Tackling the Transition

Transcription

1 Tackling the Transition Sue Gendron Senior Fellow June 13, 2014 Tackling the Work Ahead Unprecedented demands on teachers and leaders Higher standards Tougher assessments New teacher evaluations Pressure to do more with less 1

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3 Outcomes Developing key messages for stakeholders Building public will and commitment of ALL students college and career ready Why higher standards are essential Why we need a digital strategy What are the key trends that will impact schools 3

4 2 Second Rule The two second rule is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown. As the speed of the cars increases, the minimum following distance also increases. Explain how the two second rule leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour. PLG pages Teacher-Facilitated Instruction Gradual Release and Meaningful Practice Scaffolding Instruction Making Connections Explicit Modeling the Process of Thinking 4

5 Evidence of Learning Are students Reasoning to make sense of math? Engaging in productive discourse? Demonstrating flexibility, accuracy, and efficiency with procedures? Using representations flexibly and appropriately to model mathematics? Persevering to solve problems? Why Change? 5

6 Post-Secondary Jobs 6

7 Bachelor s Degrees 1. Business 2. General Studies 3. Social science and History 4. Psychology 5. Health Professions 6. Education 7. Visual and Performing Arts 8. Engineering and Technology 9. Communications and Journalism 10. Computer and Information Science Bachelor s Degrees 1. Business(1) 2. General Studies (10) 3. Social science and History (6) 4. Psychology (9) 5. Health Professions (4) 6. Education (5) 7. Visual and Performing Arts (8) 8. Engineering and Technology (2) 9. Communications and Journalism (7) 10. Computer and Information Science (3) 7

8 Colorado s Rank in Jobs Forecasted for 2018, By Education Level Education Level 2018 Jobs Rank High school 340, dropouts High School 761, graduates Some college, no 708, degree Associate s degree 281, Bachelor s degree 768,000 3 Graduate degree 346,

9 Change in Jobs By Education Level: 2008 and ,500,000 2,000,000 1,500,000 1,000, ,000 0 HS dropouts HS Graduates Postsecondary Jobs in Thousands Colorado Managerial 381 STEM 132 Community Service & 110 Arts Education 176 Healthcare 215 Food & Personal Services 558 Sales & Office Support

10 Jobs in Thousands Colorado Farming 14 Construction 237 Installation, 116 Maintenance, Equipment Repair Production 121 Transportation Advanced Creative Energy & Natural Technology Manufacturing Industries Resources & Information Aerospace Defense & Homeland Financial Services Infrastructure Security Engineering Bio Science Electronics Food & Agriculture Health & Families Tourism & Outdoor Recreation Transportation & Logistics Colorado Economic Development 10

11 Does your curriculum align to these expectations? Is it rigorous and relevant to the future skills employers desire? Lexile Framework for Reading Study Summary of Text Lexile Measures 1600 Interquartile Ranges Shown (25% - 75%) Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* Scholastic Inc. 22 * Source of National Test Data: MetaMetrics 11

12 Lexile 1,500 1,400 On the Job Lexile Requirements National Adult Literacy Study 1992 International Center for Leadership in Education ,300 1,200 1,100 1, What does your data tell you about your students performance? Key Messages to consider 12

13 PISA 2009 Overall Reading Scale Significantly Above OECD Average Not Significantly Different (OECD Average 493) Significantly below OECD Average 1 Shanghai China Korea Finland Hong Kong China Singapore Canada New Zealand Japan Australia Netherlands United States Germany Ireland France United Kingdom Spain Russian Federation Mexico Brazil Indonesia 402 PISA 2009 Overall Math Scale Significantly Above OECD Average Not Significantly Different (OECD Average 496) Significantly below OECD Average 1 Shanghai China Singapore Hong Kong China Korea Finland Japan Canada Netherlands New Zealand Australia Germany France United Kingdom United States Ireland Spain Russian Federation Mexico Brazil Indonesia

14 PISA 2009 Overall Science Scale Significantly Above OECD Average Not Significantly Different (OECD Average 501) Significantly below OECD Average 1 Shanghai China Finland Hong Kong China Singapore Japan Korea New Zealand Canada Australia Netherlands Germany United Kingdom Ireland United States France Spain Russian Federation Mexico Brazil Indonesia 383 Reading Risk Grade 4 CO Mapping State Proficiency Standards onto NAEP Scales, IES August

15 Proficiency Grade 4 Reading 2009 Proficient Required NAEP Score Colorado 87 % 183 Massachusetts 54 % 234 Missouri 47 % 229 Arizona 72 % 193 New Mexico 52 % 207 New York 77 % 200 Florida 74 % 206 Reading Risk Grade 8 CO Mapping State Proficiency Standards onto NAEP Scales, IES August

16 Proficiency Grade 8 Reading 2009 Proficient Required NAEP Score Colorado 88% 228 Massachusetts 79% 249 Missouri 50% 267 Florida 54% 262 Mississippi 48% 254 Rhode Island 62% 252 Math Risk Grade 4 CO Mapping State Proficiency Standards onto NAEP Scales, IES August

17 Proficiency Grade 4 Mathematics 2009 Proficient Required NAEP Score Colorado 91 % 202 Massachusetts 48 % 255 New Jersey 73 % 231 New York 87 % 207 New Mexico 77 % 224 Indiana 73 % 229 Missouri 45 % 246 Math Risk Grade 8 CO Mapping State Proficiency Standards onto NAEP Scales, IES August

18 Proficiency Grade 8 Mathematics 2009 Proficient Required NAEP Score Colorado 81 % 256 Massachusetts 49 % 300 Missouri 47 % 287 New Mexico 43 % 277 Minnesota 58 % 287 New Jersey 71 % 272 Rhode Island 53 % 275 Colorado Reading & Math Rigor Risk Group NAEP CO State Variance Grade 4 Reading 38.0% 65.0% 27.0% Grade 8 Reading 40.0% 67.0% 27.0% Grade 4 Math 47.0% 71.0% 24.0% Grade 8 Math 43.0% 51.0% 8.0% Scholastic Inc

19 Preparing for a potential dip Be Transparent Tell your story Build support Why Change? 19

20 Our Students Have Changed 20

21 ibrain Rewired 21

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23 Key Trends Rethinking the role of teachers Shift to Deep Learning Approaches Increased Focus on Open Content Increasing Use of Hybrid Learning Designs Increased focus on collaboration Intuitive Technology touch screens 23

24 What to consider Authentic learning RELEVANT Personalized Learning Complex Thinking and Communication Increased Privacy Concerns Games and Gamification Learning Analytics Ensure A Successful Transition We meet you where you are, and take you where you want to be. IDENTIFY Needs & Build A Plan Implement a System-Wide Needs Assessment Develop a Strategic Plan TRANSFORM Curriculum & Instruction Understand Instructional Shifts Design Next Generation Curriculum Design Next Generation Assessment Plan Instruction to Engage All Learners SUSTAIN Effective Practice Build Discipline-Specific Knowledge See Best Practices in Action Provide Side-by-Side Coaching 24

25 Emerging Trends/Build a Plan 1. Digital 2. Career Ready Authentic Learning 3. Application 4. Learning Analytics 5. Personal Learning Table Discussion 1. How are you communicating the need for higher standards? 2. Please share you communication plan, key messages and challenges with one another. 25

26 Route 146 Rexford, NY Phone (518) Fax (518) info@leadered.com 26