College and Career Readiness Summit -SW Region, Nov 16, 2011at Keene State College

1. College and Career Ready
Summit for the Southwest
Region
Closing the Skills Gap: 21st Century Learning to
Meet Global Needs
November 16, 2011

2. Welcoming Remarks

3. In his work, Democracy in America at Century’s End, published in
Democracy’s Victory and Crisis, Robert Putnam wrote about the
importance of civic engagement and said:
“In the field of education, for instance, researchers have discovered
that successful schools are distinguished not so much by the content
of their curriculum or the quality of their teachers, important as
those factors may be, as by the schools’ embeddedness in a broader
fabric of supportive families and communities”

4. Click to edit Master title style
Dr. Virginia Barry, Commissioner for NHDOE
CHALLENGES AND OPPORTUNITIES
FOR P-16 EDUCATION-PART I
11/17/2011 4

5. URGENCY:
Why it is important that the N.H.
Educational system produce college
and career ready graduates?

6. Educational Attainment of Working Aged Adults Aged 25 to 64 – New
Hampshire, the U.S., and Most Educated State (2009)
New Hampshire United States Massachusetts
30
28.2
27.0
New Hampshire has a
25 23.8
24.3 higher proportion of
22.8 working-aged residents
22.2
with just a high school
20.5 diploma, and an
20 19.1 associates degree than
17.2 17.4 the U.S. and top state.
Additionally, the state
15 outperforms the
12.6
national average in
11.3 bachelor’s degrees and
10.6 10.7 graduate/professional
10 8.8 degrees.
8.4 8.4
6.7
5
0
Less than High School High School
Some College, No Degree
Associates Degree achelor's Degree Professional Degree
B Graduate,
Source: U.S. Census Bureau, 2009 American Community Survey

7. Percent of Adults Aged 25 to 64 with College Degrees – Associate and
Higher – by County (2009)
Source: U.S. Census Bureau, 2009 American Community Survey

8. How well does New Hampshire produce
college graduates?

9. 5
0
10
15
25
20
Rhode Island 22.5
Wyoming 22.2
Idaho 22.0
New Hampshire 21.9
Vermont 21.7
North Dakota 21.6
Iowa 21.5
Missouri 21.5
Florida 21.3
New York 21.2
Utah 20.9
Minnesota 20.9
Colorado 20.9
Oklahoma 20.8
Maine 20.8
Hawaii 20.7
Pennsylvania 20.7
Wisconsin 20.6
Arizona 20.5
Washington 20.5
20.4
Source: NCES, IPEDS Completions and enrollment Surveys
Massachusetts
Kansas 20.2
Maryland 19.9
Kentucky 19.8
Delaware 19.7
the 4th highest number in the U.S.
Michigan 19.6
graduates per 100 students enrolled –
Indiana 19.6
in New Hampshire produces roughly 22
The system of postsecondary institutions
Illinois 19.6
Connecticut 19.6
Nebraska 19.6
South Dakota 19.5
Mississippi 19.2
19.2
Undergraduates (2008-09)
Ohio
Montana 19.2
Arkansas 19.0
United States 19.0
New Jersey 18.9
Virginia 18.7
Texas 18.6
Oregon 18.4
Tennessee 18.4
Louisiana 18.0
Georgia 17.2
West Virginia 17.0
New Mexico 16.9
South Carolina 16.8
North Carolina 16.6
Undergraduate Awards (One Year and More) per 100 Full-Time Equivalent
Alabama 16.4
California 16.4
Alaska 15.2
Nevada 14.8

10. Median Annual Wages for Employed Workers Aged 25 to 64 - by Level of
Education (2009)
New Hampshire United States
70,000
64,966
60,968 Workers in New
60,000 Hampshire earn more
than the U.S. average at
48,975 49,974 lower stages of
50,000 education
completed, while the
38,980 37,980 39,979
40,000 trend tends to switch
36,581 35,681 around the Bachelor’s
31,983
30,984 degree level and higher.
30,000 26,986 27,985 On balance, workers in
New Hampshire earn
19,990 more than the national
20,000
average.
10,000
0
Less Than High School Some Associate's Bachelor's Graduate or All Workers
High School Graduate or College, No Degree Degree Professional
GED Degree Degree
Source: U.S. Census Bureau, 2009 American Community Survey (Public Use Microdata Samples)

11. The Relationship Between Educational Attainment, Personal Income, and the State
New Economy Index (2010)
55
High College Attainment, Low Personal Income High College Attainment, High Personal Income
MA
Percent of Adults 25 to 64 with College Degrees (2009)
48
CT
CO
MN
VT
ND
NH NY
MD NJ
VA
HI RI WA
41 NE IL
OR IA KS
UT
MT ME SD DE CA
NC WI USPA
GA FL
SC AZ OHMI AK WY
34 ID NM MO
IN TX
AL TN OK State New Economy Index 2010
KY NV
Top Tier
MS
LA Middle Tier
27 AR Bottom Tier
WV
Low College Attainment, Low Personal Income Low College Attainment, High Personal Income
20
25,000 30,000 35,000 40,000 45,000 50,000 55,000 60,000
Personal Income per Capita (2010)
Source: U.S. Census Bureau, 2010 American Community Survey; Bureau of Economic Analysis; Kauffman Foundation

12. State New Economy Index – New Hampshire’s Strengths and
Weaknesses
Strengths (Top 10) Weaknesses (Bottom 10)
• IT Professionals (9th) • Manufacturing Value-Added (44th)
• Managerial, Professional, Technical Jobs (10th) • Export Focus of Manufacturing and Services
• Workforce Education (6th) (45th)
• Immigration of Knowledge Workers (2nd) • E-Gov't (43rd)
• Migration of U.S. Knowledge Workers (10th)
• Foreign Direct Investment (4th)
• Inventor Patents (8th)
• Online Population (5th)
• Online Agriculture (5th)
• Broadband Telecommunications (9th)
• High-Tech Jobs (8th)
• Scientists and Engineers (9th)
• Industry Investment in R&D (6th)
• Alternative Energy Use (2nd)
• Venture Capital (10th)
Source: The Kauffman Foundation

13. Workforce Demand: Estimated Increases in Undergraduate Credentials
Needed in New Hampshire by 2018 – by Type of Occupation
(Even without more successful intervention in economic development)
Some College Associates Bachelor's Total
Sales and Office Support 131,137
Managerial and Professional Office 55,624
Food and Personal Services 52,451
Blue Collar 50,465
Healthcare 43,006
Education 32,440
Some College (Including Certificates) 150,967
Science, Technology, Engineering, and Mathematics (STEM) 27,669 Associate 83,298
Bachelor’s 171,752
Total 406,018
Community Services and Arts 13,225
0 40,000 80,000 120,000 160,000 200,000
Source: Georgetown University, Center on Education and the Workforce. Help Wanted: Projections of Jobs and Education Requirements through 2018

14. Summary
• Adoption of high, common standards is vital to our economic
well being.
• Reaching our goals for youngsters—that they leave the K-12
system college and career ready -- depends on our ability to
build increased capacity to meet 21st century challenges.
• We need to enlist our communities of educators, learners and
citizens to agree on the vital necessity of meeting the
challenges before us. The agreement is part of the increased
capacity. We need your support.

15. Click to edit Master title style
Dr. Mel Netzhammer, Provost Keene State College
CHALLENGES AND OPPORTUNITIES
FOR P-16 EDUCATION-PART II
11/17/2011 15

16. The Higher Education Landscape
• Approach and Attitude of Feds
• National Movements and Responses
• State and USNH Priorities

17. Two Emerging National Themes
• Quality Assurance (The current state of the
accountability movement and continuous self
improvement)
• Student Portability (The ability of students to move
seamlessly from one college to another as they
complete their degrees)

18. National Expectations for Colleges and Universities
• Access: Have the highest percentage of college
graduates by 2020 (now 12th)
• Workforce Development: Invest specifically in job
preparation/applied learning
• Control Costs
• Central to federal policy is the expectation that colleges
will do more to measure learning and demonstrate
success.

19. The National Landscape
• Improving student learning
• Measuring student learning
• Collaboration
• Openness
…beyond what graduates know, what they can do with
what they know is the ultimate benchmark of
learning.—Lumina Foundation

20. The State and USNH Landscape
• State funding challenges
• State interests in educational quality
• Efficiency expectations
• Promoting 4-year graduation rates
• Expectations regarding program viability and
demonstration of student learning

21. College and Career Readiness ..
The place for P-16 collaboration

22. Click to edit Master title style
Wayne Woolridge, Co-Superintendent of SAU 29
COMMON CORE – NATIONAL
PERSPECTIVES
11/17/2011 22

23. The Common Core Standards define the
knowledge and skills students should have
within their K-12 education careers so that
they will graduate high school fully prepared
for college and careers.

24. The Standards are:
• Aligned with college and work expectations;
• Clear, understandable and consistent;
• Include rigorous content and application of knowledge
through high-order skills;
• Build upon strengths and lessons of current state standards;
• Informed by other top performing countries, so that all
students are prepared to succeed in our global economy and
society; and
• Evidence- and research-based.

25. College and Career Readiness (CCR)
Anchor Standards
• Broad expectations consistent across grades and content
areas.
• Based on evidence about college and workforce training
expectations.
• Both content and skills are important.

26. Outcomes in Mathematics
• Focus and coherence
• Focus on key topics at each grade level.
• Coherent progressions across grade levels.
• Balance of concepts and skills
• Content standards require both conceptual understanding and
procedural fluency.
• Mathematical practices
• Foster reasoning and sense-making in mathematics.
• College and career readiness
• Level is ambitious but achievable.

27. Outcomes in English Language Arts
• Ensure students are being prepared to read, write, and
research across the curriculum, including social
studies, science, technical subjects.
• Ensure that teachers in other disciplines are also
focusing on reading and writing to build knowledge
within their subject areas.

28. Outcomes in Integrated Literacy
• Recognizes that teachers in other discipline areas have a
role in literacy development
• Interdisciplinary approach to literacy based on research
establishing the need for college and career ready
students to be proficient in reading complex informational
text independently in a variety of content areas.

29. Outcomes in Integrated Literacy
• To be ready for college, workforce training and a
technological society, students need the ability to
gather, comprehend, evaluate and synthesize
information and ideas in order to solve problems and
analyze data.
• Research and media skills and understandings are
embedded throughout the Standards.

30. Click to edit Master title style
Meredith Davis Cargill, Director of Curriculum and Assessment, SAU 29
COMMON CORE – LOCAL DISTRICTS
TAKE ACTION
11/17/2011 30

31. RTI
PLCs
G/V Curriculum

32. Critical to know and understand:
These standards demand very high levels of
performance from all students, which in turn has
significant implications for teaching. Differentiated
instruction, integrated instruction, Understanding by
Design, and other strategies will need to become
commonplace in all classrooms. There is no excuse
for at-risk populations failing to achieve along with
the rest of the students in school.
Transitioning to the Common Core State Standards and Next Generation Assessments
Willard R. Daggett ▪ Susan A. Gendron ▪ Daniel A. Heller

33. Curriculum
Alignment
and
Articulation

34. Curriculum Crosswalking
• Teacher groups vetted
textbooks to find
alignment, gaps, and
redundancies with CCSS-
aligned SAU 29 Math
Curriculum What are the best
What other resources and
resources should instructional strategies
be used to teach for a student needing
the learning intervention (for this
Does the textbook target? learning target)? For a
do an adequate student needing
job of addressing enrichment or extension
the learning of this content?
target?
Is the learning
target covered
in the
textbook?

35. When we’re not clear, students end
up with lots of different learning
issues . . .

37. Essentia
l

38. Aligned Assessment
• Inform learning • Evaluate program
• Monitor implementation effectiveness
of curriculum • Generate data dialogue
Universal Screening Progress Monitoring Common Assessments
• Administered twice • CCSS Aligned • Utilized in Professional
per year Curriculum Based Learning Communities
• Identify students’ Measures • Based on Essential
strengths and • Provides check in on Knowledge in
weaknesses effectiveness of Curriculum
• Measure growth interventions • Developed by
during the teachers
instructional year

39. Common
Assessments
• Curriculum-
Based
• Teacher-
Created
• Requires PLCs
and Common
Pacing

40. Click to edit Master title style
William Gurney, Co-Superintendent of SAU 29
ENGAGEMENT OPPORTUNITIES
11/17/2011 40

41. "student's
willingness, need, desire and
compulsion to participate
in, and be successful in, the
learning process promoting
higher level thinking for
enduring understanding.”
Bomia, et. al. (1997).

42. Application Model
Apply to real- Apply to
Knowledge in Apply in Apply across world real-world
one discipline discipline disciplines predictable unpredictable
situations situations

43. Current Opportunities
• Community Connections
• Student Mentoring
• WHOLE Program
• Increased ELOs
• Cheshire Career Center Counselor
• Connections with the Greater Keene Chamber of
Commerce, River Valley, and Keene State

44. Future Opportunities
• Fortified Community Partnerships
• RCAM
• Extended Learning Opportunities (ELOs)

45. Dinner---enjoy!

46. Discussion Groups
1. What do today’s students need to know?
2. How do today’s students learn and are there changes
educators need to make to support student success?
3. What are obstacles to engaging students through real-
world learning experiences and how can public
schools, colleges, and community partners collaborate
to overcome them?

47. Discussion Group summary remarks by facilitators

48. Closing remarks and plans for the future…
THANK YOU!