ESC Region XI Module Two A
AVATAR Common Foundations:
Understanding College and Career
Readiness and Success
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This Module Will Present…
SECTION A:
College and Career Readiness: Features, Standards, Assessments
ii.
i. Definitions of College and Career Readiness
Standards and Assessments for College and Career Readiness
SECTION B:
Indicators of Student Readiness and Success
i.
ii.
Local Student Performance Data
State Student Performance Data
Defining College
And
Career Readiness
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Are we really responsible
for getting all students
college and career ready?
Partners for Student Success
Counselors
Teachers
Parents
Students
Campus Staff
Administrators
Community
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Creating a College Ready Student
Read Redefining College Readiness by David T. Conley
Discuss
•
•
•
•
•
•
•
Current Means to Determine College Readiness
Components in a Comprehensive Definition of College Readiness
A Definition of College Readiness
Possible Ways to Measure the Dimensions of College Readiness
Implications of the Definition
What Schools and Students Can Do to Foster College Readiness
What Students Can Do to Develop Their College Readiness
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Document Available on the AVATAR site: http://www.ntp16.notlb.com/avatar/files/resources
Creating a College Ready Student
 Small Group Discussion
• Introduction (pp. 5-6)
– Group 1 - Current Means to Determine College Readiness (pp.8-11)
– Group 2 - Components in a Comprehensive Definition of College Readiness
(pp. 12-17)
– Group 3 - A Definition of College Readiness (pp. 18-19)
– Group 4 - Possible Ways to Measure the Dimensions of College Readiness
(pp. 20-22)
– Group 5 - Implications of the Definition (p. 23)
– Group 6 - What Schools and Students Can Do to Foster College Readiness
(pp. 25-27)
• What Students Can Do to Develop Their College Readiness (p. 28)
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Redefining College Readiness
by David T. Conley
Following reading, reflection, and
small group discussion, participants
will:
 Report key report findings.
 Discuss strengths of the secondary and
postsecondary systems in developing college
and career readiness.
 Identify secondary and postsecondary
opportunities for improvement.
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Group Discussion:
Your Past Education Experiences
How
knowledgeable
were you about
career expectations
when you finished
high school?
How focused on
preparing for
college were you in
high school?
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Why did you want
to go to college?
Creating a College Ready Student
College and Career Ready: Helping all Students
Succeed Beyond High School
by David T. Conley, 2010
Participants will:
1. Read the abstract
2. Discuss the seven principles utilizing the
STEPS project discussion document
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Discussion Document Available on AVATAR
site: http://www.ntp16.notlb.com/avatar/files/resources
and the seven principles are discussed in more detail in PowerPoint of Conley’s at
https://epiconline.org/files/pdf/20110228_ASU.pdf
Conley’s Key Principles of
College Readiness
• Principle 1: Create and maintain a college-going culture
in the school.
• Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade.
• Principle 3: Teach key self-management skills, require
students to use them, and provide students with
feedback on how well they are developing these skills.
• Principle 4: Make college real by preparing students for
the complexity of applying to college.
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Conley’s Key Principles of
College Readiness
• Principle 5: Create assignments and grading policies
that more closely approximate college expectations
each successive year of high school.
• Principle 6: Make the senior year meaningful and
challenging.
• Principle 7: Build partnerships with and connections
to postsecondary programs and institutions.
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Creating a College Ready
Student Debrief
Please complete the following thoughts in groups of 2 to 3
I used to think…
And now I think…
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Participation & Preparedness
• Regular academic
attendance
• Engagement in learning
environment
– Volunteer information
– Take initiative participating in
class discussion
– Self advocacy
• Come to class with
materials
• Assigned reading completed
• Homework completed and
turned in on time
• Test and quiz ready
• Research complete for inclass project participation
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Work Completion & Study Skills
• Homework completed on
time
• Original work done and
turned in
• Follow through with all
project requirements
•
•
•
•
•
•
•
Organization
Time management
Note-taking
Memory building
Test taking skills
Stress management
Goal Setting
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Writing Abilities
• Planning
–
–
–
–
–
Brainstorming
Mapping
Outlining
Graphic organizers
Note taking
• Drafting the paper
– Following assignment requirements
• Evaluation
– Making necessary adjustments/corrections
• Revision
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Reading Abilities
• Listen to and read a variety
of texts while applying:
– Comprehension strategies
– An extension of understanding on a
personal level
– An analysis of the text
– Contextual analysis
• Increase word knowledge through
vocabulary development and
application
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Speaking Abilities
• Communicate supported
ideas through various
mediums
• Listen critically and
respond appropriately to
various information both
in and out of an academic
context
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Career Readiness Skills
WorkKeys®
Sample Questions
The National Career Readiness Certificate Assessments
The National Career Readiness Certificate program is composed of these three
WorkKeys assessments
Applied Mathematics
Reading for Information
Locating Information
Other Foundational Skills Assessments
Applied Technology
Business Writing
Listening for Understanding
Teamwork
http://www.act.org/workkeys/assess/
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Elbow Partner Conversations
• Create a list of the top five, necessary career
skills that you believe employers cite.
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Top 10 Career Skills










Communication = exceptional ability to listen, write, and speak effectively
Analytical/Research = assesses situations seeking multiple perspectives
Computer/Technology Literacy = extensive software abilities
Flexibility/Adaptability/Managing Multiple Priorities = thrives on juggling
multiple tasks and projects
Interpersonal Abilities = proven relationship builder
Leadership/Management Skills = goal driven, motivational leader
Multicultural Sensitivity/Awareness = personable rapport builder
Planning/Organizing = results driven, detail oriented achiever
Problem-Solving/Reasoning/Creativity= innovative problem solver
Teamwork = resourceful team player
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Critical Questions in Building a
Culture of College and Career Readiness
What do we want our students to
understand?
What do we want our students to be able to
do?
How will we know when each student has
learned it?
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I wish I knew back
then……
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23
Texas Public School
Standards and
Assessments for
Readiness and Success
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STANDARDS INSTRUCTION ASSESSMENT
Standards require a change in both teaching and
assessment. Standards and assessment are
intertwined and need to be integral parts of the
curriculum and the program of instruction.
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Steiner, J. (1998). Why have a standards-based curriculum and what are the implications for the teachinglearning-assessment process? Retrieved from: http://www.etni.org.il/red/etninews/issue4/whystandard.html
Curriculum Standards
• In the field of education, standards is a term which
defines a cumulative body of knowledge and set of
competencies that is the basis for quality education.
• They express what all pupils should know and be
able to do, but do not dictate pedagogy (Ravitch,
1996).
• Standards in and of themselves are meaningless.
What counts are the steps that educators and others
take to help pupils reach them (Fiske, 1998).
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Ravitch, D., (1996). 50 states, 50 standards - The continuing need for national voluntary standards in education.
The Brookings Review, 14, 1-9.
Fiske, E.B. (1998). Quest for standards splits US Educators. International. Herald Tribune. Feb. 9. Foreign Language Standards.
Retrieved from: http://www.etni.org.il/red/etninews/issue4/whystandard.html
Texas Essential Knowledge and Skills
Sec. 28.001.
PURPOSE. It is the intent of the legislature that the
essential knowledge and skills developed by the State
Board of Education under this subchapter shall require
all students to demonstrate the knowledge and skills
necessary to read, write, compute, problem solve,
think critically, apply technology, and communicate
across all subject areas. The essential knowledge and
skills shall also prepare and enable all students to
continue to learn in postsecondary educational,
training, or employment settings.
74th Legislative Session (1995)
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1. What are the TEKS?
They are state-mandated learning standards for
students from elementary through high school in the
state; what students should and be able to do in each
subject area.
2. Why were the TEKS created?
Prior to the creation of the TEKS, Essential Elements
were used. It was discovered more specific and clear
guidelines were needed so teachers are knowledgeable
about what to teach and test.
3. Who developed the TEKS?
Groups of teachers, administrators, parents,
businesspeople, and members of the general public
make up the subject-specific TEKS writing teams.
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Source: Mathematics & Science TEKS Toolkit, Charles A. Dana Center at University of Texas
http://www.utdanacenter.org/
• The College and Career Readiness Standards
(CCRS) program is identifying, defining and
implementing college and career readiness
educational standards in partnership with Texas
secondary schools.
• The program is a collaboration between the
Texas Education Agency and the Texas Higher
Education Coordinating Board.
• The initiative was formed by the 79th Texas
Legislature (3rd Called Session) through House Bill
1, now Section 28.008 of the Texas Education
Code.
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Sources
House Bill 1: http://www.capitol.state.tx.us/tlodocs/793/billtext/html/HB00001F.htm
Section 28.008: http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.28.htm
Assessment
In a standards-based curriculum, assessment is
viewed not only as a final product (summative), but
also as a continual process (formative) that
provides pupil performance data to teachers and
students regarding their progress towards
achieving the standards.
Therefore, it is necessary to move beyond testing
methods which concentrate on memory, and
develop those which measure understanding and
application (Genesee, et.al., 1998; Winters, 1995).
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Genesee, F. Gottlieb, M. Katz, A. Malone, M. Managing the assessment process. (1998). Virginia: TESOL
Winters, R.E. (1995). National Standards in Education: How we should arrive at them, why we should arrive at them and why we
have not arrived at them yet. The Claremont Graduate School.
Retrieved from: http://www.etni.org.il/red/etninews/issue4/whystandard.html
What are the Assessments?
I. Texas Assessment of Knowledge and Skills
(TAKS)
II. State of Texas Assessment of Academic
Readiness (STAAR)
a. Grades 3-8
b. End of Course (EOC)
III. Texas Success Initiative (TSI)
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What’s the Difference?
TAKS
STAAR
Assessed
Curriculum
Grade-level assessments assess
content from multiple courses.
Assessments will assess only curriculum
for that grade and course.
Rigor of
Assessment
Rigor based upon standards set
in 2003; students have
outgrown the assessments.
Assessments will be longer and include
more rigorous items; Skills will be
assessed at a greater depth and
cognitive complexity.
Performance
Standards
Standards are set separately for
each grade and subject.
Standards will be set as an aligned
system and based on data from studies
from other states, national, and
international assessments.
Testing Days
(Grades 9-11)
13 (25 with exit level retesting)
15 (45 with retesting)
Measures of
Student
Progress
Growth measures were
developed after TAKS program
was established and provide
information on whether student
is on track to meet standards.
Growth measures will be developed as
STAAR is implemented and will provide
early-warning indicators for students
who are not on track.
Source: House Bill 3 Transition Plan, Chapter One
http://www.tea.state.tx.us/student.assessment/hb3plan/
STAAR Performance Standards
• Under STAAR, standards are set as an aligned
system across courses within a content area
and are set based on data from empirical
studies of other state, national, and
international assessments as well as on test
content.
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33
STAAR Performance Standards
• Performance standards for STAAR Alternate
and STAAR Modified at all grade levels will be
set in fall of 2012, after the first spring
administration of STAAR.
• Reporting of final STAAR Grades 3-8 results,
compared to the performance standard, will
be delayed until January 2013
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34
STAAR Performance Standards
Performance labels and policy definitions for the
general STAAR assessments have been set.
– Level III - Advanced Academic Performance
• Key phrase: Well prepared for next grade or course
– Level II - Satisfactory Academic Performance
• Key phrase: Sufficiently prepared for next grade or course, but
may need short-term intervention
– Level I - Unsatisfactory Academic Performance
• Key phrase: Inadequately prepared and unlikely to succeed in
next grade or course without significant, ongoing academic
intervention.
(Adapted from document titled STAAR Performance Labels and Policy
Definitions)
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35
Phasing in of STAAR EOC Assessments
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
Grade 9
STAAR
STAAR
STAAR
STAAR
STAAR
Grade 10
TAKS
STAAR
STAAR
STAAR
STAAR
Grade 11
TAKS
TAKS
STAAR
STAAR
STAAR
Grade 12+
TAKS
TAKS
TAKS
TAKS or STAAR
TAKS or STAAR
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Source:
http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147497744&libID=2147497741
ESC REGION XI
SPRING 2012 EOC/TAKS
PERFORMANCE DATA
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37
2012 English I Reading
100
90
80
70
60
English I Reading Region
50
English I Reading State
40
30
20
10
0
Level I
Minimum
Level II
Level III
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2012 English I Writing
100
90
80
70
60
English I Writing Region
50
English I Writing State
40
30
20
10
0
Level 1
Minimum
Level II
Level III
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2012 English II Reading
100
90
80
70
60
English II Reading Region
50
English II Reading State
40
30
20
10
0
Level 1
Minimum
Level II
Level III
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2012 English II Writing
100
90
80
70
60
English II Writing Region
50
English II Writing State
40
30
20
10
0
Level 1
Minimum
Level II
Level III
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2012 English III Reading
100
90
80
70
60
English III Reading Region
50
English III Reading State
40
30
20
10
0
Level 1
Minimum
Level II
Level III
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2012 English III Writing
100
90
80
70
60
English III Writing Region
50
English III Writing State
40
30
20
10
0
Level 1
Minimum
Level II
Level III
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2012 Algebra I
100
90
80
70
60
Algebra I Region
50
Algebra I State
40
30
20
10
0
Level 1
Minimum
Level II
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Level III
2012 Geometry
100
90
80
70
60
Region
50
State
40
30
20
10
0
Level 1
Minimum
Level II
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Level III
2012 Algebra II
100
90
80
70
60
Algebra II Region
50
Algebra II State
40
30
20
10
0
Level 1
Minimum
Level II
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Level III
2012 Biology
100
90
80
70
60
Biology Region
50
Biology State
40
30
20
10
0
Level I
Minimum
Level II
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Level III
2012 Chemistry
100
90
80
70
60
Chemistry Region
50
Chemistry State
40
30
20
10
0
Level I
Minimum
Level II
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Level III
2012 Physics
100
90
80
70
60
Physics Region
50
Physics State
40
30
20
10
0
Level I
Minimum
Level II
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Level III
2012 World Geography
100
90
80
70
60
World Geography Region
50
World Geography State
40
30
20
10
0
Level I
Minimum
Level II
Level III
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2012 World History
100
90
80
70
60
World History Region
50
World History State
40
30
20
10
0
Level I
Minimum
Level II
Level III
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2012 U. S. History
100
90
80
70
60
U.S. History Region
50
U.S. History State
40
30
20
10
0
Level I
Minimum
Level II
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Level III
2012 TAKS
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2012 Percent of All Grade 10 Students that
Met Standard on TAKS and TAKS Accommodated
100
90
80
70
60
Grade 10 Region
50
Grade 10 State
40
30
20
10
0
ELA
Mathematics
Social Studies
Science
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All tests taken
2012 Percent of All Exit-level Students that
Met Standard on TAKS and TAKS Accommodated
110
100
90
80
70
60
Exit-level Region
50
Exit-level State
40
30
20
10
0
ELA
Mathematics
Social Studies
Science
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All tests taken
Examine District
STAAR EOC and TAKS
• Identify patterns and trends
• Discuss the impact on college readiness in your district and/or
institution
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State of Texas Assessment of Academic Readiness
STAAR
How will this change affect students?
– Students’ score on each EOC assessment
will be worth 15% of the students’ final
grade for the course tested.
– The test will be administered (3) times,
allowing for retesting opportunities and
choice when to take the STAAR.
– Graduation Requirements
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Source:
http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147497744&libID=2147497741
State of Texas Assessment of Academic Readiness
STAAR
Graduation Requirements
Minimum High
School Program:
Must meet the minimum
cumulative score requirement
in each of the four core
content areas.
Recommended High
School Program:
In addition to the previous,
must achieve level 2 for
Algebra II and English III.
Level 1:
Unsatisfactory
Academic
Performance
Level 2:
Satisfactory
Academic
Performance
Distinguished Achievement
High School Program:
In addition to the minimum,
must achieve level 3 for
Algebra II and English III.
Level 3:
Advanced
Academic
Performance
Minimum Score
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Source: http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147497744&libID=2147497741
What Can Happen To Students That Are
Not College Readied?
• Endanger the GPA needed to stay at college,
• Double tuition costs by retaking the same
course,
• Risk penalties incurred by “Three-peat,” “SixDrops,” and “Excess hours” legislation,
• Delay progress toward graduation,
• Contribute to drop-out probability, and/or
• Move back home
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Why Does Placement Testing Matter?
• Placement tests provide an indication of whether
the student is prepared to succeed in college
courses.
• Failure rates in first-year college courses can be
very high.
• Retaking courses can be expensive.
• The more semesters of developmental courses
taken, the less likely passing college-credit courses
and earning a degree.
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Source: The Tipping Point in Developmental Education (McCoy & Mejia)
retrieved from: http://www.mheducation.com/uar/Developmental_Ed_White_Paper.pdf
What is the TSI?
• Texas Success Initiative (TSI) requires all students
enrolling in public colleges and universities to
take an approved test to demonstrate readiness
for college-level work, unless otherwise exempt.
• Currently approved tests include: ACCUPLACER,
ASSET, COMPASS, AND THEA
– Minimum state standards are set for each test,
yet institutions may set higher standards
and/or require additional departmental
placement tests
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Source: The Tipping Point in Developmental Education (McCoy & Mejia)
retrieved from: http://www.mheducation.com/uar/Developmental_Ed_White_Paper.pdf
Upcoming TSI Changes
Texas Education Code
Chapter 4, Subchapter C, Section 453.3
Assessment--the use of a Board-approved instrument to determine the academic skills
of each entering undergraduate student and the student's readiness to enroll in
freshman-level academic coursework.
What does this mean?
• The Commissioner will recommend a uniform performance
standard for college readiness, placement in Developmental
Education or Adult Basic Education.
• With the one test, there will be one cutoff score that
determines college readiness to be in place by Fall 2013.
• Institutions may not set a higher standard.
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Timeline of New TSI
Fall 2012
Field Testing with current ACCUPLACER Users
January/February 2013
Standard Setting
March/April 2013
THECB Approval
May – July 2013
College and University Training
First day of AY 2013
IMPLEMENTATION
Note: Majority of 2013 students will have current standards applied
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What Are the Potential Outcomes?
• One test and one score (in each area) will
provide targets for students and educators,
• Higher standards,
– Current THEA cut score is 230
– New score expected to approach 270
equivalence
• Expect more students to require
developmental education – but only in the
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The Connection:
STAAR and TSI Implementation
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Other Considerations in College
and Career Readiness…
• Advanced Placement (AP) & International
Baccalaureate (IB) programs
– Many more participating in courses
– Performance still trailing number of attempts
• Dual Credit
– High rates of participation
– Quality and rigor difficult to monitor
• Early College High Schools
– Proficiency and graduation rates higher than local high schools
– Stronger student performance linked to ECHSs located on college
campuses
– Not all college credits earned transfer to college by institution
upon graduation from a ECHS
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Source: Six Years and Counting: The ECHSI Mature, 2009
http://www.earlycolleges.org/publications.html#earlycollege:researchandevaluations
What is the recipe for successful
achievement? To my mind there are just
four essential ingredients: Choose a career
you love.... Give it the best there is in you....
Seize your opportunities.... And be a
member of the team.
Benjamin F. Fairless
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Group Debrief
• Three things I learned today,
• Two topics I want to know more about, and
• One action I can start next week to
incorporate what I’ve learned
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