College and Career Readiness

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College and Career Readiness
Mission Statement The Common Core State
Standards provide a consistent, clear
understanding of what students are expected to
learn, so teachers and parents know what they
need to do to help them. The standards are
designed to be robust and relevant to the real
world, reflecting the knowledge and skills that
our young people need for success in college and
careers. With American students fully prepared
for the future, our communities will be best
positioned to compete successfully in the global
economy.
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College and Career Readiness

• Whats the end game for K-12 education?

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College and Career Readiness

• Todays high school diploma certifies college
  eligibility via specified courses taken and
  grades received.
• College eligibility is not the same as college
  readiness. College and career readiness is more
  complex and multi-dimensional than meeting
  eligibility standards.
• -Educational Policy Improvement Center, David
  Conley

• What is the difference between Readiness and
  Eligibility?

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College and Career Readiness
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College and Career Readiness

• These standards define the knowledge and skills
  students should have within their K-12 education
  careers so that they will graduate high school
  able to succeed in entry-level, credit-bearing
  academic college courses and in workforce
  training programs.
• -Common Core State Standards

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College and Career Readiness

• College readiness can be defined operationally as
  the level of preparation a student needs in order
  to enroll and succeedwithout remediationin a
  credit-bearing general education course at a
  postsecondary institution that offers a
  baccalaureate degree or transfer to a
  baccalaureate degree.
• Toward a More Comprehensive Conception of College
  Readiness, David Conley, Educational Policy
  Improvement Center

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College and Career Readiness

• Being college-ready means being prepared for
  any postsecondary education or training
  experience, including study at two- and four-year
  institutions leading to a postsecondary
  credential (i.e. certificate, license,
  Associates or Bachelors degree). Being ready
  for college means that a high school graduate has
  the English and mathematics skills necessary to
  qualify for and succeed in entry-level,
  credit-bearing college courses without the need
  for remedial coursework.
• -Achieve, American Diploma Project Network

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College and Career Readiness

• ACT defines college readiness as students
  having approximately a 75 chance of earning a
  grade of C or higher or a 50 chance of earning a
  grade of B or higher in first-year college
  English Composition College Algebra History,
  Psychology, Sociology, Political Science, or
  Economics and Biology (credit- bearing courses)
• -ACT

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College and Career Readiness

• These standards define the knowledge and skills
  students should have within their K-12 education
  careers so that they will graduate high school
  able to succeed in entry-level, credit-bearing
  academic college courses and in workforce
  training programs.
• -Common Core State Standards

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College and Career Readiness

• The definition of ready is a student who can
  succeedwithout remediationin credit-bearing
  general education courses or a two-year
  associates or certificate program that leads to a
  career in the O-NET job zone 3 classification.
• Beyond Business as Usual-Key State Actions to
  Boost College and Career Readiness, PowerPoint
  presentation, David Conley

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College and Career Readiness

• Being ready for a career means that a high school
  graduate has the English, and mathematics
  knowledge and skills necessary to qualify for and
  succeed in the postsecondary job training and/or
  education necessary for their chosen career.

Achieve, American Diploma Project Network
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College and Career Readiness

• We focus on Job Zone 3 because the occupations in
  this zone are likely to offer a wage sufficient
  to support a small family, provide potential for
  career advancement and are projected to increase
  in the future
• -ACT

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College and Career Readiness

• ONET (Occupational Information Network) US DOL
• Job Zones
• Overview
• A Job Zone is a group of occupations that are
  similar in
• how much education people need to do the work,
• how much related experience people need to do the
  work, and
• how much on-the-job training people need to do
  the work.

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Job Zone One Little or No Preparation Needed
Education Some of these occupations may require a high school diploma or GED certificate.
Related Experience Little or no previous work-related skill, knowledge, or experience is needed for these occupations. For example, a person can become a waiter or waitress even if he/she has never worked before.
Job Training Employees in these occupations need anywhere from a few days to a few months of training. Usually, an experienced worker could show you how to do the job.
Job Zone Examples These occupations involve following instructions and helping others. Examples include taxi drivers, amusement and recreation attendants, counter and rental clerks, construction laborers, continuous mining machine operators, and waiters/waitresses.
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Job Zone Two Some Preparation Needed
Education These occupations usually require a high school diploma.
Related Experience Some previous work-related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public.
Job Training Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations.
Job Zone Examples These occupations often involve using your knowledge and skills to help others. Examples include sheet metal workers, forest fire fighters, customer service representatives, physical therapist aides, salespersons (retail), and tellers.
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Job Zone Three Medium Preparation Needed
Education Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree.
Related Experience Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job.
Job Training Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. A recognized apprenticeship program may be associated with these occupations.
Job Zone Examples These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include food service managers, electricians, agricultural technicians, legal secretaries, interviewers, and insurance sales agents.
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Job Zone Four Considerable Preparation Needed
Education Most of these occupations require a four-year bachelor's degree, but some do not.
Related Experience A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
Job Training Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.
Job Zone Examples Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, sales managers, database administrators, teachers, chemists, environmental engineers, criminal investigators, and special agents.
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Job Zone Five Extensive Preparation Needed
Education Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree).
Related Experience Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job.
Job Training Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training.
Job Zone Examples These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include librarians, lawyers, aerospace engineers, wildlife biologists, school psychologists, surgeons, treasurers, and controllers.
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College and Career Readiness

• ACT study provides empirical evidence that,
  whether planning to enter college or workforce
  training programs after graduation, high school
  students need to be educated to a comparable
  level of readiness in reading and mathematics.
• Graduates need this level of readiness if they
  are to succeed in college-level courses without
  remediation and to enter workforce training
  programs ready to learn job-specific skills.

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College and Career Readiness

• A synopsis of the research
• College and Career Readiness are complex and
  multidimensional . Research has indicated a
  number of cognitive, metacognitive, psychosocial
  and career development factors which are critical
  to college and career success.

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The Four Dimensions of CollegeReadiness
Contextual Skills and Awareness

• Key Cognitive Strategies
• Problem formulation, research,
• interpretation, communication, precision and
  accuracy.
• Key Content Knowledge
• Key foundational content and big ideas from
  core subjects.
• Academic Behaviors
• Self-management skills time management, study
  skills, goal setting, self-awareness, and
  persistence.
• Contextual Skills and Awareness (College
  Knowledge)
• Admissions requirements, college types and
  missions, affording college, college culture, and
  relations with professors.

Academic Behaviors
Key Content Knowledge
Key Cognitive Strategies
Educational Policy Improvement Center, David
Conley
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ACT Pyramid for Success
Impact of Cognitive, Psychosocial, and Career
Factors on Education and Workplace Success, ACT
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In the Workplace
Carefulnesstendency to think and plan carefully
before acting or speaking. Cooperationtendency
to be likable and cordial in interpersonal
situations. Creativitytendency to be
imaginative and to think "outside the box."
Disciplinetendency to be responsible,
dependable, and follow through with tasks without
becoming distracted or bored. Goodwilltendency
to be forgiving and to believe that others are
well intentioned. Influencetendency to impact
and dominate social situations by speaking
without hesitation and often becoming a group
leader. Optimismtendency toward having a
positive outlook and confidence in successful
outcomes. Ordertendency to be neat and well
organized. Savvytendency to read other people's
motives, understand office politics, and
anticipate the needs and intentions of others.
Sociabilitytendency to enjoy being in other
people's company and to work with others.
Stabilitytendency to maintain composure and
rationality in situations of actual or perceived
stress. Strivingtendency to have high
aspiration levels and to work hard to achieve
goals.
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Language in the Common Core Standards

• Students Who are College and Career Ready in
  Reading, Writing, Speaking, Listening, and
  Language
• They demonstrate independence.
• They build strong content knowledge.
• They respond to the varying demands of audience,
  task, purpose, and discipline.
• They comprehend as well as critique.
• They value evidence.
• They use technology and digital media
  strategically and capably.
• They come to understand other perspectives and
  cultures.

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Language in the Common Core Standards

• The high school standards call on students to
  practice applying mathematical ways of thinking
  to real world issues and challenges they prepare
  students to think and reason mathematically.
• The high school standards set a rigorous
  definition of college and career readiness, by
  helping students develop a depth of understanding
  and ability to apply mathematics to novel
  situations, as college students and employees
  regularly do.

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College and Career Readiness

• What?
• So What?
• Now What?