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P20 Alignment and Educator Preparation Webinar Series Colorado Department of Higher Education Webinar 1: Lay of the Land May 20, 2013 Emmy J. Glancy.

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Presentation on theme: "P20 Alignment and Educator Preparation Webinar Series Colorado Department of Higher Education Webinar 1: Lay of the Land May 20, 2013 Emmy J. Glancy."— Presentation transcript:

1 P20 Alignment and Educator Preparation Webinar Series Colorado Department of Higher Education Webinar 1: Lay of the Land May 20, 2013 Emmy J. Glancy

2 Agenda Introductions Review purpose and goals Overview of key changes and progress Q & A Discuss and provide feedback on webinar topics, structure, and next steps Joint Comparability Management Team2

3 CDHE and CDE Partnering for Progress Leverage expertise and tools to provide technical assistance Increase and enhance outreach and cross-training opportunities Examples: ◦Spring 2012 Ed. Prep. Faculty Workshops ◦December 2012: PARCC work session ◦Winter 2013: Ed. Eval. (SB 191) Faculty Training ◦March 2013: awarded Rose Community Foundation grant for staff Joint Comparability Management Team3

4 Goal of P20 Alignment Effort In 2008, CAP4K set forth a common purpose – readying all students for postsecondary and workforce success. Improving Colorado’s public education through alignment of preschool through postsecondary standards, expectations, reporting, and outcomes. Preparing all educators and leaders for the demands of the 21 st century classroom. Share data and reporting across and between state agencies to guide larger policy decisions and state’s supports and services.

5 SB “CAP4K” – Key Steps Postsecondary and Workforce Readiness School Readinessss Define “School Readiness” and “Postsecondary and Workforce Readiness” Revise Content Standards Develop Assessments Create criteria for PWR High School Diploma endorsement, Adopt Graduation Guidelines, Align Higher Education Admission and Remedial Education Standards Align ed. preparation programs

6 Educator Preparation Programs Senate Bill (Cap4K) requires that educator preparation programs align with the new Colorado Academic Standards, including the definition of Postsecondary and Workforce Readiness, by December 15, 2012.

7 Core to College Grant Colorado among ten Core to College States 3 year grant funded by Rockefeller Philanthropy Advisors (Gates, Lumina and Hewlett) P20 research and data analyst Higher ed. policy revisions – remedial ed. and placement, admissions PWR High School Diploma Endorsements

8 Key Topics Colorado Academic Standards and Common Core State Standards New student assessments Educator Evaluation Systems Data and reporting Related P20 Initiatives: Higher Ed. Leadership

9 Colorado Academic Standards and the Common Core State Standards Colorado’s Approach

10 Key Advances of the Common Core ANCHORED IN COLLEGE AND CAREER READINESS

11 Colorado’s Approach to the Common Core in ELA and Math Use the Colorado Academic Standards (CAS) template Align essential components of CAS –21 st century skills (SB 212) –Postsecondary and workforce readiness (SB 212) –Integrate personal financial literacy (HB 1168)

12

13 Design and Implementation Content Collaboratives Curriculum Guides Vertical and grade-level tools Multi-state collaboration Statewide implementation on track for next year

14 Questions and thoughts?

15 Assessing the New Standards

16 16 The Common Core State Standards are here:  Better standards require better tests  High-quality tests improve and inform instruction — they don’t detract from it The Partnership for Assessment of Readiness for College and Careers (PARCC):  Developing Common Core aligned, high-quality math and English language arts (ELA) tests for grades 3–11  Computer-based and linked to what students need to know for college and careers  For use starting in the 2014–15 school year

17 Partnership for Assessment of Readiness for College and Careers (PARCC)

18 18 Getting All Students College and Career Ready K–2Grades 3–8 High School Voluntary K–2 assessment being developed, aligned to the Common Core State Standards Timely data showing whether ALL students are on track for college and career readiness College readiness score to identify who is ready for college-level coursework Success In first-year, credit-bearing, postsecondary coursework Targeted interventions and supports: State-developed 12th- grade bridge courses Ongoing student support/interventions Professional development for educators

19 Math: Grade 3 Sample Item 19 This a fairly traditional fraction task in a computer-based setting. Unlike traditional multiple choice, it is difficult to guess the correct answer or use a choice elimination strategy and there is more than one correct solution. Unlike paper and pencil tests, students can create a visual representation even though the task is scored automatically.

20 Math: Grade 3 Sample Item 20 Second part of multi-step problem, and, unlike traditional multiple choice, it is difficult to guess the correct answer or use a choice elimination strategy.

21 ELA/Literacy: Grade 7 Sample Item 21  Students read the text that introduces the topic  Items are designed to help students gather information from the texts to lead to the final writing prompt  Items require different types of responses to allow students to demonstrate a command of evidence with complex texts

22 Shared measure College and Career Readiness Utilize high school assessments for higher ed. placement decisions Validate high school academic performance and levels of mastery Provide interventions earlier Align transition policies and practices Assessment and P20 Alignment: So what?

23 CCSS Pushback Technology Readiness The “Proficiency Cliff” Assessment and Accountability Transition Educator Engagement Key State Implementation Issues 23

24 Looking Ahead: 24 Summer 2013 Design of Assessment Professional Development Modules Additional Sample Items Fall 2013 Design of Student Score Reports Minimum Technology Specifications, version 3.0 Spring 2014 Field Test Administration and Practice Test Methodologies for Standard Setting Fall 2014 Operational Assessment Administration Manual SY Operational Administration of PARCC Summative Assessments Throughout Additional Guidance to Districts on Assessment Administration

25 Educator Evaluation System

26 UPDATE: Educator Effectiveness (SB191) and Districts Pilot Sites test state and local systems August 2013 — the new evaluation system is implemented in all school districts — the first year performance evaluations will result in teachers earning or losing non-probationary status.

27 Ensure programs have tools and resources Inform the revision of teacher and leader standards to new evaluation standards Provide training opportunities for faculty members Don’t forget principal and counselor prep. faculty Ensure data is accurate and reporting mechanisms in place Faculty Outreach

28 Data and Reporting for Educator Preparation Programs Research Pilot - UCB, UCD and UNC are working on a system Focus on verifying teachers receiving initial licensure from their respective institutions Jointly derive a series of decision rules for linking these teachers back to a single “preparation program of record” based on each institution’s data. Explore linking endorsements (CLD and SPED)

29 Related P20 Activities

30 Admission and Remedial Policy Revisions Two task forces created to review current policy and student outcomes, national models, research, and make recommended changes Summer 2013: vet early ideas through state-wide tour Winter 2013: seek CCHE adoption

31 Admission Policy Revisions: four key changes under review 1. REMOVE THE ADMISSIONS INDEX SCORE. The index, a combination of a student’s high school performance and college entrance exam scores, is used to determine whether a student qualifies for a particular college or university. The index currently uses cumulative grade point averages and combined test scores. Test scores and grade point averages receive equal weight under the current policy. 2. EMPHASIZE DEMONSTRATIONS OF COMPETENCY. Colorado has relied upon completion of Higher Education Admissions Requirements, also known as HEAR, to determine whether students are eligible for admission to the state’s four-year colleges and universities. Examples of these “seat-time” requirements include four years of language arts, four years of math and three years of science. 3. GUARANTEE ADMISSION FOR COMMUNITY COLLEGE GRADUATES. Students who successfully complete a two-year associate’s degree at an accredited in-state institution would be guaranteed admission to a four-year Colorado college or university. Students would have to meet the receiving institution’s minimum grade point average and have completed all community college courses with a grade of C- or better. Admission would not guarantee placement in a specific degree program. 4. INCORPORATE NEW ASSESSMENTS WHEN AVAILABLE. New tests now being developed to replace Colorado’s annual CSAP/TCAP exams will be used as one measure of college readiness when available. Colorado will begin administering the tests in

32 Remedial Policy Revisions: three key changes under review 1. USE STATE K-12 TEST RESULTS TO HELP DETERMINE REMEDIAL NEEDS. Colorado colleges and universities have typically relied on ACT or SAT college entrance exam scores and the Accuplacer test to determine whether a student needs remedial classes. This recommendation increases the tests that could be used in making these determinations. Results of PARCC state tests, which will replace the state CSAP/TCAP annual exams in , could be used as well as results from Compass and Smarter Balanced tests. 2. ADOPT DIFFERENTIATED PLACEMENT FOR MATH REMEDIATION. Students who enroll in Colorado colleges and universities have different education pathways based on their subject of study or major. Soon, students who choose a major related to Science, Technology, Engineering and Math, known as STEM, will have different math requirements than those who chose to study non-STEM related subjects. So students’ remedial needs will differ based on which education path they select. 3. REVIEW CUT SCORES FOR DETERMINING REMEDIAL PLACEMENT. Colorado’s current remedial policy includes cut scores for determining remedial placement. For example, a student achieving a 17 on the ACT reading section and an Accuplacer reading comprehension score of 80 is not considered in need of remediation. This recommendation calls for potentially re-setting those cut scores based on a review of student performance in higher education institutions.

33 Core to College P20 Partnerships

34 The Goal and Objectives Help ensure high school graduates are ready to succeed in college-level coursework and review consistency of gtPathways entrance expectations and outcomes. BETWEEN: Vertically align high school and higher education expectations and learning objectives within discipline areas AMONG: Horizontally align exit and entrance expectations for gtPathway coursework 34

35 The Work Build on… New high school standards Deliverables from Summer 2012 Faculty Mtg.s gtPathway criteria and competencies and CCCS courses Expertise and experiences To Deliver… Revised set of gtPathway Articulate specific set of learning objectives for the following courses: ◦COMP1 and COMP 2 ◦College Algebra, Math for the Liberal Arts, Calculus 35

36 Structure WHO: Nearly 100 Colorado educators: high school math and English language arts teachers and higher education GT- MA1 and GT-CO1, 2 & 3 faculty. WHERE: P20 Partnerships will be created in four regions of the state: 1) Denver metro, 2) western slope, 3) NE corner and 4) SE corner.

37 Timeline June 10 – State Summit July – October: regional convenings and monthly leadership team calls October – December: State Summit and Progress Report January – October: Outreach and feedback from field; Depending on progress, may move to assessments, additional coursework

38 Feedback What thoughts and questions do you have? When and how will it be important to engage you? Considerations for building on this to discuss preparation from content faculty?

39 WEBINAR TOPICS AND SCHEDULE

40 Questions and Discussion

41 Final Considerations… What are your priorities? Any additional audiences or topics? What resources and tools would be helpful? How can we best communicate with you and your colleagues? Structure: webinar and discussion work for you?

42 Contact Information Emmy J. Glancy Academic Policy Officer – P20 Alignment Director

43 Key Actions Guidance and feedback Leadership and support Policy revisions and implementation Communications and outreach

44 References and Resources SB Colorado Achievement Plan for Kids (CAP4K) SB Educator Effectiveness SB Data and Reporting Educator Preparation Programs and DHE SB Educator Preparation Programs

45 THANK YOU!


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