College and Career Readiness Summit -SW Region

College and Career Ready Summit for the Southwest

RegionClosing the Skills Gap: 21st Century Learning to

Meet Global Needs

November 16, 2011

Welcoming Remarks

In his work, Democracy in America at Century’s End, published in Democracy’s Victory and Crisis, Robert Putnam wrote about the importance of civic engagement and said:

“In the field of education, for instance, researchers have discovered that successful schools are distinguished not so much by the content of their curriculum or the quality of their teachers, important as those factors may be, as by the schools’ embeddedness in a broader fabric of supportive families and communities”

Click to edit Master title style

11/15/2011 4

CHALLENGES AND OPPORTUNITIES FOR P-16 EDUCATION-PART I

Dr. Virginia Barry, Commissioner for NHDOE

URGENCY: Why it is important that the N.H.

Educational system produce college and career ready graduates?

Educational Attainment of Working Aged Adults Aged 25 to 64 – New Hampshire, the U.S., and Most Educated State (2009)

Source: U.S. Census Bureau, 2009 American Community Survey

New Hampshire has a higher proportion of working-aged residents with just a high school diploma, and an associates degree than the U.S. and top state. Additionally, the state outperforms the national average in bachelor’s degrees and graduate/professional degrees.

Less

than High Sc

hool

High School

Some Colle

ge, No D

egree

Associa

tes Degre

e

Bachelor's

Degre

e

Graduate, P

rofessi

onal Degre

e0

5

10

15

20

25

30

6.7

28.2

20.5

10.6

22.8

11.312.6

27.0

22.2

8.4

19.1

10.78.8

23.8

17.2

8.4

24.3

17.4

New Hampshire United States Massachusetts

Percent of Adults Aged 25 to 64 with College Degrees – Associate and Higher – by County (2009)

Source: U.S. Census Bureau, 2009 American Community Survey

How well does New Hampshire produce college graduates?

Undergraduate Awards (One Year and More) per 100 Full-Time Equivalent Undergraduates (2008-09)

Source: NCES, IPEDS Completions and enrollment Surveys

Rhod

e Is

land

Wyo

min

gId

aho

New

Ham

pshi

reVe

rmon

tN

orth

Dak

ota

Iow

aM

isso

uri

Flor

ida

New

Yor

kU

tah

Min

neso

taCo

lora

doO

klah

oma

Mai

neH

awai

iPe

nnsy

lvan

iaW

isco

nsin

Ariz

ona

Was

hing

ton

Mas

sach

usett

sKa

nsas

Mar

ylan

dKe

ntuc

kyD

elaw

are

Mic

higa

nIn

dian

aIll

inoi

sCo

nnec

ticut

Neb

rask

aSo

uth

Dak

ota

Mis

siss

ippi

Ohi

oM

onta

naAr

kans

asU

nite

d St

ates

New

Jers

eyVi

rgin

iaTe

xas

Ore

gon

Tenn

esse

eLo

uisi

ana

Geo

rgia

Wes

t Vir

gini

aN

ew M

exic

oSo

uth

Caro

lina

Nor

th C

arol

ina

Alab

ama

Calif

orni

aAl

aska

Nev

ada

0

5

10

15

20

25

22.5

22.2

22.0

21.9

21.7

21.6

21.5

21.5

21.3

21.2

20.9

20.9

20.9

20.8

20.8

20.7

20.7

20.6

20.5

20.5

20.4

20.2

19.9

19.8

19.7

19.6

19.6

19.6

19.6

19.6

19.5

19.2

19.2

19.2

19.0

19.0

18.9

18.7

18.6

18.4

18.4

18.0

17.2

17.0

16.9

16.8

16.6

16.4

16.4

15.2

14.8

The system of postsecondary institutions in New Hampshire produces roughly 22 graduates per 100 students enrolled – the 4th highest number in the U.S.

Median Annual Wages for Employed Workers Aged 25 to 64 - by Level of Education (2009)

Source: U.S. Census Bureau, 2009 American Community Survey (Public Use Microdata Samples)

Workers in New Hampshire earn more than the U.S. average at lower stages of education completed, while the trend tends to switch around the Bachelor’s degree level and higher. On balance, workers in New Hampshire earn more than the national average.

Less

Than

High

School

High Sc

hool Grad

uate or G

ED

Some C

ollege

, No Deg

ree

Associa

te's D

egree

Bachelo

r's Deg

ree

Graduate

or Pro

fessio

nal Deg

ree

All Worke

rs0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

26,986 30,984

36,581 38,980

48,975

60,968

39,979

19,990

27,985 31,983

37,980

49,974

64,966

35,681

New Hampshire United States

25,000 30,000 35,000 40,000 45,000 50,000 55,000 60,00020

27

34

41

48

55

US

WY

WI

WV

WAVA

VT

UT

TXTN

SD

SC

RI

PA

OR

OK

OH

ND

NC

NY

NM

NJNH

NV

NE

MT

MO

MS

MN

MI

MA

MD

ME

LA

KY

KSIA

IN

IL

ID

HI

GA FL

DE

CTCO

CA

AR

AZ AK

AL

The Relationship Between Educational Attainment, Personal Income, and the State New Economy Index (2010)

Perc

ent o

f Adu

lts 2

5 to

64

with

Col

lege

Deg

rees

(200

9)

Personal Income per Capita (2010)

High College Attainment, Low Personal Income High College Attainment, High Personal Income

Low College Attainment, Low Personal Income Low College Attainment, High Personal Income

Source: U.S. Census Bureau, 2010 American Community Survey; Bureau of Economic Analysis; Kauffman Foundation

State New Economy Index 2010

Top TierMiddle TierBottom Tier

State New Economy Index – New Hampshire’s Strengths and Weaknesses

Source: The Kauffman Foundation

Strengths (Top 10) Weaknesses (Bottom 10)

• IT Professionals (9th)

• Managerial, Professional, Technical Jobs (10th)

• Workforce Education (6th)

• Immigration of Knowledge Workers (2nd)

• Migration of U.S. Knowledge Workers (10th)

• Foreign Direct Investment (4th)

• Inventor Patents (8th)

• Online Population (5th)

• Online Agriculture (5th)

• Broadband Telecommunications (9th)

• High-Tech Jobs (8th)

• Scientists and Engineers (9th)

• Industry Investment in R&D (6th)

• Alternative Energy Use (2nd)

• Venture Capital (10th)

• Manufacturing Value-Added (44th)

• Export Focus of Manufacturing and Services (45th)

• E-Gov't (43rd)

Workforce Demand: Estimated Increases in Undergraduate Credentials Needed in New Hampshire by 2018 – by Type of Occupation

(Even without more successful intervention in economic development)

Source: Georgetown University, Center on Education and the Workforce. Help Wanted: Projections of Jobs and Education Requirements through 2018

Community Services and Arts

Science, Technology, Engineering, and Mathematics (STEM)

Education

Healthcare

Blue Collar

Food and Personal Services

Managerial and Professional Office

Sales and Office Support

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

180,000

200,000

13,225

27,669

32,440

43,006

50,465

52,451

55,624

131,137

Some College Associates Bachelor's Total

Some College (Including Certificates) 150,967Associate 83,298Bachelor’s 171,752Total 406,018

Summary• Adoption of high, common standards is vital to our economic

well being.

• Reaching our goals for youngsters—that they leave the K-12 system college and career ready -- depends on our ability to build increased capacity to meet 21st century challenges.

• We need to enlist our communities of educators, learners and citizens to agree on the vital necessity of meeting the challenges before us. The agreement is part of the increased capacity. We need your support.


11/15/2011 15

CHALLENGES AND OPPORTUNITIES FOR P-16 EDUCATION-PART II

Dr. Mel Netzhammer, Provost Keene State College

• Approach and Attitude of Feds

• National Movements and Responses

• State and USNH Priorities

The Higher Education Landscape

• Quality Assurance (The current state of the accountability movement and continuous self improvement)

• Student Portability (The ability of students to move seamlessly from one college to another as they complete their degrees)

Two Emerging National Themes

National Expectations for Colleges and Universities

• Access: Have the highest percentage of college graduates by 2020 (now 12th)

• Workforce Development: Invest specifically in job preparation/applied learning

• Control Costs

• Central to federal policy is the expectation that colleges will do more to measure learning and demonstrate success.

• Improving student learning

• Measuring student learning

• Collaboration

• Openness

…beyond what graduates know, what they can do with what they know is the ultimate benchmark of learning.—Lumina Foundation

The National Landscape

• State funding challenges

• State interests in educational quality

• Efficiency expectations

• Promoting 4-year graduation rates

• Expectations regarding program viability and demonstration of student learning

The State and USNH Landscape

College and Career Readiness ..

The place for P-16 collaboration


11/15/2011 22

COMMON CORE – NATIONAL PERSPECTIVES

Wayne Woolridge, Co-Superintendent of SAU 29

The Common Core Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school fully prepared for college and careers.

The Standards are:• Aligned with college and work expectations; • Clear, understandable and consistent; • Include rigorous content and application of knowledge through high-order skills; • Build upon strengths and lessons of current state standards; • Informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and • Evidence- and research-based.

College and Career Readiness (CCR) Anchor Standards

• Broad expectations consistent across grades and content areas.

• Based on evidence about college and workforce training expectations.

• Both content and skills are important.

Outcomes in Mathematics• Focus and coherence• Focus on key topics at each grade level.• Coherent progressions across grade levels.• Balance of concepts and skills• Content standards require both conceptual understanding and procedural fluency.• Mathematical practices• Foster reasoning and sense-making in mathematics.• College and career readiness• Level is ambitious but achievable.

Outcomes in English Language Arts

• Ensure students are being prepared to read, write, and research across the curriculum, including social studies, science, technical subjects.

• Ensure that teachers in other disciplines are also focusing on reading and writing to build knowledge within their subject areas.

Outcomes in Integrated Literacy• Recognizes that teachers in other discipline areas have a role in literacy development

• Interdisciplinary approach to literacy based on research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas.

Outcomes in Integrated Literacy• To be ready for college, workforce training and a technological society, students need the ability to gather, comprehend, evaluate and synthesize information and ideas in order to solve problems and analyze data.

• Research and media skills and understandings are embedded throughout the Standards.


11/15/2011 30

COMMON CORE – LOCAL DISTRICTS TAKE ACTION

Meredith Davis Cargill, Director of Curriculum and Assessment, SAU 29

PLCs

G/V Curriculum

These standards demand very high levels of performance from all students, which in turn has significant implications for teaching. Differentiated instruction, integrated instruction, Understanding by Design, and other strategies will need to become commonplace in all classrooms. There is no excuse for at-risk populations failing to achieve along with the rest of the students in school.

Critical to know and understand:

Transitioning to the Common Core State Standards and Next Generation AssessmentsWillard R. Daggett ▪ Susan A. Gendron ▪ Daniel A. Heller

Curriculum Alignment and Articulation

Curriculum Crosswalking• Teacher groups vetted

textbooks to find alignment, gaps, and redundancies with CCSS-aligned SAU 29 Math Curriculum

Is the learning target covered in the textbook?

Does the textbook do an adequate job of addressing the learning target?

What other resources should be used to teach the learning target?

What are the best resources and instructional strategies for a student needing intervention (for this learning target)? For a student needing enrichment or extension of this content?

When we’re not clear, students end up with lots of different

learning issues . . .

Essential

Aligned Assessment

Universal Screening

•Administered twice per year•Identify students’ strengths and weaknesses•Measure growth during the instructional year

Progress Monitoring

•CCSS Aligned Curriculum Based Measures•Provides check in on effectiveness of interventions

Common Assessments

•Utilized in Professional Learning Communities•Based on Essential Knowledge in Curriculum•Developed by teachers

• Inform learning• Monitor implementation

of curriculum

• Evaluate program effectiveness

• Generate data dialogue

• Curriculum-Based

• Teacher-Created

• Requires PLCs and Common Pacing

Common Assessments


11/15/2011 40

ENGAGEMENT OPPORTUNITIESWilliam Gurney, Co-Superintendent of SAU 29

"student's willingness, need, desire and compulsion to

participate in, and be successful in, the learning process

promoting higher level thinking for enduring understanding.”

Bomia, et. al. (1997).

Application Model

Knowledge in one discipline

Apply in discipline

Apply across disciplines

Apply to real-world

predictable situations

Apply to real-world

unpredictable situations

Current Opportunities• Community Connections• Student Mentoring• WHOLE Program• Increased ELOs• Cheshire Career Center Counselor• Connections with the Greater Keene Chamber of Commerce, River Valley, and Keene State

Future Opportunities

• Fortified Community Partnerships• RCAM• Extended Learning Opportunities (ELOs)

Dinner---enjoy!

1. What do today’s students need to know?

2. How do today’s students learn and are there changes educators need to make to support student success?

3. What are obstacles to engaging students through real-world learning experiences and how can public schools, colleges, and community partners collaborate to overcome them?

Discussion Groups

Discussion Group summary remarks by facilitators

Closing remarks and plans for the future…

THANK YOU!