Template IntroductionThis document is the College and Career Readiness Assessment Template.

The template contains general information to respond to the broadest request for product professional development. This is a word document so you can work in the document to include the customer’s name and your contact information. Any information that is highlighted needs your attention before you submit the proposal. Either fill in the information needed or delete the comment and text if you choose not to include the information in the proposal.

SchedulingPlease contact Tim Tatsui at timothy.tatsui@pearson.com to discuss staff availability for this potential contract before submitting the proposal.

CustomizationIf you need to add/delete/change any of the information in the template for a more customized response, Iowa City Proposal Services can help you edit the template to meet your needs. Fill out the appropriate form on Salesforce or contact Mary Beth Rozmus, Proposal Manager, at mary.beth.rozmus@pearson.com or JoAnn Goerdt, Proposal Writer at joann.goerdt@pearson.com or Nicole Schrobilgen, Proposal Coordinator at nicole.schrobilgen@pearson.com .

Proposal for Name of District

Date

College and Career Readiness Assessment

Pearson

VPBD or PDAE Name

Title

Phone Number

Email

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Executive SummaryPearson is committed to helping all schools and students engage in and meet the rigor of the Common Core State Standards (CCSS). In order to build on an evidence-based foundation when implementing the CCSS, it is critical that school systems examine themselves against a set of indicators known to contribute to academic readiness for college and career.

With the goal of supporting school systems in this endeavor, Pearson offers its College and Career Readiness (CCR) Assessment Suite—four different levels of CCSS-aligned needs assessments that measure progressively more complex and detailed indicators of college and career readiness. Each level of readiness assessment in the Suite is available individually, but the indicators build upon one another:

Level One focuses on Teacher and Administrator Surveys of perceptions of CCSS readiness (Level One, Pre-/Post-CCSS Surveys)

Level Two focuses on Student Indicators and includes Teacher and Administrator CCSS Readiness Surveys (Level Two).

Level Three includes data from Level Two and uses School Indicators (Level Three)

Level Four combines Teacher/Administrator Surveys, Student Indicators, School Indicators and adds Classroom Indicators (Level Four)

College and Career Readiness Assessment Levels

Level One and Two Level Three Level Four

How are we doing as a school/district related to system-level CCR indicators

How are we doing as a school/district related to system-level?

What is the general state of readiness and need in our school/district?

Pearson’s needs assessments:

Assess where a school stands (approaching, meeting, exceeding) on indicators known to be associated with college and career readiness

Collect multiple sources of information and synthesize the data into a report

Provide recommendations for getting all students on track for college and career readiness

Benefits of partnering with Pearson for a needs assessment include the following:

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Over 20 years of experience as teachers, administrators, and direct support to schools, districts, and state education systems

A Research, Evaluation, and Assessment department with years of experience in schools assessing needs and planning next steps

Proficiency with the CCSS and their implications for teaching, learning, and assessment

Delivered by Certified ConsultantsOur diagnostic and assessment offerings are delivered by experienced, certified educational consultants who are former educators and administrators with proven experience in K–12 education and continuing education for adults.

The College and Career Readiness Assessment IndicatorsPearson’s CCR Assessments focus specifically on high-leverage indicators supported by college and career readiness research in K–12 schools. The indicators are adjusted to elementary, middle, or high school or will be those that are relevant for all grades.

The Level One Pre-Post Surveys are fifteen-minute online surveys that measure educators’ perceptions of instructional practices, content knowledge, pedagogical content knowledge, and effectiveness of professional development (PD). Findings from the surveys can be used to gauge the effectiveness of CCSS PD and to guide follow-up PD.

The Level Two CCR Assessment focuses on quantitative student data, such as academic achievement, course/grade completion, and educational attainment to indicate a range in which ABC School falls on a continuum of college and career readiness. The needs assessment offers concomitant recommendations for improvement.

The Level Three CCR Assessment uses quantitative data from both students and schools. The school data includes: School climate, college preparation, data use and systems, professional development, and

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supports. These indicators allow Pearson to place ABC School in a narrower range on the continuum of college and career readiness and offer concomitant recommendations for improvement.

The Level Four CCR Assessment includes the student and school data included in both the aforementioned needs assessments, plus qualitative onsite data collection from classroom observations, interviews, and focus groups. These indicators allow for the creation of a very robust picture of ABC School which, in turn, enables ABC School to be placed on a precise point on Pearson’s continuum of college and career readiness. The Level Four CCR Assessment is the most comprehensive of the needs assessments in the Suite as it takes into account both offsite quantitative student indicators and onsite qualitative observations. Because the Level Four assessment includes the largest number of indicators, it enables Pearson specialists to present the most detailed report and recommendations.

Research behind the CCR Assessment SuiteAccording to the report The Forgotten Middle: Ensuring that All Students are on Target for College and Career Readiness before High School*, educators should monitor and assess student levels of academic achievement beginning in grade 4 and continue through at least grade 8 to gauge college and career readiness by high school. The report notes particular attention should be paid to literacy skills, because these skills enable students to access content in all subject areas. Some of the key indicators are achievement on anchor tests measuring college and career readiness (e.g., the ACT, Advanced Placement, International Baccalaureate exams), as well as student achievement on state tests and grades.

Pearson based the creation of its suite of college and career readiness assessments on this and related research, as well as other measures of academic achievement, including anchor tests such as ACT/SAT, state tests, and Advanced Placement/International Baccalaureate exams. Additional indicators include (but are not limited to): School grades, diagnostic tests of readiness, and the EXPLORE tests.

Course/Grade CompletionOf all the indicators of college and career readiness, completion of a college and career readiness course of study is one of the most critical. For high school, multiple studies indicate that in order to be prepared to meet the CCSS, students need:

Four years of mathematics, including at least intermediate algebra

* ACT (2008). The Forgotten Middle: Ensuring That All Students are on Target for College and Career Readiness Before High School. Accessed at http://www.act.org/research/policymakers/reports/ForgottenMiddle.html .

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Four years of rigorous English courses with opportunities for academic and technical writing, analysis of nonfiction texts, and applied communications and research skills

Core laboratory science (biology, chemistry, physics)

A well-rounded curriculum that includes arts and foreign languages, among other content areas

Taking more than one AP or other college-credit-bearing course while in high school is also critical. In The Toolbox Revisited†, Adelman found that of the students who completed a high school curriculum at the highest levels of academic intensity, 95 percent earned a bachelor’s degree.

At the upper elementary and middle school level, research indicates that schools should focus on foundational skills in English, mathematics, reading, and science. Emphasis should be placed on mastering foundational English and reading skills by the end of middle school, so students are on target for college and career readiness before entering high school.

In fact, according to The Forgotten Middle report, mastering these foundational skills by grade 8 has a critical impact on college and career readiness. In essence, if students are not prepared to benefit from rigorous course work in high school, it is less likely that they will be prepared for college and career by the time they graduate. Some additional variables include course failures, course grades, GPA, and promotion rates.

Our suite of needs assessments harness the results of the research discussed above and evaluate (among other items) course enrollment and failures, course taking patterns, and promotion rates.

AttainmentResearch identifies successful completion of courses and promotion to the next level of schooling (graduation for high school students) as another strong predictor of college and career readiness. For high school students, having the opportunity to earn college credit while in high school increases the likelihood of completing a Bachelor’s degree, especially for those underrepresented in higher education (e.g., first generation college goers and ethnic minorities).

Achieve and The Education Trust’s joint report notes that early college high schools show promising results in bringing low-performing students up to standard and graduating from high school in four or five

† Adelman, C (2006). The Toolbox Revisited: Paths to Degree Completion from High School Through College. Washington D.C.: U.S. Department of Education. Accessed at http://www2.ed.gov/rschstat/research/pubs/toolboxrevisit/toolbox.pdf

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years with postsecondary credits and degrees‡. In fact, in 2007 more than 65 percent of graduates of early college high schools were accepted to four-year colleges and many more chose to earn an associate’s degree by spending a fifth year in the early college high school. More than 85 percent graduated with substantial college credit.

Attainment is another item measured in the CCR Assessment and consists of measures such as four-year and extended graduation rates, earning credits in dual-enrollment courses, and types of diplomas.

Engagement and School ClimateResearch has identified multiple indicators of engagement and school climate as critical predictors of college and career readiness. Students who are regularly disengaged are not on track for college and career readiness and may drop out. These indicators include measures of student and staff engagement, attendance, and disciplinary history as well as proactive efforts to familiarize and prepare students for college.

As noted in the 2009 report Roadmap for College and Career Readiness to Minnesota’s P–16 Partnership, students need explicit information about how to prepare for success in college and in the workplace. College students, admission counselors, and career counselors can all contribute to preparing high school students for college and career. The Roadmap report also notes the critical need to make available financial information to all students and their families to ensure that postsecondary training and education is within their reach.

Research regarding college and career readiness also points to the fact that both college admissions offices and employers like to see that students applied their learning and developed leadership and collaboration skills beyond the classroom. Out-of-school-time activities and organizations such as student organizations, 4-H, debate clubs, religion-related organizations and activities, and career and technical student organizations provide opportunities for students to demonstrate their knowledge and skills. Internships and service learning opportunities are also highly recommended for all students.

Because of the importance of engagement and school climate in college and career readiness, Pearson incorporated a number of quantifiable engagement and school climate indicators into its suite of needs assessments. These indicators include: student/staff engagement, attendance, discipline, and dropout rates.

‡ Achieve and The Education Trust (November, 2008). Making College and Career Readiness the Mission for High Schools: A Guide for State Policymakers. Accessed at http://www.txccrs.org/downloads/Achieve_MakingCCRtheMission.pdf

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Systems, Professional Development, Supports, and AlignmentAs the Achieve and Education Trust report indicates, throughout the K–12 continuum of education, students and parents/guardians should understand where students’ performance places them on the path to completing the coursework and mastering the competencies they need to be ready for college and careers. Moreover, administrators and teachers need access to that information as well. Therefore, schools need to identify measures of college and career readiness and monitor them regularly, from elementary school through high school.

Assessments, given in elementary, middle, and early high school need to align with college and career readiness anchor assessments. The goal is to signal, at each stage of schooling, whether or not students are on a path to college and career readiness. The report Aligning Courses and Career Pathways for College Success§ stresses the critical importance of aligning curriculum to reduce fragmentation and remove pitfalls that may cause students to stumble and fall behind as they transition from one stage of schooling to the next.

The analysis in the alignment section of our needs assessments focuses on data use and systems, type and focus of professional development, classroom supports, positions and programs as well as curriculum coherence and alignment. Specific indicators include: Data sources and their use to monitor college and career readiness, type and focus of professional development, support programs for struggling students, and curriculum coherence and grading practices.

Classroom ObservationsIn the Level Four CCR Assessment, Pearson complements its offsite data collection with onsite measures. The usefulness of onsite data collection is substantiated in modern scholarly research articles.

As noted in the Toolbox Revisited (2006) report, academic intensity or rigor is the most significant factor in designing a curriculum for college and career readiness. The curriculum must also be based on K–12 standards aligned with the expectations of college and the workplace.

§ Jobs For the Future Aligning Courses and Career Pathways for College Success. Accessed at

http://hidalgo.jff.org/sites/default/files/2page/5654_Hidalgo_AligningCourses_v4.pdf

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College and career readiness standards provide the foundation to align curriculum, instruction, and assessment so that students will be better prepared for postsecondary education and the workforce. In other words, it is necessary to know that what is actually taught in a curriculum matches the demands of college and careers.

Numerous reports indicate what constitutes a college- and career-ready course of study. However, ensuring that those courses are taught with sufficient rigor is critical. Examining whether the requisite fidelity exists between theory and practice is a main focus of Pearson’s onsite measurements. Indicators included in this section are use of instructional time and integration of technology.

Conducting the CCR AssessmentEach CCR Assessment consists of three main parts:

Offsite data collection

Data analysis

Report sharing

The Level Four CCR Assessment also includes a fourth part: Onsite data collection.

The primary difference among the Levels is the amount and type of data that is collected and analyzed in the needs assessment process. Level One is 15-minute online surveys that focus on teacher/administration perceptions of CCSS readiness. Level Two is a three-day assessment focusing on student indicators, and Level Three is a five-day assessment focusing on both student and school indicators. Level Four is a nine-day assessment that not only includes both student and school indicators but also onsite data collection of classroom indicators. The difference in duration of the Level Two and Level Three assessments is a function of the amount of information and data that is required for analysis by each assessment. As discussed earlier, the Levels of assessment are progressively layered in their use of indicators.

The process for the Level Four, our most detailed assessment, is described below. Except for the section describing onsite data collection measures, the process described below also applies to both Level Two and Level Three needs assessments.

Offsite Data CollectionThe Level Four CCR Assessment begins as soon as Pearson receives the necessary data from the school. So that offsite data

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collection is efficient and timely, Pearson will provide a concise list of requested documents and data for the needs assessment. Because the College and Career Readiness Assessment represents a partnership between the school and Pearson, it is critical that the school provide the requested data sources in a timely manner to Pearson.

Data that will need to be provided by the school includes the following:

College readiness assessment results (e.g., ACT Explore [grade 8], ACT Plan [grade 10], ACT, SAT)

Course enrollment, grades

Credit accumulation/on track to graduate, AP/IB exams, enrollment in post-secondary, graduation, and dropout rates (high school)

Accountability indicators (e.g., attendance, discipline, achievement by subgroup)

Demographics (including enrollment, student subgroups, class size)

Student work samples from identified math, English language arts (ELA) and science classes (Pearson will provide directions for selecting work samples.)

School Improvement Plans and priority initiatives and programs

Professional development schedule (including job-embedded professional development such as coaching, professional learning communities)

List of assessments and data systems for monitoring college and career readiness (Pearson will send a form to complete.)

The school does not need to send Pearson data available on public websites (e.g., student achievement on state assessments, growth models, School Report Cards) as this data will be accessed separately by Pearson. This reduces the burden on school and district personnel and foster efficiencies in data collection, analysis, and reporting.

Additionally, Pearson will administer online surveys to streamline onsite data collection by providing faculty, staff, and students with a link to the survey for them to complete by a specified deadline. Pearson will work with the school to identify the optimal method for sharing the survey links with the appropriate respondents.

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Onsite Data CollectionTo perform a thorough assessment of local conditions in a Level Four needs assessment, a Pearson Needs Assessment Education Specialist will conduct a three-day onsite assessment of teaching, learning, and school climate via classroom observations, focus groups with faculty and students, and interviews with administrators.

Focus Group and interview topics will include instructional practices and supports, college and career prep programs, resources for students and families, assessment practices, professional development plans, engagement in learning, college and career monitoring systems and incentives, and instructional rigor. Focus group responses will be anonymous to protect faculty, staff, and student confidentiality. Results will be summarized and synthesized with other data so no individuals can or will be identified.

The Education Specialist will also visit identified classrooms to observe instructional practices. Each visit will take about 20 minutes, and the Education Specialist will use a rubric for recording observations related to specific college and career indicators of instructional quality and rigor. The visits are not evaluative. They are for the purpose of gathering information about a school’s approach to preparing their students for college and the workforce.

The Pearson team will work with the school to identify which classrooms to observe in advance so there are no surprise visits and to ensure comfort and cooperation with the process. Teachers will be asked in advance to identify samples of student work as well with specific directions for selecting appropriate samples and removing identifying information.

Data AnalysisIn the Level Four College and Career Readiness Assessment, Pearson spends three and a half days on analyzing data, constructing a report, and sharing recommendations. In the data analysis portion of the College and Career Readiness Assessment, Pearson carefully scrutinizes each component of the data so that Specialists can pinpoint where a school stands on the Pearson School Achievement Readiness Continuum, described below, with respect to that component.

Pearson Readiness ContinuumThe Pearson Readiness Continuum is built on the theory that readiness is a multi-faceted construct that is informed by the following:

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Academic achievement

Course/grade completion and attainment

Engagement and school climate

Assessment systems

Professional development

Supports and alignment

Quality and focus of classroom Instruction

Because readiness is determined across multiple dimensions, we believe it is best described and presented as a location on a continuum. Because most available single indicators are inadequately precise or actionable, we currently use a wide array of variables to present a holistic picture of readiness. We can indicate a school’s location based on a balanced judgment of readiness across multiple dimensions. This informs specific action planning for initiatives and strategies to increase college and career readiness.

Research-Based RecommendationsUsing the results from the aforementioned data analysis, Pearson makes a set of research-based recommendations. The recommendations come from years of accumulated research on predictors of college and career success and effective interventions for preparing K–12 students for postsecondary education and the work force. The recommendations are tailored to the unique needs of each school in terms that are clear and applicable to school settings.

Needs Assessment ReportThe result of the data collection and analyses is a College and Career Readiness Assessment Report that will be shared with all stakeholders either virtually or in person. The report will allow the school and district to do the following:

Assess and understand its current position with respect to developing college- and career-ready students

Establish a baseline for action planning

Develop a framework for priority setting

Discuss what actions are necessary to improve in areas of greatest need

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Report SharingAs part of the Level Four assessment, Pearson’s team collaboratively plans a meeting with the client to review the report and to discuss recommendations. The meeting is held either virtually or face-to-face with stakeholders whom the client invites to share the results.

District-Wide College and Career Assessment OptionFor districts that are interested in a district-wide analysis of career and college readiness, we offer the following district-level option:

Level One: The same Pre-Post Surveys for teachers/administrators conducted districtwide

Level Two: Same data points as school-level analysis but includes data for all students in the district and provides reporting by grade band (elementary, middle and high school), not by individual school

Level Three: Same data points as school-level analysis but includes data for all students in the district and provides reporting by grade band (elementary, middle and high school), not by individual school

Pearson Data-Collection Option: As an option for large districts, Pearson can develop and employ a sampling plan, stratified by school performance, to collect a statistically useful sample of 10 percent to 25 percent of the schools in the district on behalf of the district

Level Four: Onsite data collection will be planned by employing a stratified sampling procedure developed in collaboration with the district. We recommend a separate stratified sampling plan for observation within each band (elementary, middle, and high school). Pearson will then conduct the onsite observations to gather the same data points as in the school-level assessment.

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PricingDescription of Services ISBN Price

Level One: Pre-Post SurveysIncludes surveys for administrators and teacher and 1 aggregate report analysis of the surveys.

Note: Customized reports available for additional fee

isbn10:0000116916 pre-surveys: $2,500post–surveys: $2,500

Total: $5,000

Level Two: CCR Assessment using student data (3 Days)Includes all Level One analysis of the following data points: Academic achievement (e.g., state test scores,

EOCs, Grades/ GPA, ACT/SAT, AP/IB) Course/grade completion (Course taking patterns,

course failures, schedule of courses, credit accumulation)

Educational attainment (Promotion rates, four-year and extended graduation rates, application to and enrollment in post-secondary, dual enrollment, types of diplomas)

Includes summary report of findings and recommendations.

ISBN10: 0000119080

$8,000/school

Total: $13,000(includes Level One)

Level Three: CCR Assessment using student and school data (5 Days)Includes all Level One and Level Two analyses plus analysis of the following additional data points: Engagement/school climate (student and staff

engagement, non-cognitive measures, attendance, discipline, dropout rates, programs to inform parents and students on college preparation)

Assessment/data systems/alignment (presence and use of data systems, data sources, college and career readiness monitoring systems, instructional supports, safety nets, curriculum coherence)

Professional development (types and focus of professional development)

Leadership and teacher practicesIncludes summary report of findings and recommendations.

ISBN10: 0000119090

$15,000/school

Total $20,000(includes Levels One and

Two)

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Description of Services ISBN Price

Level Four: CCR Assessment using student, school, and classroom data (9 Days)Includes all Level One, Level Two and Level Three analyses plus the analysis of the following additional onsite data points: Qualitative onsite classroom observations (rigor and

relevance of material, instructional practices and supports, engagement, non-cognitive skill development, integration of technology, use of assessment data)

Interviews Focus groupIncludes summary report of findings and recommendations.

ISBN10: 0000119100

$25,000/ school

Total $30,000(includes Levels One,

Two, and Three)

Districtwide CCR AssessmentA customized statement of work will be collaboratively developed with the district leaders and priced based on number of schools and scope of services.

Based on Scope of Work

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SummaryPearson’s CCR Assessments give schools and districts a range of diagnostic options with which to target college and career readiness. Whether used to provide a baseline or to track relative progress in college and career readiness at pivotal junctures in students’ transitions from one stage of schooling to another, the needs assessments can be an invaluable for planning for the future, for change, and for allocating resources to further those ends.

Working together, your Pearson team will help you help your students meet the demands of college and career readiness as defined by the CCSS.

Your Pearson Team

Name Position email Mobile

Tim Tatsui Senior Director of Research and Evaluation

timothy.tatsui@pearson.com 310.402.1685

Kelli Millwood Director of Evaluation Research

kelli.millwood@pearson.com 562.494.8708

Sales Person Title

About PearsonPearson reaches students and changes lives by improving the quality of instruction in all classrooms, enabling states, districts, schools, and teachers to navigate fundamental and dramatic shifts in instructional leadership and classroom practices. We develop and deliver trusted, relevant, research-proven comprehensive services around our innovative and targeted professional development services, instructional solutions and materials, and education technologies. All of our comprehensive services are aligned with and help schools meet the Common Core State Standards. They empower and engage students to help them meet and sustain the highest achievement standards, no matter where they start.