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Reach Higher Shasta - Women's Fund Presentation
 

Reach Higher Shasta - Women's Fund Presentation

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Presentation to the Women's Fund of Shasta County about the Reach Higher Shasta initiative. The initiative seeks to adopt A-G curriculum at the high school level to better prepare Shasta County ...

Presentation to the Women's Fund of Shasta County about the Reach Higher Shasta initiative. The initiative seeks to adopt A-G curriculum at the high school level to better prepare Shasta County students for performance in academic and professional settings.

Shasta County students have high graduation rates from high school, but abnormally low transfer rates to post secondary education, and further, from graduating with any post secondary degree or credentials.

Presentation compiled by LGH Marketing/Strategy http://www.lghmarketstrategy.com. Slides developed by InnovateEd and LGH Marketing/Strategy. Video concept and creation by LGH.

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    Reach Higher Shasta - Women's Fund Presentation Reach Higher Shasta - Women's Fund Presentation Presentation Transcript

    • Creating a better futurefor women and familiesin the Redding area
    • A Community Forum on Public Education “Raising the Bar forOur Children and Schools: Reach Higher Shasta”
    • Enrollment33%13%7%
    • Remediation6% to 50%60%75% to 90%
    • - Achieve (2008)
    • On-the JobLexile Lexile Requirements National Adult Literacy Study 1992 1,500 International Center for Leadership in Education 2009 1,400 1,300 1,200 High school 1,100 text book 1,000 900 800 Construction Craftsman Nurse Sales Secretary
    • Blueprint for Reform (Reauthorization of ESEA)All students graduating or on track to graduate ready for college and acareer by 2020.Assessments at the high school level must do a better job of measuringreal world knowledge and skills that students will need to be successfulafter high school.Anchor assessments should measure college and career readiness. Testsgiven earlier than high school need to signify progress toward thatstandard.“proficient must mean prepared—all the way up and down the line.”
    • Creating College & Career Readiness 1. Creating and maintaining a college-going culture in the school 2. Emphasizing key cognitive strategies 3. Holding high expectations for all students, then providing differing degrees of scaffolding based on student need 4. Creating a core academic program that is aligned with and leads to college and career readiness by the end of 12th grade 5. Making the senior year meaningful, challenging and engaging 6. Reducing course selection choice in favor of college-focused and career-aligned offerings 7. Creating assignments and grading polices that more closely approximate college expectations each successive year of school 8. Promoting key self-management skills and academic behaviors with formative feedback to students toward skill/behavior development Shasta CountyOffice of Education
    • Leading Indicators of College & Career Ready Students• Third grade literacy• Fifth grade numeracy• Grades 6 to 8 – Strategic reading, expository writing, higher order skills, research, academic behaviors and Algebra I preparedness• Grades 9 to 12 – Four years of expository-based English, Algebra II/higher level math, three years of laboratory science, and a rigorous senior year for seamless transition to postsecondary education toward a viable career path
    • Four Attributes ofCollege & Career Ready Students ©2011 Jay Westover
    • Course Sequences alignment with postsecondary options Viable Career Paths CTE pathways and regional industry sectors Rigorous Course of Studyseamless transition to postsecondary education ©2011 Jay Westover
    • Creating a better futurefor women and familiesin the Redding area