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Training of Trainers MeetingAugust 13, 2012
Thank YOU!
M. Jean [email protected]
(940) 565-3427
High Schools
4 Year IHEs
Regional P-16Councils
S c a ff o l d i n gS t u d e n tS u c c e s s
2 Year IHEs
Regional ESCs
Who is AVATAR? A Partnership
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Introductions: Regional Coordinators/Facilitators
Region Coordinator/Facilitator
One Laura Saenz
Two Janet Cunningham
Six Joe Martin
Seven Jane Silvey/Debbie Reese
Nine Kathy Harvey
Ten Chris Kanouse
Eleven Kathy Wright-Chapman
Twelve Christine Holecek
Thirteen Ed Vara
Fourteen Christy Barnett
Fifteen Karan Duwe
Sixteen Robin Adkins
Twenty Tori Austin
AVATAR: A Statewide Vertical Alignment Network
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AVATAR Staff
Mary Harris, Co-Director
Jean Keller, Co-Director
Nicole Volkman, Project Coordinator
Kerry Quinn, Graduate Assistant
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Purpose of the AVATAR Training of Trainers Meeting
• Provide an overview of vertical alignment processes and AVATAR
• Commit to the expectations, roles, and responsibilities related to your AVATAR partnerships
• Share ideas and strategies to support you in creating your regional AVATAR action plan, as a means to prepare students who are college and career ready and successful
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What is AVATAR? Academic Vertical Alignment Training And Renewal
AVATAR is a statewide network, comprised of regional efforts, focused on vertical alignment to support
students’ college and career readiness and success.
AVATAR is a Texas Higher Education Coordinating Board (THECB) funded project which is implemented by the
North Texas Regional P-16 Council and the University of North Texas.
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AVATAR’s Goals1. Expand awareness of and create regional
vertical alignment initiatives to prepare and support students who are college and career ready and successful
2. Identify and implement strategies to close regional course and expectation gaps
3. Identify processes to assess and celebrate regional progress in preparing college and career readied students
4. Share best practices statewide
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Why Do We Need AVATAR?• Too many secondary and postsecondary
leaders and educators do not have shared and accurate information and understanding of what a student needs to know and do to be successful in postsecondary education and career;
• Too many students take developmental education at the postsecondary level; and
• Too many students enter postsecondary education and do not complete in a timely fashion.
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AVATAR Process• Creating and building relationships with ongoing
critical conversations• Using regional data to make alignment decisions• Developing shared understanding of college and
career readiness and success for students• Reviewing reference course profile information• Identifying and implementing intentional actions• Evaluating, sustaining, and sharing vertical
alignment work
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AVATAR Vertical Alignment Accomplishments
• Identify key leaders and educators who make up a regional “pipe line” needed for students to be college and career ready and successful
• Craft a shared regional college and career readiness foundation/understandings
• Use regional student data to guide vertical alignment decision-making
• Design and implement a regional vertical alignment action plan with on-going critical conversations and reference course profile information reviews
• Design and implement a regional vertical alignment sustainability plan
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AVATAR DefinitionsPlease take out your AVATAR Partnership Agreements
• Partnerships: Leaders and educators representing regional independent school districts, two- and four-year institutions of higher education, P-16 councils, and education service centers committed to vertical alignment to support students’ college and career readiness and success.
• Teams: Educators and leaders representing regional independent school districts, two- and four-year institutions of higher education, P-16 councils, and education service centers committed to addressing discipline specific course and instructional alignment needs to create environments where students can successful transitions between and among regional educational systems.
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AVATAR PartnerRoles and Responsibilities
Education Service Center (ESC) or Others Who Serve as Facilitators/Coordinators
• Convene a vertical alignment team (VAT) in 2012-2013 and train a VAT for 2013-2014
• Expand or create a regional shared college and career readiness foundation/understanding among the partnership and team
• Support the P-16 council and the partnership in securing and reviewing their regional college and career readiness student data
• Facilitate the vertical alignment critical conversations • Design and implement with the partnership their vertical
alignment action plan
Critical Conversations
Student Success Assessments
Dual Credit, Early College High Schools
Student Support Services
Educational Policies and Practices
Classroom Instruction, Textbooks, Grading, etc.
Discipline Specific CourseCurriculum
Texas Essential Knowledge and Skills
Impact of Developmental Education and Texas Success Initiative Dual Credit, Early College High Schools
Student Support Services
Educational Policies and Practices
Classroom Instruction, Textbooks Grading, etc.
Discipline Reference Course Profiles
College & Career Readiness Standards
Secondary Post-SecondaryGraduate College/Career Ready Graduate Career Ready
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P-16 Council
• Provide regional college and career readiness student data and prepare the regional data PowerPoint
• Serve as the recorder for the regional vertical alignment team and partnership
• Host the regional vertical alignment partnership’s Reflections, Celebrations, and Next Steps meeting by May 24, 2013
• Implement the regional vertical alignment sustainability plan for 2013-2014
AVATAR PartnerRoles and Responsibilities
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Independent School District (ISD)
• Identify campus or district leaders to participate and support vertical alignment partnership and team
• Identify and support discipline specific teachers and leaders to participate in the vertical alignment process
• Review and discuss course and instructional practices based on the VAT’s work
• Expand and/or develop a campus or district vertical alignment plan for 2013 - 2014
AVATAR PartnerRoles and Responsibilities
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Postsecondary Education: Two- and Four-Year Institutions of Higher Education
General/Core Education Leaders and Faculty
• Identify campus, system, or district level leaders who are responsible for core or general education courses to participate and support the vertical alignment partnership and team
• Identify and support discipline specific faculty and leaders to participate in the vertical alignment process
• Review course syllabi and explore shared reference course profiles based on the VAT’s work
• Expand and/or develop a campus or district vertical alignment plan for 2013 - 2014
AVATAR PartnerRoles and Responsibilities
Partnership Commitment and Agreement Signing
AVATAR’s Success Depends on You and Your Commitment
High Schools
4 Year IHEs
Regional P-16Councils
You: A Key to Student
Success
2 Year IHEs
Regional ESCs
Partnership Agreement Signing
1. Please review your partnership agreements
paying attention to your roles and
responsibilities.
2. Sign the signature page and share it with your
Facilitator/Coordinator.
High Schools
4 Year IHEs
Regional P-16Councils
Y o u : A K e y t o S t u d e n t
S u c c e s s
2 Year IHEs
Regional ESCs
AVATAR’s Success Depends onYou and Your Commitment
THANK YOU!
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Team Building: The Heart of AVATAR Success
Presented by Chris Kanouse, ESC Region 10
Kathy Wright-Chapman, ESC Region XI
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Synectics
• Term formed from two Greek roots: “syn” = bringing together and “ectics” = diverse elements
• Promotes fluid and creative thinking by “making what is familiar strange”, or comparing two things that would not ordinarily be compared.
“None of us is as smart as ALL of us.” Ken Blanchard
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Four Box Synectics
• Identify a recorder• Share hobbies and
interests• Record items• Choose 4 items• Brainstorm sentence
completions• Choose 1 favorite
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Four Box Synectics
item item
item item
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Four Box Synectics
• Vertical alignment is like ____________ because …
Stamp collecting item
item item
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Norms
Norms encourages behaviors that will help a group do its work and
discourages behaviors that interfere with a group’s effectiveness.
“Never doubt that a small group of thoughtful, committed people can change the world.”
Margaret Meade
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Who Needs Group Norms
• Does every member join in your group’s discussions?• Does each member listen as the others speak?• Does any single member dominate the discussions?• Do all members arrive on time and stay for the entire
meeting?• Is everyone prepared to do their work when they arrive?• Does each member of the group believe his or her time
at the meeting has been well spent?
Learning Forward, National Staff Development Council, Tools for Schools, August/September 1999
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Today’s Norms
• Set aside preconceived notions that this work is impossible.
• Make applications to your own work.• Ask and/or record questions.• Respect different points of view and
experience.• Hold yourself personally accountable.• Take time to reflect.
Resources
• Definitions (2 slides)
• Creating Norms (5 slides)
• Meeting Process (2 slides)
• Four Box Synectics Activity
• Website– National Staff Development
Council, Learning Forwardwww.learningforward.org
• “Developing Norms,” Learning by Doing © 2006, 2010 Solution Tree Press
• “Transform your group into a TEAM,” Tools for Schools, November/December 2005
• “Norms put the ‘Golden Rule’ into practice for groups,” Tools for Schools, August/September 1999
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Definition: What are Norms?• Standards or expectations by which individuals
or a group has agreed to operate while working together.
• Maximizes team productivity and effectiveness • Ensures individuals are respected• Places responsibility on individuals for
expected behavior to build group community
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Definitions: Facilitator Created Norms versus Group Created Norms
• Some groups prefer to have norms provided by the facilitator
• Groups feel more ownership and individual accountability when the group identifies and writes groups norms
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Creating Norms: Critical Components
•Creating •Publicizing • Enforcing • Evaluating
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Creating Norms
• Time– Will we set a beginning and ending time?– Will we start and end on time?
• Listening– How will we encourage listening?– How will we discourage interrupting?
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Creating Norms
• Confidentiality (OR Openness)– Will the meetings be open?– Will what we say in the meeting be held in
confidence?– How shall we communicate our discussions and
activities?
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Creating Norms
• Decision Making– How will we make decisions?– Are we an advisory or a decision-making body?– Will we reach decisions by consensus?– How will we deal with conflicts?
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Creating Norms
• Participation– How will we encourage everyone’s participation?– Will we have an attendance policy?
• Expectations– What do we expect from members?– Are there requirements for participation?
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Meeting Process Recommendations
• Establish and follow a set of norms for all meetings
• Provide tools and guides for participants to make meetings more productive– Agenda Template– Participant List– Identify Key Activities/Tasks for Participants– Identify Time, Date and Mode of Meetings
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Meeting Process Recommendations
• Evaluate the impact of meeting effectiveness– What worked – What needs to be changed
• Meetings start and end on time• Record meeting minutes and actions
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“If everyone is moving forward together, then success takes care of itself. “Henry Ford
“Individual commitment to a group effort – that is what makes a team work, a company work, a society work, a civilization work.”
Vince Lombardi
“Talent wins games, but teamwork and intelligence wins championships.”Michael Jordan
“I never did anything alone. Whatever was accomplished in this country was accomplished collectively.”Golda Meir
“None of us is as smart as ALL of us.” Ken Blanchard
“Never doubt that a small group of thoughtful, committed people can change the world.”Margaret Meade
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Data Sources for Vertical Alignment Partners
August 13, 2012
All AVATAR artifacts : http://www.ntp16.notlb.com/avatar
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Purpose of AVATAR Module XData Sources for
Vertical Alignment Partners
• Provide an example of data available from TEA and THECB websites: Career and College Readiness in Region 16
• Provide suggestions for working with local institutional research (IR) officers to collect data
• Offer an example of local data collection
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Example: ESC Region 16
Amarillo High School
West Texas A&M University
Panhandle P-16
Council
S c a ff o l d i n gS t u d e n tS u c c e s s
Frank Phillips College
Region 16 ESC
Please note: Amarillo is in Potter County. Frank Phillips College is in Hutchinson County.
West Texas A&M University is in Randall County.
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AEIS Data from TEAAmarillo High School, 2010-11
• Student Body:Student Group Number
TOTAL 2089
Grade 9 585
Grade 10 490
Grade 11 520
Grade 12 494
Graduating class 240
% Minimum curriculum 16.3*
% Recommended curriculum 83.7*
*State Comparison:Minimum 17.2%Recommended 82.8%
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AEIS Data from TEAAmarillo High School, 2010-11
• Ethnicity of Student Body in Percentages:Ethnic Group Percentage
African American 5
Hispanic 15.9
White 73.7
American Indian 0.6
Asian 2.4
Pacific Islander 0.1
2 or more races 2.2
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AEIS Data from TEAAmarillo High School, 2010-11
• Other Descriptors of Student Body in Percentages:Demographic groups Percentage
Economically disadvantaged 16.1
Limited English Proficient (LEP) 1.1
With disciplinary placements 2.5
At risk* 20.5
Mobility (2009-10) 11.4
*At risk of dropping out of school based on performance and status indicators listed in the AEIS Glossary.
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AEIS Data from TEAAmarillo High School, 2010-11
• Percent Enrolled in Advanced Course/Dual Enrollment:
Year All African-American
Hispanic White Amer.Indian
Asian PacificIsland
Two/More
2009-10 26.8 15.5 21.5 27.9 16.7 56.8 * 17.8
2008-09 26.5 12.1 14.4 28.7 14.3 n/a n/a n/a
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AEIS Data from TEAAmarillo High School, 2010-11
• AP/IB Percentage Tested– IP PercenAP/IP Percentage Tested– tage TestedAP/IP Percentage Tested– AP/IP Percentage Tested• AP/IB Percent Examinees Met or Exceeded Criteria
Year All African-American
Hispanic White Amer.Indian
Asian PacificIsland
Two/More
2009-10 17.1 14.8 14.4 17.0 0.0 55.0 * 9.52008-09 20.2 9.7 10.9 20.7 * n/a n/a n/a
Year All African-American
Hispanic White Amer.Indian
Asian PacificIsland
Two/More
2009-10 79.6 * 76.2 81.5 - 63.6 - *
2008-09 66.2 * 45.5 67.3 - n/a n/a n/a
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AEIS Data from TEAAmarillo High School, 2010-11
• Texas Success Initiative, English Lang Arts, Percent Passing
– IP PercenAP/IP Percentage Tested– tage TestedAP/IP Percentage Tested– AP/IP Percentage Tested• Texas Success Initiative, Math, Percent Passing
Year All African-American
Hispanic White Amer.Indian
Asian PacificIsland
Two/More
2009-10 86 69 74 89 * 99 * 922008-09 81 61 77 83 60 90 * 99
Year All African-American
Hispanic White Amer.Indian
Asian PacificIsland
Two/More
2009-10 85 54 69 89 * 91 * 99
2008-09 76 35 66 79 60 99 * 73
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AEIS Data from TEAAmarillo High School, 2010-11
• Percentage College Ready Graduates, Class of 2010
Subject All African-American
Hispanic White Amer.Indian
Asian PacificIsland
Two/More
English 89 79 78 81 * 88 * 57
Math 76 71 71 78 * 56 * 29
Both 69 57 63 72 * 63 * 29
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P-16 Data from THECBAmarillo High School, 2011
Institution of Enrollment, Class of 2011 Students
Amarillo College 154
West Texas A&M University 46
Texas Tech University 44
Univ. of Texas at Austin 13
Texas A&M University 9
Baylor University 6
Texas State University-San Marcos 6
Other Public/Ind 4-year (15) 27
Other Public/Ind 2-year (9) 17
Not trackable 3
Not found 180
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P-16 Data from THECBAmarillo High School, 2011
• Public Higher Education First Year Grades of High School Graduates in FY 2010
IHE type N <2.0 2.0-2.49 2.5-2.99 3.0-3.49 >3.5 Unk
4-year 141 21 15 31 35 39 0
2-year 193 56 31 30 38 28 10
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Participation Data from THECBFrank Phillips College, 2011
West Texas A&M University, 2011
• Enrollment by Year; 2011 by Ethnicity PercentageInstitution 2010 2011Frank Phillips College 1208 1031
West Texas A&M University 7839 7886
Institution White Hispanic African American
Multi-Racial
Asian/Pacific
Inter’l Other/Unk
Frank Phillips 63.4 24.7 4.1 0 0.5 2.2 5
West TX A&M 67.6 19.7 4.8 0.3 1.3 3 3.2
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Online Institutional Resumes: THECBFrank Phillips College, 2011
West Texas A&M University, 2011
• Graduation/Completion NumbersDegrees and Certificates Awarded 2011
Frank Phillips College AA 71
Certificate 1 41
Certificate 2 25
West Texas A&M University Bachelor’s 1294
Master’s 320
Doctorate 1
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P-16 Data from THECBFrank Phillips College, 2011
West Texas A&M University, 2011
• Dual Credit EnrollmentDual Credit Enrollment 2011
Frank Phillips College 338
West Texas A&M University 0
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Participation Data from THECBFrank Phillips College, 2011
Developmental Education, Fall 2008 Cohort Tracked for 2 years
FTIC Students Requiring Dev. Ed.
N % AttemptingCollege Courses
% Attempting and Completing
Math 72 23.6 58.8
Reading 62 48.4 66.7
Writing 12 50 66.7
FTIC Students Not Needing Dev. Ed.
N % AttemptingCollege Courses
% Attempting and Completing
Frank Phillips College 297
Math 76.5 61.4
Reading 95.7 70.9
Writing 79.1 57.1
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Student Migration Data from THECBFrank Phillips College, 2011
Fall 2009 to Fall 2010
Non-graduates N % at Same
% at Other 2-yr
% at 4-yr % not found
Academic 820 38.3 7.2 16.0 38.5
Technical 217 37.8 9.7 2.3 50.2
Tech-prep 9 64.3 7.1 0 28.6
Graduates by program
N % at Same
% at Other 2-yr
% at 4-yr % notfound
Academic 49 8.2 2.0 34.7 55.1
Technical 70 12.9 2.9 4.3 80
Tech-Prep 1 0 0 0 100
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Academic Performance of Transfer Students fromFrank Phillips College, 2011
Developmental Education vs. No Developmental Education, Fall 2009
No Developmental Education
N <2.0 2.0-2.49
2.5-2.99
3.0-3.49
>3.5 Unk EnrollFall‘10
Texas Tech 11 1 0 0 0 1 0 0 1
West Texas A&M 35 5 1 1 1 0 2 0 4
Other public 4-yr 13 2 0 1 1 0 0 0 2
Developmental Education prior to Transfer
Total N <2.0 2.0-2.49
2.5-2.99
3.0-3.49
>3.5 Unk Enroll Fall ‘10
Texas Tech 11 10 3 1 2 2 2 0 7
West Texas A&M 35 30 12 2 6 6 3 1 14
Other public 4-yr 13 11 4 4 2 1 0 0 4
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Academic Performance of Transfer Students fromFrank Phillips College, 2011
Academic or Technical Associate Degrees, Fall 2009
Technical Associate Degree
Total N <2.0 2.0-2.49
2.5-2.99
3.0-3.49
>3.5
Unk EnrollFall‘10
Texas Tech 11 0 0 0 0 0 0 0 0
West Texas A&M 35 1 0 0 1 0 0 0 0
Other public 4-yr 13 0 0 0 0 0 0 0 0
Associate of Arts Degree
Total N <2.0
2.0-2.49
2.5-2.99
3.0-3.49
>3.5
Unk Enroll Fall ‘10
Texas Tech 11 7 1 1 0 3 2 0 5
West Texas A&M 35 13 5 0 2 4 1 1 7
Other public 4-yr 13 2 1 2 4 0 0 0 4
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Academic Performance of Transfer Students fromWest Texas A&M University, 2011
Developmental Education vs. No Developmental Education, Fall 2009
No Developmental Education
N <2.0 2.0-2.49
2.5-2.99
3.0-3.49
>3.5 Unk EnrollFall‘10
Texas Tech 11 1 0 0 0 1 0 0 1
West Texas A&M 35 5 1 1 1 0 2 0 4
Other public 4-yr 13 2 0 1 1 0 0 0 2
Developmental Education prior to Transfer
Total N <2.0 2.0-2.49
2.5-2.99
3.0-3.49
>3.5 Unk Enroll Fall ‘10
Amarillo College 301 155 23 26 38 36 36 4 120
Clarendon College 40 11 5 3 1 2 0 0 7
South Plains College
36 17 6 1 6 3 1 0 12
Frank Phillips College
37 30 12 2 6 6 3 1 14
North Central Texas College
7 2 0 0 1 1 0 0 1
Vernon College 7 3 1 0 1 0 2 0 2
Houston CC 6 3 0 1 0 1 1 0 2
All Other Public 87 24 9 7 3 1 3 1 14
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Academic Performance of Transfer Students fromWest Texas A&M University, 2011
Developmental Education vs. No Developmental Education, Fall 2009
No Developmental Education
N <2.0 2.0-2.49
2.5-2.99
3.0-3.49
>3.5 Unk EnrollFall‘10
Texas Tech 11 1 0 0 0 1 0 0 1
West Texas A&M 35 5 1 1 1 0 2 0 4
Other public 4-yr 13 2 0 1 1 0 0 0 2
No Developmental Education
Total N <2.0 2.0-2.49
2.5-2.99
3.0-3.49
>3.5 Unk Enroll Fall ‘10
Amarillo College 301 146 11 16 15 50 52 2 119
Clarendon College 40 29 7 4 3 10 5 0 21
South Plains College
36 19 3 2 5 5 4 0 12
Frank Phillips College
37 5 1 1 1 0 2 0 4
North Central Texas College
7 5 0 0 1 3 1 0 3
Vernon College 7 4 1 0 1 0 2 0 2
Houston CC 6 3 0 2 0 1 0 0 3
All Other Public 87 63 15 9 11 10 14 4 44
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Academic Performance of Transfer Students fromWest Texas A&M University, 2011
Core Curriculum Completed Prior to Transfer, Fall 2009
No Developmental Education
N <2.0 2.0-2.49
2.5-2.99
3.0-3.49
>3.5 Unk EnrollFall‘10
Texas Tech 11 1 0 0 0 1 0 0 1
West Texas A&M 35 5 1 1 1 0 2 0 4
Other public 4-yr 13 2 0 1 1 0 0 0 2
Core Complete Total N <2.0 2.0-2.49
2.5-2.99
3.0-3.49
>3.5 Unk Enroll Fall ‘10
Amarillo College 301 137 6 16 17 45 52 1 121
Clarendon College 40 4 1 0 1 2 0 0 3
South Plains College
36 0 0 0 0 0 0 0 0
Frank Phillips College
37 0 0 0 0 0 0 0 0
North Central Texas College
7 2 0 0 2 0 0 0 1
Vernon College 7 0 0 0 0 0 0 0 0
Houston CC 6 1 0 0 0 0 1 0 0
All Other Public 87 8 1 1 1 1 4 0 7
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Academic Performance of Transfer Students fromWest Texas A&M University, 2011
Earned Associate of Arts Degree Prior to Transfer, Fall 2009
No Developmental Education
N <2.0 2.0-2.49
2.5-2.99
3.0-3.49
>3.5 Unk EnrollFall‘10
Texas Tech 11 1 0 0 0 1 0 0 1
West Texas A&M 35 5 1 1 1 0 2 0 4
Other public 4-yr 13 2 0 1 1 0 0 0 2
Core Complete Total N <2.0 2.0-2.49
2.5-2.99
3.0-3.49
>3.5 Unk Enroll Fall ‘10
Amarillo College 301 108 6 12 13 35 40 2 90
Clarendon College 40 15 4 1 2 5 3 0 11
South Plains College
36 8 0 0 3 3 2 0 4
Frank Phillips College
37 13 5 0 2 4 1 1 7
North Central Texas College
7 1 0 0 0 0 1 0 0
Vernon College 7 3 0 0 1 0 2 0 2
Houston CC 6 1 0 0 0 0 1 0 0
All Other Public 87 14 2 4 3 2 3 0 13
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Success Data from THECBWest Texas A&M University, 2011
Developmental Education, Fall 2008 Cohort Tracked for 2 years
FTIC Students Requiring Dev. Ed.
N % AttemptingCollege Courses
% Attempting and Completing
Math 194 61.3 91.6
Reading 101 80.2 95.1
Writing 39 79.5 93.5
FTIC Students Not Needing Dev. Ed.
N % AttemptingCollege Courses
% Attempting and Completing
West Texas A&M Univ. 841
Math 78 95.1
Reading 84.9 92.6
Writing 91 93.1
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Success Data from THECBFrank Phillips College, 2011
Percent of Students Transferred or Employed with Peer Comparison
Transferred with < 30 SCH
Transferred with > 30 SCH
Employed StillEnrolled
Enrolled & Employed
Frank Phillips
FY 2010 6.4 12.7 53.4 13.5 9.0
FY 2011 5.0 20 n/a n/a n/a
Peers (2010) 20.9 12.9 64.7 9.7 9.9
• Student Transfer and Completer Percentages
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Success Data from THECBTexas A&M University, 2011
Graduation Rate of First-time, Full-Time Degree-seeking Students
4-year rate 5-year rate 6-year rateWest Texas A&M
Same institution 23.5 35.4 39.7
Other institution 1.8 3.6 5.9
Total 25.3 39.4 45.9
• Student Baccalaureate Success Rate
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Data Sources
• Texas Education Agency, Testing and Accountability, AEIS. See my handout for details.
• Texas Higher Education Coordinating Board, Data Resources and Tools. See my handout for details. The county of the institution is needed for retrieving some items.
• What if your IHE is private?
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Where can I go for help with local data?
Consult your local expert!• Anne Rusher, Director, Accountability and
Data Quality, Fort Worth ISD• Terri Day, Executive Director, Institutional
Research and Planning, Tarrant College District• Mary Barton, Director, Institutional
Research, University of North Texas
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Suggestions from the experts
An example of local data collection and sharing.Chemistry vertical alignment team asks what grades were earned in the introductory college chemistry course by students from one school district. • UNT and TCD would provide group data if > 5 students; no
names would be provided unless students had given prior informed consent (due to FERPA).
• Would want several weeks notice • Other data might also be of interest, i.e., retention,
developmental education, ethnicity (Achieving the Dream)
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Suggestions from the experts
An example of local data collection and sharing.Chemistry vertical alignment team asks what grades were earned in the introductory college chemistry course by students from one school district who had completed high school chemistry with and without Algebra II . • ISD could provide high school transcript data and would share group
data with IHE through an MOU.• Would want several weeks notice• Other data might also be of interest, i.e., grades earned in chemistry
and algebra, data on number of course attempts, EOC results, attendance, disciplinary data
• FWISD administers annual student survey with potentially relevant questions.
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Suggestions for Collecting Data through IR
• Know what data you want in detail. Refine your request, and provide a spreadsheet.
• Institutional Research has busy times of year.• Seeking data across institutions may require
MOU and involvement of Sponsored Research.• Be clear about how the data will help you.
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Considerations for LocalData Collection
• Collection of data from students requires consideration of FERPA. Institutional Research officers recommend that you secure IRB approval and informed consent.
• Data warehouses are constantly improving. Be sure to ask whether the data you want are available.
Identifying and Supporting College-Ready Writing Skills: A Vertical Alignment Model
The 18th Education Trust National Conference November 8-10, 2007
Paul Carney, Project Coordinator Minnesota State Community and Technical College - Fergus Falls, MN
Cyndy Crist, System Director for P-16 Collaboration , Minnesota State Colleges and Universities
This project is generously funded by the Office of the Chancellor, the Minnesota State Colleges and Universities, the Center for Teaching and Learning, and the Carl Perkins Vocational and Technical Education Act.
MSU-Moorhead (3)
Moorhead HS (2)Dilworth HS (1)
MSCTC –Fergus Falls (3)
Fergus Falls HS (2)Underwood HS (1)
Normandale CC (3)
Eden Prairie HS (2)Richfield HS (1)
Rochester CC (3)
Rochester Mayo HS (2)Rochester Century HS (1)
College-Readiness Alignment Sites2004-2005 and 2005-2006
Alignment Site =One college + two feeder high schools
- 2004-2005 2 sites (12 participants)- 2005-2006 2 sites (12 participants)
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The College-Ready Writing Standard: “Scaling the Fence”
Each essay is read and rated by 12 readers (6 college faculty + 6 high school teachers)
Condition A. Reader RatingFor an essay to be rated college ready by a reader, it must meet the fence rubric’s college-ready standard for Content, Organization,and Conventions. Condition B. Project Certified RatingFor an essay to meet the project’s college-ready standard, at least8 of the 12 readers must give it a college-ready rating (ConditionA).
A + B = CR
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College Bound but Not College Ready
• 96% (306) of the students whose essays were rated not college ready (319) indicated they were planning to attend college.
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AVATAR Data Follow-up
• Paul Carney invites AVATAR participants to his website https://www.centerforcollegereadiness.org/
• Mary Harris invites AVATAR data gatherers to consult at [email protected] or 940 565-4327.
• Introduce yourself and your team to local Institutional Research officers.
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AVATAR TrainingAugust 13, 2012; 8am to 5pm
Fort Worth, TX
• Thank you for the work of vertical alignment teams to enable college readiness for Texas students!
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College and Career Readiness Standards – The World Ready
Challenge
Ed Vara, ESC XIIAugust 13, 2012
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Standards
• Definitions (n)– something considered by an authority or by
general consent as a basis of comparison; an approved model.
– an object that is regarded as the usual or most common size or form of its kind: We stock the deluxe models as well as the standards.
– a rule or principle that is used as a basis for judgment: They tried to establish standards for a new philosophical approach.
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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)
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Texas Essential Knowledge and Skills (TEKS)
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. (1995, 74th Legislative Session)
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College and Career Readiness Standards (CCRS)
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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Role of Standards
• 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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The Learning Relay
•
Curr
icul
um
Inst
ructi
on
Asse
ssm
ent
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Curriculum – Instruction – AssessmentConnection
• 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. (Steiner, 1998)
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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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Assessments
• Texas Assessment of Knowledge and Skills (TAKS)
• State of Texas Assessment of Academic Readiness (STAAR), grades 3-8
• End of Course (EOC)
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Performance Standards
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EOC Performance Labels
Level III: Advanced Academic Performance
Level II: <<<PASSING>>>>Satisfactory Academic Performance
Level I: Unsatisfactory Academic Performance
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Validity Studies Linking Studies
Where are we now?
http://www.tea.state.tx.us/staar/vldstd.aspx
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STAAR High School
Algebra IAlgebra IIGeometryBiologyChemistryPhysics
English IEnglish IIEnglish IIIWorld GeographyWorld HistoryUnited States History
STAAR End-of-Course Beginning with Freshman Class of 2011
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Connections
• High School
• Institution of Higher
• Education (IHE)Post Secondary
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Dual Credit
Where are the administrative rules regarding dual credit? – State Board of Education - Texas Administrative
Code §74.25 – Texas Higher Education Coordinating Board - Texas
Administrative Code §§4.81 – 4.85
Note: It is important to access both sets of rules in order to understand dual credit requirements.
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What is an Early College High School (ECHS)?
An ECHS is a school designated by the Texas Education Agency (TEA) that provides the outreach, curricula, and student learning and support programs that enable the participating student to combine high school courses and college-level courses during grades 9 through 12. Students in an ECHS are able to complete the Recommended High School Program or the Distinguished Achievement Program while earning up to 60 semester credit hours toward an associate or baccalaureate degree by the fifth anniversary of their first day of high school. All ECHSs must be approved and so designated by TEA (Texas Administrative Code §102.1091 and §4.153).
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What is dual credit?
• Dual credit is a process through which a student may earn high school credit for successfully completing a college course that provides advanced academic instruction beyond, or in greater depth than, the Texas Essential Knowledge and Skills (TEKS) for a corresponding high school course. The “dual credit” earned is college credit and high school credit for one course.
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What is Advance Placement (AP)?
• With qualifying AP Exam scores, you can earn credit, advanced placement or both at the majority of colleges and universities in the United States and Canada.
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Accountability
• Academic Excellence Indicator System (AEIS)*– College Readiness Indicators; Completion of Advanced / Dual
Enrollment Courses; – Completion of the Recommended High School Program or
Distinguished Achievement Program; – Participation and Performance on Advanced Placement (AP) and
International Baccalaureate (IB) Examinations; – Texas Success Initiative (TSI) – Higher Education Readiness
Component; – Participation and Performance on the College Admissions Tests (SAT
and ACT), and– College-Ready Graduates; *The origins of the AEIS go back to 1984, when the Texas Legislature for the first time sought to emphasize student achievement as the basis for accountability. That year, House Bill 72 called for a system of accountability based primarily on student performance.
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New Accountability System 2013
• Proposal --- Index System– A fourth index focuses on measures of
Postsecondary Readiness and includes a measure of the role of elementary and middle schools in developing the rigor necessary for high school students to successfully meet graduation standards.
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Performance Index 4: Postsecondary Readiness Indicators: 4-and 5-year graduation rates by All Students and race/ethnicity Dropout rates by All Students and race/ethnicity % students graduating under RHSP and Advanced High School Program by All Students and race/ethnicity % students who met Level III performance on one or more tests by All Students and race/ethnicity
Indicators included in Performance Index 4 Graduation Rate – 4 year and 5 year Dropout rate for grades 9-12 defined as it was for completion rate Level III performance for reading, writing, and math – grades 3-11
Rationale: Use of All Students and race/ethnicity ensures that small schools who do not meet minimum size criteria for any race/ethnicity will be evaluated for graduation rate, dropout rate, and graduation plans. Exclude dropout measure for grades 7-8 since it is really a measure of data quality. Suggest that data validation monitoring will ensure that this continues to be tracked. Use of met Level III on one or more tests recognizes that students have strengths/talents in certain areas, but not always in all areas
Rationale: Include Level III performance for 3-8 so elementary and middle school understand the importance of their role in preparing students to achieve this level of performance in high school. Omit science and social studies until such time that the college readiness standard is established. Meets requirements for dropout, graduation rate, and graduation plan indicators.
http://ritter.tea.state.tx.us/perfreport/account/2013/20120530mtg/pi_proposal.pdf
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Who is involved?
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Critical Questions
• How does one change teachers’ beliefs about the teaching-learning-assessment process?
• How can we help teachers deal with change regarding their pedagogical values and beliefs and the development of new methodological skills?
• What are the ways that we can help teachers understand the standards and the implications for their teaching? – Curling up with the standards
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Questions
Contact Info:
Ed Vara, ESC [email protected]
Squares with my thinking!
Something I am wondering about….
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TSI and Legislative UpdateBarbara D’Auria Lerner, Ph.D.
Texas Woman’s University
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Statewide initiatives:Working together to close the gaps
I. Assessment: Why and how we test for college readiness
II. Developmental education: Recent changes and foreshadowing of changes to come
III. Working together to assemble the pieces of college readiness
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Readiness Matters
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Why placement testing matters
• Failure rates in first-year college courses can be very high.
• Placement tests provide an indication of whether the student is prepared to succeed in college courses.
• Retaking courses can be expensive.
• % of students who are placed in developmental education do NOT move on to credit bearing courses
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What can happen to unready students?
• Endanger the GPA needed to stay at college.
• Double tuition costs by retaking the same course.
• Risk penalties incurred by “Three-peat,” “Six-Drops,” and “Excess hours” legislation
• Delay progress toward graduation.
• Contribute to drop-out probability.
• Move back home!
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What is 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
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Current Standards
• State standards are set for these (TSI) tests, but individual colleges and universities may set higher standards.• Colleges and Universities may also
require additional departmental placement tests
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TSI AssessmentBackground
Currently in Place:• Authority for development of the TSI Assessment is provided by TEC
Section 51.3062. IHEs are required to assess the academic skills of entering undergraduate students to determine the student’s readiness to enroll in freshman-level academic coursework in reading, writing, and mathematics.
Next Steps:• The Commissioner will recommend a uniform performance standard for
college readiness, placement in Developmental Education or Adult Basic Education
• One cut score/one test determining college readiness to be in place by Fall 2013. IHEs may not set a higher standard.
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TSI AssessmentSpecific Characteristics of the Assessment RFP
The Board approved the solicitation of written proposals from qualified respondents for the development of a Texas Success Initiative online-based computer adaptive test assessment that addressed:
1. a college readiness classification and/or classificationin Developmental Education and/or Adult Basic Education levels;2. diagnostic components for each classification;3. assessment instrument aligned to CCRS and ABE Skills;4. total price of $11.00 ($3 for Math; $3 for Reading; and $5 for
Writing) for college readiness, DE/ABE placement diagnostics.
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TSI AssessmentSpecifics of the RFP
• Two proposals were received by the Feb. 28, 2012 deadline
• Proposal review and vendor selection process guided by:1. Psychometricians2. Assessment experts3. Subject-matter experts from both secondary and postsecondary institutions4. Developmental Education Advisory Committee
members
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“And the winner is….”
College Board
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TSI Assessment
Who will be required to take the “new” TSI Assessment?
• First time in college students graduating from private or out-of-state high schools
• Students beyond the 5 year exemption period for ACT and SAT
• Students beyond the 3 year exemption period for TAAS and TAKS
• Students who do not achieve the postsecondary readiness performance standard on STAAR End of Course for Algebra II and English III
Who will be exempt?
• Military personnel (per statute)• Students who meet the exemption
standard on the ACT or SAT• Students who achieve the
postsecondary readiness performance standard on STAAR EOC for Algebra II and English III
• Student who has previous college credit• Student enrolled in a certificate program
of one-year or less• Non-degree /non-certificate seeking
students – institutional decision
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The New TSI Timeline• 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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Anticipated Impact
• 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
equivalenceExpect more students to require
developmental education – in the short run
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Getting better?
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Developmental EducationHouse Bill (HB) 1244
• Effective fall 2012• Addresses Developmental Education programs• Requires use of differentiated placement and
instruction• Stresses importance of faculty development• Spring 2013 – One non-course-based option
(NCBO) required at each IHE• Fall 2013 – One NCBO in each discipline• Course pairing of DE and credit-bearing courses
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New Common Core: The RationaleDerek Bok (2009) wrote:
“The time has come for America’s colleges to take a more candid look at their weaknesses and think more boldly about setting higher educational standards for themselves. While students are generally achieving good levels of learning in the undergraduate major discipline, their more fundamental skills – including writing, reading, and critical thinking – often leave much to be desired. Many graduates are not prepared to apply their specialized learning in the workplace or to handle tasks requiring higher-order thinking skills.
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Core revisions: Input and Process
Undergraduate Education Advisory Committee (UEAC) Recommendation:
“Reconsider the core curriculum to ensure it reflects current and future demands on student knowledge and skills”
THECB works with educators across the state to develop new rules.
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Transfer Issues
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Why transfer matters
• Nationally, one in five PhD graduates attended a community college
• 75% of freshmen and sophomores in Texas are enrolled at a community college
• 80% of Texas bachelor degree completers attended more than one college or university (THECB)
• Student movement is not one way (swirling)
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The students say……
Students tell us to: Eliminate the competitive attitudes between institutions Improve advising Expand university transfer advisors housed on
community college campuses Expand joint programs Further communication between corresponding
professionals Realize multitudes of articulation agreements are
confusing and not enough
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New Rules Facilitating Transfer
• HB 3025 –Required Degree Plan & Reverse Transfer
• This bill requires each new student to file a degree plan by their second semester or after earning 45 hours and transfer students must be given the opportunity to reverse transfer in order to earn an Associates Degree
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Funding and Accountability
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Accountability (4-year Institutions)HB 9 STUDENT SUCCESS-BASED FUNDING The success measures may include:
• The total number of bachelor’s degree awarded by the institution;• The total number of bachelor’s degrees in critical fields awarded
by the institution; • The total number of bachelor’s degrees awarded by the
institution to at-risk students; and• The six-year graduation rate of undergraduate students of the
institution who initially enrolled in the institution in the fall semester immediately following their graduation from a Texas public high
• Formula funding recommendation shall not exceed 10 percent of the total general revenue appropriations
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Accountability (2-Year Institutions)The formulas considered by the Coordinating Board may include the
following:Successful completion of: Developmental education in math or English; The first college-level math course with a grade of “C” or higher; The first college-level English course with a grade of “C” or higher;
and The first 30 semester credit hours at the institution. Transfer to a four-year college or university after successful
completion of at least 15 semester credit hours at the institution; and
The total number of associate’s degrees, bachelor’s degrees, and certificates.
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Advanced high school courses:Benefits and implications
• Advanced Placement– Many more participating in courses– Performance still trailing no. of attempts
• International Baccalaureate– Most prescriptive
• Dual Credit – High rates of participation– Quality and rigor difficult to monitor– Some unintended consequences
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In the planning stage…. Developmental Education Holistic planning
and advising protocol
Consider high school GPA; non-cognitive scores; career alignment
Integrated Reading and Writing courses in developmental education
Creation of Adult Basic Education partnerships with IHE’s
Mandated Pre-assessment for students Would eliminate “Cold-turkey” placement exams
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Progress toward College ReadinessQuestions and comments
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With the help of projects like AVATAR….we’ll get there!
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Regional Curriculum and Instructional Alignment:Critical Conversations, Intentional Interventions,
and Benefits from Implementation
Perspectives from Partners
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Session Outcomes
1. Aware of the various partners and their roles during critical conversations.
2. Identify an activity that could become part of your region’s action plan.
3. Understand opportunities and challenges related to regional vertical alignment work.
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Panel Members Pam Campbell, Associate Vice Chancellor for Educational Partnerships; Co-Coordinator, Houston Pathways Initiative, San Jacinto CollegeCatherine O’Brien, Associate Vice Chancellor for Learning; Co-Coordinator, Houston Pathways Initiative, San Jacinto CollegeShane Woods, AVATAR Pilot Project Participant, Science Director, Fort Worth ISDDiana Mason, AVATAR Pilot Project Participant, Chemistry Professor, University of North TexasJuan Barbarin-Castillo, AVATAR Pilot Project Participant, Chemistry Professor, Tarrant County CollegeMichelle Porter, AVATAR Pilot Project, Chemistry Teacher, Dallas ISD
Critical Conversations
Student Success Assessments
Dual Credit, Early College High Schools
Student Support Services
Educational Policies and Practices
Classroom Instruction, Textbooks, Grading, etc.
Discipline Specific CourseCurriculum
Texas Essential Knowledge and Skills
Impact of Developmental Education and Texas Success Initiative Dual Credit, Early College High Schools
Student Support Services
Educational Policies and Practices
Classroom Instruction, Textbooks Grading, etc.
Discipline Reference Course Profiles
College & Career Readiness Standards
Secondary Post-SecondaryGraduate College/Career Ready Graduate Career Ready
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Using Your Group Norm Skills Make a Partnership Decision in 60 Seconds
Select One Person Who Has Unlimited Texting
Determine Which Topic in the AVATAR Critical Conversation Pyramid Will be Your First Topic
of Conversation
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Promoting Regional Curriculum and Instructional Alignment
• Lessons Learned from vertical alignment work.
• Benefits and Rewards from vertical alignment work.
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Critical Conversations and Intentional Interventions
• Support Vertical Alignment and Students Success
• The Texas Faculty CollaborativesCollege and Career Readiness Initiative
www.txfacultycollaboratives.org
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Reference Course Profiles:A Part of the AVATAR Vertical Alignment
Process
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Session OutcomesDefine reference course profiles.
Understand how reference course profiles are part of the AVATAR vertical alignment process.
Apply reference course profiles to your regional vertical alignment process and incorporate them into your action plan.
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Panel Members
Doris Rousey, Executive Dean, Science and Mathematics, Brookhaven College
Kim James, English Professor, C.O.R.E Program (CCR Initiative) Coordinator, Cisco College
Patrice Phelan Lyke, English Professor, University of North Texas
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What are Reference Course Profiles and What are Their Purpose?
What? Thorough documentation of how a course is structured, how it will be taught, and how a student will be assessed.
Why? Share Expectations Serve as Resources
http://www.thecb.state.tx.us/index.cfm?objectid=EF10502B-0887-897E-C10685432675A18C
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Reference Course ProfilesThe Educational Policy Improvement Center Validation Study I
Link to the Study:http://www.thecb.state.tx.us/files/dmfile/TXValidationStudy1.pdf
Link to Reference Course Profiles:www.thecb.state.tx.us/index.cfm?objectid=F6192F5F-E60E-6222-9866CF650412C31A
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What is included in a Reference Course Profile?
• ACGM* and Institution’s Course Description• Prerequisites & Co-requisites• Prior Knowledge Expectations Related CCRS• Student Learning Objectives• Course Policies, Expectations, & Practices• Course Assignments & Assessments• Grading Practices (grading rubrics)• Course Texts & Required Materials• Methods of Instruction• Class Schedule• Student Resources• Supplementary Materials (e.g. sample exams and assignments)• Instructor Information
*ACGM: Lower Division Academic Course Guide Manual
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Reference Course ProfilesA Reference Course Profile Example from the Abilene Region
McMurry University, Hardin Simmons University, and Cisco College
Partnership
In Partnership Created English 1301: Composition I
Regional Reference Course Packet
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Critical Conversations
Student Success Assessments
Dual Credit, Early College High Schools
Student Support Services
Educational Policies and Practices
Classroom Instruction, Textbooks, Grading, etc.
Discipline Specific CourseCurriculum
Texas Essential Knowledge and Skills
Impact of Developmental Education and Texas Success Initiative Dual Credit, Early College High Schools
Student Support Services
Educational Policies and Practices
Classroom Instruction, Textbooks Grading, etc.
Discipline Reference Course Profiles
College & Career Readiness Standards
Secondary Post-SecondaryGraduate College/Career Ready Graduate Career Ready
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Reference Course Profiles in the Vertical Alignment Process
• Challenges
• Rewards
• Support Students
• Support Faculty
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Partnership’s Action Plans: Development and Sharing of Next Two Steps
Answering the Question: So What?
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AVATAR Vertical Alignment Accomplishments for Your Region
• Identify key leaders and educators who make up a regional “pipe line” needed for students to be college and career ready and successful
• Craft a shared regional college and career readiness foundation/understanding among leaders and educators
• Use regional student data to guide vertical alignment decision-making
• Design and implement a regional vertical alignment action plan with on-going critical conversations and reference course profile information reviews
• Design and implement a regional vertical alignment sustainability plan, training one course team for 2013-2014
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AVATAR Deliverables and Items for Consideration Related Action Plans
• Specific Deliverables and Dues (in your materials)• Items to Consider
– Partnership Formation and Sustainability– Training the 2012-2013 Course Team– Data Collection, Reporting, and Use in Decision Making– Creating Shared Student Readiness and Success Understandings
and Foundations among Partners and Team Members– Critical Conversations and Review of Reference Course Profile
Information– Training the 2013-2014 Team and Sustaining the Work– Outreach and Sharing of Your Regional Work
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What to Include in Your Action Plan?
Date Vertical Alignment Actions Resources Required and Persons Responsible
Evidence of Implementation Evidence of Impact
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Two Next Steps to Create Your Regional Action Plan
Date Vertical Alignment Actions Resources Required and Persons Responsible
Evidence of Implementation Evidence of Impact
September 17, 2012 Regional Data PowerPoint Completed P-16 Council Partner
Discussed and used in creating region’s action plan on Sept. 2, 2012
Selected English as discipline and will focus on freshman composition
September 17, 2012 Action and Sustainability Plan Completed Coordinator/Facilitator/All
Partners
Discussed and approved at planning meeting on Sept. 2, 2012
Outcomes reported at the May10, 2012 Reflections, Celebrations, and Next Step Meeting
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Action Plan
• Think and Agree on Your Two Next Steps for Your Regional Action Plans
• Regional Coordinator/Facilitator Will Share with Us