Engaging Families: Answering K-12 Family Questions About College To Career Readiness

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1 Engaging Families: Answering K-12 Family Questions About College To Career Readiness AUGUST 12,

2 Key Topic Endorsements/ New Grad Plans/ 2015 Legislative Update Career Exploration Advanced Academics (AP, IB, Dual Credit) College Exams (PSAT, SAT, ACT, TSIA) and test prep Presenters Susan Patterson CTE Consultant Region 11 Dr. Linda Johnson Executive Director, College and Career Readiness Dallas ISD Jeffrey Miller Executive Director, College Readiness Grand Prairie ISD Dr. Stacy Burrell Coordinator, Academic Advisement Fort Worth ISD 2

3 Endorsements/ New Grad Plans/ 2015 Legislative Update SUSAN PATTERSON CTE CONSULTANT REGION 11 3

4 House Bill 5: Overview Influenced by employers demand for qualified employees in 21 st century Knowledge of content (engineering, business, trades, arts) Skills: Communication, Critical Thinking, Working in Teams Need to reduce remediation in college (called developmental education in college and cost paid by student) 4

5 House Bill 5: Reduced Graduation Exams Reduced the number of STAAR End of Course (EOC) exams from 15 to 5 English I English II Algebra I Biology U.S. History 5

6 House Bill 5: New Graduation Plans For Students Entering 9 th Grade in and beyond Personal Graduation Plan for every student New Graduation Plans Foundation: 22 Credits Foundation Plus Endorsements: 26 Credits NEW Distinguished Level of Achievement : 26 Credits * * NEW Distinguished is now the only graduation plan where students are eligible for automatic admission to a Texas four-year college or university under top 10% rule. (It is NOT the same as the current Distinguished grad plan.) 6

7 Three Graduation Plans NEW Distinguished Level of Achievement Foundation Plan Plus Endorsements Foundation Discipline Credits Credits Credits English Math Science Social Studies Language Other Than English Fine Arts Physical Education Electives Total Credits for Graduation:

8 House Bill 5: Endorsements Arts and Humanities Business and Industry Multidisciplinary Studies Public Services STEM 8

9 Ninth Graders MUST Choose an Endorsement Texas House Bill 5 mandates that all ninth grade students (beginning in the school year) select an Endorsement. Ultimately, it is the students and parents/guardians responsibility to decide on a graduation option that best meets a student s needs and maximizes opportunities after high school. Students must wait until they complete the 10 th grade and have parent/guardian permission in writing to select the Foundation Plan, unless they meet other statemandated criteria. Students and parents/guardians are responsible for enrolling in and monitoring the successful completion of courses required for graduation. 9

10 Five Endorsements. Twenty State Options. ARTS and HUMANITIES BUSINESS and INDUSTRY MULTIDISCIPLINARY STUDIES PUBLIC SERVICES STEM (Science, Technology, Engineering, Math) Six options: (A) five social studies credits. (B) four levels of the same language in a LOTE. (C) two levels of the same language in a LOTE and two levels of a different language in a LOTE. (D) four levels of American sign language. (E) a coherent sequence of four credits by selecting courses from one or two categories or disciplines in fine arts or innovative courses approved by the commissioner. (F) four English elective credits by selecting from the following: English IV; or Independent Study in English; or Literary Genres; or Creative Writing; or Research and Technical Writing; or Humanities; or Communication Applications; or AP English Literature and Composition; or IB Language Studies A1 Higher Level Four options: (A) a coherent sequence of courses for four or more CTE credits with at least two courses in the same career cluster, including at least one advanced CTE course. The final course in the sequence must be obtained from one of the following: Agriculture, Food, and Natural Resources; or Architecture and Construction; or Arts, Audio/Video Technology, and Communications; or Business Management and Administration; or Finance; or Hospitality and Tourism; or Information Technology; or Manufacturing; or Marketing; or Transportation, Distribution, and Logistics. (B) four English elective credits to include three levels in one of the following areas: public speaking; or debate; or advanced broadcast journalism; or advanced journalism: newspaper; or advanced journalism: yearbook. (C) four technology applications credits. (D) a coherent sequence of four credits from subparagraph (A), (B), or (C). Three options: (A) four advanced courses that prepare a student to enter the workforce successfully or postsecondary education without remediation from within one endorsement area or among endorsement areas that are not in a coherent sequence. (B) four credits in each of the four foundation subject areas to include English IV and chemistry and/or physics. (C) four credits in Advanced Placement, International Baccalaureate, or dual credit selected from English, mathematics, science, social studies, economics, languages other than English, or fine arts. Two options: (A) a coherent sequence of courses for four or more CTE credits with at least two courses in the same career cluster, including at least one advanced CTE course. The final course in the sequence must be obtained from one of the following: Education and Training; or Government and Public Administration; or Health Science; or Human Services; or Law, Public Safety, Corrections, and Security. (B) four courses in Junior ROTC (JROTC). Five options (All require Algebra II, Chemistry, and Physics) (A) a coherent sequence of courses for four or more CTE credits including at least two courses in the same career cluster, and at least one advanced CTE course, which includes any course that is the third or higher course in a sequence. The final course in the sequence must be obtained from one of the CTE career clusters relating to Science, Technology, Engineering, and Mathematics. (B) a coherent sequence of four credits in computer science. (C) three credits in mathematics by successfully completing Algebra II and two additional mathematics courses for which Algebra II is a prerequisite. (D) four credits in science by successfully completing chemistry, physics, and two additional science courses. (E) in addition to Algebra II, chemistry, and physics, a coherent sequence of three additional credits from no more than two of the categories or disciplines represented by subparagraphs (A), (B), (C), and (D). 10

11 2015 Legislation SB 149: Established Individual Graduation Committee (IGC) for 11 th and 12 th grade students Failed to comply with EOC performance for not more than 2 courses IGC must consider 15 criteria in statute Student must comply with additional requirements IGC vote is unanimous HB 18: New College and Career Readiness (CCR) instruction Middle school CCR instruction Unlimited dual credit for qualified students (courses approved by districts) New state materials for parents and training for counselors HB 1992: All Texas public colleges and universities to award credit to students who submit scores of 3 and higher on AP exams (beginning Fall 2016) 11

12 Career Exploration DR. LINDA JOHNSON COLLEGE AND CAREER READINESS EXECUTIVE DIRECTOR DALLAS ISD 12

13 House Bill 5: Preparing Students for College TO Career 13

14 Where Can I Learn About Careers? NATIONAL, STATE, AND LOCAL SOURCES! 14

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16 Texas Workforce Commission Labor Market and Career Information Labor Market Information Students, Counselors, and Teachers 16

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18 All Jobs: Sixteen National Career Clusters. Career Clusters contain occupations in the same field of work that require similar skills. Students, parents, and educators can use Career Clusters to help focus education plans towards obtaining the necessary knowledge, competencies, and training for success in a particular career pathway. Career clusters help you find your way to over 500 career and 60 industry descriptions. 18

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20 Five Endorsements. Twenty State Options. ARTS and HUMANITIES BUSINESS and INDUSTRY MULTIDISCIPLINARY STUDIES PUBLIC SERVICES STEM (Science, Technology, Engineering, Math) Six options: (A) five social studies credits. (B) four levels of the same language in a LOTE. (C) two levels of the same language in a LOTE and two levels of a different language in a LOTE. (D) four levels of American sign language. (E) a coherent sequence of four credits by selecting courses from one or two categories or disciplines in fine arts or innovative courses approved by the commissioner. (F) four English elective credits by selecting from the following: English IV; or Independent Study in English; or Literary Genres; or Creative Writing; or Research and Technical Writing; or Humanities; or Communication Applications; or AP English Literature and Composition; or IB Language Studies A1 Higher Level Four options: (A) a coherent sequence of courses for four or more CTE credits with at least two courses in the same career cluster, including at least one advanced CTE course. The final course in the sequence must be obtained from one of the following: Agriculture, Food, and Natural Resources; or Architecture and Construction; or Arts, Audio/Video Technology, and Communications; or Business Management and Administration; or Finance; or Hospitality and Tourism; or Information Technology; or Manufacturing; or Marketing; or Transportation, Distribution, and Logistics. (B) four English elective credits to include three levels in one of the following areas: public speaking; or debate; or advanced broadcast journalism; or advanced journalism: newspaper; or advanced journalism: yearbook. (C) four technology applications credits. (D) a coherent sequence of four credits from subparagraph (A), (B), or (C). Three options: (A) four advanced courses that prepare a student to enter the workforce successfully or postsecondary education without remediation from within one endorsement area or among endorsement areas that are not in a coherent sequence. (B) four credits in each of the four foundation subject areas to include English IV and chemistry and/or physics. (C) four credits in Advanced Placement, International Baccalaureate, or dual credit selected from English, mathematics, science, social studies, economics, languages other than English, or fine arts. Two options: (A) a coherent sequence of courses for four or more CTE credits with at least two courses in the same career cluster, including at least one advanced CTE course. The final course in the sequence must be obtained from one of the following: Education and Training; or Government and Public Administration; or Health Science; or Human Services; or Law, Public Safety, Corrections, and Security. (B) four courses in Junior ROTC (JROTC). Five options (All require Algebra II, Chemistry, and Physics) (A) a coherent sequence of courses for four or more CTE credits including at least two courses in the same career cluster, and at least one advanced CTE course, which includes any course that is the third or higher course in a sequence. The final course in the sequence must be obtained from one of the CTE career clusters relating to Science, Technology, Engineering, and Mathematics. (B) a coherent sequence of four credits in computer science. (C) three credits in mathematics by successfully completing Algebra II and two additional mathematics courses for which Algebra II is a prerequisite. (D) four credits in science by successfully completing chemistry, physics, and two additional science courses. (E) in addition to Algebra II, chemistry, and physics, a coherent sequence of three additional credits from no more than two of the categories or disciplines represented by subparagraphs (A), (B), (C), and (D). 20

21 Programs of Study (POS) The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins) calls upon states to create sequences of academic and Career and Technical Education coursework to help students attain a postsecondary degree or industry-recognized certificate or credential, otherwise known as Programs of Study (POS). At minimum, according to the definition put forward in Perkins, programs of study must: Incorporate and align secondary and postsecondary education elements. Include academic and CTE content in a coordinated, non-duplicative progression of courses. Offer the opportunity, where appropriate, for secondary students to acquire postsecondary credits. Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. 21

22 Achieve Texas This initiative used the National Career Clusters Framework, which is based upon sixteen federally defined career clusters. NOT YET UPDATED for House Bill 5 yet still useful. 22

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27 Advanced Academics (AP, IB, Dual Credit) JEFFREY MILLER EXECUTIVE DIRECTOR, COLLEGE READINESS GRAND PRAIRIE ISD 27

28 What is Advanced Placement (AP)? Advanced Placement (AP) is a program of college-level courses offered at many high schools. Designed by the College Board Courses are available in many subject areas, including English, history, humanities, languages, math, psychology and science. The focus is not on memorizing facts and figures. It's on engaging discussions, approaching and solving problems together and learning to write well. Exam at the conclusion of the course allows the student to demonstrate mastery of the course content 28

29 What AP Courses are Available? 29

30 Why Take AP? Retrieved from: 30

31 AP + Partnerships = More Achievement We.org - A Pilot Program to Incorporate Service Learning into AP Courses - Through its partnership with Free The Children, the College Board hopes to: Encourage teachers and students to apply the knowledge they gain in college-level AP classes by locally developing and enacting service initiatives that address opportunities and challenges in their own or others communities. Allow for broader discussions of demanding academic material due to the interactive and problembased nature of service-learning projects. Provide the relevant tools and resources for educators and students to design and implement their own service-learning programs. Encourage higher education institutions to recognize service-learning within a rigorous academic context. 31

32 AP + Partnerships = More Achievement Project Lead The Way (PLTW) - Long-term partnership to develop college and career pathways in STEM by combining AP courses with Project Lead The Way programs. The partnership creates an opportunity for students to earn credentials that signify their readiness for college and careers, and participate in career-focused opportunities such as internships and scholarships. These recognition opportunities for students will be available beginning in summer Additionally, schools will receive credentials when they bring together AP and PLTW courses in a meaningful way for students. 32

33 HB 1992 New Texas Law requires state colleges and universities to accept scores of 3 or higher on AP Exams

34 What is International Baccalaureate (IB)? The International Baccalaureate (IB) offers a continuum of international education. The programmes encourage both personal and academic achievement, challenging students to excel in their studies and in their personal development. In order to teach IB programmes, schools must be authorized. Every school authorized to offer IB programmes is known as an IB World School. The IB is different from other curricula because it: encourages students to think critically and challenge what they are told is independent of governments and national systems, and therefore able to incorporate best practice from a range of international frameworks and curricula encourages students to consider both their local and international environment. 34

35 IB Continuum of International Education 35

36 IB Learner Profile The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective 36

37 Why IB? The IB is different from other curricula because it: encourages students to think critically and challenge what they are told is independent of governments and national systems, and therefore able to incorporate best practice from a range of international frameworks and curricula encourages students to consider both their local and international environment. 37

38 What is Dual Credit? Courses offered for dual credit stem from agreements between high schools, universities and community colleges whereby a a student enrolls in a college course and simultaneously earns college credit and high school credit for the course. By state law, dual credit college-level academic credit is transferable to public colleges in Texas as either core or elective credit. Credit may or may not be accepted by private or out of state institutions. Students are responsible for determining whether their college will accept credit in transfer. Students typically start taking courses after their sophomore year. 38

39 What is Dual Credit? Dual credit is awarded to students when they earn a passing grade in a college course. The college credit is reflected on the transcript from the college with which the district has established an MOU. It is up to any other accepting college/university to determine whether dual credit coursework will be honored. 39

40 Why Dual Credit? IF THEN Dual Credit 2 x as likely to complete a degree w/in six years According to Jobs for the Future 40

41 Parent & Student Responsibilities for Dual Credit Parent Responsibilities In electing to participate in a dual credit course, the student and his/her parents must comply with his/her District s dual credit procedures and policies. Understand that Dual Credit is College Credit Student Expectations In all matters related to the dual credit course, students are held to the standards, expectations and regulations of their partnering higher education institutions. High academic standards High attendance requirements Alternative grading procedures and discipline procedures (including appeals are usually under the jurisdiction of the partnering higher education institution) 41

42 College Exams (PSAT, SAT, ACT, TSIA) and Test Prep DR. STACY BURRELL COORDINATOR, ACADEMIC ADVISEMENT FORT WORTH ISD 42

43 43

44 Subjects Snapshot SUBJECTS: English, reading, writing, math, and science by grade level 3 rd 8 th and early high school (9 th 10 th ) TESTS: Vertically articulated, standards-based system of summative, interim, and classroom-based assessments FORMAT: Linear (fixed form) computer-based testing, with a paper and pencil option ITEMS: Constructed response, selected response, and technology enhanced item. 2 nd LANGUAGE SUPPORT: Spanish Language grades 3 rd 6 th. Spanish support materials for all grades. UNIQUE FOR COLLEGE PLANNING: provides a 3-digit, vertical score for each grade 3 rd 10 th empirically linked to the ACT College Readiness Benchmarks. 44

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48 About the Redesigned SAT *Please note: All time limits are tentative and subject to research.

49 8 Key Changes to the SAT

50 The College Board's SAT School Day program enables states and districts to create a unique opportunity for all of their juniors or seniors to take the SAT in their home schools, thereby providing encouragement for all students to pursue a college education. It also offers improved access and convenience to meet college admission testing requirements.

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52 Texas Success Initiative (TSI) Assessment A statewide tool designed to assess a student s skills in Math, Reading, and Writing Designed to assist colleges with determining appropriate course placement The State requires a pre-assessment which activity before testing which consist of four modules: Importance of Assessment Testing Process and Sample Questions Developmental Education Options Institutional and Community Resources & Tips for Success 52

53 TSI Assessment Features Aligned to the Texas College and Career Readiness Standards for Math, Reading, and Writing Multiple Choice selections Untimed Computer Adaptive Up to 5 hours long Scored Immediately Unlimited re-testing $29 assessment fee (Check with your school counselor to see if applicable) 53

54 54

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