The Common Core: Preparing GEAR UP Students for Rigor & Academic Success. Summer Institute 2012 University of Washington June 25-June 29, 2012

Transcription

1 The Common Core: Preparing GEAR UP Students for Rigor & Academic Success Summer Institute 2012 University of Washington June 25-June 29, 2012

2 Professional development for: Building and District Leaders creating a collegegoing culture; instructional leadership; college preparation systems in schools GEAR UP Coordinators and Graduation Specialists training to support services to GEAR UP students and families Classroom Teacher improve curriculum & instruction; increase alignment with postsecondary education; raise teachers college knowledge Roseann London Director

3 Washington GEAR UP

4 Sara Campbell, Ph.D., Math Education Project Ismael Fajardo, Graduate, Educational Leadership & Policy Studies Lorena Guillen, Graduate, Curriculum & Instruction Anita Lenges, Ph.D., Math Education Project Sheila Valencia, Ph.D., Professor, Curriculum & Instruction

5 Goals and Objectives Learn the background and goals of the Common Core State Standards Initiative (CCSS) Gain an understanding of the CCSS implementation in Washington State Engage in a Mathematics or English Language Arts track to explore the standards in-depth The opportunity to reflect and strategize on the implications for your practice/programs/schools Engage in affinity and school discussions to discuss the hows Identify next steps in your own learning about the CCSS

6 Community Building What do you know about the Common Core State Standards Initiative? What questions do you have for others with more experience? What are some highlights or suggestions you have for those less familiar with the standards?

7 Key Organization State-led effort coordinated by the National Governors Association Center for Best Practices & Council of Chief State School Officers (CCSSO). An advisory group including experts from Achieve, Inc.; ACT; the College Board; the National Association of State Boards of Education and the State Higher Education Executive Officers.

8 Response to challenges: Inconsistent standards across states (50 standards); inconsistent outcomes High drop-out rates and persistent achievement gaps High rates of remediation at the college-level Misalignment between K-12 education and college and career expectations Need to develop a highly-qualified workforce that can compete in a global economy

9 OSPI

10 Remediation 34% of students at public colleges and universities need at least one remedial course; at community college it is 43% (National Conference of State Legislatures) Over 40% of 2005 Washington high school graduates entering public postsecondary education (Public 4-year and Community Technical Colleges) within one year of graduation took remedial (pre-college) math or English courses (ERDC) Less than 25% percent of remedial students at community college earn a certificate or degree within eight years (Bailey 2009)

11 CCSS are the next-generation standards in English Language Arts (ELA) and Mathematics for each grade K-12 Define the knowledge and skills for success in credit-bearing college course and workforce training programs Align expectations for high school graduates with college readiness standards Draws upon the best of our country s state standards and are benchmarked to global standards of top-performing nations Fewer, clearer, and higher Rigorous content and applications of knowledge through higher-order skills Research and evidence-based

12 Two multi-state consortia funded by U.S. Department of Education are developing assessment systems aligned to the standards Smarter Balanced is funded through a four-year, $175 million grant from the U.S. Department of Education Washington is the lead fiscal agent for the 29-state SMARTER Balanced Assessment Consortium System will include formative, interim, and summative assessments Administer on-line and include performance tasks Ready for implementation in the school year

13 College Access for GEAR UP Requires Standards + Academic interventions for students already behind Supports for students as they engage in more rigorous coursework Increasing GEAR UP students aspirations & motivation Increasing GEAR UP students and their families knowledge of postsecondary education options, preparation, and financing (GEAR UP s third objective)

14 From Standards to Improved Outcomes Sheila Valencia, UW College of Education Sunshine Campbell, UW Math Education Project Anita Lenges, UW Math Education Project

15 What is Standards-Based (Systemic) Reform? If states set high standards for student performance, develop assessments that measure student performance against the standards, give schools the flexibility they need to change curriculum, instruction, and school organization, and hold schools accountable for meeting performance standards, then student achievement will rise.

16 Standards-Based Reform The Initial Theory of Action Standards Assessment Accountability Clear Expectations Motivation Higher Student Learning

17 Expanded Theory of Action Standards Assessment ccountability Clear Exp s Motivation Instruction Professional Development Higher Student Learning