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Customize Clear Pathways for EVERY Student Using Online Career & Education Plans

Dr. Ben Drati & Dr. Lauren Wintermeyer

Strengthening Student Success October 10, 2013

Presentation Overview
• Background of Get Focused…Stay Focused!™ • GFSF Progression in Education Model & Curriculum Modules for Grades 10 – 12 • GFSF Implementation & Online 10-year Plan • K-12 Administrator Perspective & Partnerships • GFSF & Common Core Implementation • Strategic Planning • Q&A

Which Comes First???

MAJOR

?

??

?

CAREER COLLEGE ?
?????

Kanter, M. (May - June 2011). American higher education: “First in the world”. Change: The magazine of higher learning. http://www.changemag.org/Archives/Back%20Issues/2011/MayJune%202011/first-in-the-world-full.html

Dropout & Remediation Statistics
• National high school dropout is 30% • College dropout rate is nearly 50% • 25% of students entering 4-year universities and 61% of students entering community colleges enrolled in at least one remedial course (U.S. Department of Education) • Only 17% of students who take remedial reading will complete a bachelor’s degree (Wirt et
al., 2004)

• Points to Ponder:
1. Are we succeeding as a system??? 2. Is the status-quo model of education sufficient for today’s economy and labor market? 3. What is the long-term impact on our students?

Factors Impacting Dropout Rates
 Contributing factors to dropout
 Lack of focus and intrinsic motivation  Need for remediation and delayed progress  Familial and societal issues  Socioeconomic issues

Strategies to Remedy Dropout
• High School:
– – – – – – – – AVID Linked Learning Continuation Schools Tutoring Programs Upward Bound Algebra Academies Summer School Early College

• Post-Secondary:
– – – – Basic Skills/Remediation Learning Communities Counseling Student Support Services
• Extended Opportunity Programs & Services • Cal-Works • Transitions Program • Transfer Achievement Program

• High School:

Improving Accountability Outcome Measures
• College:
– Reducing the need for Remediation – Increase Course Success Rates – Persistence Rates – Transfer Rates – Degree/Certificate Completion

– AYP/API (California) – Standardized Test Scores – Graduation Rates – College-going Rates – Student Progress and Achievement – Closing the “Achievement Gap”

• Point to Ponder:

What if there was a program, that reached ALL students, designed to increase intrinsic motivation???

Kelly Green Activity

Carpinteria High School Video

Background of Implementation:
• • • • • • • Irvine Grant and the Concurrent Courses Initiative Course alignment with PRO 138d (Personal Planning) 3-unit pass/no-pass elective course 2009-10: Pilot year with CHS, DPHS, and La Cuesta Spring 2010: College credit awarded to 155 students Fall 2012: College credit awarded to 560 students To date: Over 2,500 local (South Santa Barbara County) students have dually enrolled for PRO 138d SBCC credit

Dual Enrollment Outcome Data:
 Former dual enrollment students* who matriculate to SBCC: • Are more likely to enroll full-time in college (67% compared to 54%) • Require less remediation and placed at the college transfer level course at a higher rate than their direct entry peers (Math: 26.4% compared to 18%; Reading: 25.9% compared to 9.9%; Writing: 34.8% compared to 14.6%) • Note: Former Dual Enrollment students who participated in courses at both their high school and on the college campus scored at the college level at the highest rate: Math: 43%, Reading: 36%, and Writing: 50% • Earn a higher average cumulative GPA (after three academic years , 2.47 vs. 2.02) • Earn more transferable college units (after three years, 43 vs. 29)
 *Note: Sample was comprised of 764 first-time college students who graduated from a local service-area high school in spring 2008 and matriculated to SBCC in fall 2008

SBCC GFSF Progression in Education Model (PEM):
A Comprehensive Approach for Assuring Post-Secondary Success for EVERY student

G et Focused… Stay Focused! ™
Progression in Education Model ( PEM)

•T akethese m e s te r-longD ual E nrollm e nt F re s hm an T rans ition (D E F T) cours e •C re atean online1 0-Y e ar C are e r &E ducation P lan •A ns we r theque s tions : oW hoA mI? oW hat D oI W ant? oH owD oI G e t It?

In 1 0th Grade: Developing Attitudesand
Aptitudesthat Promote C ollege & C areer Readiness •R e s e arch high-de m and care e rs •D e te rm ineappropriatepos t-s e c ondaryoption/pathway •L e arn about colle g eacc e s sand affordability •C ontinuetoe nvis ion aproductivefuturethrough autobiographic al writing •U pdate1 0-Y e ar C are e r &E ducation P lan

In 1 1 th Grade: Determining Your Informed Major
and Post-Secondary Education Path •R e s e arch S TE M -re late d care e rs •R e affirmor changechos e n care e r path •C hoos eam ajor tom atch chos e n care e r •F ind colle g e sthat offe r your m ajor •P re parefor colle g eapplic ations •U pdate1 0-Y e ar C are e r &E ducation P lan

In 12th Grade: Preparing to Act on Your 1 0-Y ear
C areer and Education Plan •A pplytoc olle g e /pos t-s e c ondaryplanning •A pplyfor s cholars hipsand financial aid •U pdatere s um e, c ove r le tte r, and portfolio •M ock Inte rvie wand job applic ations •W riteaS tude nt E ducation P lan •U pdate1 0-Y e ar C are e r &E ducation P lan

•P re fe rablygraduatewith at le as t1 2c olle g eunitsand portable , online 1 0-Y e ar C are e r &E ducation P lan •C olle g eR e ady: N one e d for re m e dial cours e work upon e nte ringcolle g e •E nte r colle g e /pos t-s e c ondarytrainingwith an inform e d de clare dm ajor

•C e rtificateor de gre ec om ple tion and/or trans fe r to a 4-ye ar c olle g eor unive rs ity

G oal for the E nd of Post-Secondary E ducation and Training: •W orkingin chos e n care e r fie ld

• What is PEM?  Begins with 8th grade Bridge program  DEFT course in 9th grade with creation of 10-YearPlan  16 hour follow-up units in 10th, 11th, & 12th grades, tied to English Common Core, revisit 10-Year-Plan  Enter college with FOCUS, a 10-Year Career & Education Plan, and an informed, declared major  Continue in college on a FOCUSED educational track and complete on time  If basic skills are needed, complete them in an accelerated time frame

Current Collaboration & Status of Implementation:
• Freshman Seminar course is in place at all four local comprehensive high schools. The 10-year Plan is a graduation requirement for freshmen who entered SBUSD in fall 2013. • Follow-up curriculum for grades 10-12 provides a “touchpoint” for students to continue developing college and career readiness skills and to update their online 10-year Plan. Implementation of 10th grade module begins in 2013-14 year. • Current collaboration with Allan Hancock College and North Santa Barbara County Secondary Schools to expand Initiative county-wide.

GFSF is Aligned with:
• • • • • • K-12 Common Core Standards Santa Barbara County THRIVE – Cradle to Career SBCC Express to Success and various Transfer Programs Student Success Task Force recommendations (SB 1456) CTE Initiatives/SB 70 Funding & “Doing What Matters” President Obama’s challenge: “America cannot lead in the 21st century unless we have the best educated, most competitive workforce in the world.” President Barack Obama, Remarks
on Higher Education, April 24, 2009

9th Grade Curriculum: Career Choices Who am I? What do I want? How do I get it?
 Personal development, exploration of strengths and interests  Research three career pathways of interest  Budget building/financial literacy development  Career Technical Education information  College planning information  Creation of online 10-year Career & Education Plan

Utilizing the 10-year Plan
• How Student can use 10-year Plan – Self-articulate Career & Educational Goals – Check on progression toward goals – Provide as a framework when meeting with counselors • How Teachers/Counselors can use 10-year Plan – Identify students’ goals and monitor student progress – Engage learners and frontload important concepts for career and education planning/development – Guide students toward appropriate resources • How College can use 10-year Plan – Guide to advising for new students – Support students on self-identified path

Reducing the Need for Remediation

10th Grade Curriculum: Developing Attitudes and Aptitudes that Promote College & Career Readiness
 Research high-demand careers  Determine appropriate post-secondary option/pathway  Learn about college access and affordability  Update 10-year Plan

11th Grade Curriculum: Determining Your Informed Major & Post-Secondary Education Path
      Research STEM-related careers Reaffirm or change chosen career path Choose a major to match chosen career Find colleges that offer your major Prepare for college applications Update 10-year Plan

12th Grade Curriculum: Preparing to Act on Your 10-Year Education & Career Plan
      Apply to college/post-secondary planning Apply for scholarships & financial aid Update resume, cover letter, and portfolio Mock Interview & job applications Write a Student Education Plan Update 10-year Plan

Leadership
• Executive Planning Committee – Members from various institutions – Quarterly meetings • District Leadership Teams – District and site-based administrators – Quarterly meetings • School Site-based Implementation Teams – Administrative leaders, counselors, multiple gradelevel teachers – Site-specified meeting & training schedule

K-12 Partnership:
• Common Core Standards
– What are they and how are they different? – K-12 District Plan for Implementation – Intersegmental Alignment with Community College

• Career & Educational Planning for ALL students
– GFSF provides an avenue through which to reach every student in a systematic way – Whole school and district initiative provides a common language and goal

Cross-Disciplinary Cross-Disciplinary Knowledge/ Knowledge/ Synthesis Synthesis Core Content Knowledge Information Literacy

Foundational Knowledge

Creativity & Innovation

21st Century Learning

Cultural Competence

Meta Knowledge

Humanistic Knowledge

Problem Solving & Critical Thinking

Communication & Collaboration

Life & Job Skills

Ethical & Emotional Awareness

• Build toward preparing students to be college and career ready in literacy by no later than the end of high school • Provide a vision of what it means to be a literate person in the twenty-first century • Develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language

• • • • •

College and Career Readiness (CCR) anchor standards Grade levels for K-8; grade bands for 9-10 and 11-12 A focus on results rather than means An integrated model of literacy Research and media skills integrated into the Standards as a whole • Shared responsibility for students’ literacy development • Focus and coherence in instruction and assessment

California Standard

Common Core Standard for California

9th/10th Grade Reading 2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.

9th/10th Grade Reading Standards for Informational Text 5. Analyze in detail how an author ’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). a. Analyze the use of text features (e.g., graphics, headers, captions) in functional workplace documents.

Professional learning Styles
Traditional drop in / Go to
1. Someone comes, teaches, gives us binders, and leaves. 1. We go see someone, get taught, get binders, and we come home and left to our own understanding 1. Reliant on an outside savior 1. Incoherent execution

PLC Process
1. We look in-house for expertise 1. Coordinated / Collaborative 2. Reliant on each other for learning 1. Deeper understanding 1. Consistent Support from peers

PLC Construct
Each school site will identify one English Expert Facilitator to collaborate district wide. (SBHS, DPHS, SMHS, La Cuesta)
PLC Leader Eng 9 SMHS PLC Leader Eng 10 SMHS PLC Leader Eng 11 SMHS PLC Leader Eng 12 SMHS

Department Chair Construct
Department Chair English SMHS

SMHS English Teachers

Eng 9 Teachers SMHS

Eng 10 Teachers SMHS

Eng 11 Teachers SMHS

Eng 12 Teachers SMHS

All secondary sites designate one PLC leader for every level (7th – 12th) of English. Represented above is a 9th – 12th sample from SMHS.

One department chair leads the entire English department and all grade levels. Collaboration with other sites does not occur.

Each school site will identify PLC liaison to collaborate district wide. (SBHS, DPHS, SMHS, La Cuesta)
PLC Leader DPHS PLC Leader DPHS PLC Leader DPHS

Algebra 1 Teachers DPHS

Geometry Teachers DPHS

Algebra II Teachers DPHS

Latin PLC Liaisons collaborate district wide

Latin La Colina Jr High DPHS Teacher(s)

Latin Goleta Valley Jr High SBHS Teacher(s)

Latin Santa Barbara Jr High SMHS Teacher(s)

English
Dovas Zaunius / Bill Woodard

Social Science
Dovas Zaunius / Elise and Jenn

Math
Craig Schneider / Brian Jaramillo

Science
Craig Schneider / Nea Voss

English 7
SBJH PLC Lead GVHS PLC Lead La Colina PLC Lead La Cumbre PLC Lead

Social Science
SBJH PLC Lead GVJS PLC Lead La Colina PLC Lead La Cumbre PLC Lead

Mathematics
SBJH PLC Lead GVHS PLC Lead La Colina PLC Lead La Cumbre PLC Lead

Science
SBJH PLC Lead GVHS PLC Lead La Colina PLC Lead La Cumbre PLC Lead

English 8
SBJH PLC Lead GVHS PLC Lead La Colina PLC Lead La Cumbre PLC Lead

Soc/Sci 8
SBJH PLC Lead GVHS PLC Lead La Colina PLC Lead La Cumbre PLC Lead

Math 8
SBJH PLC Lead GVHS PLC Lead La Colina PLC Lead La Cumbre PLC Lead

Science 8
SBJH PLC Lead GVHS PLC Lead La Colina PLC Lead La Cumbre PLC Lead

English 9
SBHS PLC Lead SMHS PLC Lead DPHS PLC Lead

World History
SBHS PLC Lead SMHS PLC Lead DPHS PLC Lead

Alg
SBHS PLC Lead SMHS PLC Lead DPHS PLC Lead

Biology
SBHS PLC Lead SMHS PLC Lead DPHS PLC Lead ALT Ed

English 10
SBHS PLC Lead SMHS PLC Lead DPHS PLC Lead

US History
SBHS PLC Lead SMHS PLC Lead DPHS PLC Lead Alt Ed PLC Lead

Geo
SBHS PLC Lead SMHS PLC Lead DPHS PLC Lead ALT Ed PLC Lead

Chemistry
SBHS PLC Lead SMHS PLC Lead DPHS PLC Lead

English 11
SBHS PLC Lead SMHS PLC Lead DPHS PLC Lead ALT ED PLC Lead

Gov / Econ
SBHS PLC Lead SMHS PLC Lead DPHS PLC Lead
Alt Ed PLC Lead

Alg II
SBHS PLC Lead SMHS PLC Lead DPHS PLC Lead Alt Ed PLC Lead

Physics
SBHS PLC Lead SMHS PLC Lead DPHS PLC Lead ALT Ed

English 12
SBHS PLC Lead SMHS PLC Lead DPHS PLC Lead La Cuesta PLC Lead

Principals will collaborate to select the Liaisons right after the elections

Why GFSF? Benefits to all Stakeholders
• Students: Student-centered/whole person approach, self-identified goals which lead to informed choices and higher student engagement • Parents: Engaged children, free/reduced cost for college courses, demystifying the college-going process • Secondary school: Change in school climate/culture, reduced dropout/suspension rates, higher student engagement, informed students help chart their own course, school-wide access to students’ 10-year Plans

Why GFSF? Benefits to All Stakeholders
• Post-Secondary Institution: College/career informed students, reduced need for remediation, students entering with a declared major, students on track to completion/transfer • Community: Partnerships with schools, students prepared for the workforce, contributing members of society

Data from Carpinteria High School
A-G UC/CSU Completion Rates
20052006 28.10% 20062007 23.30% 20072008 23.40% 20082009 35.60% 20092010 24.20% 20102011 33.60% 20112012 37.10% 20122013 * 47.60%

Data from Carpinteria High School
Academic Performance Index
2012-2013
API Growth 2006-2012
770

778

760

750

740

730

Score
720 710 700 690 680 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 School Year

Data from Carpinteria High School
Suspensions
Number of Suspensions

160 140 120 100 80 60 40 20 0

137

136 105 61 66 49 47

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 School Year

Outcomes to Date:
• CHS Seniors:
– In January 2013, 100 seniors (vast majority) indicated SBCC as a potential next step – 84 Followed through with Math and English Assessments (vs. 60 previous year)

• Looking forward:
– GFSF Club – mentorship opportunity – 10-year Plan app and “alert” option – UCEC External Evaluation

Strategic Planning:
• Identify your Visionaries:
– With whom with you collaborate? – What is the next step?

• Articulate your Goals:
– What do you hope to accomplish? – How do your goals align with K-12? – How do your goals align with SB1456?

• Gather Resources:
– What professional development needs do you have? – What materials/information/resources do you want? – How can we help???

Input/recommendations? Questions/Comments? Thank you!
www.getfocusedstayfoused.org