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The World Is Flat America is facing a HUGE challenge to retain its competitive edge… The next great era will not be built around a group of white western.

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Presentation on theme: "The World Is Flat America is facing a HUGE challenge to retain its competitive edge… The next great era will not be built around a group of white western."— Presentation transcript:

1 The World Is Flat America is facing a HUGE challenge to retain its competitive edge… The next great era will not be built around a group of white western individuals as in the past If we educate our students appropriately to meet the new challenge, the future will not be bleak America is poised to lead the Flat World

2 Take Away from Today In our neighborhoods and workplaces, we must communicate with people from different backgrounds who often speak other languages or have different cultural values. We are called upon as voters to make choices about difficult issues regarding the environment, science break-throughs and others where the answers involve trade offs and few precedents to guide us. We need to know enough to be able to navigate these unfamiliar waters. SOURCE: A Common Core Curriculum For The New Century

3 Our Essential Questions What does the labor market hold for young people with varying levels of education? What does it take to succeed in college compared to the demands of work in a rapidly changing marketplace? How do today’s high school requirements and course-taking patterns stack up against the OHIO CORE? Why do we have the OHIO CORE? What can we do to assure that all, rather than some, of our young people are adequately prepared for the future? How do we inform our stakeholders?

4 Snapshots of Past Era’s Factors leading to a flattened world Beginning of Globalization

5 Three Great Era’s Globalization 1.0 (1492-1820) –Shrunk the world from Large to Medium –Countries went global for imperialism, power, wealth, and natural resources –1830 Latin America, Asia, and Africa accounted for 61% of manufactured Goods

6 Three Great Era’s Globalization 2.0 (1820’s – 2000) Shrunk the world from Medium to Small Companies globalizing for market and labor Did You Know? 1971 U.S. halted the exchange of gold for dollars U.S. trade and international payments moved into deficits for the first time in nearly 100 years U.S. GDP from trade has risen from 9% to 25% in only 40 Years Over the last 20 years, U.S. foreign investment has grown six times faster than trade itself Source: Bureau of Economic Analysis

7 Three Great Era’s Globalization 3.0 (2000-Present) Shrunk the world from Small to Tiny –Individuals and small groups are thinking of themselves and locating themselves globally –U.S. manufacturing today accounts for 12.7 % of GDP today versus 23% in 1980’s Today, any activity within a firm can be held to the standard of the world’s best competitors, or face the reality of being outsourced….SO…. Should Education Be?

8 Friedman’s Ten Flattening Forces 6. Offshoring 7. Supply-chaining 8. Insourcing 9. In-forming 10. The Digital Steroids 1.Fall of the Berlin Wall 11/9/87 2.Netscape IPO 3.Work flow software 4.Open-sourcing 5. Outsourcing

9 Economic Stresses Like Never Before Technology is accelerating, and its effects are becoming more pervasive. Its affects not just what we produce but also what is asked of us and how we are organized to produce it. Globalization is accelerating as well, with the links among nations becoming not just more numerous, but deeper, as the developing world moves to higher-valued services once thought the exclusive province of advanced nations. Demographics in the United States are about to change dramatically, as baby boomers enter retirement and the prime-age adult populations shrink in comparison to the numbers of old and young. SOURCE: 2005 National Education Summit on High Schools

10 Who Leads The Changing Educational Landscape? In the last 50 years educators have witnessed a revolving door of educational change. Copyright © 2003. Battelle for Kids  Mastery learning in the 1960s  Behavioral objectives in the 1970s  Minimum competencies in the 1980s  Outcomes-based education in the 1990s  Standards-based education in the 2000s  Value Added  NCLB AYP  SPEAK or SUCCESS (NCLB Reauthorization)

11 A Thought to Ponder... Our young people understand the relationship between education and earnings better than anyone. Approximately three-quarters of all high school graduates are immediately using their diplomas to gain access to more schooling. These young people are gambling on the same thing--- that their diploma will prepare them to--- succeed. In a Flat World WILL IT? SOURCE: A Common Core Curriculum For the New Century

12 Higher learning = higher earning In today’s world, those with a higher education will benefit most. UNEMPLOYMENT IN 2004 MEDIAN EARNINGS IN 2003 PROFESSIONAL DEGREE DOCTORATE MASTER’S DEGREE BACHELOR’S DEGREE ASSOCIATE DEGREE SOME COLLEGE NO DEGREE HIGH SCHOOL GRADUATE LESS THAN HIGH SCHOOL Note: Earnings for year-round full-time workers 25 years and over; unemployment rate for those 25 and over Source: Bureau of the Census: Bureau of Labor Statistics Published by Postsecondary Education ● P.O. Box 415 ● Oskaloosa, Iowa 52577-0415 ● 8.5 5.0 4.5 3.7 3.0 2.5 1.8 1.7% 0123456789

13 Ohio ’ s Education Capital SOURCE: Ohio Legislative Service Commission, 2004 Aggregating All Postsecondary Degree Holders Compared with the U. S. Ohio Ranks: 17 th for those ages 18-24 31 st for those ages 25-34 39 th for those ages 45-64 43 rd for those ages 65 and over

14 The “Pipeline” Challenge

15 IT’S A FLAT WORLD but High Schooler’s don’t know it! The National Governors Association sampled more than 10,000 high schoolers in Rating Your Future. Below are some interesting findings: Fewer than 10% think high school is “hard” More than 1/3 rd regard their high school years as “easy” 1/3 rd say they would work harder if high school offered more demanding and interesting courses 71% say their senior year would be more meaningful if there were courses related to the kinds of jobs they want Of those saying they’ll likely drop out, 2/3 rd say they would stay in school if they got some personal attention SOURCE:

16 Indicators to Gauge Your High School’s Readiness Freshman only fail one semester of an “academic core” course Must earn sufficient credits to graduate with their cohort Rank at or above the 54 th percentile in their class; Have a GPA of 2.7 or higher in academic courses; and Have an ACT composite score of 19 or higher –ACT benchmark for college algebra is 22 –ACT benchmark for college biology is 24 SOURCE: National Educational Longitudinal Study, 2000

17 Reflection Activity Should K-12 rural schools encourage more students to complete postsecondary education? Why or why not? In your group of 4, use the strengths and concerns work mat 1 to record your thoughts

18 Work Mat 1 Postsecondary Education StrengthsConcerns Comments:

19 Appalachian Flat World?

20 Ohio Third Frontier Network Map: Are You Connected?

21 How Does the U.S. Measure Up Internationally? 17 th in 8 th grade reading 26 th in 8 th grade math 20 th in 8 th grade science 16 th in high school graduation rates “South Korea, about the same size as Ohio in square miles, graduates more students with science, technology, engineering and mathematics degrees than the whole United States” SOURCE: Ohio Grant makers Forum: Educating for Ohio’s Future, Dec. 2006

22 What About Appalachia?

23 Did You Know? High School Items on This Year’s Report Card 1. Percentage of Students completing a college preparatory curriculum. This is defined as: –4 years of Math, including Algebra II or the equivalent –4 years of English Language Arts –4 years of Science, including Physics and Chemistry –4 years of Social Sciences –3 years of a Foreign Language, the Arts, or Technology 2. ACT/SAT means by school and/or district (lagged one year) 3. Percentage of students participating in PSEO or AP courses 4. Percentage of students completing a Tech Prep Program

24 ACT Research Results Research results show that the level of readiness needed to enter workforce training programs and to enter college are comparable. Level of expectation for students entering jobs offering a wage that can sustain a small family is the same as that needed for college.

25 The World is Shrinking Fast Developed countries seek lower costs and more choices Developing countries no longer willing to sit on the sidelines People almost anywhere in the world can access the technology to innovate, build companies, compete, and create wealth

26 The World is Shrinking Fast Since,1993, the rise in the U.S. trade deficit with Canada and Mexico through 2002 has caused the displacement of production that supported 879,280 U.S. jobs. Source: The High Price of Free Trade, Robert E. Scott, Economic Policy Institute Fears engendered by off shoring have a valid basis. Since January 2001, the U.S. economy has lost almost 2 million jobs. Source: Understanding the Off shoring Challenge, Robert Atkinson, The New Economy

27 While you were sleeping, look what happened: Order Fast food in California via Order Excel Automated System Your tax return is completed in India Your Jet Blue reservation is taken by Betty in her house coat and slippers in Salt Lake City Dad’s X-rays read overseas at 2:00 a.m.

28 Flatteners Impact on You With your neighbor, share one example of a new experience for you in the Flat World

29 Of the 2.8 million degrees in science and engineering granted in 2003… 1.2 million were earned by Asian students at Asian universities 830,000 were earned in Europe 400,000 were earned in the United States By 2010, if the current trends continue, more than 90 percent of all scientists and engineers in the world will be living in Asia Where are we now? Our best research indicates that China and India between them are producing not more than 135,000 engineers a year who could compete with the engineers that our universities are turning out (more than twice the 60,000 we produce and many of those are returning home in the EAST) Source: Tough Choices or Tough Times, 2006, National Center on Education and the Economy

30 Science and Engineering Outlook 42% of Chinese college students earn degrees in science/engineering compared to 5% of U.S. students 2 million Baby Boomers in science and engineering fields will retire between 1998 and 2008. The U.S. will graduate 198,000 students to replace them Unless we increase the quantity and quality of education and training, we are unlikely to generate enough skill to replace retiring baby boomers 3 Goals resulting from Baby Boomers: Increase earning power; Employ everyone of a working age; Grow the economy as a whole SOURCE: Carnevale and Fry (2001) The Economic and Demographic Roots of Education and Training

31 Why Engineers? Who Cares? For a long time, economists believed that economic growth was mainly a function of how much of what we made was saved and invested in the machinery and plant required to expand production. NOW, they have come to believe that, more than ever before, growth depends on advances in technology that capture advances in new knowledge Source: Tough Choices or Tough Times, 2006, National Center on Education and the Economy The U.S. will have to be number one or two in technology leadership in every industry in which it expects to be a major competitor if we expect to maintain our current wage levels and grow our economy enough to maintain the standard of living of the society as a whole

32 The Perfect Storm… The numbers gap The ambition gap The education gap “We need to be telling our kids to hurry up and eat and get to their homework - there are kids in China and India who are starving for our jobs” An Indian Engineer only earns 1/5 the wages of an American Engineer. Source: Tough Choices or Tough Times, 2006, National Center on Education and the Economy

33 What Jobs?

34 Workforce Reality

35 Factory Workers Analyzed SOURCE: U.S. Bureau of Labor Statistics, 2003

36 Even blue-collar jobs require high-level skills Requirements for tool and die makers –Four or five years of apprenticeship and/or postsecondary training –Algebra, geometry, trigonometry and statistics Requirements for sheet metal workers –Four or five years of apprenticeship –Algebra, geometry, trigonometry and technical reading SOURCE: National Association of Manufacturers

37 Employer High School Expectations The National Alliance of Business surveyed officials from 22 occupations from manufacturing to financial services and found the following common needs: The ability to read and comprehend informational and technical texts. Appreciation of literature to help with cultural empathy (diversity in the workforce). Writing ability including research skills and the ability to synthesize information for various sources evaluating its relevance. Workers must understand data, probability and statistics to be competent problem solvers. Strong consensus on Algebra I, Geometry, and Algebra II SOURCE: A Common Core Curriculum For The New Century

38 Ohio High School Improvement Institute “ The only way I can see school funding increasing is through the alignment of our high school curricula with Ohio’s Economic Improvement Blueprint.” Dr. Susan Zelman, State Superintendent Keynote address at the Ohio High School Improvement Institute

39 The Third Frontier Recommendations To Revitalize Ohio’s Economy: Focus on 5 Core Competencies 1. Power and Propulsion 2. Bioscience 3. Advanced Materials 4. Information Technology 5. Instruments, Controls and Electronics Pioneering the 3rd Frontier of Knowledge and Information

40  Well-educated, skilled workers  Technological innovation  Strong research capacity  New kinds of businesses  Technology  Knowledge  Capital  Talent The Knowledge Economy SOURCE: Ohio Board of Regents Ohio’s Readiness for the Knowledge Economy

41 Societal Change? For the past 25 years, we have optimized our organizations for efficiency and quality. Over the next quarter century, we must optimize our entire society for innovation. Source: Tough Choices or Tough Times, 2006, National Center on Education and the Economy

42 Reflection Activity Can educators impact the economic viability of Appalachian Ohio? In your group of 4, use the strengths and concerns work mat 2 to record your thoughts

43 Work Mat 2 Economic Viability StrengthsConcerns Comments:

44  170,000 9 th Graders About 70% graduate HS  120,000 HS Grads About 60% attend college  72,000 College Freshmen About 50% earn a degree in 6 yrs  = 36,000 College Graduates

45 SOURCE: Promise Abandoned A Report by the Education Trust August 2006 Given This Reality by 2012?

46 What is our reality in Ohio Today? About 21% of 9 th graders are likely to earn a college degree within 10 years. The U.S. share of the global college-educated workforce has fallen from 30 percent to 14 percent

47 Workforce Readiness Only four in 10 high school students complete a college-ready and work-ready math curriculum *Trigonometry or Precalculus SOURCE: Council of Chief State School Officers, State Indicators of Science and Mathematics Education 2003, p. 27 Taking a math course beyond Algebra II* by graduation (2002)

48 State Alignment with Postsecondary/Workforce

49 College Readiness Very few high school graduates are “College Ready” Source: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991– 2002, February 2005, Ohio Ranks 27th – Why?

50 College and Work Ready Diploma

51 Four recommendations to transform the high school experience: #1: More personalized learning environment #2: Provide all students with the opportunity to take a challenging curriculum that prepares them for success in postsecondary education and the workforce #3: Increase the percentage of students graduating from high school #4: Bridge the gap between high school and postsecondary education

52 Why High Schools? The Economy In a flat world we must focus on the upgraded skills our students must have to compete internationally. Success in high school (taking the right courses) readily translates into access to, and success at, higher levels of education. Rigor of high school course work is more important than parent education level, family income or race/ethnicity in predicting whether a student will earn a postsecondary credential. White collar jobs may experience significant outsourcing in 15 years SOURCE: Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment USDOE OERI

53 High Schools: The Front Line of International Economic Competition Greater number of skilled workers and educated workers make it easier to produce the “incremental improvements” that account for the vast majority of long- term economic growth: Lowering the cost of doing research Making it easier to disseminate new knowledge and adopt it to new uses Allowing for greater specialization in research and science, among other benefits Source: 2005 National Education Summit on High Schools

54 Research shows: The academic intensity and quality of one’s high school curriculum (not test scores, and certainly not class rank or grade point average) counts most in preparation for bachelor’s degree completion. SOURCE: Adelman, C. Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment. Washington, D.C.: U.S. Department of Education, Office of Educational Research and Improvement, 1999. Rigorous Courses are the Key

55 Levels of High School Preparation Minimum Core Curriculum: 4 Years English 3 years each of science, social studies, and college prep math Complete Core Curriculum : 4 Years of English, social studies, and college-prep math 3 Years of science courses that include biology, chemistry, and physics How many incoming freshman take the right courses? Minimum Core – 70% Complete Core – 24% SOURCE: OBR Report – Making the Transition from High School to College in Ohio, 2005

56 Ohio Core Five Point Education Reform Plan Establishes rigorous core curriculum –Requires ALL students to take the Ohio Core (High School Curriculum) Four Units of Math; including Algebra II Three Years of Science; including Physical Science, Biology, and one course from Chemistry, Physics or Advanced Biology (lab-based) Four Units of English Three Units of Social Studies Electives 5 Units (foreign language, fine arts, business, CTE, family & consumer sciences, technology, agricultural education, or non-Core English, math, science, and social- studies)

57 Makes completing the Ohio Core a condition of admission to Ohio’s state-funded, four year colleges & universities effective for 2014 graduates Moves all remedial education to Ohio’s two-year campuses and university branches where cost are lower Requires ALL students to take a college and work ready assessment during the junior year Ohio Core Five Point Education Reform Plan

58 Make It Happen “Too many Ohio high-school graduates have lacked the preparation to succeed in college. Last school year, only 26 percent of Ohio students were on the track the governor prescribes.” (The Ohio Core) “The legislature has allocated $13.2 million for training new teachers…part of a five-year $114 million plan…If Ohio is to break out of the economic malaise that leaves the state 47 th in job growth for 2005 and lagging in many economic and social indicators, change must begin with a better- educated, better-prepared work force. The Ohio Core is a good place to start.” SOURCE: Columbus Dispatch Editorial, Wednesday, October 4 th, 2006

59 OGT versus Ohio Core OGT Mathematics measures concepts that students in other countries study in 8 th grade (use of International Grade Placement index developed by Michigan State University for TIMMS analysis) OGT Reading skills are found on ACT’s 8 th and 9 th grade test. Ohio did place emphasis on informational reading SOURCE: Do Graduation Tests Measure UP? Achieve, Inc., 2004

60 Why Algebra II? It is only used in a handful of the most technical occupations. The rigor and discipline have other important benefits: –Positive relationship between Algebra II in high school and later earnings. –Students who take more advanced math classes learn skills that may be directly applicable to certain jobs. –Students learn logic and reasoning skills that indirectly make them more productive. –Skills learned in advanced math may also teach students how to learn, so that once they are on the job, they are promoted to more demanding and more highly paid positions than those who have acquired fewer “learning skills” SOURCE: A Common Core Curriculum For The New Century

61 12 States Require Algebra II New ADP-Like Graduation Math Requirements Required Years Algebra I GeometryAlgebra II American Diploma Project4  Texas Recommended H.S. Program3  Arkansas Smart Core4  Indiana Core 40 Diploma3  South Dakota Advanced H.S. Program 3  Oklahoma College-Prep Curriculum3  New York Regents Diploma3  Kentucky H.S. Diploma3  Michigan Merit Core4  Ohio Core4  Mississippi4  Delaware4  Minnesota4  SOURCE: Achieve Survey/Research, 2006.

62 Ohio Core For ALL?! Research indicates under the right conditions… ALL STUDENTS CAN: The U.S. Department of Education found that even students who enter high school with test scores in the lowest quartile grow more in college-prep courses High Schools That Work schools that enroll large numbers of students in high-level courses are raising student achievement and simultaneously increasing the overall percentage of program completers SOURCE: Adelman, C. Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment. Washington, D.C.: U.S. Department of Education, Office of Educational Research and Improvement, 1999. SOURCE: From, P. (2001, April). High schools that work: Findings from the 1996 and 1998 assessments. U.S. Department of Education

63 A Rigorous Core Works: Findings from the Indiana Core 40 SOURCE: American Diploma Project

64 Strategies for Middle Grades % 8 th graders performing at proficient levels in academic subjects. Student knowledge and skills in core academic subjects through their educational experiences. Provide opportunities for students to: apply their skills in the fine arts. explore careers. explore technology.

65 Strategies to Get High Schools Ready Increasing the percentage of students completing the recommend core Taking four years of rigorous mathematics and science courses; Receiving guidance assistance to enroll in higher level courses; Receiving necessary extra help and support to meet higher standards Experiencing relevant and engaging learning experiences in academic and career/technical classes. Engaging students in reading and writing for learning Emphasizing numeracy across the curriculum; and Increasing the percentage of students working hard to meet standards

66 HSTW Recommended Academic Core for All Students: Some Ohio High Schools Are Getting There! Four credits in college-prep/honors English  Students read 8-10 books a year  Students write weekly  Students complete at least one major research paper Four mathematics credits – Algebra I, geometry, Algebra II and above Three lab-based science credits at the college-prep level; four credits with a block schedule Three credits of social studies; four credits with a block schedule Mathematics and Science in the Senior Year HSTW

67 Recommended Concentrations HSTW Mathematics and science concentration – four credits in each field, with at least one at the Advanced Placement level Humanities concentration – four credits each in college-prep level language arts and social studies, with at least one at the college level and four additional credits from foreign language, fine arts, journalism, debate, music, etc. Career/technical concentration – four credits in a planned sequence of courses within a broad career field – pre-engineering, health/medical science, etc.

68 High School Transition Goals Have all students leave high school with postsecondary credit or having met standards for postsecondary studies to avoid remedial courses. Work in the middle grades to increase annually the percentages of students entering high school prepared to succeed in college- preparatory courses. HSTW

69 Why target middle school transition? The transition point from middle school to high school has the highest percentages of dropouts nation wide. The highest failure rate occurs in grade nine. Preparing students for high school work, directly impacts retention. HSTW

70 How can school leaders make sure that students are ready for rigorous high school studies? District, high school and middle school leaders can: Establish readiness indicators for challenging high school English, mathematics and science courses; Align curriculums, teacher assignments and assessments to the readiness indicators; and Set goals to annually increase the percentages of students having successfully completed Algebra I by the end of grade eight. HSTW

71 Actions for Transition from Middle Grades to High School –Structured extra help programs in grades 7 and 8 –4 to 6 week summer bridge program for students who need accelerated instruction in math, English and reading –Develop courses in grades seven and eight to give extended time to read, write and do math HSTW

72 Actions for Transition from Middle Grades to High School Continued… Orient students and parents to high school expectations Reduce the ratio of students to teachers in grade nine Get a master teacher to lead a team of teachers in core academic courses in grade nine HSTW

73 What makes a ninth-grade catch-up program high-quality? Early identification of students A lower student-teacher ratio in grade nine Qualified teachers with depth of content knowledge teach challenging content School schedules are modified to allow students to be double-dosed – English/reading and mathematics HSTW

74 What makes a ninth-grade catch-up program high-quality? Standard-based Curriculum with unit planning by teachers Teachers are organized into planning teams so they can plan together Recruit the best teachers to lead the ninth-grade teams Move beyond remedial instruction Comprehensive evaluation plan


76 Reflection Activity How will the Ohio Core change the look of education in the Middle Grades? In your group of 4, use the strengths and concerns work mat 3 to record your thoughts

77 Work Mat 3 Ohio Core & Middle Grades StrengthsConcerns Comments:

78 Aligning Education from the Cradle to Career Education Alignment Policies 15 alignment policies spanning: Early-Childhood Education Postsecondary Education Economy and Workforce Indiana ranks 8 th Ohio ranks 27th SOURCE: Quality Counts 2007, EPE Research Center and Education Week


80 College Access: How do we compare?

81 The Cost of Remediation Source: Paying Double: Inadequate High Schools and Community College Remediation, Alliance of Excellent Education Issue Brief, August 2006

82 The Road We Must Take? The average wages of high school graduates and non-completers have fallen over the last two decades The average income of those who went beyond high school has risen Technology and trade will separate the economy into two camps-those with the skills to participate in the global economy and those who lack them If we do not make a concerted effort to move our society beyond this boundary, we run the risk of losing our middle class SOURCE: A Common Core Curriculum For The New Century

83 Succeeding in a Flat World Vision—we need to instill the imagination for the transition into the flat world Rigorous curriculum - for all Relationships - students will need to collaborate across the globe Life-long learning - constant need to “upgrade skills”

84 The New Middle Summary Jobs in the new middle require good collaborators, leveragers, adapters, synthesizers, model builders, localizers, and personalizes; and these approaches require you to be able to learn how to learn, to bring curiosity and passion to your work, to play well with others, and to nurture your right brain skills. What does this mean specifically for educators’ instructional practices?

85 CQ + PQ > IQ Give me a kid with the passion to learn and curiosity to discover and I will take him or her over a less passionate kid with a higher IQ every day of the week Curiosity and Passion = self educators and self motivators Educators should instill curiosity (great teaching) and make available to kids all the technologies of the flat world platform so they can educate themselves in an enormously rich way You must connect with kids in order to convey the content

86 Plays Well With Others You must be good at managing and interacting with other people. Middle jobs in a flat world necessitate personalized, high touch interactions with other people. Perhaps contrary to what we have believed people skills will be more valuable than computer skills. The “geeks” might not inherit the earth after all…

87 The Right Brain Stuff: Moving from the information age to the conceptual age The left hemisphere handles sequence, literalness, and analysis The right hemisphere takes care of context, emotional expression, and synthesis Technology and other countries can and will do left brain work cheaper In the U.S. We must do right brain work better

88 Left to Right Brain Workforce OccupationLeft BrainRight Brain Computer Programming Does basic coding Can design entire systems BankingTransaction based Masters of the art of the deal AccountantsBasic book keeping/taxes Serve as life planners

89 Reflection Activity Are Teachers using instructional strategies in their classrooms that encourage student success in the “New Middle Class?” In your group of 5, use the strengths and concerns work mat 4 to record your thoughts

90 Work Mat 4 “New Middle” Instructional Strategies StrengthsConcerns Comments:

91 “Student success in college cannot be documented…in terms of enrollment, persistence, and degree attainment…These widely used metrics, while important, miss entirely the question of whether students who have placed their hopes for the future in higher education are actually achieving the kind of learning they need for a complex and volatile world.” SOURCE: The National Leadership Council for Liberal Education and America’s Promise

92 “High schools must be designed, organized, and managed with a relentless focus on the results that matter in the 21 st century—in addition to the traditional metrics of attendance, graduation and college matriculation rates—or they risk missing the mark. Traditional metrics are important, but they are no longer sufficient indicators of student preparedness.” SOURCE: Partnership for 21 st Century Skills

93 “… they will need far more knowledge of technology and of other people than can be gained from a high school education. To be able to seize the opportunities and meet the challenges, the next generations must truly be able to compete with anyone. Because the playing field is going to be really level.” The shift of power

94 High Concept and High Touch High Concept – ability to create artistic and emotional beauty, to detect patterns and opportunities, to craft a satisfying narrative, and to come up with inventions the world did not know it was missing. High Touch – capacity to empathize, to understand the subtleties of human interaction, to find joy in one’s self and to elicit in others, and to stretch beyond the quotidian in the pursuit of purpose and meaning Growing congruence between people doing things because they love to do them and the sorts of things that confer economic advantage This is a survival strategy.

95 The Right Country: United States is poised to lead in the Flat World Flexible, deregulated, free market economy with venture capital Network of institutional strengths (university-business-government research partnerships) American intellectual property protection Most flexible labor laws Largest domestic consumer market with first adopters Political Stability

96 America’s Secret Sauce A mixture of institutions, laws, and cultural norms that produce a level of trust, innovation, and collaboration that has enabled us to thrive for more the two centuries and constantly renew our economy and raise our standard of living America must to continue to roll up its sleeves, educate its young people the right way for these times and tend to and enrich the secrets of our sauce

97 Technology and the Economy

98 CORE PRINCIPLES Personalized Learning Environments Academic Engagement of All Students Empowered Educators Accountable Leaders Engaged Community and Youth Integrated System of High Standards, Curriculum Instruction, Assessments and Supports SOURCE: Institute of Educational Leadership Inc., 2005

99 To create deep and lasting change, all six core principles are interdependent and must function as part of a comprehensive plan focused on ensuring that all students are ready for college, careers, and active civic participation. SOURCE: Institute of Educational Leadership Inc., 2005

100 Establish a clear system goal of career and college readiness for all students Create a positive school culture that stresses personalization in planning and decision-making Dramatically improve how and where academic content is taught Create incentives for students to pursue the Core Curriculum in an interest-based content SOURCE: ACTE Position Paper, January 2006

101 Support high quality teaching in content areas Offer flexible learning opportunities to encourage re-entry and completion Create system incentives and supports for connection of CTE and high school redesign efforts Move beyond seat time and narrowly defined knowledge and skills SOURCE: ACTE Position Paper, January 2006

102 Transformed High Schools

103 Why target postsecondary transition? Senior year not taken seriously Low ACT and SAT scores High remedial rate in English and mathematics Students unprepared for workforce National completion rate for college only 39.9% HSTW

104 Research Based Strategies for Postsecondary Transition Students earn college credit while in high school. Enroll unprepared students in transition mathematics and English courses.  Courses aligned to college and career readiness standards Ensure that students who do not plan to go on to further study are in a CT program. Develop extra help for students having trouble graduating. HSTW

105 Additional Actions for Making the Senior Year Count Have community college administer placement exam during 11th grade ACT Test for everyone in 11 th grade Reality check prior to the senior year with parents, adviser and counselor Enroll seniors in upper-level courses Enroll all seniors in at least three academic courses (require math and science during senior year Consider requiring a senior project that includes a research paper, a product or service, an oral presentation and a power point HSTW

106 Strategies for Strengthening the “Core” Enroll ALL students in the Core Eliminate 15-20 percent of low-level courses/sections annually to enroll more students in higher level courses Investigate alternative schedules to allow more time for students to take critical courses Use the core as the default curriculum Get guidance staff on board HSTW

107 Actions to Get Students to Take the Right Courses Raise graduation requirements Strengthen guidance and advisement - involve parents Develop student handbook with career pathways and related course of study Eliminate smorgasbord scheduling Use guest speakers, hold career expos and college fairs Establish small learning communities HSTW

108 “Students’ behavior and attitude toward school changes when school leaders agree to do whatever it takes to get students to grade-level standards, prepared for challenging high school studies and for postsecondary studies and careers. Achievement goes up, graduation rates increase and students become more engaged when leaders lead to set higher expectations and support students to meet them.” Dr. Gene Bottoms 2006 HSTW Annual Conference

109 Compassionate Flatism It takes 15 years to educate a scientist or engineer once interested in the elementary grades National Program in Science and Engineering Leadership – Policymakers must understand and explain the flat world to constituents Muscles – Move from lifetime employment to lifetime employability- portability of pensions and healthcare as recommended by Progressive Policy Institute Tertiary education compulsory or government subsidized for two years Wage Insurance for two years for displaced workers Social Activism – Relationship between global corporations and their own moral consciousness - CI and McDonalds Parenting – Tough Love - The Cal Tech Reflection – Public Schools

110 Reflection Activity How will the Ohio Core change the Delivery of education in High Schools? In your group of 4, use the strengths and concerns work mat 5 to record your thoughts

111 Work Mat 5 Ohio Core & High Schools StrengthsConcerns Comments:

112 Where Do Rural Schools Fit? The rural challenge encourages development of three kinds of learning standards: 1.Content Standards - We have from ODE 2.Context Standards - Every school should be well rooted in a locale, and that locale should provide the context within which students learn. They take advantage of native ways of knowing and learning, provide for the opportunity to learn from know- ledgeable and wise people in the community. 3.Learning Condition Standards – Define the school as a place of learning for all people in the community, a place where everyone is a “student,” and everyone is welcome to learn, including adults. SOURCE: Rural Challenge, 1999

113 Strickland on Education “I am convinced the road to renewal—the road to a new, vibrant, growing Ohio, begins with building a system of education which is relevant to the needs of all Ohioans from pre-school through college and beyond. Gone are the days when nations and states competed economically based on regional natural resources or technological superiority. Today, the tools we compare with are the creativity and productivity of our own minds and talents. This reality should shock us from our complacency and compel us to action.” SOURCE: Governor Strickland’s Inaugural Address, January 13, 2007

114 Reflection Activity Given our rural circumstances, what opportunities and concerns do we have in communicating what we discussed today with our board members, community stakeholders, and students? In your group of 7, use the strengths and concerns work mat 6 to record your thoughts

115 Work Mat 6 Stakeholder focus StrengthsConcerns Comments:

116 Contact Information Don Washburn, Curriculum Consultant and High Schools That Work Consultant South Central Ohio ESC 411 Court Street Room 107 Phone (740) 354-7761 ext. 263 Email

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