customize clear pathways for every student using online career & education plans

8/13/2019 Customize Clear Pathways for EVERY Student Using Online Career & Education Plans

1/50

Customize Clear Pathways for EVERY

Student Using Online Career &Education PlansDr. Ben Drati & Dr. Lauren Wintermeyer

Strengthening Student Success

October 10, 2013


2/50

Presentation Overview Background of Get FocusedStay Focused!

GFSF Progression in Education Model &Curriculum Modules for Grades 10 12

GFSF Implementation & Online 10-year Plan

K-12 Administrator Perspective & Partnerships

GFSF & Common Core Implementation

Strategic Planning

Q & A


3/50

Which Comes First???

MAJOR ? ??

? ????? CAREERCOLLEGE ?


4/50


5/50

Kanter, M. (May - June 2011). American higher education: First

in the world. Change: The magazine of higher learning.

http://www.changemag.org/Archives/Back%20Issues/2011/May-

June%202011/first-in-the-world-full.html


6/50


7/50

Dropout & Remediation Statistics National high school dropout is 30%

College dropout rate is nearly 50% 25% of students entering 4-year universities

and 61% of students entering community

colleges enrolled in at least one remedialcourse (U.S. Department of Education)

Only 17% of students who take remedial

reading will complete a bachelors degree (Wirt etal., 2004)


8/50

Points to Ponder:

1. Are we succeeding as a system???

2. Is the status-quo model ofeducation sufficient for todays

economy and labor market?

3. What is the long-term impact on

our students?


9/50

Factors Impacting Dropout Rates

Contributing factors to dropout

Lack of focus and intrinsic motivationNeed for remediation and delayed progress

Familial and societal issues

Socioeconomic issues


10/50

Strategies to Remedy Dropout High School:

AVID

Linked Learning

Continuation Schools

Tutoring Programs

Upward Bound Algebra Academies

Summer School

Early College

Post-Secondary:

Basic Skills/Remediation

Learning Communities

Counseling

Student Support

Services

Extended Opportunity

Programs & Services

Cal-Works

Transitions Program

Transfer Achievement

Program


11/50

Improving AccountabilityOutcome Measures

High School:

AYP/API (California) Standardized Test

Scores

Graduation Rates

College-going Rates

Student Progress and

Achievement Closing

the

AchievementGap

College:

Reducing the needfor Remediation

Increase Course

Success Rates

Persistence Rates

Transfer Rates

Degree/Certificate

Completion


12/50

Point to Ponder:

What if there was a

program, that reached

ALL students, designed

to increase intrinsic

motivation???


13/50

Kelly Green Activity


14/50

Carpinteria High School Video


15/50

Background of Implementation:

Irvine Grant and the Concurrent Courses Initiative

Course alignment with PRO 138d (Personal Planning)

3-unit pass/no-pass elective course

2009-10: Pilot year with CHS, DPHS, and La Cuesta

Spring 2010: College credit awarded to 155 students

Fall 2012: College credit awarded to 560 students

To date: Over 2,500 local (South Santa Barbara County)

students have dually enrolled for PRO 138d SBCC credit


16/50

Dual Enrollment Outcome Data: Former dual enrollment students* who matriculate to SBCC:

Are more likely to enroll full-time in college (67% compared to54%)

Require less remediation and placed at the college transferlevel course at a higher rate than their direct entry peers(Math: 26.4% compared to 18%; Reading: 25.9% compared to9.9%; Writing: 34.8% compared to 14.6%)

Note: Former Dual Enrollment students who participatedin courses at both their high school and on the college

campus scored at the college level at the highest rate:Math: 43%, Reading: 36%, and Writing: 50%

Earn a higher average cumulative GPA (after three academicyears , 2.47 vs. 2.02)

Earn more transferable college units (after three years, 43 vs.29)

*Note: Sample was comprised of 764 first-time college students who graduated from a localservice-area high school in spring 2008 and matriculated to SBCC in fall 2008


17/50

SBCC GFSF

Progression in Education

Model (PEM):A Comprehensive Approach for

Assuring Post-SecondarySuccess for EVERY student


18/50

Takethesemester-longDual Enrollment Freshman

Transition (DEFT) course

Createan online10-Year Career & Education Plan

Answer thequestions:

o Who AmI?

o What Do I Want?

o How Do I Get It ?

Progression in Educat ion Model ( PEM)

Research high-demand careers

Determineappropriat epost-secondaryoption/pathway

Learn about collegeaccessand affordabilit y

Continueto envision a productivefuturethrough autobiographical

writing

Update10-Year Career & Education Plan

Research STEM-related careers

Reaffirmor changechosen career path

Choosea major t o match chosen career

Find collegesthat offer your major

Preparefor collegeapplications


Applyto college/post-secondaryplanning

Applyfor scholarshipsand financial aid

Updateresume, cover letter, and portfolio

Mock Interview and job applications

Writea Student Education Plan


Preferablygraduatewith at least 12collegeunitsand portable, online

10-Year Career & Education Plan

CollegeReady: No need f or remedial coursework upon enteringcollege

Enter college/post-secondarytrainingwith an informed declared major

Certificateor degreecompletion and/or transfer to a 4-year

collegeor university

Goal for the End of Post-Secondary

Education and Training:

Working in chosen career field

Get FocusedS

tay Focused!

In 10th Grade: Developing Att itudesandAptitudesthat Promote College & Career Readiness

In 11th Grade:Determining Your Informed Majorand Post-Secondary Education Path

In 12th Grade: Preparing to Act on Your 10-Year

Career and Education Plan


19/50

What is PEM?

Begins with 8thgrade Bridge program

DEFT course in 9thgrade with creation of 10-Year-

Plan

16 hour follow-up units in 10th, 11th, & 12thgrades,

tied to English Common Core, revisit 10-Year-Plan

Enter college with FOCUS, a 10-Year Career &

Education Plan, and an informed, declared major

Continue in college on a FOCUSEDeducational track

and complete on time

If basic skills are needed, complete them in an

accelerated time frame


20/50

Current Collaboration &Status of Implementation:

Freshman Seminar course is in place at all four local

comprehensive high schools. The 10-year Plan is a graduation

requirement for freshmen who entered SBUSD in fall 2013.

Follow-up curriculum for grades 10-12 provides a touch-

pointfor students to continue developing college and career

readiness skills and to update their online 10-year Plan.

Implementation of 10thgrade module begins in 2013-14 year.

Current collaboration with Allan Hancock College and North

Santa Barbara County Secondary Schools to expand

Initiative county-wide.


21/50

GFSF is Aligned with:

K-12 Common Core Standards

Santa Barbara County THRIVE

Cradle to Career

SBCC Express to Success and various Transfer Programs

Student Success Task Force recommendations (SB 1456)

CTE Initiatives/SB 70 Funding & Doing What Matters

President Obamas challenge: America cannot lead in

the 21st century unless we have the best educated, most

competitive workforce in the world.President Barack Obama, Remarkson Higher Education, April 24, 2009


22/50

9thGrade Curriculum: Career Choices

Who am I? What do I want? How do I get it?

Personal development, exploration of strengths andinterests

Research three career pathways of interest

Budget building/financial literacy development

Career Technical Education information

College planning information

Creation of online 10-year Career & Education Plan


23/50

Utilizing the 10-year Plan How Student can use 10-year Plan

Self-articulate Career & Educational Goals

Check on progression toward goals

Provide as a framework when meeting with counselors

How Teachers/Counselors can use 10-year Plan

Identify studentsgoals and monitor student progress

Engage learners and frontload important concepts for careerand education planning/development

Guide students toward appropriate resources

How College can use 10-year Plan

Guide to advising for new students

Support students on self-identified path


24/50

Reducing the Need for

Remediation


25/50


26/50


27/50

10thGrade Curriculum: DevelopingAttitudes and Aptitudes that Promote

College & Career Readiness

Research high-demand careers

Determine appropriate post-secondary

option/pathway

Learn about college access and affordability Update 10-year Plan


28/50

11thGrade Curriculum: Determining YourInformed Major & Post-Secondary

Education Path

Research STEM-related careers

Reaffirm or change chosen career path

Choose a major to match chosen career

Find colleges that offer your major

Prepare for college applications

Update 10-year Plan


29/50

12thGrade Curriculum: Preparing to Act on

Your 10-Year Education & Career Plan

Apply to college/post-secondary planning

Apply for scholarships & financial aid

Update resume, cover letter, and portfolio

Mock Interview & job applications Write a Student Education Plan

Update 10-year Plan


30/50

Leadership Executive Planning Committee

Members from various institutions

Quarterly meetings

District Leadership Teams

District and site-based administrators

Quarterly meetings

School Site-based Implementation Teams

Administrative leaders, counselors, multiple grade-

level teachers

Site-specified meeting & training schedule


31/50

K-12 Partnership:

Common Core Standards

What are they and how are they different? K-12 District Plan for Implementation

Intersegmental Alignment with Community College

Career & Educational Planning for ALL students GFSF provides an avenue through which to reach

every student in a systematic way

Whole school and district initiative provides a

common language and goal


32/50


33/50


34/50

Foundational

Knowledge

21st Century

Learning

Meta

Knowledge

Humanistic

Knowledge

Core Content

Knowledge

Cross-Disciplinary

Knowledge/

Synthesis

Information

Literacy

Creativity &

Innovation

Problem Solving &

Critical Thinking

Communication &

Collaboration

Cultural

Competence

Ethical & Emotional

AwarenessLife & Job Skills

Cross-Disciplinary

Knowledge/

Synthesis


35/50

Build toward preparing students to be college and

career ready in literacy by no later than the end of

high school

Provide a vision of what it means to be a literate

person in the twenty-first century

Develop the skills in reading, writing, speaking, and

listening that are foundational for any creative and

purposeful expression in language


36/50

College and Career Readiness (CCR) anchor standards

Grade levels for K-8; grade bands for 9-10 and 11-12

A focus on results rather than means

An integrated model of literacy

Research and media skills integrated into the Standards as

a whole

Shared responsibility for studentsliteracy development

Focus and coherence in instruction and assessment


37/50

California Standard Common Core Standard for California

9th/10thGrade

Reading

2.1 Analyze the structure and format of

functional workplace documents,

including the graphics and headers,

and explain how authors use thefeatures to achieve their purposes.

9th/10thGrade

Reading Standards for Informational

Text

5. Analyze in detail how an authors

ideas or claims are developed and

refined by particular sentences,paragraphs, or larger portions of a text

(e.g., a section or chapter).

a. Analyze the use of text features

(e.g., graphics, headers, captions) in

functional workplace documents.


38/50

Professional learning StylesTraditional drop in / Go to

1. Someone comes, teaches,gives us binders, and leaves.

1. We go see someone, gettaught, get binders, and wecome home and left to our

own understanding

1. Reliant on an outside savior

1. Incoherent execution

PLC Process

1. We look in-house for expertise

1. Coordinated / Collaborative

2. Reliant on each other for

learning

1. Deeper understanding

1. Consistent Support from peers


39/50

PLC Construct

Each school site will identify oneEnglish Expert Facilitator to

collaborate district wide.

(SBHS, DPHS, SMHS, LaCuesta)

PLCLeader

Eng 9

SMHS

Eng 9Teachers

SMHS

PLCLeader

Eng 10

SMHS

Eng 10Teachers

SMHS

PLCLeader

Eng 11

SMHS

Eng 11Teachers

SMHS

PLCLeader

Eng 12

SMHS

Eng 12Teachers

SMHS

Department ChairConstruct

Department Chair

English

SMHS

SMHS English Teachers

All secondary sites designate one PLC

leader for every level (7th12th) of

English. Represented above is a 9th

12th sample from SMHS.

One department chair leads theentire English department and

all grade levels. Collaboration

with other sites does not occur.


40/50

Latin PLC Liaisons collaboratedistrict wide

Latin

La Colina Jr High

DPHS

Teacher(s)

Latin

Goleta Valley Jr High

SBHS

Teacher(s)

Latin

Santa Barbara Jr High

SMHS

Teacher(s)

Each school site will identify PLC liaison tocollaborate district wide.

(SBHS, DPHS, SMHS, La Cuesta)

PLC LeaderDPHS

Algebra 1 Teachers

DPHS

PLC LeaderDPHS

Geometry Teachers

DPHS

PLC LeaderDPHS

Algebra II Teachers

DPHS

English Social Science Math Science


41/50

Dovas Zaunius / Bill Woodard Dovas Zaunius / Elise and Jenn Craig Schneider / Brian Jaramillo Craig Schneider / Nea Voss

English 7SBJH PLC Lead

GVHS PLC Lead

La Colina PLC Lead

La Cumbre PLC Lead

Social Science SBJH PLC Lead

GVJS PLC Lead

La Colina PLC Lead

La Cumbre PLC Lead

MathematicsSBJH PLC Lead

GVHS PLC Lead

La Colina PLC Lead

La Cumbre PLC Lead

ScienceSBJH PLC Lead

GVHS PLC Lead

La Colina PLC Lead

La Cumbre PLC Lead

English 8SBJH PLC Lead

GVHS PLC Lead

La Colina PLC Lead

La Cumbre PLC Lead

Soc/Sci 8SBJH PLC Lead

GVHS PLC Lead

La Colina PLC Lead

La Cumbre PLC Lead

Math 8SBJH PLC Lead

GVHS PLC Lead

La Colina PLC Lead

La Cumbre PLC Lead

Science 8SBJH PLC Lead

GVHS PLC Lead

La Colina PLC Lead

La Cumbre PLC Lead

English 9SBHS PLC Lead

SMHS PLC Lead

DPHS PLC Lead

World HistorySBHS PLC Lead

SMHS PLC Lead

DPHS PLC Lead

AlgSBHS PLC Lead

SMHS PLC Lead

DPHS PLC Lead

BiologySBHS PLC Lead

SMHS PLC Lead

DPHS PLC LeadALT Ed


SMHS PLC Lead

DPHS PLC Lead

US HistorySBHS PLC Lead

SMHS PLC Lead

DPHS PLC Lead

Alt Ed PLC Lead

GeoSBHS PLC Lead

SMHS PLC Lead

DPHS PLC Lead

ALT Ed PLC Lead

Chemistry SBHS PLC Lead

SMHS PLC Lead

DPHS PLC Lead


SMHS PLC Lead

DPHS PLC Lead

ALT ED PLC Lead

Gov / EconSBHS PLC Lead

SMHS PLC Lead

DPHS PLC LeadAlt Ed PLC Lead

Alg IISBHS PLC Lead

SMHS PLC Lead

DPHS PLC Lead

Alt Ed PLC Lead

PhysicsSBHS PLC Lead

SMHS PLC Lead

DPHS PLC Lead

ALT Ed


SMHS PLC Lead

DPHS PLC Lead

La Cuesta PLC Lead

Principals will collaborate to select the

Liaisons right after the elections


42/50

Why GFSF?

Benefits to all Stakeholders Students: Student-centered/whole person approach,

self-identified goals which lead to informed choicesand higher student engagement

Parents: Engaged children, free/reduced cost forcollege courses, demystifying the college-going

process Secondary school: Change in school climate/culture,reduced dropout/suspension rates, higher studentengagement, informed students help chart their owncourse, school-wide access to students10-year

Plans


43/50

Why GFSF?

Benefits to All Stakeholders

Post-Secondary Institution: College/career informed

students, reduced need for remediation, students

entering with a declared major, students on track to

completion/transfer

Community: Partnerships with schools, studentsprepared for the workforce, contributing members

of society


44/50

Data from Carpinteria High School

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013 *

28.10% 23.30% 23.40% 35.60% 24.20% 33.60% 37.10% 47.60%

A-G UC/CSU Completion Rates


45/50

Data from Carpinteria High SchoolAcademic Performance Index

API Growth 2006-2012

680

690

700

710

720

730

740

750

760

770

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

School Year

Score

2012-2013

778


46/50

Data from Carpinteria High School

Suspensions

137 136

105

61 6649 47

0

20

40

60

80

100

120

140160

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

School Year

Nu

mberofSuspensions


47/50

Outcomes to Date: CHS Seniors:

In January 2013, 100 seniors (vast majority) indicated SBCC

as a potential next step 84 Followed through with Math and English Assessments

(vs. 60 previous year)

Looking forward:

GFSF Club mentorship opportunity 10-year Plan app and alertoption

UCEC External Evaluation


48/50


49/50

Strategic Planning: Identify your Visionaries:

With whom with you collaborate?

What is the next step?

Articulate your Goals: What do you hope to accomplish?

How do your goals align with K-12?

How do your goals align with SB1456?

Gather Resources: What professional development needs do you have?

What materials/information/resources do you want?

How can we help???


50/50

Input/recommendations?

Questions/Comments?

Thank you!

www.getfocusedstayfoused.org

customize clear pathways for every student using online career & education plans

Documents