Planning a System of Interventions to
Prepare Students for College and Careers:
Lessons From Research and Practice
March 24, 2014
Lexington, Kentucky
March 25, 2014
Bowling Green, Kentucky
1
Welcome and Overview
Justin Baer
Director, REL Appalachia
CNA
2
What is a REL?
• A REL is a Regional Educational Laboratory.
• There are 10 RELs across the country.
• The REL program is administered by the U.S. Department of Education,
Institute of Education Sciences (IES).
• A REL serves the education needs of a designated region.
• The REL works in partnership with the region’s school districts, state
departments of education, and others to use data and research to
improve academic outcomes for students.
3
What is a REL?
4
REL Appalachia’s mission
• Meet the applied research and technical assistance needs of Kentucky,
Tennessee, Virginia, and West Virginia.
• Conduct empirical research and analysis.
• Bring evidence-based information to policy makers and practitioners:
– Inform policy and practice – for states, districts, schools, and other
stakeholders.
– Focus on high-priority, discrete issues and build a body of knowledge over
time.
http://RELAappalachia.org/
Follow us! @REL_Appalachia
5
Catching Up to College and Career
Readiness:
The Importance of Early Learning
Chrys Dougherty
Senior Research Scientist, ACT, Inc.
6
The Importance of Early Learning
• Learning gaps emerge early.
• Learning gaps often widen over time (“Matthew effects”).
• Learning is cumulative and takes time.
• Student interests often develop at an early age.
• Empirical evidence shows the difficulty of catching students up in
middle and high school.
7
ACT Kentucky “Catching Up” Study
• Information on the forthcoming slides is from a not-yet-released ACT
analysis of Kentucky student data.
8
Findings of ACT Kentucky “Catching Up” Study
• A high percentage of students from at-risk groups are far off track at the
beginning of middle and high school.
• Few of these students catch up to college and career readiness
benchmarks.
• Far-off-track students from at-risk groups catch up at lower rates.
• This is consistent with findings from other analyses in other states.
9
Kentucky Datasets for “Catching Up” Study
• Three cohorts, grades 8‒11:
– ACT EXPLORE® in grade 8; ACT in grade 11.
– 2007‒2010, 2008‒2011, and 2009‒2012.
– Approximately 95,300 students.
• Two cohorts, grades 4‒8:
– KCCT in grade 4; ACT EXPLORE® in grade 8.
– 2007‒2011 and 2008‒2012.
– Approximately 74,600 students.
10
Academic Measures of Being On Track
• Grades 11‒12: Meeting ACT College Readiness Benchmark.
• Grade 8: Meeting ACT EXPLORE® College Readiness Benchmark.
• Grade 4: On track (based on a longitudinal analysis) to reach the
EXPLORE® College Readiness Benchmark in grade 8.
11
Three Student Academic Preparation Groups
• On Track: [previous slide]
• Off Track: No more than one standard deviation below the On Track level.
• Far Off Track: More than one standard deviation below the On Track level
(≈ 4 points on ACT EXPLORE®, depending on the subject).
12
Far-Off-Track At-Risk Grade 8 Students in 2007‒2009
Percentage of Percentage of Percentage of
8th Graders 8th Graders 8th Graders
Who Were Who Were Who Were
Far Off Track Far Off Track Far Off Track
Low-income
African American
Hispanic
Eng. Lang. Learners
Special Education
# students
Math
Reading
Science
62,651
12,291
2,360
966
14,437
44
52
42
61
70
49
57
48
71
67
39
43
36
51
61
Source: Dougherty, C., Hiserote, L., & Shaw, T. (in press). Catching
up to college and career readiness in Kentucky. ACT Research
Report. Iowa City, IA: ACT.
13
Far-Off-Track At-Risk Grade 4 Students in 2007 and
2008
Percentage of Percentage of Percentage of
8th Graders
8th Graders
8th Graders
Who Were Far Who Were Far Who Were Far
Off Track
Off Track
Off Track
Low-income
African American
Hispanic
Eng. Lang. Learners
Special Education
# students
Math
Reading
Science
45,582
9,086
2,304
1,502
11,640
51
61
49
57
60
52
63
59
61
59
55
69
58
69
61
Source: Dougherty et al., in press.
14
Grade 11 Success Depends on Grade 8 Preparation
Source: Dougherty et al., in press.
15
Among Far-Off-Track Grade 8 Students, Low-Income
Students Catch Up at Lower Rates in Grades 8‒11
Source: Dougherty et al., in press.
16
Among Far-Off-Track Grade 8 Students, Minority
Students Catch Up at Lower Rates in Grades 8‒11
Source: Dougherty et al., in press.
17
Far-Off-Track English Language Learners and Special Ed
Students Catch Up at Lower Rates in Grades 8‒11
Source: Dougherty et al., in press.
18
Grade 8 Success Depends on Grade 4 Preparation
Source: Dougherty et al., in press.
19
Among Far-Off-Track Grade 4 Students, Low-Income
Students Catch Up at Lower Rates in Grades 4‒8
Source: Dougherty et al., in press.
20
Among Far-Off-Track Grade 4 Students, Minority
Students Catch Up at Lower Rates in Grades 4‒8
Source: Dougherty et al., in press.
21
Far-Off-Track English Language Learners and Special Ed
Students Catch Up at Lower Rates in Grades 4‒8
Source: Dougherty et al., in press.
22
The Importance of Early Learning
• Learning gaps emerge early.
• Learning gaps often widen over time (“Matthew effects”).
• Learning is cumulative and takes time.
• Student interests often develop at an early age.
• Empirical evidence shows the difficulty of catching students up in middle
and high school.
23
Remedies?
Remedies?
24
What Do the Common Core State Standards
Recommend?
“By reading texts in history/social studies, science, and other
disciplines, students build a foundation of knowledge in these
fields that will also give them the background to be better
readers in all content areas. Students can only gain this
foundation when the curriculum is intentionally and
coherently structured to develop rich content knowledge
within and across grades.” (emphasis added)
Source: Common Core State Standards for English Language
Arts & Literacy in History/Social Studies, Science, and
Technical Subjects, p. 10
25
Interpreting What This Means
• Teach a broad curriculum in science, history, geography, civics, and the
fine arts, as well as reading and mathematics in the early grades.
• “Curriculum” refers to the specific content that is to be taught and
learned in each grade and subject.
• “Early grades” refers to preschool through grade 5.
26
Are Elementary Schools Teaching a Content-Rich
Curriculum?
• Study of 780 grade 3 classrooms in 2000 and 2001:*
o Percent of observed time devoted to science: 5%**
o Percent of observed time devoted to social studies
(history, geography, civics, and economics combined):
5%**
• Has the situation improved since 2001?
* National Institute of Child Health and Human Development.
** Included reading/writing activities where the subject was
science or social studies.
27
How Content-Rich Early Education Helps
• Helps develop students’ interests and curiosity.
• Encourages reading habits.
• Develops reading comprehension by building background knowledge
and vocabulary.
28
Reading Ability Depends on Decoding and Comprehension
• Decoding is the ability to identify words based on letter-sound
relationships― for example, that the sequence of letters
l-y-m-p-h-o-c-y-t-e makes the word lymphocyte.
• Comprehension in this example means knowing what a “lymphocyte” is.
• Students with poor vocabulary and background knowledge often have
trouble with comprehension, even if they are good at decoding text.
29
How Vocabulary and Knowledge Affect
Reading Comprehension
“Lymphocyte function-associated antigen-1 (LFA-1)
activation plays a vital role in T cell activation through costimulation and adhesion. LFA-1 activation involves
changes in both affinity and avidity, which affect the T
cell activation through LFA-1 regulated intracellular
signaling pathways.”
Source: Mark Dougherty, “LFA-1 Effects on T-Cell Activation in a
Mixed Lymphocyte Reaction,” paper written during summer
research internship at M.D. Anderson Cancer Research Center.
First two sentences of the paper.
30
How Vocabulary and Knowledge Affect
Reading Comprehension (cont.)
Baseball:
“Jones sacrificed and knocked in a run.”
Cricket:
“Clarke clinically cut and drove to 10 fours in a
134-ball 81, before he stepped out to Kumble to
present an easy stumping to Mahendra Singh
Dhoni.”
31
An ACT Resource for System-Wide Improvement:
The Core Practice Framework
• Three levels: district, school, and classroom.
• Five areas of focus (themes):
1.
Curriculum and academic goals.
2.
Staff selection, leadership, and capacity building.
3.
Instructional tools: programs and strategies.
4.
Monitoring performance and progress.
5.
Intervention and adjustment.
• Rubrics to help educators self-assess their implementation of each
detailed practice.
32
An ACT Resource for System-Wide Improvement:
The Core Practice Framework
• Three levels: district, school, and classroom.
• Five areas of focus (themes):
1.
Curriculum and academic goals.
2.
Staff selection, leadership, and capacity building.
3.
Instructional tools: programs and strategies.
4.
Monitoring performance and progress.
5.
Intervention and adjustment.
• Rubrics to help educators self-assess their implementation of each
detailed practice.
33
Why Create a Student Intervention Database?
• We lack dose-response information on what interventions or
combinations of interventions carry students how far.
• Interventions may need to last longer than what we are accustomed to.
34
Sample Variables for Student Intervention Database
• Code for the type of intervention.
• Codes for the length of the intervention (e.g., hours per week, total
number of weeks).
• Start and end dates of the intervention.
• Student’s rate of attendance/participation in the intervention.
35
Sample Student Record in Intervention Database
Student information:
Jane Doe
Student ID (links to Jane’s other student data,
including interim assessment data)
Grade 2
Intervention type: After-school tutoring in decoding skills
Number of times per week: 3
Total number of hours per week: 2.25
Number of weeks: 12
Intervention start: 01-14-2014
Intervention end: 05-3-2014
Attendance rate: 67%
36
Who Might Create This Database?
• Most likely, a single district or a consortium of districts.
• An outside organization or entity may facilitate the creation of the
database (e.g., state education agency, university, or independent
nonprofit).
• District personnel may partner with university researchers to analyze
the data.
37
Contact Information
Research and Policy on the ACT website:
http://www.act.org/
(see link to “Research and Policy”)
ACT Policy Reports and Issue Briefs:
http://www.act.org/research-policy/policy-publications/
Email:
chrys.dougherty@act.org
38
Small Group Activity
Lydotta Taylor
Alliance Lead, REL Appalachia
39
Discussion Questions
• What is our district/school doing well?
• What are areas for improvement?
• What steps can we take to address areas for improvement?
• What else do we need to know about this topic?
40
Harrison County Schools:
Early Learning Interventions in Practice
Jenny Lynn Hatter
Chief Academic Officer
Melissa Miles
Instructional Coach & Math Early Grades Specialist
41
Early Learning Interventions in Practice
• Stuck On An Escalator
https://www.youtube.com/watch?v=VrSUe_m19FY
42
Early Learning Interventions in Practice
43
Early Learning Interventions in Practice
• Kentucky System of Interventions
Universal screening/frequent data collection and analysis:
– Provides information to guide decision making for all students.
– Used to determine which students need further support.
– Administered, scored, and interpreted in a short timeframe to allow for
timely decision making.
• Harrison County Schools
– Measures of Academic Progress (MAPs).
– Administered and analyzed three times during the school year: fall,
winter, spring.
– Used in monthly reading and math intervention meetings to guide
decision making for school-wide RtI time.
44
Early Learning Interventions in Practice
• Kentucky System of Interventions
Progress monitoring/data-based decision making:
– Determines whether the intervention is successful in helping the
student meet expectations at an appropriate rate.
– Informs during the decision-making process.
– Given frequently and the data is reviewed/evaluated often.
• Harrison County Schools
– DIBELS is used for reading progress monitoring.
– Math MAPs and fluency assessments are used for math progress
monitoring.
– Intervention teams (guidance counselors, principals, curriculum
coaches, grade-level teachers, Family Resource and Youth Services
Centers representatives, and others) meet monthly to discuss
struggling learners in both reading and math.
45
Early Learning Interventions in Practice
• Kentucky System of Interventions
Tiered service delivery/evidence-based instruction.
• Harrison County Schools
• Tiers III, II, and I, with the most intensive support in Tier III.
• Tier III (Intensive Support)
A.
B.
C.
D.
E.
F.
G.
H.
DreamBox with instruction
Moby Math with instruction
Number Sense/Structuring (KNP website)
Addition (KNP website)
Subtraction (KNP website)
Multiplication (KNP website)
Division (KNP website)
Math MATS
46
Early Learning Interventions in Practice
• Tier II (Small Group/Strategic
Support)
A.
B.
C.
D.
E.
F.
G.
H.
DreamBox
Moby Math
Number Sense/Structuring (KNP website)
Addition (KNP website)
Subtraction (KNP website)
Multiplication (KNP website)
Division (KNP website)
Math MATS
• Tier I (Core with Differentiation)
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
Addition Strategies (Van de Walle)
Subtraction Strategies (Van de Walle)
Multiplication Strategies (Van de Walle)
Division Strategies (Van de Walle)
K-5 Math Resources http://www.k5mathteachingresources.com/
Free Resources – DreamBox
Daily Flashbacks
Daily Exit Slips/Formative Assessments
with Feedback
Math Intervention Support Site
http://www.solonschools.org/mr/Index.as
p
Math Graphic Organizers (i.e. Frayer
Model)
Vocabulary Practice
Marilyn Burns Materials
47
Early Learning Interventions in Practice
• Kentucky System of Interventions
Tiered service delivery/evidence-based instruction.
• Harrison County Schools
Secondary tier service delivery:
Tier I: The lowest 20% of students will be identified in reading and
math 6‒12 and receive Tier I interventions for reading or math.
Tier II: Once a student is referred into Tier II services, the
Intervention Team (those closely associated with the education of
the students) will meet to review student data and determine
appropriate interventions to address student needs.
Tier III: Once a student is referred into Tier III services, the
Intervention Team will meet to review student data and determine
appropriate interventions to address student needs.
48
Early Learning Interventions in Practice
• Kentucky System of Interventions
– Fidelity of implementation
• Harrison County Schools
– Fidelity Check Form
49
Early Learning Interventions in Practice
• Kentucky System of Interventions
– Family involvement
• Harrison County Schools
– RtI parent brochure, face-to-face meetings, Pre-K College and Career
Readiness Nights (two per year, elementary, middle school, and high
school principal participation), RtI and Tier Change Letters
“I had no idea that you could begin helping your child think about college
when they are in preschool! Tonight opened my eyes to what I need to watch
for to help my child be successful!”
―Parent after Pre-K CCR Night in 2012
50
Early Learning Interventions in Practice
• Kentucky System of Interventions
– Family involvement
• Harrison County Schools
– Grade-level meetings (K‒5) and vertical teaming (6‒12) built into
all schools’ PD plans for 6 hours of high-quality PD.
– Grade-level RtI meetings once a month in each school.
– District grade-level RtI meetings conducted four times per year to
monitor RtI practices for consistency, validity, and usability.
Attendance by all school principals, RtI coordinators, and
counselors for 6 hours of EILA credit.
51
Early Learning Interventions in Practice
• Kentucky System of Interventions
Accelerated learning
– MAP scores, common assessments, primary talent pool activities,
formative teacher data, progress monitor.
• Harrison County Schools
– We administer the Pre-K SCREENS (all pre-K serviced by Harrison
County Schools and private schools) and K BRIGANCE SCREENS (all
students).
– These readiness scores are analyzed in conjunction with MAP fall
testing scores to determine student needs, in terms of both
support and acceleration.
52
Early Learning Interventions in Practice
• Risks
– Making sure children are not “caught in the cracks.”
– Academically – meshing concepts of intervention with EPAS
benchmarking.
– Tier I does have measurable differences in instruction from regular
classroom instruction – be vigilant.
• Rewards
– Communication amongst grade levels “one heartbeat.”
– Parents become learning partners and active interventionists from the
BEGINNING of their child’s educational career.
– We (practitioners) are more conscious of what students need to
succeed throughout their journey!
53
Time for Audience Q&A
Lydotta Taylor
Alliance Lead, REL Appalachia
54
Tracking and Monitoring Student Interventions:
Infinite Campus (IC) Intervention Tab
April Pieper
Academic Program Manager
Kentucky Department of Education
55
Legislative Overview
• Kentucky Revised Statutes (KRS) 158.305.
– Content areas required: Reading, Writing, Math, Behavior.
– Grades: K‒3.
– Targeted population: Any student not meeting benchmarks.
• KRS 158.6453.
– Content areas required: Reading, Math.
– Grades: 3‒8.
– Targeted population: Any student with identified deficiencies or
strengths.
56
Legislative Overview
• KRS 158.6459.
– Content areas required: Reading, Writing, Math.
– Grades: 8–12.
– Targeted population: Any student who does not meet college
readiness benchmarks.
• 704 Kentucky Administrative Regulations 3:305.
– Content areas required: Reading, English (Writing), Math.
– Grade: 12.
– Targeted population: Any student who does not meet college
readiness benchmarks on the ACT.
57
College Readiness Benchmarks for Kentucky Students
ACT Benchmark Score
Content Area
ACT Benchmarks
KY System Wide
Standards
English
18
18
Math
22
19*
Reading
21
20
*22 for college algebra, 27 for college calculus
Source: Kentucky Department of Education Infinite Campus.
58
Intervention Tracking Requirements 2014‒2015
• Required use of the Intervention Tab in IC:
– All senior students failing to meet ACT benchmarks.
– All third-year Needs Improvement Schools (novice students).
– All Extended School Services (ESS) students.
– All Read to Achieve students (grant, K‒3).
– All Mathematics Achievement Fund students (grant, K‒3).
59
Intervention Tab
Source: Kentucky Department of Education
Infinite Campus.
60
Intervention Tab
Source: Kentucky Department of Education
Infinite Campus.
61
Intervention Tab
Source: Kentucky Department of Education
Infinite Campus.
62
Intervention Tab
Source: Kentucky Department of Education
Infinite Campus.
63
Intervention Tab
Source: Kentucky Department of Education
Infinite Campus.
64
Questions?
April Pieper
Academic Program Manager
Kentucky Department of Education
april.pieper@education.ky.gov
502-564-4970 ext. 4519
65
Lunch
66
It’s Not Too Late:
High School Interventions for Struggling Students
Michael Flory
Research Scientist, CNA
67
High School Interventions Can Matter, Too
• Many students come to high school unprepared for high school success.
 Poor attendance, excessive disciplinary actions, low EXPLORE scores,
bad grades.
• Other students who are on track or nearly on track need supports
throughout high school to get them ready for college and careers.
• Goals for this session are to:
• Introduce frameworks for organizing college and career readiness
strategies.
• Describe resources for developing effective high school interventions.
• Discuss research about specific grade 12 interventions in Kentucky
and nationally.
68
Organizing College and Career Readiness Initiatives
• Helps frame, synthesize, and make sense of
various CCR initiatives.
• Categories for initiatives focus on high school but
span P‒20 systems.
• Identifies 3 strands:
1. Goals and Expectations for College and
Careers―content.
2. Pathways and Supports for College and Career
Preparation—instruction, student experiences,
and system-level resources.
3. Outcomes and Measures for College and Career
Success—formative and summative data schools
can use to guide decisions.
• Many other planning and instructional resources
are available from National High School Center.
Available at http://www.betterhighschools.org/CCR/resources.asp
69
Sample Organizer Strand
70
Practices for Helping Students Navigate Paths to College
• Intended to help schools and districts develop
practices to increase access to higher
education.
• Based on rigorous, experimental research and
expert opinion.
• Includes 5 recommendations and checklists of
practices.
Available from http://ies.ed.gov/ncee/wwc/publications_reviews.aspx
71
Practice Guide Recommendations
5 research-based recommendations, each with specific strategies:
1. Offer courses and curricula that prepare students for college-level
work, and ensure that students understand what constitutes a
college-ready curriculum by grade 9.
2. Use assessment measures throughout high school so students are
aware of how prepared they are for college, and assist them in
overcoming deficiencies as they are identified.
3. Surround students with adults and peers who build and support their
college-going aspirations.
4. Engage and assist students in completing critical steps for college
entry.
5. Increase families’ financial awareness, and help students apply for
financial aid.
Tierney, W. G., Bailey, T., Constantine, J., Finkelstein, N., & Hurd, N. F.
(2009). Helping students navigate the path to college: What high
schools can do (Practice Guide, NCEE #2009-4066). Washington, DC:
National Center for Education Evaluation and Regional Assistance,
Institute of Education Sciences, U.S. Department of Education.
72
It Is Possible to Intervene as Late as Grade 12
• Practice guide recommendations 2, 4, and 5 apply in grade 12.
– Use data (e.g., ACT) to inform interventions and help students apply for
college and aid.
• College and career readiness is not always an academic issue.
– Sometimes a matter of aspirations, expectations, steps for college
entry.
• Two recent experiments showed effects of simplifying college applications:
1. Help fill out FAFSA (providing FAFSA info did not increase college
enrollment rates) (Bettinger, 2009).
2. Offer coaching to help students apply to college, and process and pay
for applications (Carrell, 2013).
Bettinger, E. P., Long, B. T., Oreopoulos, P., & Sanbonmatsu, L. (2009, September). Role of
simplification and information in college decisions: Results from the H&R Block FAFSA
experiment (NBER Working Paper No. 15361). Cambridge, MA: National Bureau of
Economic Research.
Carrell, S.E., & Sacerdote, B. (2013, May). Late interventions matter too: The case of
college coaching New Hampshire (NBER Working Paper No. 19031). Cambridge, MA:
National Bureau of Economic Research.
73
Kentucky’s Grade 12 College Transition Courses
• Transition courses are one specific CCR intervention
– High school classes taught in grade 12 to help students achieve
college readiness in specific content areas.
– Should reduce the need for developmental education once students
reach college.
• Kentucky, California, Florida, Texas, Virginia, and West Virginia offer
versions of college transition courses (SREB, 2011).
– Vary in students targeted; whether course is required or voluntary;
content, format, and availability of professional development.
• States are beginning to track participation in transition courses.
• There is no evidence to date about the effectiveness of such courses.
Southern Regional Education Board (SREB). (2011). State College and Career Readiness
Initiative: Statewide transitional courses for college readiness. Atlanta, GA: Author.
http://publications.sreb.org/2011/11E03_Trans%20Crs_Sum.pdf
74
Transition Courses in Kentucky
• Kentucky Department of Education (KDE) made transition course curricula
available for math in 2010/11 and for reading in 2011/12.
• Schools can chose curricula from multiple developers:
– KDE.
– Colleges and universities.
– Locally developed.
• Many schools have partnered with universities to develop transition
courses.
75
Student Levels of College Readiness
• Kentucky Council on Postsecondary Education (CPE) set benchmarks for
college readiness using students’ grade 11 scores on ACT.
– Score of 19 or above on math.
– Score of 20 or above on reading.
• Study grouped students into three categories of college readiness based
on their scores:
– “Meeting benchmarks”—score at or above subject benchmark.
– “Approaching benchmarks”—score 1 to 3 points below benchmark.
 KDE recommends college preparatory transition courses for
students in this group.
– “Below benchmarks”—score 4 or more points below benchmark.
76
REL Appalachia Study
• Based on discussion with superintendents, we examined participation and
pass rates in transition courses statewide:
– How many students enroll in these courses?
– Which students?
• Used 2011/12 academic year enrollment data from KDE.
• No data available for college readiness of these students at time of study.
77
Few Schools Statewide Offered College Transition
Courses
100
Percentage of schools
Kentucky (N = 383 schools)
80
60
40
38
17
20
0
Math
Reading
Source: Authors’ calculations based on
2011/12 academic year data from KDE (2013).
78
More Students “Approaching Benchmarks” in Math
• 38% of students “approaching benchmarks” in math.
• 21% of students “approaching benchmarks” in reading.
Meeting CPE benchmarks
Approaching CPE benchmarks
Below CPE benchmarks
Percentage of Students
100
80
41
44
60
40
20
0
38
21
21
36
Kentucky (N = 33,928)
Kentucky (N = 33,928)
Math
Reading
Source: Authors’ calculations based on 2011/12
academic year data from KDE (2013).
79
Less Than 30% of Recommended Students Took Math
• “Approaching benchmarks” in math―28% took transition courses.
– “Below benchmarks” in math―27% took transition courses.
• “Approaching benchmarks” in reading―8% took transition courses.
Percentage of students
80
Reading
Math
60
40
28
20
6
2
27
8
9
0
Meeting CPE
benchmarks
Approaching CPE
benchmarks
Below CPE
benchmarks
Source: Authors’ calculations based on
2011/12 academic year data from KDE (2013).
80
Passing Rates in College Transition Courses Were High
• Statewide, passing rates for both math and reading transition courses
were above 90% for students “approaching benchmarks.”
• There was no college readiness data available for this cohort (e.g.,
COMPASS, KYOTE) to evaluate effectiveness of courses.
The full report,
Participation and Pass Rates for College Transition Courses
in Kentucky, by Christine Mokher, is available online:
http://ies.ed.gov/ncee/edlabs
81
Study Conclusions
• Few students approaching ACT benchmarks received this specific
targeted intervention.
• Many students who are not approaching benchmarks enroll in
transition courses.
• These findings may impact how transition courses are offered:
– Content, instructional practices, and course format.
• There is no conclusion about the effectiveness of transition
courses.
82
Questions?
Michael Flory, Research Scientist
REL Appalachia
florym@cna.org
83
Small Group Activity
Lydotta Taylor
Alliance Lead, REL Appalachia
84
Discussion Questions
• What are the top three challenges you face with ensuring students are
college or career ready?
• What obstacles could you face when implementing the strategies
discussed today?
• Who could be your ally in supporting implementation of the strategies you
learned today?
85
High School Interventions in Practice
Christy Coulter
Principal, Bullitt Central High School
Shepherdsville, Kentucky
86
Bullitt County Board Policy
08.113 CURRICULUM AND INSTRUCTION:
“Effective with the graduating class of 2015, students must meet
college or career readiness standards as adopted by the Kentucky
Board of Education in order to graduate. Principals will
disseminate these readiness standards to students through the
guidance program and inclusion in student handbooks and in the
Individual Learning Plan (ILP). Exceptions to this requirement shall
be made for students with identified learning disabilities as
determined by the Admissions and Release committee.”
87
Data Monitoring – ACT Assessments
• We use an Excel document.
• Enter Explore, Plan, ACT (Aspire) scores.
– Overall score: 3, 2, 1, 0
• We are able to sort, schedule, and target interventions.
• 3s met all three benchmarks and are on track.
• 2s met two and have one deficiency in math.
– This allows for grouping and identification.
88
Data Monitoring – ASVAB
• Use Excel document and code your students with
work keys, ASVAB, career major, status.
– ASVAB 50.
– Work Keys―4 in RFI, R, AP.
• Enter 3, 2, 1, 0 for academic standing. Easily
target/sort for interventions.
• 3s met all three benchmarks and are on track.
• 2s met two and have one deficiency in math.
– This allows for grouping and identification.
89
CCR Data Monitoring Tool
Work Keys
Work Keys
Work Keys
Work Keys
Locating Info
Reading for Info
# WorkKeys Met
26
29
19
16
18
13
17
86
22
ASVAB 50
Math
College Ready
KYOTE
KYOTE Math 22
24
first
name
# College
Benchmarks Met
KYOTE
KYOTE Read 20
3
Compass
4
Reading 85
4
Compass
5
Math 36
0
Compass
Gary
English 75
17
ACT
3
Reading 20
F
Dallian
ACT
Gary
3
Math 19
Dallian
P - Passed
F - Taken b Failed
NS - No Score
Zachary
ACT
B
Career Readiness
English 18
Zachary
F/R Lunch
first
name
Flex, Tapp, BAMS
College Readiness
Prepar
Preparatory
Preparator
atory
Preparatory
Preparatory
Preparatory
Students
y Students
Studen
Students can
Students can
Students can
can take a
can take a
ts can
take a
take a KOSSA
take a KOSSA
KOSSA
KOSSA
take a
KOSSA Exam
Exam
Exam
Exam
Exam
KOSSA
Exam
Taken
Pathway
or
Status:
Career
KOSSA Exploring
KOSSA
Passed College
Major
2013-2014
EXAM TITLE KOSSA Career Bonus
1,
or
Preparat
Notes
ory 2/3
AP/Dual
No
College Only
Credit
3 FCS All
No
FCS
different
College Only
Pathway
Pathways
Culinary
FCS
Prep 2013 Culinary
P Career
Arts
FCS
Business
Prep 2013 Accounting
P BONUS
Animal
Production
Ag
Prep 2013
F College
Science
Livestock
MATH
FCS
Child Care Prep 2013 Early Child
P
Intervention
Early
FCS
Prep 2013 Early Child
P Career
Childhood
Fatima
Y
23
26
30
Fatima
3
6
4
7
3
Austen
Y
25
26
31
Austen
3
6
5
5
3
Rachel
Y
19
17
20
Rachel
2
3
5
5
2
17
25
19
Kristina
1
10
15
10
Michael
0
3
3
3
0 Agriculture Horticulture Prep 2013 Horticulture
Kristina
Michael
S
56
F
Full
Remediation
90
Data Monitoring
91
Data Monitoring
• We have 50 seniors with a score of 2, only missing math. Our responses
include:
– Counseling.
– Conference with math professional learning community (PLC) team
and teacher.
– Determine gaps in instruction―what skill needs mastery?
– Provide online tutorials and support.
– Invite and direct to afterschool learning labs.
– Talk with parents.
– Send a letter home.
– Double block.
– Pull-out programs.
– Teach, Re-teach, Practice, Re-teach.
92
Data-Driven Scheduling
No connection between career fairs, counseling, ILPs and selecting courses!
• Tested a sample of students and were shocked with the results.
• Most parents don’t really get the input they would like.
93
Data-Driven Scheduling
Merge the scheduling selection sheet with the CCR data tool.
• Name, academic score (3, 2, 1, 0), and career pathway are noted on the
scheduling selection sheet.
• Critical to have the data tied to class placement.
• Students with 1s and 0s need intervention, remediation, and support.
• Students with 3s and 2s need acceleration.
94
Career Readiness Monitoring
One on five scheduling:
Name
#
E 18
M 19
R 20
Major
Christy
2
19
17
20
Business
95
Career Readiness Monitoring
Career seminar is required.
•
•
•
•
Taught by elective teachers.
Work keys unit, test, and ILP are embedded in the course.
Taught in grade 9 and again in grade 12 for non-completers.
Partner career seminar with the entry-level pathway class:
– FCS―Life Skills.
– Govt./Public Safety―JROTC 1.
– Business―Computer Tech.
– Agriculture―Principles of Ag.
– Health Science―Health & Wellness.
– College Credit Advanced Placement―AP Geography.
96
From Exploring to Preparatory
• Through data monitoring and scheduling work, all Freshmen are
“exploring” in a career pathway.
• Through data monitoring and scheduling alignment, all Sophomores and
Juniors are preparatory and qualify to take a Kentucky Occupational Skills
Standards Assessment (KOSSA) (588 total).
–
–
–
–
–
–
–
–
–
–
–
Accounting 45,
Administrative Support 91,
Agriculture Education 2,
Ag Power 44,
Ag Business 28,
Business Management 80,
Culinary 71,
Child Care 83,
Finance 45,
Horticulture 69,
Production Livestock 32.
97
Tiered Curriculum in English and Math (Scheduling)
Meet the students’ needs with targeted instruction.
• Scores and data marks are set for all grades and levels for English and
Math placement.
• 3 data points used for placement for senior math:
– (ACT ≥22) calculus, AP, dual credit, JCTC.
– (ACT 19‒21) algebra III.
– (ACT 17‒18) Tier 2.
– (ACT 15‒16) Tier 1.
• 3 data points used for placement for grade 9 English:
– (≥230 MAP, teacher recommendation, Explore ≥15) Honors English.
– (229‒220 MAP, teacher recommendation, Explore 13‒14) English I.
– (≤219 Map, teacher recommendation, Explore ≤12) English R.
98
Counselors Hand-Schedule English and Math
• CCR Report and MAP scores are all aligned and sorted.
• Counselors mass schedule 100 students who qualify and should be placed
in Honors English.
– “This discipline student is in the wrong class.” Response: “NO; the data says
he is capable of honors level.”
– “Homecoming queen can’t be in the English R class, this is a mistake.”
– “Look for pretenders and MEET THE THEIR NEEDS!”
• CCR tool has assisted us in narrowing the testing pool for ASVAB.
• CCR tool helps determine COMPASS and KYOTE remediation and testing
needs.
99
PLC Work Is the Key
• If the core work is on target, limited remediation will be needed.
• Our instruction and the “level of implementation” are the keys to
improved results.
• Common planning for all areas:
– English, Math, Science, Social Studies, Vocational by pathway.
– Time to plan, time to assess, time to evaluate results, plan for re-teach.
– When we master the exact skill and can monitor the exact skill, student
scores will soar.
100
Questions?
Christy Coulter
Principal, Bullitt Central High School
Shepherdsville, Kentucky
Christy.coulter@bullitt.kyschools.us
101
High School Interventions in Practice
Tim Schlosser
Principal, Franklin-Simpson High School
Franklin, Kentucky
102
Focus on Our Goals
Culture of college and career readiness:
• Starts DAY ONE.
• Building speaks VOLUMES.
• All stakeholders know the MISSION STATEMENT.
103
Focus on Our Goals
104
Spirit in Our School
• Positive Behavioral Interventions and Supports
– School-wide focus on the positive.
• Behavior matrix – changes for the better!
105
Spirit in Our School
Behavior Referrals Dropped
Referrals Dropped
from 2229 to 969
106
Spirit in Our School
107
Honor in Our Actions
• Posters of students’ accomplishments everywhere.
• Banners displayed.
• Student of the Week.
• Rewards for students.
108
Honor in Our Actions
109
Growth in State/Regional Rankings
• Moved from 128th to 12th of all Kentucky high schools.
• Moved from 11th to 1st in region.
• Moved from 45th percentile to 3rd percentile of all Kentucky high schools.
110
Accountability Growth in Year 1
Assessment Area
2012
2013
Change
Achievement
61.5
68.8
+7.3
Gap
35.9
45.1
+9.2
Growth
55.2
63.9
+8.7
CCR
33.9
85.6
+51.7
Graduation Rate
81.9
95.3
+13.4
111
Professional Learning Communities
• Common assessments every 4 weeks on KCAS.
• Assessments analyzed for standards mastery.
• Instructional strategies adjusted for re-teaching/re-grouping.
112
Guided Planning
• Weekly focus on:
– Learning targets.
– Kentucky Core Academic Standards.
– High-yield instructional strategies.
• Assessments are rigorous and aligned to Kentucky Core
Academic Standards.
• Assessments are used to inform future instruction.
This year’s focus:
20 Literacy
Strategies to Meet
the Common Core
113
Daily Walkthroughs and Walkthrough Schedules
114
Google Docs for Gathering Data
115
List of Walkthroughs by PGES Standard
116
List of Walkthroughs by Teacher or Date
117
Group Data by Category Needed
118
Data Gathered on Number of Walkthroughs Completed
119
Other Reports on Areas of Focus
120
Success for ALL
121
Systems for Continuous Improvement
• Administrative monitoring for continuous improvement
– Professional development
– LDC/MDC modules
– PGES for effective instruction
– PLCs
– Non-academic data
– EOC GAP student monitoring
– Daily walkthroughs
– Weekly guided planning
– Weekly overviews
– Academic time for CCR
122
Communication Plan
Administrative
Meetings
• Weekly focused on data to determine school-wide
needs and next steps
Teacher
Leadership
Meetings
• Bi-Monthly focused on school-wide goals for
professional development
• Department heads and other leaders in training
Departmental
Meetings
• Bi-Monthly focused on
school-wide goals for
professional development
• Administrator present
123
Student Monitoring Plan
EOC GAP Students
Weekly Monitoring
EOC
Teachers
Meet with students
Grades
Meet with parents
Set goals
Provide incentives
Attendance
Teachers discuss strategies
Collect data
Special Ed
Teachers
Communicate improvement
Behavior
124
Time for Audience Q&A
Lydotta Taylor
Alliance Lead, REL Appalachia
125
Wrap-Up and Next Steps
Stakeholder Feedback Survey
Justin Baer
Director, REL Appalachia
126