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+Working Together to ImproveCollege and Career Readiness
Evelyn Levsky HiattMonroe Community CollegeMay 31, 2013
© 2012 David T Cnley
+Today we’ll be discussing…
How to use the Four Keys to College and Career Readiness as a framework to drive innovation and student success;
What we can do systemically to support student success both through the Common Core and other services we provide;
How we can engage students so that they become more independent learners who make an the necessary effort to advance in college and careers.
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TODAY’S TALK DRAWS FROM RESEARCH PRESENTED BY DR. DAVID CONLEY
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+Who are our students…At Monroe Community College, in 2011:97% are from New York State60% are first generation college students
78% received financial aid (including Federal work study)
59% received Pell Grants (average $4,518)
38% received federal student loan (average $5,860)
College Navigator, (Nces.ed.gov)
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+Does Income Matter?
Dependent Income
SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09
ALL STUDENTS
Bottom Quartile
Second Quartile
Third Quartile
Highest Quartile
0% 25% 50% 75% 100%
31
25
35
44
58
9
10
7
5
2
9
9
11
10
7
51
56
47
42
32
Bachelor's degree Certificate Associate's degree No degree
+Does Pell Eligibility Matter?
Pell Recipient
s
SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09
ALL STUDENTS
No Pell grant in 2003-04
Received Pell grant, dependent
Received Pell grant, independent
0% 25% 50% 75% 100%
31
37
30
5
9
6
11
23
9
9
10
9
51
48
50
63
Bachelor's degree Certificate Associate's degree No degree
+Does Dependent Status Matter?
Dependency
SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09
ALL STUDENTS
Dependent
Independent
0% 25% 50% 75% 100%
31
41
6
9
6
18
9
9
10
51
44
67
Bachelor's degree Certificate Associate's degree No degree
+Does Parents’ Education Matter?
Parents’ Highest Level of
Education
SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09
ALL STUDENTS
Did not complete high school
High school diploma or equivalent
Less than two years of college
Associate's degree
Bachelor's degree
Master's degree or equivalent
First-professional degree
Doctoral degree or equivalent
0% 25% 50% 75% 100%
31
10
17
25
29
45
53
60
58
9
20
13
10
7
5
3
5
3
9
10
11
11
13
7
6
3
4
51
60
59
54
51
43
38
32
35
Bachelor's degree Certificate Associate's degree No degree
+Does Work Matter?
Hours worked
per week (in 2003-04)
SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09
ALL STUDENTS
1-19
20-29
30-39
40 or more
0% 25% 50% 75% 100%
31
49
25
19
10
9
5
8
11
12
9
8
12
13
8
51
37
54
57
70
Bachelor's degree Certificate Associate's degree No degree
+Does Risk Matter?
Risk Factors
SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09
ALL STUDENTS
None
One Risk Factor
Two Risk Factors
Three or More Risk Factors
0% 25% 50% 75% 100%
31
54
21
10
5
9
4
10
15
17
9
8
13
11
9
51
34
56
64
69
Bachelor's degree Certificate Associate's degree
• part-time enrollment• delaying entry into
postsecondary education after high school
• not having a regular high school diploma
• having children• being a single parent• being financially
independent of parents
• working full time while enrolled.
+What Factors Do We Control?Background Characteristics✘ Race/ethnicity✘ Income✘ Age✘ Dependent Status✘ Educational Legacy✘ Multiple Risk Factors
Academic Variables∼ HS College Credits Earned∼ HS GPA∼ SAT/ACT∼ HS Math Freshman GPA
Other Related Issues∼ First Institution Attended✘ Attending HBCU or HSI∼ Attendance Status∼ Number of Institutions
Attended∼ Working and Hours
Worked∼ Degree Plans∼ Delayed Matriculation Career Plans
+Our Locus of Control
High Control Course Schedules Quality of Instructional
Personnel Teaching/Learning Strategies Professional Development Student
Assessment/Evaluation Student Advising/Expectations Orientation Supplemental Instruction Tutoring/Mentoring Campus Culture Physical Plant
• Medium Control– Distribution of Financial Aid– Information/Communication– Tenure and Relation to
Teaching– Funding
• Low Control– Student Decisions &
Attitudes– Time Management
+HOW CAN WE SUPPORT STUDENT SUCCESS IN COLLEGE AND CAREERS ?
+What is College and Career Readiness?
A college and career ready student possesses the content knowledge, strategies, skills, and techniques necessary to be successful in a postsecondary setting (with success being defined as ability to complete credit bearing course).
Not every student needs exactly the same knowledge and skills to be college and career ready.
A student’s college and career interests help identify the precise knowledge and skills the student will need to reach his/her goals.
Paraphrase of Dr. David Conley
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15
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Key Cognitiv
e Strategi
es
Problem FormulationResearchInterpretationCommunicationPrecision & Accuracy
think: Structure of Knowledge
Challenge LevelValue
AttributionEffort
Key Content Knowledge
know:
Key Learning
Skills and Techniqu
es
Ownership of LearningLearning Techniques
act:Postsecondary/
Career AwarenessPostsecondary Costs
MatriculationRole and Identity
Self-advocacy
go:Key Transition Knowledge and Skills
FOUR KEYS TO COLLEGE AND CAREER READINESS
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FOUR KEYS TO COLLEGE AND CAREER READINESSKey
Content Knowledge
Key Cognitive Strategies
Key Learning Skills &
Techniques
Key Transition
Knowledge & Skills
+ Structure of knowledge
+ Key terms and terminology
+ Factual information
+ Linking ideas
+ Organizing concepts
+ Challenge level
+ Value
+ Attribution
+ Effort
+ Ownership of learning
+ Goal setting
+ Persistence
+ Self-awareness
+ Motivation
+ Help seeking
+ Progress monitoring
+ Self-efficacy
+ Learning techniques
+ Time management
+ Test taking skills
+ Note taking skills
+ Memorization/recall
+ Strategic reading
+ Collaborative learning
+ Technology proficiency
+ Postsecondary awareness
+ Aspirations
+ Norms/culture
+ Postsecondary costs
+ Tuition
+ Financial aid
+ Matriculation
+ Eligibility
+ Admissions
+ Program
+ Career awareness
+ Requirements
+ Readiness
+ Role and identity
+ Role models
+ Self-advocacy
+ Resource acquisition
+ Institutional advocacy
© 2011 David T Conley
+ Problem formulation
+ Hypothesize
+ Strategize
+ Research
+ Identify
+ Collect
+ Interpretation
+ Analyze
+ Evaluate
+ Communication
+ Organize
+ Construct
+ Precision & accuracy
+ Monitor
+ Confirm
+KEY CONTENT KNOWLEDGE (KNOW)
+ Structure of Knowledge—Tying big ideas to specific information
+ Student Relation to Content—Topics and challenge level that engage student
Dr. David Conley
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Structure of KnowledgeFactsKey TermsLinking IdeasOrganizing Concepts
Student Relation to Content
Effort vs. AptitudeAcademic ValueChallenge
Math
Reading
Science
Social Science
Writing
Tech-nology
KEY CONTENT KNOWLEDGE
Dr.David Conley
+KEY COGNITIVE STRATEGIES (THINK)+ Systematic approach
+ Uses the methods and ways of thinking of the academic disciplines to achieve the goal
+ Plan of action + Chooses among alternative
approaches and anticipates potential problems to solve a problem or complete a task
Dr. David Conley
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THE KEY COGNITIVE STRATEGIES
Dr. David Conley
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Problem Formulation
ExamineConduct
GatherInteractResearch
AnalyzeComprehendDraw
EvaluateInferInterpret
ReasonSummarizeInterpretation
ArgueAssessCollaborate
ConveyDemonstrateOrganize
PresentPublishWrite
Communication
EditAttend
Precision / Accuracy
PlanDevelop
Make sense
Verbs Most Frequently Used in Common Core
Dr. David Conley
+KEY LEARNING SKILLS & TECHNIQUES (ACT)
+ Ownership of Knowledge—goal setting, motivation, knowing when to ask for help
+ Learning Skills—time management, note-taking, study skills
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Dr. David Conley
• Be self-aware. Find out your interests, passions, skills, and ambitions.
• Know what you need to achieve based on self-awareness.
• Have the mindset to achieve your goals.
• Don’t give up, especially when something does not come as easily to you.
• Know how well you are really doing. Gauge your true skill level.
• Know when you are stuck, then get help. Don’t view this as a weakness.
• Learn how to control the things you can control. Then, control them.
Know Yourself
Set Goals
Be Motivated
Persist
Monitor Performance
Ask for Help
Show Self-Efficacy
Ownership of Learning
Dr. David Conley
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Manage Time
Take Notes
Study for Tests
Memorize
Read Strategically
Learn Collaborativel
y
Use Technology
LEARNING SKILLS
Dr. David Conley
+Key Transition Knowledge and Skills (GO)
Contextual: What are my options?
Procedural: How do I apply and enroll?
Financial: How do I afford it?
Cultural: What are the behavioral norms?
Personal: How do I advocate for myself? What is my identity?
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Dr. David Conley
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Postsecondary Aspiration
Postsecondary Norms & Culture
Postsecondary Awareness
Tuition Awareness
Financial Aid Awareness
Postsecondary Costs
Postsecondary Eligibility
Admissions Procedures
Program Selection
Matriculation
Career Options
Career Requirements
Career Readiness
Career Awareness
Role Identity
Role Conflict
Role Models
Role & Identity
Resource Acquisition
Institutional Advocacy
Self-Advocacy
KEY TRANSITION KNOWLEDGE & SKILLS
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Dr. David Conley
+What we know about first generation college students
They often lack either a support system or the key contextual knowledge necessary to succeed in college--navigating the system, understanding the norms.
They may feel like “frauds,” who don’t really belong in college.
They tend to view the entire enterprise of college as really beyond their scope
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+HOW CAN THE COMMON CORE ASSIST IN SUPPORTING COLLEGE READINESS AND SUCCESS?
© 2012
+Implications of the Common Core The Common Core standards are
much more challenging than most previous state standards. To be successful, students must be actively engaged and involved.
What our expectations are for students fundamentally change--as do our expectations for faculty.
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+How can the four keys impact our work on the Common Core?Intentionality: To need to collaborate on how high school and college faculty and staff can plan and implement for student success.
Engagement: By focusing on the keys for our students, we increase their engagement in courses and college life and we increase our own engagement in our courses and in the learning continuum.
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+Focus on the goal—what’s critical to success Currently, here is a disconnect between
colleges and high schools about what postsecondary academic expectations are (Chronicle of Higher Ed—March 2006)
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Not well prepared
Somewhat well
prepared
Very well prepared
Don’t know
High School 10% 49% 36% 4%
College 44% 47% 6% 3%
+The Common Core provides an opportunity for:
High schools and colleges to agree on a standard level of achievement appropriate for college and career
Academic and support services (at both the high school and college campuses) to support the Core
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+Using the Common Core to enhance our practices
Current assessment practices: “Official” assessments will focus on Key Content and some of the Key Skills
Need to intentionally embed other keys into both curricular and co-curricular activities.
Need to share information early and often on students’ progress and issues from high school to college
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+A look at some standards
Standards for Math PracticesMP1
Make sense of problems and persevere in solving them.
English Anchor Standard Writing 7Conduct short as well as more sustained research on focused questions demonstrating understanding of the subject under investigation.
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+Another set of Core standardsMath Practices 3
Use appropriate tools strategically.
English Anchor SL2Integrate and evaluate information presented in diverse media and formats, including visually, quantitative, and orally.
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+Another set of Core standardsMath Practices 3
Construct viable arguments and critique the reasoning of others.
English Anchor R1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
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+How can we support college and career readiness?
Explore the idea of an expanded profile of college readiness.
Develop faculty checklists/rubrics as part of assessment (Honor effort, persistence, precision )
Determine some common practices that might be used across disciplines (note-taking, strategic reading, etc.)
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+How can we support college and career readiness?
Consider expanded opportunities that put students on campus earlier and faculty in high schoolsDual credit, CourseraBridging programs Interest sessions—what does it take to be a mathematician/historian/scientist?
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+How can we support college and career readiness?
Make student learning and success the primary mission of every member of the campus.
Make the success of our students the primary indicator of our own success.
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+Final Thoughts from Dave Conley
The Common Core State Standards are a great starting point, but they must be taught in ways that lead to college and career readiness for all students. This requires more information on students’ approaches to learning, new types of assessment, and new instructional strategies .
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