Presentation on theme: "Success for All: Multiple Measures for College & Career Readiness Presented at the California Department of Educations Public Schools Accountability Act."— Presentation transcript:
Success for All: Multiple Measures for College & Career Readiness Presented at the California Department of Educations Public Schools Accountability Act Advisory Committee Meeting April 15 th, 2014
The Linked Learning Alliance A statewide coalition dedicated to improving Californias high schools and preparing students for success in college, career, and life. State & Local Agencies Employers Industry & Trade Assoc. Community Org. K-12 Higher Education
The Linked Learning Approach Linked Learning integrates: rigorous academics technical training real-world learning opportunities student supports
College and Career Readiness Most skilled jobs with living wages require training beyond high school. Neither a college nor career technical training may be appropriate for all students, but both are relevant to the aspirations of most students. Career High School Community College On-the- Job Training Apprentice University
College Ready Career Ready Eligibility for postsecondary studies without remediation. Academic content knowledge Academic behaviors Cognitive strategies Eligibility for gainful, skilled employment or further training. Technical skills and knowledge Workplace behaviors Contextual application of academic and technical skills/knowledge. 21 st Century skills and soft skills College and career are neither synonymous nor mutually exclusive.
Common Core Implementation $1.25 Billion Local Control & Accountability Planning $2.1 Billion SB 1070 CTE Pathway Program $48 Million Career Technical Programs (CPA, SSP, AgTech, CleanTech) $40 Million +$30 Million (Proposed for 2014-15) +$52 Million (Proposed for 2014-15) $250 Million $384 Million Regional Occupation Centers & Programs Career Pathways Trust Career Technical FundingStatewide Implementation Grants +$48 Million (Proposed for 2014-15) State policy has begun to acknowledge this reality.
This convergence builds upon several years of legislative activity working to better align career and college preparation. SB 611 Curriculum Integration & Articulation AB 790 Local Exemplars & Scale SB 612 AB 1304 Teacher Training AB 2648 Regulatory Alignment SB 1458 Assessment & Accountability SB 1X1 SB 1354 Building Block Academies AB 2211 AB 86 Work Based Learning
College Readiness: One size does not fit all In September, the committee heard about several potential indicators: A-G Completion Early Assessment Program (EAP) Completion of Algebra II or above Variable observation None were stable or reliable across school sites Other discussed indicators: SAT/ACT, AP/IB and dual enrollment Are not universally available and/or come at a cost Likely variation in reliability across school sites A multiple measures approach is the most realistic, equitable, and feasible. Career readiness is no different.
Demonstrate workforce readiness through acquisition of sector specific competencies and 21 st century skills. Many career-relevant indicators are reported to the state: Perkins CALPADS More are gaining momentum in districts through: AB 790 Linked Learning Pilot Program (IEBC) Career Pathways Trust (IEBC and Cal-PASS+) CORE districts (School Quality Improvement System) Local Control and Accountability Plan development Career Indicators
Career Pathways Trust # who have successfully participated in the career pathways program (successfully participated is defined by a C grade or better in all pathway courses). # participating in internships, work-based learning, mentoring, job shadowing opportunities, work experience, and student leadership organizations as part of the career pathways program. # who received a high school diploma. # who received a nationally recognized or state approved career technical education (CTE) certificate. Career Indicators
Career technical education sequences or programs of study that align with state board-approved career technical educational standards and frameworks, including: Aspirational ROC/ROP Each occupational sequence shall do all of the following: (1)Result in an occupational skill certificate developed in cooperation with the appropriate employer advisory board. (2)(2) Provide prerequisite courses that are needed to enter apprenticeship or postsecondary vocational certificate or degree programs. Where possible, sequenced courses shall be linked to certificate and degree programs in the region. (3)(3) Focus on occupations requiring comprehensive skills leading to high entry-level wages or the possibility of significant wage increases after a few years on the job, or both. (4)(4) Offer as many courses as possible that have been approved by the University of California as courses meeting the "A-G" admissions requirements. Local Control Accountability Plan
California Partnership Academies Career technical education courses offered at each grade level at the academy that are part of an occupational course sequence that targets comprehensive skills and that does the following: (A)Provides career technical education in high skill occupations of regional and local economic need. (B)Focuses on occupations requiring comprehensive skills leading to higher than entry- level wages, or the possibility of significant wage increases after a few years on the job, or both. (C)Provides a sequence of courses that build upon each other in knowledge, skill development, and experience, and ends in a capstone course that includes an internship component. (D)Prepares pupils for employment and postsecondary education. Sequenced courses shall be linked to certificate and degree programs in the region, where possible. (E)Whenever possible, prepares pupils for industry-recognized certifications. (F)Whenever possible and appropriate, offers career technical education courses that also meet the subject requirements for admission to the California State University and the University of California. Local Control Accountability Plan
Linked Learning (1)A multiyear, comprehensive high school program of integrated academic and technical study that is organized around a broad theme, interest area, or industry sector, including, but not necessarily limited to, the industry sectors identified in the model standards adopted by the state board. (2)A program that ensures that all pupils have curriculum choices that will prepare them for career entry and a full range of postsecondary options, including two- and four-year college, apprenticeship, and formal employment training. Local Control Accountability Plan
Linked Learning (1)An integrated core curriculum that meets the eligibility requirements for admission to the University of California and the California State University and is delivered through project-based learning and other engaging instructional strategies that intentionally bring real-world context and relevance to the curriculum where broad themes, interest areas, and career technical education are emphasized. (2)An integrated technical core of a sequence of at least four related courses, that may reflect career technical education standards-based courses, that provide pupils with career skills, that are aligned to and underscore academic principles, and to the extent possible fulfill the academic core requirements. (3)A series of work-based learning opportunities that begin with mentoring and job shadowing and evolve into intensive internships, school-based enterprises, or virtual apprenticeships. (4)Support services, including supplemental instruction in reading and mathematics, that help pupils master the advanced academic and technical content that is necessary for success in college and career. Local Control Accountability Plan
Data Constraints & Opportunities The State Board of Education can only require currently reported data CALPADS Perkins But this doesnt preclude voluntary reporting of additional data. New, non-state data systems can offer valuable indicators of readiness among participating schools and districts: IEBC Cal-PASS+ School Quality Improvement System (CORE/Gardner Center)
Guiding Principles College and career readiness Not either/or Subsidiarity Aligned with LCFF/LCAP Encourage innovation to improve practices and programs statewide Responsiveness to unique local conditions and realities. Transparency and relevance Clear and meaningful to students, families, educators, employers, etc. Emphasis on student performance over student participation. Align with, and exceed, readiness standards in other states.
Course & Program Indicators Reflect satisfactory performance in a specific program of study and the type of knowledge acquired. May reflect minimum eligibility requirements for postsecondary programs (college, on-the-job training, apprenticeships, etc.).
College-Ready Course & Program Indicators A-G Completion Indicates preliminary eligibility AP/IB Course Completion Signal of more rigorous course of study Research has linked course participation to improved performance in similar courses at college level.
CTE Pathway Completion Sequence of 3 or 4 courses within an industry theme Central component of career academies Used in 6 states accountability systems as a career readiness option Decades of research have shown connection between career academy completion and improved student outcomes: Graduation and postsecondary enrollment Earnings Credit completion and a-g course completion Could meet basic Local Control & Accountability Plan requirement. Introduction to Engineering Design Digital Electronics Computer Integrated Manufacturing Sample Engineering & Design Course Sequence
CTE Course Completion (within a pathway) Whereas the a-g course sequence is largely all or nothing for UC eligibility purposes, discrete CTE courses aligned in a pathway sequence reflect incremental career preparation via technical skill development. Course 1 Course 2 Introduction to Engineering Design 3D Modelling Technical Documentation Digital Electronics Circuitry Simulation design & testing Electronics troubleshooting
CTE Pathway CollegeCareer 2 CTE courses CTE course None of the above 800 600 400 200 A-G & Distribution of points on the index (conceptual example for illustrative purposes) In this scheme, an algorithm could average college and career indicators, with calibration as necessary. = 700 points + 800 A-G -2 600 2
Demonstration Indicators Completion of activities that establish a students level of experience or competence. May meet minimum eligibility requirements for postsecondary training programs or employment. College EAP Ready or EAP Conditional Career Work-based learning experiences
Work-Based Learning Experiences Apprenticeships Standards-based, industry recognized, and often prerequisite for skilled jobs Includes clear sequence of experiences aligned to curriculum Supervisor assessment of readiness WorkAbility Aligned to Individual Education Plan (IEP) for students with disabilities Supervisors assessment of job readiness
Work Experience Education Inconsistent standards and quality Not all are curriculum-aligned or include employer/supervisor assessment Could be strengthened in statute and regulations Only a handful of states currently use work-based learning as an option for career readiness in their accountability systems. LCAP Implications (when standards-aligned): Could supplement college- and career-ready baseline Could be an additional pupil outcome reported in the plan Career-relevance and connection to curriculum reinforce student engagement and content mastery. Contextualized learning can reinforce English language acquisition
Industry Certification Demonstrates technical competency Employer recognized, but not applicable in all sectors or industries Schools report acquisition of certifications, but no official list. CDE has been surveying districts to learn which certifications are reported Ex. Certified Organic Farmer, Veterinary Technician, Certified Nurse Assistant, Microsoft Certified, Collision Repair & Refinishing Requires creation of authoritative list Ensures level of quality and rigor Common practice in other states LCAP Implications: Could be additional pupil outcome included in reporting.
CTE Pathway CollegeCareer 2 CTE courses CTE course None of the above 800 600 400 200 A-G + EAP Ready & CTEP + Ind. Cert or WBL WBL Employer Assessed Industry Cert. CTE course EAP Conditional 1000 Raising the bar on readiness. A-G -2 A-G or EAP Ready
Postsecondary Experience Indicators Success in college-level courses and/or advanced standing upon college entry If college-level CTE coursework, also demonstrates career preparation Some version of these types of indicators are used in over 20 states as a reporting option for accountability purposes.
Degree and Transfer-eligible Units (DTU) Courses that require or demonstrate college-level math or English. Includes credit earned from IB/AP exams and college coursework completed through dual/concurrent enrollment. Place students at advanced standing upon entry to college Provides early exposure to college setting and/or college-level performance expectations Can lead to increased rates of colleges persistence and completion among all students
College-level CTE course completion Emerging research shows promise for CTE dual enrollment and students postsecondary outcomes. Demonstrates college and career readiness Shows both college-level competency and employment training LCAP Implications: Could supplement college- and career-ready baseline Could be an additional pupil outcome reported in the plan Rigor and career-relevance can reinforce student engagement, school climate perceptions, and content mastery. Contextualized learning can reinforce English language acquisition.
Diversifying reporting options In this scheme, some indicators could combine college and career, reducing or eliminating the need to average and calibrate. A-G or EAP Ready CTE Pathway CollegeCareer 2 CTE courses CTE course None of the above 800 600 400 200 A-G + EAP Ready & CTEP + Ind. Cert or WBL WBL Employer Assessed Industry Cert. CTE course EAP Conditional 1000 A-G + 3 DTU 6 DTU 30 DTU 12 DTU 3 DTU 1 College CTE Course College & Career WBL + 1 College CTE WBL + 1 College CTE (Math or ELA pre-req.)
Diversifying reporting options In this scheme, some indicators could combine college and career, reducing or eliminating the need to average and calibrate. A-G or EAP Ready CTE Pathway CollegeCareer 2 CTE courses None of the above 800 600 400 200 A-G + EAP Ready & CTEP + Ind. Cert or WBL WBL Employer Assessed Industry Cert. CTE course EAP Conditional 1000 A-G + 3 DTU 6 DTU 30 DTU 12 DTU 3 DTU College & Career WBL + 1 College CTE 1000 800 = 900 pts + = 800 pts. 2
Potential Voluntary Indicators Supports local control and accountability, through recognition of alternative, indicators or measures. Incentivizes innovation – drives state towards better measures A number of promising indicators are already emerging Alternative reporting and accountability systems could be integrated What would be required? Evidence of effectiveness Development of evaluation criteria and review process to obtain PSAA/SBE approval, as well as determine point values.
National Career Readiness Certificate (NCRC) Can be earned through successful completion of 3 WorkKeys exams (offered by ACT): Applied Mathematics Locating Information Reading for Information Jobs are profiled to determine the proper skill levels necessary for successful execution of a job or internship. Four skill levels are possible: Bronze35% of jobs profiled Silver65% Gold90% Platinum100% Used as an option for career readiness in 13 state accountability systems.
Integrated Pathway Completion College and Career Pathway A-G and CTE At least two CTE courses meet A-G requirements Increases access to college-ready curriculum for those traditionally tracked into career tech programs. Increases job readiness and soft/tech skill development for college- bound students. LCAP Implications: Clearly articulates and integrates college and career ready ideals Career-relevance and connection to curriculum reinforce student engagement and content mastery, improving academic performance outcomes.
National Academy Foundation Certification Student-level certification used in almost 100 programs in California. Includes satisfactory completion of three standardized elements: 1.End-of-course exams in four pathway courses 2.Four project-based assessments 3.Supervisor-assessed internship Could potentially function as an independent indicator due to employer validation, standardization of assessment, and alignment to academic content standards.
Completion of Certified Linked Learning Pathway Includes completion of an college and career ready curriculum sequence, in addition to a work-based learning experience. Speaks to the rigor and relevance of a program, as well as the curricular integration across academic, technical and workplace learning. Encourages teaching practices that are effective and evidence-based, as well as equity of access and continuous program improvement.
School Quality Improvement System (SQIS) School accountability system for districts participating in the ESEA waiver through the California Office to Reform Education (CORE). Data-driven accountability and continuous improvement system: Includes academic, socio-emotional and culture/climate indicators Indicators are evidence-based in their importance for academic achievement and life success (ex. employment, wages, avoidance of risky behavior) Data aggregation performed by third-party. Gardner Center at Stanford University Schools must meet one of the following benchmarks: 90% on SQI Index; or Improvement along index: 2% in 2 years, 4% in 4 years
Program Enrollment Dual Enrollment Employment Program Completion Internships Work-Based Learning Mentoring Job Shadowing Associate Degrees Pathway-enrolled Graduates Work Experience Industry Certification Student Leadership Organizations Training Program Entry 4-year Transfer Data Reporting for the Career Pathways Trust
Career Pathways Trust: Data Reporting Systems Individual reporting elements, or aggregates thereof, could be drawn from one of the two reporting systems to meet college and career- readiness accountability requirements. Institute for Evidence-Based Change Nine districts currently report to this system. 58 more LEAs/COEs will utilize as participants in the AB 790 Linked Learning Pilot Program Cal-PASS+ Many LEAs already provide information to this longitudinal system
Diversifying options with alternative data reporting. A-G or EAP Ready CTE Pathway College Career 2 CTE courses None of the above 800 600 400 200 A-G + EAP Ready & CTEP + Ind. Cert or WBL WBL Employer Assessed Industry Cert. CTE course EAP Conditional 1000 A-G + 3 DTU 6 DTU 30 DTU 12 DTU 3 DTU 1 College CTE Course College & Career WBL + 1 College CTE NCRC Gold NCRC Platinum NCRC Silver NAF Certified Integrated Pathway + WBL Integrated Pathway 90% SQIS (CORE) IEBC/ Cal-PASS+ Indicator Linked Learning Pathway IEBC/ Cal-PASS+ Indicator LL Pathway - WBL WBL + 1 College CTE (Math or ELA pre-req.)
Additional Considerations Bonus points to incentivize equitable opportunities and outcomes? English language learners Students with special needs Socio-economically disadvantaged students Algorithm for blending C&CR indicators Average of each or would additional algebra be required? Calibration of voluntary measures How might other data systems be validated/integrated? Cal-PASS+, IEBC, School Quality Improvement System (CORE) Review process and evaluative criteria
All students should have: Access to an education that prepares them for college and career. A choice of paths, not a single track. The ability and support to make informed choices about the future. The Academic Performance Index: Should recognize the many paths that students may pursue. Can incentivize schools to offer educational opportunities that provide students with options after high school. Preparing Students for College, Career, and Life