Illinois Postsecondary and Workforce Readiness …...1. To define college and career readiness for...

June 19, 2013

Illinois Postsecondary and Workforce Readiness (PWR) Working Group

Agenda

1. PWR overview & report review (1 hour)

2. Presentations on math innovation around the state (1 hour)

3. Next steps and final comments (1 hour)

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What is the PWR Committee?

A joint committee established by the P-20 Council to combine the efforts of the subcommittees on:

• College and Career Readiness

• Data, Assessment and Accountability

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PWR Working Group Mission

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The mission of the P-20 Postsecondary and Workforce Readiness Working Group is to increase students' opportunities for success in college and careers by developing indicators and recommending policies to support and align transitions across the P-20 spectrum and with other stakeholders.

PWR Goals

1. To define college and career readiness for Illinois.

2. To align P-20 curriculum and instruction to career pathways that include Common Core State Standards.

3. To align assessments and certifications to college and career pathways.

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These goals were established by the P-20 sub-committee on College and Career Readiness

Postsecondary & Workforce Readiness

Working Group Structure

P-20 Council

Data, Assessment, & Accountability Committee College & Career Readiness Committee

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Leadership Team Steering Committee

PWR Governance

Two governance groups:

• Leadership Team

• Meets as needed

• Sets goals & direction

• Steering Committee

• Meets every month

• Approves core content

• Provides feedback

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Work of the PWR Working Group

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Defining the elements and indicators

• Review other definitions

• Determine key criteria & define

• Backward map potential indicators from elements

• Use research to narrow & refine

• Identify possible metrics

• Define indicators

Determine policy impacts

• Identify policy impact areas

• Understand national policy landscape

• Research and recommend policy initiatives

Mapping existing and impending initiatives

• Identify current & impending Illinois initiatives aligned with college & career readiness efforts

• Communicate CCR definition progress to existing initiatives

• Develop timeline

Process Overview

• Meetings have been organized

• Around transition points:

• Secondary/Postsecondary Work

• High School Postsecondary

• Middle School High School

• To address the needs of student sub-demographics

• To provide in-depth information about key initiatives

• To review and discuss PWR Committee deliverables

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Initiatives & Education Issues Reviewed and Discussed

Initiatives

• Personalized learning plans

• Programs of study

• Illinois Articulation Initiative

• Dual Credit

• Advanced Placement

• High school requirements

• Remediation

• College affordability

• Common Core State Standards/PARCC

• On-track and early warning signs

• Bridging the Gap

• Illinois Shared Learning Collaborative

Educational issues

facing student sub-demographics:

• English language learners

• Students with disabilities

• Adult learners

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Discussed Indicators

Student Indicators Institutional Indicators

Promotions and advancement

Job persistence (workforce retention data)

Career acquisition

Work-study based observations (CPS employment

assessment)

Technical certificates

National Career Readiness Certificate

Bachelor’s degree

Associate’s degree

General education core curriculum completion

Early college credit (dual credit, AP)

Academic persistence

Academic performance (PARCC, ACT, GPA, placement tests)

At-risk/early warning signs

o Mobility and transfer frequency

o Behavior issues

o School entrance age

o Absence rate

o Course failures

o Time before reaching English proficiency

Perkins

Community College and IBHE performance

funding

K-12 report card

New teacher evaluations

Student indicators taken in aggregate

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College and Career Readiness Framework

Core content skills • Core academics tied to the Illinois Learning

Standards, including the Common Core

• English Language Arts

• Fine Arts

• Foreign Language

• Mathematics

• Science

• Social Science

• Technical knowledge & skills specific to career pathways and/or

• Technical knowledge & skills specific to in-depth academic pursuits

Thinking skills • Critical and applied thinking

• Data analysis & interpretation Learning techniques

• Formulating & stating problems

• Research & scientific method

Employability & interpersonal skills • Civic awareness & engagement

• Collaboration & teamwork

• Communication

• Creativity

• Cultural competency

• Independence & initiative

• Information, media, & technology Skills

• Leadership

• Ownership of learning & results

• Self-management

College & career knowledge & navigation • How to transition to/within workplace and

across the P-20 spectrum

• Financial literacy and its application to college & career navigation

• Understanding of postsecondary system & how to access

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Key Success Factor 1: Systemic Approach to Personalized Learning Plans

Help all youth and adult learners create a personalized learning plan that will allow them tailor their learning experiences to their areas of interest and career goals.

• Develop a statewide approach to personalized learning plans.

• Help all students begin to developing a personalized learning plan in middle school and use it to help guide them through high school and postsecondary to career.

• Ensure personalized learning plans support and integrate other intervention strategies Support students to communicate with, maintain and adjust their personalized learning plans as needed as their interests, career goals, and needs evolve.

• Provide students with meaningful counseling to help them develop their plans.

• Involve the IEP teams of students with disabilities in the development of personalized learning plans to ensure coordination between students’ IEPs and PLPs.

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Key Success Factor 2: High School Graduation & Support

Ensure high school graduation signifies preparation for college and career and provide support so students stay “on-track” to graduate.

• Ensure high school graduation requirements include student demonstration of readiness for the challenges of college and career.

• Provide students who are having trouble or have fallen behind with the support they need to graduate.

• Provide students with multiple ways to meet graduation requirements and ensure that these options are high quality, tailored to their interests, and allow them to learn relevant skills in realistic settings.

• A personalized learning plan (PLP) leverages student interests and experiences to help shape course options and career exploration. A PLP is for all students and is entirely separate from an Individualized Education Program, though the two may work in tandem.

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Key Success Factor 3: Postsecondary Alignment & Early College Credit

Ensure that expectations for students are consistent across high school and postsecondary and increase opportunities for students to earn college credit in high school.

• Ensure students graduating from high school are prepared to enroll in postsecondary without remediation.

• Improve remedial options for students who are “at-risk” to fail a credit-bearing course in postsecondary.

• Improve communication between and support throughout secondary and postsecondary institutions, so that students receive consistent support and guidance, and develop the tools to self-identify and self-advocate.

• Ensure all students entering postsecondary receive the support necessary to navigate postsecondary and progress through credit-bearing coursework toward graduation.

• Increase opportunities for students to earn college credit in high school and streamline acceptance of said credit, so that students are further along the road to postsecondary graduation.

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Key Success Factor 4: Credit Acquisition

Allow for the development of innovative approaches to earn and transfer high school and postsecondary credit.

• Develop more ways for students to earn credit by demonstrating their knowledge and skills in a given area, so that students may obtain credit for proficiencies acquired in nontraditional classes or settings.

• Ensure that more student have access to high-quality course options and career education tailored to their interests.

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Key Success Factor 5: Work-Based Learning

Provide all students with career exploration opportunities and work-based learning options in middle school, high school, and postsecondary.

• Inform students about a wide variety of career options, work-based learning opportunities, and the paths into and through postsecondary and career.

• Provide students with career exploration opportunities tailored to their areas of interest, as stated in their personalized learning plans.

• Support students in their understanding of how postsecondary can provide them with a broader array of career options.

• Create and support statewide work-based learning assessments.

• Incentivize the creation and expansion of work-based learning opportunities for students through direct engagement with employers.

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Key Success Factor 6: State & Local System Support

Provide all students with career exploration opportunities and work-based learning options in middle school, high school, and postsecondary.

• Develop a funding strategy to implement career education and specialization through the Illinois Pathways program.

• Continue to develop a governance structure to support Illinois Pathways’ ongoing development and implementation.

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Agenda

1. PWR overview & report review (1 hour)

2. Presentations on math innovation around the state (1 hour)

3. Next steps and final comments (1 hour)

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Agenda

1. PWR overview & report review (1 hour)

2. Presentations on math innovation around the state (1 hour)

3. Next steps and final comments (1 hour)

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Questions?

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ISBE Common Core Math Curriculum Model

June 19, 2013

History

Public Act 97-704

Development Team Diane Beedy – Statewide System of Support

Edna F. Bazik – National Louis University

Eric Bright – Charleston CUSD #1

Nancy Brodbeck – IPA, Warrensburg-Latham CUSD#11

Heather Brown – ISBE

Dana Cartier - ISBE

Jason Coley – Oswego CUSD #308

Maggie Dickow – Willowbrook High School

Kathy Felt – Sherrard CUSD#200, PARCC ELC

Kristine Hillman – IFT, East Prairie SD #73

Nicole Howard – North Lawndale College Prep

Catherine Kaduk – Naperville CUSD#203

Janice Krouse – IMSA

Robert Mann – ICTM, Western Illinois University

Don Porzio - ICTM, IMSA

Sharon Rak – Roosevelt University

Anita Reid – ICTM, Lewistown Dist. #97

Jonathan Sprague – Wauconda CUSD #118

Wendy Thomas-Williams – NEIU/Chicago Teachers Center

Jennie Winters – ICTM, Regional Offices of Education

Guidance Documents

Scope and Sequences – High School

Integrated Pathway:

Math 1 – 10 units

Math 2 – 9 units

Math 3 – 9 units

The Fourth Course

Possibilities: • Pre-Calculus, Statistics/ AP Statistics

• Calculus/AP Calculus

• Discrete Mathematics

• Business Finance

• Mathematical Models

• Career and Technical Education Courses

• Dual Credit Courses

Grade 8 1. Real Numbers &

Exponents 2. Expressions

Equations 3. Congruence

Similarity 4. Functions 5. Linear

Relationships 6. Pythagorean

Theorem 7. Volume 8. Patterns/Bivariate

Data

Change is required – regardless of the pathway.

Not Mandated Pros and Cons

Integrated Traditional

Math 1 1. Intro to Statistics 2. Expressions, Equations,

and Inequalities 3. Geometry 4. Intro to Functions 5. Interpreting Functions 6. Linear Relations 7. Linear Modeling 8. Systems 9. Representations of

Exponential Functions 10. Comparing

Mathematical Models

http://www.isbe.net/common_core/htmls/math-models.htm

Communication

Introducing the ISBE Model Common Core Math Curriculum: Grades 6-12

Date: April 22, 2013

Time: 11:00 Am

Cost: Free

388 attendees

ISBE 6-12 Math Common Core Curriculum Model: How Do We Use the Units?

Date: May 2, 2013

Time: 3:00 PM

Cost: Free

181 attendees

What’s Next?

June 10-21, 2013

•Lessons and Assessments for 6-8 and High School •K-5 Units Developed •Lessons and Assessments for K-5

•Webinar on K-5 Units •Webinar on 6-12 lessons & Assessments •Webinar on K-5 Lessons & Assessments •Webinar with parent audience focus

•Continue to refine the ISBE Math Curriculum Model •Gather feedback from early implementers

ISBE Common Core Math Curriculum Model

For further information:

Roxanne Filson

Project Administrator

Illinois State Board of Education

Center for Innovation and Improvement

rfilson@isbe.net