Southern

Regional

Education

Board

College- and Career-Readiness:

Senior Year Transitional Courses

Meeting of Legislative and Governors’ Staff

Atlanta, GA ~ September 22, 2011

Cheryl Blanco, Vice President, Special ProjectsSouthern Regional Education Board (SREB)cheryl.blanco@sreb.org 404.879.5593

Southern

Regional

Education

Board

Key Steps in a Statewide College Readiness Initiative

1. Statewide College/Career Readiness Standards

2. Readiness Assessments in High School

3. School Curriculum & Transitional Courses in 12th Grade

4. Teacher Development

5. Postsecondary Education Application of the Standards

6. School and College Accountability

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Southern

Regional

Education

Board

States developing transitional courses

Florida Kentucky Texas Virginia West Virginia

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Purpose:

To examine the approaches taken by 5 states to design and deliver statewide transitional courses in English and math

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Southern

Regional

Education

Board

Statewide Transitional Courses for College Readiness: Progress on 12th-Grade Transitional Courses in Five States

Course development processes Course content Course delivery Course evaluation process Provision for professional development Communication strategies

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Math Transitional Courses – At a Glance

State Transitional Course Availability

Targeted Students

FL • Mathematics for College Success

• Mathematics for College Readiness

Seniors who do not meet established scores on the CPT or P.E.R.T.

TX Mathematics will be finalized, piloted and launched by fall, 2011.

Seniors who “pass” the end-of-course test for Algebra II but fail to reach the college-readiness qualifying score.

VA Mathematics Capstone courseModules available on VDOE website – courses will be piloted 2011-12.

College intending seniors who have passed either Alg. II or Alg. Functions & Data Analysis SOL assessment but not met readiness qualifying score.

WV Transition Mathematics for Seniors was available 09-10.

Seniors failing to perform successfully on WESTEST 2.

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Math Transitional Courses – At a GlanceState Requirement or Elective Content and Format

FL Mathematics for College Readiness is 1 credit.

Aligned with NGSSS standards.“College Success” course aligned with highest level of developmental courses. District discretion on delivery.

TX In the process of determining Aligned to Texas’ College Readiness Standards and TEKS.Math lessons designed for use in critical need areas – not full course. Delivery face to face or on-line

VA Currently offered as elective but may become required prior to statewide implementation.

Aligned to state and national standards reviewed by educators.Schools may choose to offer as entire course or modules.

WV Transition Math for Seniors or higher level course required for college intending students.

Aligned w/ WV Higher Ed. College Readiness Standards .6 units in course available online intended to be taught face to face. 7

Southern

Regional

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Findings

Widespread state policy support for transitional courses

Collaborative development processes Varied assessments and target audiences Course content, format and delivery -- some

commonalities but also differences across states Prioritizing teacher professional development Evolving scope of public outreach Interest in accountability and evaluation plans

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Southern

Regional

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Board

Recommendations

1. Promote transitional courses as a key element of college- and career readiness

2. Ensure that qualifying scores on diagnostic assessments are high enough

3. Use transitional courses or equivalent interventions that are fully developed and applicable statewide

4. Require all districts and high schools to offer transitional courses or equivalent interventions for credit toward high school graduation

5. Require seniors who are not on track to complete appropriate transitional courses or interventions 9

Southern

Regional

Education

Board

Recommendations

6. Require postsecondary institutions to recognize successful completion of transitional courses as fulfilling placement exam requirements

7. Provide professional development for teachers, counselors, and school and district leaders

8. Develop a statewide system for evaluation of these courses and professional development activities

9. Conduct annual outreach activities about the courses

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