Jay Westover, CLO InnovateED

Indicators of Excellence “advancing the academic and career success of all students” High School Graduation College Readiness Career Preparedness 1.Early Identification of At-risk Students 2.Student-Adult Relationships 3.Targeted Academic Support 4.Student-centered Learning Environment 5.Rigorous and Relevant Instruction 1.College-going Culture 2.Emphasis of Key Content and Cognitive Strategies 3.Development of Academic Behaviors 4.Acquisition of College Knowledge 5.College-aligned Academic Program Application of Next Generation Skills 1.Creative Thinking 2.Real World Application 3.Critical Thinking Skills 4.Communication and Collaboration Skills 5.Information and Technology Literacy 6.Leadership Qualities Critical Success Factors Key Performance Indicators ©2009 Jay Westover

Assessments at the high school level must do a better job of measuring real world knowledge and skills that students will need to be successful after high school. Anchor assessments should measure college and career readiness. Tests given earlier than high school need to signify progress toward that standard. “proficient must mean prepared—all the way up and down the line.”

1. The percentage of students graduating high school, measured by the four‐year cohort high school graduation rate 2. The percentage of students taking and completing a college‐ and career‐ready course of study 3. How students perform on statewide assessments of college and career readiness (CST - EAP in 11 th grade) 4. How many students are earning college credit while in high school 5. How many students enroll in postsecondary education after high school 6. How many students enroll in remedial courses in their first year of college Achieve (2009)

1. Creating and maintaining a college-going culture in the school 2. Emphasizing key cognitive strategies 3. Holding high expectations for all students, then providing differing degrees of scaffolding based on student need 4. Creating a core academic program that is aligned with and leads to college and career readiness by the end of 12th grade 5. Making the senior year meaningful, challenging and engaging 6. Reducing course selection choice in favor of college-focused offerings 7. Creating assignments and grading polices that more closely approximate college expectations each successive year of school 8. Promoting key self-management skills and academic behaviors with formative feedback to students toward skill/behavior development

Formative Feedback to Teachers (.90) Teacher Clarity (.75)  Organization, explanation, examples, guided practice, assessment. Formative Student Assessment with Feedback (.73) Teacher-Student Relationships (.72) Cognitive Strategies (.67) Direct Instruction (.59) Mastery Learning (.57) Challenging Goals (.56) - John Hattie, 2009

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