1 Preparing Students to be College and Career Ready

Data Speaks Louder than Words 2

Recent data presented at the Governor’s Conference on Postsecondary Education Trusteeship indicated:  38% of KY’s high school graduates required developmental classes  KY ranks 46 th in the percentage of bachelor’s degree attainment among those 25 years of age and older 3

ACT (Class of 2011) EnglishMathReading Total # students22,74228,27725,830 % of students51%64%58% Total number of students tested: 44,390 4 ACT (Class of 2012) EnglishMathReading Total # students22,23328,12526,534 % of students50%64%60% Total number of students tested: 44,053

Enrollment by Subject Kentucky Public Institutions Fall 2007 – Spring

Enrollment by Subject and Institution Kentucky Public Institutions Fall 2007 – Spring

At your table, share your reactions to the information you just received. 7

College and Career Readiness 8

 With the passage of Senate Bill 1 in the 2009 session of the General Assembly, Kentucky entered a new era in public education that focuses on adequately preparing students for life after high school… and college and career readiness for all. Visit the Unbridled Learning website at: es/Commissioner+of+Education/Unbridled+Learning/ es/Commissioner+of+Education/Unbridled+Learning/ 9

Two target indicators define the work required to realize Unbridled Learning: College/Career Readiness for All.  Increase the percentage of students who are college and career ready from 34% to 67% by 2015  Increase the Averaged Freshman Graduation Rate from 76% to 90% by

Level of preparation a first-time student needs in order to succeed in a credit-bearing course at a postsecondary institution “Succeed” = completing entry-level courses at a level of understanding and proficiency that prepares the student for subsequent courses 11

 The level of preparation a high school graduate needs in order to proceed to the next step in a chosen career  According to the Association of Career and Technical Education (ACTE), career readiness includes: core academic skills employability skills technical, job-specific skills 12

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 KRS (Interventions) - Any student who does not meet ACT benchmarks on the EXPLORE or PLAN - Any student who does not meet college readiness benchmarks on the ACT … Shall have intervention strategies included in their individual learning plan * Intent is not to wait until their junior to intervene for students. 16

 704 KAR 3:305 (Min Graduation Requirements) - If students do not meet college readiness benchmarks on the ACT (English, Math, Reading) … they shall* take a transitional course or intervention (which shall be monitored to address remediation needs) before exiting high school. * Shall = Required 17

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After completing a transitional intervention, and meeting the college readiness criteria, students should be able to:  enroll in college credit-bearing courses  increase the likelihood for successful completion in subsequent college courses * Note: meeting the college readiness standards does not automatically guarantee a student admittance to college. College admission policies vary by institution. 19

Course developers included high school and college faculty who are currently immersed in successful transitional program pilots within their own institutions.  CPE  EKU  WKU  NKU  KSU  KDE  K-12 educators  KCTCS  UL  MSU 20

 Course material is focused on skills and concepts related to writing, grammar and mechanics.  The course content includes a unit in each of the following: history, humanities, science and literary non-fiction  An appendix of “Just in Time Lessons” is provided for a deeper look at skills/content students may need additional help with 21

 Course material is focused on skills and concepts related to reading (comprehension, vocabulary, etc.)  The course content includes a unit in each of the following: history, humanities, science and literary non-fiction  In the appendix is the SREB Adolescent Literacy Toolkit, complete with strategies that can be used with any text material 22

 Course material is focused on skills and concepts that students will need to succeed in a college level mathematics course (19 ACT equivalent)  Supplemental material is available in the course that would prepare students for College Algebra (22 ACT equivalent)  The course material has many suggested resources all of which are free, online. 23

Courses center on a framework of content and concepts aligned with:  Kentucky Core Academic Standards  College Readiness Standards (ACT)  Post-secondary college placement exams ▪ (KYOTE, COMPASS, etc.) 24

College and Career Readiness English Language Arts (for only, use this code for English or Reading) College & Career Readiness Mathematics

 Student enters the intervention  Teacher administers a diagnostic pre-test  Teacher develops instructional targets for student based on diagnostic testing, delivers direct instruction, formatively assesses units and monitors student’s progress  Teacher administers post-test once the student has mastered the required units.  If the student does not pass areas of the post-test, the teacher will repeat the process… 26

 Full course (could be integrated into an existing course, or offered as a stand-alone course)  Intervention (student is in the course long enough to complete necessary units and pass summative assessment)  Before or after school  During school (intervention time/ daytime ESS)  Self-paced course (with some guidance from a teacher) 27

 It is not considered best practice to… ▪ Remove students from core or high interest courses (i.e. Calculus, CTE, Arts); ▪ Offer a “lab” type of setting with the same teacher the student already has for the regular course ▪ Force the student to take a full course if they only need a unit or two to complete the intervention 28

 You do not have to use the state designed course, however, you do need a quality intervention with progress monitoring  A student does not necessarily have to complete every unit in the course. If they have mastered a concept and can pass the assessment, then move to another unit of instruction 29

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 “ open source” free of charge can be offered by high school (or middle school)  assessments ACT COMPASS KYOTE 32

You do not need formal permission to use the transitional course curriculum. However, if your school or district does opt to use the curriculum, we would ask that you us and let us know how you are planning to implement it, or how the implementation went. Contacts: April Pieper, Amy Patterson, 33

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