Redefining the High School to College Transition in Illinois - PowerPoint PPT Presentation

¡ Redefining the High School to College Transition in Illinois Naperville, IL April 29, 2015 Amy Loyd and Joy Coates Jobs for the Future • Boston, MA 1 ¡

ABOUT JOBS FOR THE FUTURE

ABOUT JFF: NATIONAL NONPROFIT Our Mission: JFF works in 42 states and over 128 communities to ensure that all lower-income young people and workers have the skills and credentials needed to succeed in our economy. Our Vision: The promise of education and economic mobility in America is achieved for everyone. Our Goals: 1. Preparing for College and Career: All young people graduate high school on a clear path to college completion and career success. 2. Earning Postsecondary Credentials : All students gain the skills they need to earn postsecondary credentials with high labor market value. 3. Advancing Careers and Economic Growth : All workers obtain the education and training required to move into high-demand, high-wage, high-growth careers with clear paths for advancement.

HOW JFF WORKS: SCALING SOLUTIONS Develop ¡ Build ¡Pathways ¡ Advocate ¡for ¡ Evidence-­‑Based ¡ Systems ¡and ¡ and ¡Influence ¡ Innova3ons ¡ Field ¡Capacity ¡ Policy ¡ ALIGNMENT ¡ACROSS ¡SECONDARY—POSTSECONDARY—WORKFORCE ¡

RE-THINKING 12 th GRADE 5 ¡

WHY 12 TH GRADE? • Nobody owns them • College/Career ready standards will make their needs more visible to the public and higher ed • Tangible needs and students in need of timely engagement and support • Opportune time to use time and resources more efficiently 6 ¡

VISION FOR A REDESIGNED 12 TH GRADE • Driving goal is to get all 12 th graders on a path toward a postsecondary credential or degree with value (2-year, 4- year, long-term certificate) • Threshold: all 12 th graders completing at least one key gateway/gatekeeper college course in a program of study by the end of grade 13 • Joint responsibility for students and solutions by K12 and postsecondary: creation of a better grade 12-13 transition zone through co-design, co-delivery, and co- validation 7 ¡

MEETING #1 GOALS • Understand the range of needs of 12 th graders in getting college and career ready. • Identify and classify the range of current solution sets in the field and form reasonable hypotheses about their impact. • Identify gaps between solution sets and student needs. • Understand what it might take to bring viable solutions to scale. 8 ¡

MEETING #2 GOALS • Identify highest priority and highest leverage changes that states and institutions can make in accountability, curriculum, finance, data, capacity, and org culture to advance a new vision for the 12 th grade • React to and build on themes from meeting #1: continue to shape and sharpen emerging principles of 12 th grade redesign • Papers inform and incorporate emerging point(s) of view from the meeting 9 ¡

NEW 12th GRADE GOALS MUST HAVE POLICIES AND PRACTICES MARKED BY … • Agreement about what students will learn and how • Rules for how students transition to and between their institutions CO-DESIGN (e.g. protocols, procedures, policies) • Evidence-based strategies for supporting preparation and success • Staffing and support systems are marshaled and shared across sectors/institutions CO-DELIVERY • Strategies to grow and maximize staff with credentials to teach across K12 and postsecondary • Even if not always done together, delivery is always coordinated • Assessments of performance and proficiency that both K12 and PSE accept and validate (e.g., accept for credit toward degree/ CO- credential, accept as evidence for bypassing remediation, report VALIDATION as part of their accountability) • Includes all domains of “readiness” 10 ¡

WHAT ARE THE NEEDS OF 12 TH GRADERS, READY OR NOT? • Might still test into remediation unless their high school scores place them out automatically • Academic gaps too big to bridge in a semester or a year • May not choose or have access to rigorous courses • Unprepared for entry into the labor force • Low levels of basic literacy • Learning disabilities (diagnosed and undiagnosed) • Overage and under-credited and not enough credits in the day to Metacognitive get them into/through college • Unengaged (Bored, Alienated, Don’t see relevance) • Under-matching for college • Unaware of or don’t complete FAFSA/financial aid processes • Under-formed conception of future identity and steps to actualize • Summer melt • Low resilience to recover from failure • Unfamiliar with college norms • Must catch up in Math and English/Reading • Don’t know how to direct their own learning • Domestic challenges (homelessness, violence) • Language barriers Academic

INNOVATIONS TREAT SYMPTOMS OF SYSTEMIC PROBLEMS … • Dual enrollment • Transition courses • Competency-based assessment and instruction • Accelerated Developmental Ed • College student success courses & college guidance supports 12 ¡

POTENTIAL SHIFTS NEEDED IN ACCOUNTABILITY, CURRICULUM, FINANCE, DATA, CAPACITY, AND ORG CULTURE Provide a range of co-designed, -delivered, and - validated pathways to and through completion of a college credit-bearing gatekeeper course by end of year 13 • Base student support and progression on continua of “readiness” for college using multiple indicators • Increase “readiness” through applied and experiential learning • Promote positive risk taking and acceleration versus less challenging options • Fully inform students about all aspects of the transition to college 13 ¡

EXISTING PRACTICES WE MIGHT LEVERAGE • What are some incentives to create tangible next steps to move this work forward? • As we envision building better bridges between two systems: What to do next in this incremental stage? • How do we keep the needs of the student at the center of the work? 14 ¡

THE PATHWAYS TO PROSPERITY NETWORK 15 ¡

OUR GOAL: SYSTEMS OF 9-14+ PATHWAYS Complete ¡high ¡school ¡ AKain ¡postsecondary ¡ with ¡at ¡least ¡12 ¡college ¡ credenMal ¡with ¡value ¡in ¡ credits ¡and ¡work-­‑based ¡ regional ¡labor ¡market ¡ learning ¡experience ¡ ¡ ALL ¡YOUNG ¡PEOPLE ¡ COLLEGE ¡AND ¡CAREER ¡ Advance ¡in ¡career ¡and ¡ Launch ¡a ¡career ¡in ¡a ¡high-­‑ pursue ¡further ¡educaMon ¡ demand, ¡high-­‑growth, ¡ as ¡interested ¡ high-­‑wage ¡occupaMon ¡

THE PATHWAYS TO PROSPERITY NETWORK Twelve states with 30+ regions, rural to urban, serving as starting places for demonstrating success, with a focus on scaling grades 9-14 integrated academic and career pathways statewide. Not a new program or add-on reform, but a strategic alignment and bolstering of existing initiatives to improve education, workforce, and economic outcomes. ¡

GRADES 9-14 INTEGRATED PATHWAYS System ¡Outcomes: ¡ Rigorous ¡ ¡ Academics ¡ Financially ¡ Secondary ¡Pathways ¡ Postsecondary ¡Pathways ¡ sustainable, ¡aligned ¡ Stackable ¡CredenMals ¡ è and ¡integrated ¡ è ¡ AA/AAS ¡ è è ¡ 9-­‑14(+) ¡career ¡ BA/BS ¡ è è ¡ pathway ¡systems ¡ Accele r a&on ¡& ¡College/Career ¡Readiness ¡through ¡ ¡ Dual ¡Enrollment, ¡Integrated ¡Instruc&on, ¡and ¡WBL ¡ Increased ¡number ¡ of ¡skilled ¡young ¡ professionals ¡with ¡ creden3als ¡of ¡value ¡ Low ¡ to ¡the ¡labor ¡market ¡ Intern-­‑ Semi-­‑ Middle ¡ Advanced ¡ Skilled ¡ ships, ¡ Skilled ¡ Skilled ¡ Skilled ¡ Career-­‑Focused ¡ ¡ WBL ¡ Jobs ¡ Jobs ¡ Jobs ¡ Jobs ¡ Learning ¡ State ¡and ¡regional ¡ economies ¡develop ¡ talent ¡pipelines ¡in ¡ key ¡industry ¡sectors ¡

CORE VALUES THAT SHAPE PATHWAYS Sustain-­‑ Efficiency ¡ ability ¡ Equity ¡ Clarity ¡ Choice ¡ Scala-­‑ Access ¡ bility ¡ Account Collabor -­‑ability ¡ -­‑aMon ¡ 19 ¡

KEY PATHWAYS IMPLEMENTATION LEVERS Engaged ¡ Intermediary ¡ employers : ¡ links ¡between ¡ work-­‑based ¡ educa3on ¡and ¡ learning ¡opps. ¡& ¡ employers ¡ curricula ¡support ¡ CommiUed ¡ state ¡ Early, ¡sustained ¡ leaders ¡and ¡ career ¡ Rigorous ¡ favorable ¡ policy ¡ counseling ¡and ¡ Academic ¡ environment ¡ ¡ informaMon ¡ and ¡Career ¡ 9-­‑14 ¡ Pathways ¡ Student and family Meaningful choices self-determination and possibilities

AS YOU THINK ABOUT COLLEGE TRANSITION, ALSO THINK ABOUT CAREER-READINESS All teens need help to understand the world of work: • Most teens get little advice about pathways from education to careers, and career possibilities • Nobody talks about the critical role of productive work in human lives • Even the most educated parents don’t know about the future labor market —or even the current one • Teachers typically have little experience of contemporary workplaces and know little about labor market data 21