GO READY: A Vision for Strategic Partnerships and College & Career Readiness

in RCAS Melissa Miller Kincart

Board Study Session: April 24, 2017

Presentation Overview State of the District Goals and Focus Areas

Why College and Career Readiness

Planning Year Process

Framework to Improve College and Career Readiness

Recommendations: Goals, Areas of Focus, and Challenges

Next Steps

Discussion

Fall Reorganization New Director of Strategic Partnerships and College & Career Readiness

Strategic Plan Defines a District’s direction and priorities and gets everyone working toward common

goals. Guides decision making and drives alignment of priorities, actions and resources.

Areas of Focus Increase our expectations across the curriculum, expand STEM and other rigorous

programming, and create a culture of challenge and innovation. Prioritize college and career readiness, expand opportunities for college and career

exploration and planning, and develop pathways for students with varying strengths, interests, and experiences.

Create opportunities for partnership and volunteering in every school, and better partner with our families and community to build on our strengths.

State of the District Goals

WHY CCR: College Attainment & Social Mobility

• As more jobs require more education, workers with only a high school diploma are finding it hard to enter the middle class.

• The employment gap between American Indian and white South Dakotans is the largest in the nation. U.S. Census Data 2011-2015

• Increasing college opportunity is critical to promoting social mobility for future generations.

• SD Board of Regents 2025 Goal: 65 percent of residents ages 25 to 34 obtain postsecondary credential.

• Employers are looking for the 4 C’s: Employees who think Critically, work Creatively, and are able to Communicate & Collaborate on a systematic basis. Partnership for 21st Century Learning (P21)

We are in a POLICY ENVIRONMENT focused on college and career readiness.

NCLB waivers demand college and career readiness standards.

ESSA Guidelines elevates college and career readiness and early postsecondary opportunity.

Many individual states have or are setting college and career ready and credential attainment goals.

Statewide reports cards and accountability systems have a CCR indicator.

WHY CCR: Policy Environment

Readiness: College, Career & Life

• WORK Ready: Meets basic expectations regarding workplace behavior and demeanor.

• JOB Ready: Possesses specific knowledge necessary to begin an entry-level position.

• CAREER Ready: Possesses sufficient foundational knowledge, skill, and general learning strategies necessary to begin studies in a career pathway.

• COLLEGE is an educational training opportunity beyond high school.

• COLLEGE Ready: Defined as success without remediation in credit-bearing general education courses or a two-year certificate program.

• LIFE Ready: Students leave high school with grit and perseverance to tackle and achieve their goals; possess growth mindset that empowers them to approach their future with confidence.

Readiness: College, Career & Life

“whether planning to enter college or workforce trainingprograms after graduation, high school students need to be educated to a comparable level of readiness in reading and mathematics … Anything less will not give high school graduates the foundation of academic skills they will need to learn additional skills as their jobs change throughout their careers.” --ACT, May 2006

Planning Year Process: Overview• Gathered and analyzed data from various sources.

• Conducted 120+ meetings with Principals, School/District Personnel, Business, Community and Higher Ed to understand existing programs and partnerships by school level, identify gaps and equity concerns, with an eye to best practices.

• Committee Work: RCAS Strategic Planning, Inter-Council, Collective Impact and Chamber’s Education/Work Force, Junior Achievement, School Board Foundation, SDSMT Honors Advisory Group

• Alignment of existing services and personnel.

*Gifted Services (Accelerated Learner Services), *Youth Engagement/Service Learning (Teen Up), *Partnerships (Partnership RC) *Career and Technical Education (CTE),*Counseling Services (New Lead CCR Counselor) *Youth Internship (Beyond the Books)

*Working on updated job descriptions/expectations, program goals, annual plans and budgets.

• Development of Partnership/Volunteer Program Assistant and Research Evaluation and Assessment Manager positions.

Planning Year: CCR Data Indicators

Remediation

• Attendance rates, 4-year graduation rate and college & career readiness student outcomes are BELOW the state average

• 43% of students enter 4th grade proficient/advanced in reading

• 45% of students entering 9th grade proficient/advanced in math

CCR Milestones • 68% of 2016 Seniors (523 students) took the

ACT only 29% met all 4 ACT Benchmarks• FAFSA Completion estimate district average

40-44% (December 2016) • 2016 College Participations Rates:

• WDT: 18% CHS 12% SHS 4% RCHS Regental: 26% CHS 38% SHSACT Score Report: 64% in SD Other: StudentTracker (93% of students)No Source: Military, Apprenticeships

• 2016 AP Stats• 78 CHS/110 exams/83% passed 3 of higher • 141 SHS/225 exams/68% passed 3 or higher• 13% of Jr/Sr took at least one AP course

• 2015-16 Dual and CE Credit• Number Participants: 130 CHS/pass rate 85%

106 SHS/ pass rate 87%, 4 RC• 14% of Jr/Sr took at least one DC/CE course • 50% of participants at WDT (119) 37% BHSU

(76) 11% Mines (27)• Most Enrollments: Composition & Lit (Mines)

Sociology, Psychology, microcomputer software apps (WDT) and College Algebra (CE-BHSU)

SD BOR 2/4 degree programs is 26% *English--SHS: 11.6% CHS: 21.7%*Math--SHS: 18.6% CHS: 38.3%

Earning College Credit SD-STARS

Planning Year: What I Have LearnedCCR planning & programing is not consistent, therefore it limits relevance

• CTE is in need of a roadmap

• School Counselors/Gifted Program “other duties as assigned”

• Teen Up and Beyond the Books have functioned like “Boutique Programs”

• Data at district level has not been driving decision making & practice

• Partnership Rapid City had limited reach and some of the programs were not sustainable or focused on priorities

• Siloed functions, little collaboration and limited PD investment

• Classroom based delivery and effectiveness differs at each school

• Use of SDMyLife and use of Personalized Learning Plan is limited, and there is lack of parent awareness/understanding

• PHS Planning Day is “Optional” and college visits model is dated

• Strong reliance on handouts to drive CCR planning rather than relevant web-based resources

• Transition programming and support differs by feeder system

Planning Year: What I Have LearnedElementary Level

• “High need” not just at Title I schools• Leadership Teams differ each school • Variance in use data reporting• Assessments do not seem to be aligned to

accountability systems • We have a “Kindergarten Readiness Problem”• Strong adoption of attendance interventions –

Math and Reading interventions vary widely • Limited agreement about writing curriculum • Open to partnerships and volunteer options

(training/consistency a must) especially after school (that do not require PAY to PLAY)

• Great potential to build CCR into existing family fun evenings/Genius Hour

• Lack of district oversight in managing equity in secondary course offerings• Mismatch of accelerated and elective

courses offerings at MS • College credit options not the same at

our HS– also students limited by meeting “enrollment threshold” instead of filling a class by district

• AP Exam option is often discouraged • CCR Assessments

• Pre-Act/NCRC offerings only at one HS• Not offering universal 11th grade ACT

testing • ACT prep different at both HS

About 40% of the 3900 Stakeholder Survey respondents didn’t know how to answer any of the questions regarding

what RCAS is doing in College and Career Readiness

Secondary Level

Framework to Improve College and Career Readiness

• INCREASING THE POOL OF STUDENTS PREPARING FOR COLLEGE.

• CONNECTING MORE STUDENTS TO COLLEGE AND HANDS-ON-EXPERIENCES WHERE THEY CAN SUCCEED, AND ENCOURAGING CREDENTIAL COMPLETION.

• ACCESSING COLLEGE AND CAREER COUNSELING IS CRITICAL.

• RETHINKING REMEDIATION.

ADAPTED: PROMISING MODELS AND CALL TO ACTION, OFFICE OF THE PRESIDENT, 2014

Goals & Areas of Focus: Increasing the Pool

Goal: Expand opportunities for college & career exploration and enrichment for all students.

Priority: College and career ready culture of high expectations and equitable exposure to

rigorous programming and supports.

Elementary: The kindergarten through fifth grade is awareness of careers stage.

-Incorporate CCR activities into family events-Develop career exploration/guest speaker/industry partner database-Expand before school/after school clubs (chess, robotics, coding, etc.)-Partner with industry on hand-on projects and learning

Middle School: The middle school is when career exploration becomes the focus.-Add the 6th or 7th grade CTE Exploration course -Create a district-wide 8th grade career fair supported by SDMyLife Assessment -Expand after school clubs (robotics, builders, science fair with teacher stipend-- Mrs. Hast Model)-Develop GO READY a business/education volunteer outreach program for 8th graders (Classroom presentation, pathway options, share requirements of SD Opportunity Scholarship/Build Dakota Scholarship etc.)

High School: The high school stage is where career planning comes to the forefront and students select specific pathways depending on their interests.-Increase access to college and career aspirations assessments -Create a district-wide college fair-Explore a senior capstone experience-Develop more robust internship placement offerings

CCR Culture and Programming

Goals & Areas of Focus: CCR Counseling

Goal: Expand opportunities for college & career exploration and enrichment for all students.

Priority: College and career ready culture of high expectations and equitable exposure to rigorous programming and supports.

Counseling Supports • Lead Counselor

Program Assessment, Time Study, Ratio Evaluation, Mentoring Program, District Handbook , Vertical Collaboration and Districtwide Programming

• Professional Development-Provide role specific training-Cross training with School Counselors, CTE Teachers, Internship Coordinators,

Youth Engagement, Accelerated Services, College Access Providers, etc. -Convene annual meeting with higher education and community partners

Planning Supports-Align feeder school transition programming and use of SDMyLife assessments

and resources -Consider implementation of Advisory Periods (CCR exploration and assessments, 4-year course planning, goal getting, resume building, college/scholarship search)-Development of districtwide CCR planning guide (milestones by grade level, planning resources, pathways and postsecondary options, earning college credit and scholarships)-Implement College Application/FAFSA Month in October (College awareness activities at all grade levels) -Create a district-wide Senior Year Exit/Placement Survey

CCR Counseling and Planning

Goals & Areas of Focus: Connecting to College & Career

Goal: Expand opportunities for college & career exploration and enrichment for all students.

Priority: Multiple pathways for students with varying strengths, interests, and experiences.

Accelerated: High ability and identified gifted students• Talent development screening so that all students will be considered• Structural flexibility is needed for learning with academically appropriate peer and socio-emotional and

affective training• Instructional Strategies: pre-assessment, flexible grouping, differentiation process, product & content, etc.

Earning College Credit: AP/Dual Credit & Concurrent Enrollment • Fill Curricular Gaps: AP Language and Composition (SHS) and AP Biology (Consider: Economics, World

Language, and/or Computer Science) • Provide teachers access to AP specific professional development • Create stackable 11/12 grade pathways to diploma, certificate or degree prerequisites

Career and Technical Education (CTE): Middle Skill Jobs • Provide a roadmap and create a district-wide advisory committee to align course to regional workforce needs• Deepen Industry Connections (Workplace learning, speaker series, industry tours, etc.) • Expand student participation (Survey student interests, concentration, CTSO (leadership development) • Re-evaluate Professional Development

STEAM2: Infused model across all school levels • Provide a strong integrated foundation in an area of emphasis (Badge/Endorsement)• Reciprocal relationships with community and industry--long-term investment• Development of quality apprenticeship and job shadow opportunities

Special Ed Pathways: Behaviors linked to post-high school success• Participating in a school sport or club• Taking a program certification, college entrance or placement exam• Paid work experience

Goals & Areas of Focus: Remediation

Goal: Expand opportunities for college & career exploration and enrichment

for all students.

Priority: Multiple pathways for students with varying strengths,

interests and experiences.

Zero in on Secondary Math • Determine appropriate 9th Grade course offering for those not ready

for Math I • Review Senior Year Math offerings and alignment • Explore Best Practices with use of Math Lab • Develop a support system to help HS seniors who have 18 ACT score

or lower to take the CR math course on SDVHS • Expand resources such as Learning Zone that offer credit recovery

and early alert support

Convene an Alternative Pathway Task Force• Review Best Practice and Models for Success• Rethink Application vs. Referral/Invitation, Academic Credit vs. Job

Skill training, Traditional Schedule vs. Modified Offering, Diploma vs. Certificate, Role of Home HS vs. CLC/WDT

• Explore: Cohort Model, Teachers as Advisors, Transportation and Child Care needs etc.

• Determine Structure, Assessments and Supports Needed• Launch a Pilot Program

Math & Alternative Pathway to Graduation

Goals & Areas of Focus: Connecting to College & Career

Goal: Expand opportunities for college & career exploration and

enrichment for all students.

Priority: Graduation expectations aligned with higher education and workforce development needs.

Revise Current High School Graduation Standards to include: Encourage Directed Pathways in CTE, STEAM2, World Languages, etc.Increase credits to encourage meaningful use of 4 years of high school-especially

senior year -22 credits-average of 5.5 over 4 years/ 70% of seniors in some math (54% .5 Cr)

Consider inclusion of Senior Capstone Experience, Service-Learning and or Community Engagement Designation

Develop a Structure to Improve P-16 Issues Work on issues of alignment and success: (Kindergarten Readiness, Math 9th/12th grade

alignment placement, Pathways (Dual Credit/Advising), and Teacher Training)

Graduating Students who are READY

Goals & Areas of Focus: PartnershipsGoal: Develop a sustainable system of effective partnerships between

our schools and community to enhance opportunities for students.Priorities: Student leadership and investment in the community

• Facilitate service/experiential learning, provide support to service leadership clubs, and empower students with knowledge and skills to affect positive change.

Community engagement for the future of our district• Partnership Plan “How to Partner with RCAS”: Student Incentives, Volunteer

Opportunities, Fiscal Donations and Sponsorships, Internships, and/or “Adopt a School” Options

Districtwide volunteer program• Support volunteer opportunities in every school: Invite, Train, Place and RecognizeElementary: Reading, Attendance, Guest Speaker Series, Industry Tours, etc. Secondary: CCR Volunteer Corps, College & Career Fairs, Project-Based Learning

System of mutually beneficial business and community partnerships based on strategic priorities and areas of need• STEAM2, Industry job needs (construction, medical, etc.), and/or grant partnerships

with higher education that offer tutoring and support in Math/Science (Upward Bound, AVID, Advising Corps)

GRADE LEVELS: Learner’s are not allowed to progress at their rate of learning

STUDENTS ASSIGNED to CLASSROOMS: Limits grouping students with similar learning needs

BELL SCHEDULES: Limits our ability to use of technology and community resources

DIFFERENT CALENDARS: Presents challenges for system efficiencies

Teachers can only teach students in their school (System supports)

Teacher Directed Learning vs. Teacher Facilitated Learning

Fear of blended learning and flipped classrooms

Limiting Language Study to High School

Challenges and Considerations

Next Steps and Discussion Finalize Strategic Plan, Goals and Priorities.

Senior Leadership Team will develop action plans and a system of metrics for work at the district level that will inform school improvement plan process.

Create a CCR Dashboard to measure outcomes and drive practice:o Percentage of students meeting the 94% attendance metric o Reading Proficiency after 3rd grade/Math Proficiency after 8th gradeo Percentage of students taking college courses and passages rateso Percentage of students taking ACT and meeting all 4 benchmarkso Percentage of students taking National Career Readiness Certificateo Number of Industry Certification awarded o 4-year graduation rate and high school completion rate o Percentage of seniors applying to collegeo FAFSA completion percentageso Number of students enrolled in technical institutes, 2/4 year colleges,

and military the fall after HS graduationo College Remediation Rates