Presentation on theme: "Advising for Academic Rigor Co-Presenters: Kate Webster High School Resource Counselor Columbus City Schools Jefferson Blackburn-Smith, VP for Enrollment."— Presentation transcript:
Advising for Academic Rigor Co-Presenters: Kate Webster High School Resource Counselor Columbus City Schools Jefferson Blackburn-Smith, VP for Enrollment Management, Otterbein University
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Ohio’s 21 st Century Education Plan Amended Substitute Senate Bill 311 (Ohio Core) January 3, 2007 –Goals Establish rigorous high school graduation expectations for all students Prepare high school graduates to be successful for college or work and meet demands of the 21 st century knowledge-based economy Strengthen link between high school graduation and college entry Reduce remediation at the college level
According to the NOSCA 2012 National Survey of School Counselors, counselors are not currently enrolled in Common Core State Standards implementation. Because of the focus on college readiness, the Common Core State Standards are tightly linked to counselors’ work — and counselors should be fully engaged in their implementation, yet only a third of counselors (37 percent) would rate themselves as an 8, 9 or 10 on a zero-to-10 scale in terms of knowledge about the Common Core State Standards.
Major Provisions of Ohio CORE Many Ohio independent colleges and universities require the Ohio CORE, but that is not mandated by Ohio law. A prescribed rigorous state curriculum required to enter 10 of the 13 state-assisted 4-year universities
Major Provisions of Ohio CORE Students, without Ohio CORE requirements, may apply for admission to the following public universities: Also: –Community Colleges –Technical Colleges –University Branch Campuses
Prescribed State Graduation Requirements Effective with the Class of 2014 –English (4 credits) –Mathematics (4 credits) One credit must be at least Algebra II or its equivalent –Social Studies (3 credits) ½ credit American history ½ credit American government Integrate economics and financial literacy
–Science (3 credits) “Inquiry-based laboratory experience that engages students in asking valid scientific questions and gathering and analyzing information” Must include: –Physical sciences (1 credit) –Biology (1 credit) –1 credit from advance sciences »Physical science (chemistry, physics, etc.) »Life science (advanced biology, etc.) »Earth or space science (astronomy, physical geology, etc.) Prescribed State Graduation Requirements Effective with the Class of 2014
– Health (½ credit) – Physical Education (½ credit) – Electives (5 credits) Must be selected from any of the following: – Foreign Language – Fine Arts (2 semesters or equivalent) – Business – Junior ROTC – Career-Technical Education – Family and Consumer Sciences – Technology – Agricultural Education
CCS Graduation Requirements Students Entering 9 th Grade after July 1, 2010 CCS Diploma of Graduation (Ohio CORE): 22 cr. –4 credits in English –4 credits in Mathematics –.5 (½) credit in Health –.5 (½) credit in Physical Education –3 credits in Science –3 credits in Social Studies –2 credits in Foreign Language (one language) –1 credit in Technology –1 credit in Internship –1 credit in Fine Arts –1 credit Academic Elective (Science or Social Studies) –1 credit Senior Capstone The Columbus City Schools Diploma of Graduation prepares the student beyond the requirements of Ohio CORE.
CCS Graduation Requirements Students Entering 9 th Grade after July 1, 2010 CCS Diploma of Distinction: 24 credits –4 credits in English –4 credits in Mathematics –.5 (½) credit in Health –.5 (½) credit in Physical Education –4 credits in Science –4 credits in Social Studies –3 credits in Foreign Language (one language ) –1 credit in Technology –1 credit in Internship –1 credit in Fine Arts –1 credit Senior Capstone The Columbus City Schools Diploma of Distinction is awarded to the student prepared at the optimum level for postsecondary success.
CCS Graduation Requirements Students Entering 9 th Grade after July 1, 2010 Certificate of Specialization – minimum of 23 credits –CCS Diploma of Graduation (Ohio CORE), or –CCS Diploma of Distinction, or –CCS Diploma of Completion To earn the Certificate of Specialization, the student must earn five or more credits in a specific area of academic or elective studies and a minimum of 23 total credits.
FOCUS ALIGNMENT IMPACT Ohio CORE Requirements –4 credits in English –4 credits in Math (including Algebra II or its equivalent) –3 credits in Social Sciences (including American History & American Government) –3 credits in Science, laboratory experience with inquiry-based instruction (physical science and biology, and advanced studies –5 credits of electives Foreign Language, Fine Arts, Business, Family & Consumer Sciences, Technology, Agriculture Education, Career Technical Education –½ credit in Health –½ credit in Physical Education Total: 20 credits CCS Diploma of Graduation (Class of 2014) –4 credits in English –4 credits in Mathematics* –3 credits in Science –3 credits in Social Studies –.5 (½) credit in Physical Education –.5 (½) credit in Health –1 credit in Technology –1 credit in Internship –2 credits in Foreign Language (one language) –1 credit in Fine Arts –1 credit Academic Elective (Science or Social Studies )* –1 credit Senior Capstone Total: 22 credits
CCS Graduation Requirements Students Entering 9 th Grade after July 1, 2010 Senior Capstone The Senior Capstone is a method to organize teaching and learning around authentic student projects, integrating academic and technical disciplines. Teachers facilitate connections between academic and technical coursework and challenge students to use prior knowledge and skills to solve real-world problems related to their chosen career pathway.
ODE Credit Flexibility Ohio Core changed Ohio’s Graduation Requirements and initiated Credit Flexibility CCS Board of Education adopted the Credit Flexibility regulations District set guidelines for credit flexibility Permits students to meet graduation coursework requirements in four ways: o Traditional o Integrated o Applied o Career-technical
Benefits of Ohio’s Credit Flexibility Creates more learning choices Focuses on performance, not time Accommodates different learning styles, paces and interests Promotes integration of different subjects Recognizes importance of student engagement and ownership Matches pacing to learning capacity All students may access Credit Flexibility
New ODE Assessment System: Supports Move from Proficient to College Readiness *Affects the Class of 2016 and beyond
Supporting Increased Academic Rigor Through Testing in CCS EXPLORE for all 9 th grade students PLAN for all 10 th grade students PSAT for many 11 th grade students
What do various stakeholders believe about the need for increased academic rigor? What knowledge and skills are believed to be the most valuable?
The MetLife Survey of the American Teacher: Preparing Students for College and Careers, 2010
The MetLife Survey of the American Teacher: Preparing Students for College and Careers
The MetLife Survey of the American Teacher: Preparing Students for College and Careers, 2010
How can counselors collaborate with community partners to support students in mastering more rigorous academic requirements? Advocate for instructional initiatives that support success for diverse student learners Address school climate and support a college going culture Educate students, families and community members about academic rigor, graduation requirements and college/career readiness Remove barriers to learning Use creative approaches and community collaboration to provide tutoring/ additional individualized learning supports Suggestions?
Each student is highly educated, prepared for leadership and service, and empowered for success as a citizen in a global community. Columbus Board of Education
Academic Rigor Impacts College Admission College and Workforce Readiness
ACT Career & College Readiness Benchmarks English18 Reading21 Math 22 Science24
ACT Career & College Readiness 2012 % of students reaching benchmark: English67% Reading52% Math46% Science31% All four25%
Impact of Rigor on Career/College Readiness Measurable differences in performance based on student curriculum. “Core or more” means student took: 4 years English 3 (or more) years Math, Science & Social Studies
Core or more vs. less than core Percent achieving readiness benchmark: Core or moreLess than English68% 41% Reading54% 40% Math48% 8% Science33% 13%
Impact of Rigor On test scores Courses Avg. ACT Alg 1, Alg 2, Geom, Trig, Calc25.6 Alg 1, Alg 2, Geom, Trig, Other Math23.7 Alg 1, Alg 2, Geom, Trig22.6 Alg 1, Alg 2, Geom, Other Math22.4 Alg 1, Alg 2, Geom19.6
Impact of Rigor On test scores Courses Avg. ACT Gen Sci, Bio, Chem, Phys24.0 Gen Sci, Bio, Chem21.9 Less than 3 years of science20.3
Impact of Rigor On test scores Courses Avg. ACT US, World, Gov’t, Other His23.7 US, World, Gov’t21.9
Early College and Student Success Freshman Retention at Otterbein: Freshmen with any college credit83.6% Freshmen with no college credit73.7%
Early College and Student Success Percent of students graduating in 3 years: Freshmen with any college credit5.0% Freshmen with no college credit0.5%
Early College and Student Success Percent of students graduating in 4 years: Freshmen with any college credit67.8% Freshmen with no college credit43.8%
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