ Initially presented in a
2007 monograph:
Toward a More
Comprehensive
Conception of College
Readiness.
¤ Four-part model
organized in
concentric circles, each
representing a “facet”
of college readiness.
14
Evolution of the
Four Keys
15. ¤ Model was further
elaborated in 2010 in
chapter 1 of College and
Career Ready.
15
Evolution of the
Four Keys
16. ¤ Model explained in
detail in 2014 in
chapters 3 and 4.
¤ The model is dynamic:
it can continue to
evolve based on new
evidence.
16
Evolution of the
Four Keys
17. Evidence for
the Model
• Most evidence comes from
analysis of entry-level
college course content.
• Additional evidence from:
• surveys, interviews, and
focus groups with
postsecondary faculty
• ethnographic studies of
high schools that
outperform expectations.
• Also contains evidence
from social sciences on
learning as it relates to
college and career
readiness.
18. Studies I’ve Done to
Develop and
Validate the Model
• Proficiency-based Admission Standards System
(PASS)- Oregon University System
• Standards for Success (S4S), Association of
American Universities
• AP Best Practices Study, College Board
• College Board College Curriculum Studies,
College Board
• College Readiness Evaluation of Schools and
Teachers (CREST), Gates Foundation
• Texas College and Career Readiness Initiative
(TCCRI), Texas HECB
• Texas Test Alignment Project (TTAP)
• Reaching the Goal Study, Gates Foundation
• South Carolina Course Alignment Project
(SCCAP), SC Commission on Higher
Education
• Gates Task Bank, Gates Foundation
• Job Training Program Curriculum Study
(JTPCS), College Curriculum Course Analysis
(CCCA), National Assessment Governing
Board
For details on these studies, see:
http://www.epiconline.org
18
19. Quick Overview
of the Four Keys
What It Takes for All
Students to be Successful
Beyond High School
24. College Ready Students:
ü Know themselves
• Become self-aware by exploring
interests, passions, skills, and
ambitions
ü Set goals
• Know what they need to achieve
goals based on self-awareness
ü Are motivated
• Have the mindset to achieve goals
ü Persist
• Don’t give up, especially when
something does not come easily
ü Monitor their performance
• Know how well they are really doing
and be able to gauge skill level
ü Ask for help
• Use available resources when stuck
and not view this as a weakness
ü Demonstrate self-efficacy
• Learn how to control the things they
can control, then, control them
25. The US leads the world in the
complexity of transitioning to college.
First-generation college attendees are at
a much greater disadvantage.
School is the only place they can get
access to necessary privileged
knowledge.
25
26. Key Transition
Knowledge and
Skills
• Contextual: What are my
options?
• Procedural: How do I apply
and enroll?
• Financial: How do I afford
it?
• Cultural: What are the
behavioral norms of
college?
• Personal: How do I advocate
for myself ? What is my
identity?
27. Assessing the Four Keys
Key
Cognitive
Strategies
Key
Transition
Knowledge
Key Learning
Skills &
Techniques
Intensively Measured
Key Content
Knowledge
Completely
College and Career
Ready
Unmeasured
28. An assessment system
provides the least amount of
information needed to make
as many decisions as
technically feasible or
politically necessary at the
lowest possible cost.
A system of assessments
provides as much
information as possible to
inform learners of their
standing in relation to their
aspirations and to facilitate
student-centered decisions
about their readiness.
28
System of
Assessments
30. A profile contains information from
multiple sources about multiple facets
of readiness.
It should contain information on more
of the Four Keys than just Key
Content Knowledge.
The information in a profile is
actionable by students.
31. Overall
readiness score
SBAC/PARCC scores
ACT/SAT/AP/IB
Cumulative GPA
Course challenge index
Readiness score
SBAC/PARCC subscores
ACT/SAT/AP/IB subscores
GPA subcomponents
Course challenge subscales
Readiness subscores
Examples of student work
Examples of exams and assignments from courses
Student self-ratings, teacher ratings of students on readiness
Other evidence of student readiness
32. Novice vs. Expert
32
ü Did you ever teach
anyone to drive?
ü How is a novice driver
different from an “expert”
driver?
33. 33
Students
need to be
moving up
these levels
as they
progress
through
school.
34. 34
Strategic
Thinking
Expertise Can
Be Developed:
+ Insight
+ Efficiency
+ Idea Generation
+ Concept Formation
+ Integration
+ Solution Seeking
35. A “Good”
Assignment
• Natural disasters affect people
and society. Identify a natural
disaster and describe its effects
on civilization, historically and
in the present.
• Be sure to describe the ways this
natural disaster disrupts the
economy and people ’s lives.
• List three things that could be
done to lessen the effects of this
type of natural disaster in the
future.
• Tell whether you agree or
disagree with these types of ways
to reduce the impact of the
natural disaster you are
describing.
36. That
Assignment
with Strategic
Thinking
Examining Natural Disasters
Natural disasters have been a part of the human
experience throughout history.
• Consider the reasons humans are affected by
natural disasters and how interaction with
natural disasters might have shaped human
society.
• Either pick one type of natural disaster that
best illustrates your point of view on how
society might be affected by this type of
disaster, or compare and contrast effects of
different kinds of disasters.
• Identify and document strategies humans
could adopt to deal with disasters and how
these strategies might change how humans
view natural disasters.
• Conclude with a discussion of your
observations about the relationship between
human society and natural disasters that
includes original insights and observations.
Problem
Formulation
Research
Interpretation
37. The Same
Assignment
with
Strategic
Thinking
• Natural disasters have been a part of the
human experience throughout history.
• Consider the reasons humans are affected
by natural disasters and how interaction
with natural disasters might have shaped
human society.
• Either pick one type of natural disaster
that best illustrates your point of view on
how society might be affected by this type
of disaster, or compare and contrast
effects of different kinds of disasters.
• Identify strategies humans could adopt to
deal with disasters and how these
strategies might change how humans
view natural disasters.
• Conclude with a discussion of your
observations about the relationship
between human society and natural
disasters that includes original insights
and observations.
39. Map Your Current Efforts
Ø The Four Keys
Ø Prevention/Intervention
Ø Progression of Actions
39
40. Springfield Public Schools Example
20% Revenue
Reduction
2008 – 2013
Drop
Out
Rates
Public Schools • 2012/13 High The following graphs reflect the change over time of 4 year completer rates (modified diploma, and GED) and annual drop out rates for students in the Springfield Schools. Completion Both measures / Grad reflect Rates
significant improvement overall as well as improvement of historically underserved student groups (Hispanic, African-Native American).
08/09 09/10 10/11 11/12 12/13
Advanced
Course
Enrollment
72
70
68
66
64
62
60
58
56
54
52
50
48
46
44
42
40
38
36
34
32
4-Year Cohort 2008 - SPS overall 4-year completer increased by 7% over years while the increased by 1%. SPS average by Underserved Student completers has increased over the past 5 years rate has increased by equivalent to the Springfield %
Regular Diploma Drop Out Rates
2007 - 2013
SPS overall drop out rate has
been reduced by over 40%
over the past six years while
the state’s rate has increased
slightly over the same period
of time.
Historically underserved
student groups drop out rate
has decreased by nearly 70%
over the past six years while
the state’s rate has dropped by
nearly 10%.
10.0
9.5
9.0
8.5
8.0
7.5
7.0
6.5
6.0
5.5
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
%
Drop
Out
10/11 11/12 12/13
4-Year Cohort Completers
2008 - 2013
SPS overall 4-year completer rate has
increased by 7% over the past five
years while the State rate has
increased by 1%. SPS trails the State
average by 5%.
Underserved Student Groups
completers has increased by 16%
over the past 5 years while the state
rate has increased by 5%. SPS rate is
equivalent to the state average.
Regular Diploma Modified/GED
07/08! 08/09 09/10 10/11 11/12 12/13
Rates
rate has
over 40%
years while
increased
period
underserved
out rate
nearly 70%
years while
dropped by
10.0
9.5
9.0
8.5
8.0
7.5
7.0
6.5
6.0
5.5
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
%
Drop
Out
SPS Overall
SPS Underserved
State Overall
State Underserved
08/09 09/10 10/11 11/12 12/13 13/14*
Annual Drop Out Rate
40
41. Think Know
RtI Model
SPED Model
Data Warehouse
(SPA)
Block Schedule
9th Teaming 9th Teaming
MS Teaming MS Teaming
Increased
Dual
Credit / AP
Skillful Teaching Skillful Teaching
MS Teaming
Intervention
Curriculum
CTE Courses
Report
Card
Conferences
CCR 10
CLC - UO
CTE Pathways
ACT for All
Naviance
9th Teaming
8th-9th Shared
Rites of
Passage
Programs
Near-Peer Language
Mentoring
7th Campus
Bound
CCR 9
CCR 10
CCR 9
21st Grant
A3
Transition
Specialist
Act Go
41
42. Think Know
RtI Model
SPED Model
Data Warehouse
(SPA)
Block Schedule
9th Teaming 9th Teaming
MS Teaming MS Teaming
Increased
Dual
Credit / AP
Skillful Teaching Skillful Teaching
MS Teaming
Intervention
Curriculum
CTE Courses
Report
Card
Conferences
CCR 10
CLC - UO
CTE Pathways
ACT for All
Naviance
9th Teaming
8th-9th Shared
Rites of
Passage
Programs
Near-Peer Language
Mentoring
7th Campus
Bound
CCR 9
CCR 10
CCR 9
21st Grant
A3
Transition
Specialist
Act 2009/10 Go
42
43. Think Know
9th Teaming 9th Teaming
Increased
Dual
Credit / AP
Skillful Teaching Skillful Teaching
ACT All
Rites of
Passage
Programs
CCR 9
Act Go
43
MS Teaming MS Teaming
MS Teaming
RtI Model
Intervention
Curriculum
SPED Model
Data Warehouse
(SPA)
CTE Courses
CTE Pathways
Naviance
9th Teaming
8th-9th Shared
Near-Peer Language
Mentoring
7th Campus
Bound
Report
Card
Conferences
CLC - UO
CCR 9
CCR 10
Block Schedule
21st Grant
CCR 10
A3
Transition
Specialist
2010/11
44. Think Know
9th Teaming 9th Teaming
Increased
Dual
Credit / AP
Skillful Teaching Skillful Teaching
ACT All
Rites of
Passage
Programs
CCR 9
Act Go
44
MS Teaming MS Teaming
MS Teaming
RtI Model
Intervention
Curriculum
SPED Model Data Warehouse
(SPA)
CTE Courses
CTE Pathways
Naviance
9th Teaming
8th-9th Shared
Near-Peer Language
Mentoring
7th Campus
Bound
Report
Card
Conferences
CLC - UO
CCR 9
CCR 10
Block Schedule
21st Grant
CCR 10
A3
Transition
Specialist
2011/12
45. Think Know
RtI Model
SPED Model
Data Warehouse
(SPA)
9th Teaming 9th Teaming
Block Schedule
MS Teaming MS Teaming
Increased
Dual
Credit / AP
Skillful Teaching Skillful Teaching
MS Teaming
Intervention
Curriculum
CTE Courses
Report
Card
Conferences
CCR 10
CLC - UO
CTE Pathways
ACT for All
Naviance
9th Teaming
8th-9th Shared
Rites of
Passage
Programs
Near-Peer Language
Mentoring
7th Campus
Bound
CCR 9
CCR 10
CCR 9
21st Grant
A3
Transition
Specialist
Act Go
45
46. Think Know
Act Go
46
Common Core
Implementation
Common Core
Implementation
6-10 Curriculum
Alignment
6-10 Curriculum
Alignment
6-10 Curriculum
Alignment
2014/15
47. Mapping your current efforts
1. List current school improvement efforts/initiatives/
programs
2. Identify which address one or more of the Four Keys
3. Map programs/efforts onto the Four Keys
4. Consider the balance among improvement programs
ü Are there any gaps? Overlaps?
ü Are there any of the Four Keys that aren’t
addressed well?
47
48. Professional learning exercise:
Share your maps
Ø Number off from 1 to 8
Ø Select one person to stay with the district map
Ø Each person goes to a new group composed of
individuals from various schools
Ø One person per group shares that school’s map, and the
group discusses
Ø Return and to your original group and debrief what each
person saw in the other groups
Ø See if you can come up with a few generalizations
Please note the need for mutual support and confidentiality. No judging or critiquing.
48
49. Implementing the Four Keys
Making Riverside Schools the Best in the Nation at
Getting Students Ready for College and Careers
50. You are already doing
many things right:
• Offering challenging classes
• Providing quality instructional materials
• Hiring and retaining highly qualified teachers
• Encouraging students to set high goals
• Using data on student performance
• Instituting school-wide improvement programs
But, there are a few
more things you
can do…
51. Learn More
About Your
Students
• Know your students’ interests,
aspirations, and goals
• Disaggregate by subgroup.
• Track over time to see if some
groups of students systematically
lower their aspirations.
• Incorporate opportunities in
assignments to explore interests.
Examples:
• Reflecting on what kinds of
problems are most interest to them.
• Using databases to understand
social problems.
• Researching the cost of college and
employment trends.
• Understand their attitude toward
learning.
• Do they attribute success to effort or
aptitude?
52. Develop
Cognitive
Strategies
• Rate the cognitive challenge level
of the assignments you give.
What level thinking do they
require?
• Declarative (know facts)
• Procedural (apply factual
knowledge)
• Conditional (know when to apply
which knowledge)
• Conceptual (understand how
knowledge integrates)
• Determine how often students do
the following:
• Generate hypotheses
• Gather source material or data
and determine its value
• Interpret information including
contradictory information
• Work on problems that require
more than following directions?
53. Teach
Foundational
Learning
Skills at all
Grade Levels
• Teach academic
vocabulary.
• Teach learning skills and
techniques.
• Personal organization
• Time management
• Study skills and test taking
• Help seeking
• Persistence
• Help students improve their
speaking and listening
skills.
54. Increase
Access to
“Privileged
Knowledge”
• Provide information about the
college choice/application/
financial aid process regularly.
• Have all students take a default
course schedule that makes them
college eligible.
• Get students on to a college
campus early.
• Increase dual/concurrent
enrollment courses.
• Develop academic assignments
that have students research
various aspects of college.
• Have all students prepare a
practice college admission form
in 10th and 11th grades.
55. Redesign
Courses to
Align Better
with College
Readiness
• Review and improve course
syllabi so they look more
like good college syllabi.
• Identify the progression of
standards students master
in course sequences.
• Make sure key skills such
as writing and reading
complex material are
present in all courses.
• Work in partnership with
college instructors to
review each others’ syllabi
and align them.
57. The Common
Core Aligns
Well with
College and
Career
Readiness
• Students clearly need
challenging content in ELA
and math
• The Common Core
contains much of the ELA
and math students need to
be college and career ready.
• Use the Common Core as a
framework for developing
the Four Keys.
• Doing so ensures all
important aspects of
readiness are developed,
not just content knowledge.
58. 58
The
Challenge:
All Students
Need to be
Able to Keep
Learning
Beyond
High School
Carnevale, A. P., Jayasundera, T., & Cheah, B. (2012). The college advantage: Weathering the economic storm.
Washington, DC: Georgetown Public Policy Institute, Center on Education and the Workforce.
59. For the first time, labor force
participation is decreasing at the
same time unemployment is
decreasing.
60. An education that prepares
students for college is no longer
a luxury; it is a necessity.
All of your students need to be
able to keep learning beyond
high school if they are to be
successful in their lives.
61.
62. The Mission of a Four Keys School
DESIGNED AROUND THE
FOUR KEYS
Ø Ensuring all students
develop and pursue
their interests and
passions
Ø Nurturing high
aspirations in all
students
Ø Enabling college and
career readiness for all
students
63. Analyze
Ø Develop shared understanding of the Four Keys to College and
Career Readiness (CCR) framework
Ø Evaluate district LCAPs for alignment to the Four Keys (Deeper
Learning), Implementation Planning, and Investment Strategy
Ø Ensure school readiness through the the School Success Model
Ø Map school and classroom practices to the Four Keys
Ø Assess local social, political, and policy contexts
Ø Complete transcript analysis of course
taking behaviors, course pathway
participation, opportunity-to-learn,
and on-track indicators
Ø Evaluate the progress monitoring
system in place and analyze student
and school level outcomes in
relation to the Four Keys and
Deeper Learning
64. Ø Create three-year strategic direction and action plan building
upon school strengths while addressing areas of need
Strategize
Ø Develop and implement a system of
assessments specific to Deeper
Learning and CCR
Ø Identify progression of benchmarks
to assess short- and long-term
outcomes for students, schools, and
system
Ø Identify and localize critical variables
to evaluate the success of the EPIC
School Partnership
65. Ø Build leadership capacity as
necessary to ensure effective
implementation
Ø Communicate steps of the three-year
plan to key stakeholders
Ø Initiate efforts articulated in the
developed strategic plan to include
solutions tailored to the specific
needs of the school
Ø Integrate existing initiatives into three-year plan
Ø Adjust and adapt direction and efforts to address specific
challenges as they arise
Implement
66. Ø Identify effective/efficient data collection
and analysis of schools and their
partnerships
Ø Identify key successes and persistent
challenges; communicate to key
stakeholders
Ø Revisit the backbone of the School
Success Model
Ø Address gaps in foundational attitudes,
beliefs, values, and vision
Ø Refine three-year strategic plan by re-engaging in the strategic
thinking process
Evaluate
67. 2014-2015 Partners:
Orange County Department of Education, CA
Santa Ana Unified School District, CA
Dallas Independent School District, TX
Portland Public Schools, OR
Springfield Public Schools, OR
California Education Policy Fund
68. For more information or a copy of this presentation, please
contact:
Robyn Conley Downs
EdImagine
robyn_downs@edimagine.com
Brandi Kujala-Peterson
EPIC
brandi_kujalapeterson@epiconline.org
