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College and career ready what do we mean
- 1. College and Career Ready: What do we Mean? Brad Stam and Rob Atterbury ConnectEd: The California Center for College and Career
- 2. Welcome/Introduction Who’s in the room?
- 3. Brainstorming What are the most important things that students should know and be able to do upon graduation from NAF Academy to better prepare them for tomorrow’s economy and society?
- 5. Individual Reflection and Table Discussion Read pages 14-15 and reference 27-32 What’s resonating? What’s new for you? What question are coming up for you?
- 6. College and Career Readiness Framework
- 7. College and Career Ready Student
- 9. Vertical Alignment of Student Outcomes Level of Example of Assessment College Career Alignment Life District Graduate Profile Effective Communicator (District Outcomes) Communicates effectively, orally, in 21st Century Domain WASC School Site ESLRs writing, and non-verbally College Domain Career Domain Employs appropriate terminology and Pathway Outcomes protocols to perform effectively in health care settings Utilizes correct medical terminology in Course Outcomes course projects and presentations Accurately explains virological Project Outcomes properties in presentation on vaccine solution to pandemic project. Student
- 10. Outcomes as a Driver 1 9 10 11 12 Outcome 1 + ++ +++ ++++ 2 Outcome 2 ++ ++ +++ ++++ Outcome 3 + + ++ +++ Pathway identifies/refines graduate outcomes aligned with school and …which are then articulated into district… grade-level benchmarks… 4 3 …and the benchmarks are designed into projects …that are assessed using with authentic products and performances. high-level rubrics…
- 11. Read pages 16-19 Implications How does this apply to my own work in my NAF academy? What role can college and career ready outcomes play in academic courses as well as in Career Technical courses? What forms of assessment would be needed?
- 12. A Balanced System of Assessment College and Career Ready Pathway Student Outcomes Informative Transformative Discipline-Based Interdisciplinary Standardized Authentic Summative Formative State Local Single Criteria Rubric-Based Individual Teacher Common Task Teacher Assessed Self and Peer Assessed
- 13. ConnectEd Resources • Tools and manuals • Video examples • Electronic Performance Mapping Tools www.ConnectEdCalifornia.org
- 14. Contact Information Brad Stam bstam@connectedcalifornia.org Rob Atterbury ratterbury@connectedcalifornia.org
Editor's Notes
- Brad
- Rob
- While the arrow points TO summative in the last frame, in the DESIGN PROCESS – GOES BACKWARDS.Start with the outcomesMap the outcomes at varying levels of rigor and complexity – benchmarks/milestones – where students should be at a point in time.Design those into grade level projectsDevelop rubrics that are high level, and map to the benchmarksThis process takes time! One step at a time.
- A BALANCED SYSTEM INCORPORATES BOTH INFORMATIVE AND TRANSFORMATIVE DIMENSIONS. THE INFORMATIVE DIMENSION DOES PRECISELY THAT – IT INFORMS. THE TRANSFORMATIVE ELEMENT OF ASSESSMENT OFFERS THE POTENTIAL TO SPUR LEARNING, GROWTH, AND CHANGE – IN EVERYONE.