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Kathy Hrabluk Associate Superintendent Arizona Department of Education.

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Presentation on theme: "Kathy Hrabluk Associate Superintendent Arizona Department of Education."— Presentation transcript:

1 Kathy Hrabluk Associate Superintendent Arizona Department of Education

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40  Agrarian Age Schools (19 th century) ◦ One room multi-age ◦ Curriculum dominated by memorizing ◦ Little writing or computation ◦ Attendance optional  Industrial Age Schools (20 th century) ◦ Increased uniformity in school programs ◦ “Academic” and “terminal” tracks ◦ Carnegie units applied rigid structure of time ◦ Standardized tests  Selection system for “thinkers” and “doers” worked ◦ Delivered workforce society needed in the proper proportions

41  Workforce needs are reversed  Extremely competitive global economy  Employees required to acquire and interpret information, add value, innovate  Low-skill/high wage jobs are gone  A complete education is now a basic requirement for success  The bar has been raised from universal attendance to universal student achievement J Vollmer

42  Knowledge Age Schools (21 st century) ◦ Information, media and technology skills  Information literacy  Media literacy  IT literacy ◦ Learning and innovation skills  Critical thinking and problem solving  Creativity and innovation  Communication and collaboration ◦ Learning is the constant, time is the variable

43  "... employers are seeking workers who are prepared to acquire new skills quickly. To be successful today workers must be able to work with less supervision but be able to identify sophisticated problems and make crucial decisions. Employers seek employees skilled in problem solving, listening, negotiating, and knowing how to learn.“ Jerry Yaffe; Public Personnel Management, Vol. 21

44  In the last 30 years manufacturing, logging and mining have decreased from almost 40% of the workforce to 12%.  Over 4.4 million jobs requiring only basic literacy skills are gone  21 st century jobs will require information processing skills  Fundamental shift from production to information management  Information and technology skills identified as 2 essential competencies for employment

45  WHY the urgency?  WHAT are we doing about it?  HOW will we move forward?

46 “ Adolescents entering the adult world of the 21 st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens and conduct their personal lives.” Richard Vacca

47  25 fastest growing professions have far greater than average literacy demands  25 fastest declining professions have lower than average literacy demands  Approximately 70% of new jobs will require post secondary education  Approximately 90% of the fastest-growing jobs require at least 2 years of post secondary edu cation

48 Essential Big 6 Skills for the 21 st Century 1.Task definition Define and identify information needed 2.Information seeking strategies Determine range and evaluate different possible sources 3.Location and access Locate and find information within sources 4.Use of information engage and extract important information 5.Synthesis Organize and present information 6.Evaluation Judge the effectiveness and efficiency of the problem solving process

49 4X88%89% Students who cannot read by the end of the 3 rd grade are four times more likely to drop out of high school Eighty-eight percent of students who failed to earn a high school diploma were struggling readers in 3 rd grade Eighty-nine percent of low- income students who achieved proficient reading skills by the 3 rd grade graduated.

50  Children who fall behind in 1 st grade have a 1:8 chance of ever catching up to grade level, without extraordinary and time consuming intervention efforts  74% of children who are poor readers in 3 rd grade remain poor readers in 9 th grade  Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by a 3 rd grader’s reading skills. An unskilled reader is unlikely to graduate high school. The Education Commission of the States (2001) 50

51 “The link between academic failure and delinquency, violence and crime is welded to reading failure.”

52  Arizona 2003 IES study  Approximately 500,000 adults (16 years old +) do not have basic literacy skills  Nationally  3 of 4 welfare receipts are illiterate  70% of prison inmates cannot read beyond a 4 th grade level  $73 billion in unnecessary medical expenses every year due to poor reading skills

53  Early Childhood 0-5 years ◦ Prereading and math skills ◦ School appropriate behavior ◦ No major health problems  Middle Childhood 5-12 years ◦ Basic reading and math skills ◦ Self-regulated behavior  Adolescence years ◦ High school diploma with GPA above 2.5 ◦ Not convicted of a crime ◦ No teenage pregnancy  Transition to Adulthood years ◦ Post secondary degree or equivalent  85% chance of being a member of the middle class if benchmarks achieved  33% chance of being a member of the middle class if benchmarks not reached

54 54 Tina Pelletier,

55  Elementary grades 3-8 Reading results (2011 AIMS) ◦ All students – 488,882  77% passed – 376,439 students  23% failed - 112,442 students GradePassedFailed 3 rd 75%25% 4 th 76%24% 5 th 78%22% 6 th 81%19% 7 th 81%19% 8 th 71%29%

56  High School Reading results (2011 AIMS) ◦ All students – 96,619 CohortPassedFailed 2013 (10 graders) 78%22% (16,707 students) 2012 (11 graders) 48%52% (7,286 students) 2011 (12 graders) 29%71% (3,600 students)

57  WHY the urgency?  WHAT are we doing about it?  HOW will we move forward?

58  To date, forty-seven states and the District of Columbia have adopted the Common Core State Standards (CCSS),  a consistent set of English language arts (ELA) and mathematics expectations that are designed to prepare students for college and career options  States have committed to implement the new standards by the school year  This is an aggressive timeline that will require a strategy that draws on state policymakers, district and school officials, and classroom teachers to ensure a successful and efficient implementation and transition 58

59 59 Preparation: college-and career-ready Competition: internationally benchmarked Equity: consistent for all Clarity: focused, coherent, and clear Collaboration: across states and districts, pooling resources and expertise

60  College and career readiness is the acquisition of the knowledge and skills a student needs to enroll and succeed in credit- bearing, first year courses at a postsecondary institution (such as a two or four year college, trade school, or technical school) without the need for remediation. -- ACT definition, adopted by Common Core

61 Demonstrate independence Strong content knowledge Respond to varying demands of audience, task and purpose Comprehend as well as critique Value Evidence Use technology and digital media strategically and capably Understand other perspectives and cultures What are the characteristics of students who are college and career ready?

62 Focus on results Integrated model of literacy Research and media skills blended into standards Shared responsibility for students’ literacy development Focus on college and career readiness

63 1. K-5 – requires 50% informational text – literacy in social studies, science and technology 3. Text complexity matters 4. Text dependent questions 5. Writing – argument with evidence 6. Academic vocabulary that pervades academic text  Read like a detective  Write like an investigative reporter

64 College and Career Readiness Anchor Standards K-5 English Language Arts (includes Social Studies, Science and Technical Text) 6, 7, 8, 9- 10, ELA Content 6-8, 9-10, Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, and C

65  WHY the urgency?  WHAT are we doing about it?  HOW will we move forward?

66 “Everything’s changed except the way we think” Albert Einstein Fixed ideas often create a grand illusion of safety and permanence in an ever-changing and challenging world.

67 50 % RIGOROUS CONSISTENCY 50 % WILLINGNESS TO CHANGE T Woods

68 Put order in a complex world Use respectful stewardship to guide the work

69 We are better when we talk with each other Margaret Wheatley

70  Operational decisions begin with sound research findings  Teaching operates in a local condition  Evidence based best practices are to be used wisely  Includes incorporating a teacher’s discretionary intelligence  SBRR informs judgment and provides a solid foundation for responsive, sound decisions  Ownership is essential

71  Learning is the fundamental business of a school.  Teaching is the process to accomplish our mission. Therefore the 3 driving questions are: 1.What do students need to learn? 2.How will we know they have learned the necessary knowledge and skills? 3.How will we respond when students experience difficulty?

72 Recognize and support the significance of teaching and if needed Rescue the significance of teaching

73 There is frequently a chasm between what we know to be the best action and what we do. The connecting tissue is often the courage to act. Effective leaders act with heart. In the final analysis, their decisions are informed by judgment, but emanate from their core purpose, values, and intention. They act with a Courageous Leadership Imperative. A. M. Blankstein 73

74 When we teach a child to read, we teach a child to think, to reflect, to engage with the world. World change starts with educated children. A sound education for all our children is the single most important thing we have to get right.


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