NUSD Graduation, College and Career Board Workshop May 21, 2013 - - PowerPoint PPT Presentation
NUSD Graduation, College and Career Board Workshop May 21, 2013 1 Purpose of Presentation 1. To share School Options and Programs in NUSD 2. To share Graduation, College and Career Readiness data 3. To introduce regional and national landscape
May 21, 2013
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and Career Readiness
Career Readiness Structures in NUSD
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School Options and Programs District and School Culture District Goals Board Theory of Action Board Core Beliefs and Commitments 12th Grade
11th Grade 8th Grade 6th Grade 3rd Grade Kindergarten Students District/School
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4 Created May 2, 2013
professional development
retain funding and further develop quality student programs
with the Natomas Unified community
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Today, more than ever, a world-class education is a prerequisite for success. America was once the best educated nation in the world. A generation ago, we led all nations in college completion, but today, 10 countries have passed
are being smarter about how to educate their students. And the countries that
We must do better. Together, we must achieve a new goal, that by 2020, the United States will once again lead the world in college completion. We must raise the expectations for our students, for our schools, and for ourselves—this must be a national priority. We must ensure that every student graduates from high school well prepared for college and a career.
Source: US Department of Education 6
Graduation, College and Career
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§ Site: Inderkum High School § Status: Candidate School for Diploma Programme § Description: Rigorous academic program of study for grades 11 and 12. § Options: Students have the option of earning “certificates” for individual courses or may attempt the full Diploma § Participants: Must secure successful IB authorization to offer programme beginning in 2014-2015 school year § Full Diploma: Requires two year commitment and the following:
Theory of Knowledge Course completion Creativity, Action, and Service Hours and reflection Extended Essay 4,000 word essay
Passing Scores on IB Exam
§ Site: Inderkum High School § Status: Begins in 2013-2014 school year § Description: Middle college program partnership between NUSD and American River College § Options: Students to complete NUSD high school graduation requirements and begin to access college level courses in their 11th grade year. § Enhancements: All students participating in this program will be enrolled and supported through the site Advancement Via Individual Determination (AVID) program § Participants: Enrolling incoming 9th grade students for 2013-2014 school year.
§ Site: Natomas High School § Status: Current since initial funding in 2011-2012. § Industry Sector Focus: Engineering and Design § Description: Rigorous academics and career technical education, with a career focus. § Options: Each year students take classes together, including core academic subjects and at least one career-technical course related to the academy’s career theme § Participants: Students are placed into a cohort beginning in grade 10 and complete the academy in grade 12.
§ Site: Natomas High § Status: Currently Active § Description: Not a California Partnership Academy. Cohort based program with students taking academic courses and a career related course in the area of biomedical sciences § Participants: Students in grades 10 and 11
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§ Sites: Inderkum High and Natomas Middle School § Status: Pending outcome of Application for Candidacy § Description: Develops the academic, social, and emotional skills of the student. Supports intercultural awareness and self-motivation. Prepares students for the Diploma Programme and future college and career success.
§ Site: Natomas High School § Program: Automotive Technology § Description: Students participate in automotive technology program through participation in site based program. The program features an articulation with American River College.
§ Site: Discovery High School § Program: Culinary Arts § Status: New program beginning in 2013-2014 school year. § Description: Students participate in Culinary Arts through participation in site based program. The program features an articulation agreement with American River College.
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Social Studies English Mathematics Science (Bio and Physical) Foreign Language Visual and Performing Arts Physical Education Health Computer Science Electives
2 2 c
r s e s , e a c h w i t h a g r a d e
“ D
h i g h e r
15 required courses, each with a grade of “C” or higher (18-20 recommended) Must have completed 11 by end of Junior Year.
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Graduation, College and Career
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100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
636 students in grade 10 took the CAHSEE Test in 2012
Inderkum Females Males Eco-Disadvantaged Natomas White Hispanic and Black English Learners Special Education Asian
Source: CDE Dataquest Note: Includes IHS, NHS, and DHS 18
ALL LL – – 81% 81%
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
Inderkum Females Males Eco-Disadvantaged Natomas Asian and White Hispanic English Learners Special Education
Source: CDE Dataquest Note: Includes IHS, NHS, and DHS 19
ALL LL – – 78% 78%
Black
636 students in grade 10 took the CAHSEE Test in 2012
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
Source: CDE Dataquest 20
Inderkum Black Eco-Disadvantaged Natomas Asian English Learners
ALL LL – – 88% 88%
Special Education Hispanic, Males, Females White
585 graduated, 66 dropped out, 7 were SPED Completers, 8 enrolled for 5th year 666 students were in the 4-year cohort at Inderkum and Natomas High Schools
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50 60 70 80 90 100
Source: California Dropout Research Project, UC Santa Barbara Note: These data include independent charter schools
100 90 80 70 60 50
NUSD 2010-2011
Predicted: 75% Actual: 84% 15% English Learners 49% Free and Reduced Lunch
Sacramento City 2010-2011 Los Angeles Unified 2010-2011
Sanger 2010-2011
Predicted: 85% Actual: 94% 20% English Learners 79% Free and Reduced Lunch NUSD 2009-2010
Actual Graduation Rate Predicted Graduation Rate
Source: California Postsecondary Education Commission and California Department of Education 22 218 291 356 341 358 47 58 45 41 53 28 24 33 41 42 128 165 156 188 291
0% 20% 40% 60% 80% 100% 2006 2007 2008 2009 2010 UC CSU CC
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§ Most students are graduating
§ 8 of 10 students pass the CAHSEE in 10th Grade § 9 of 10 who enter IHS and 8 out 10 who enter NHS in 9th grade graduate four years later § NUSD (with charters) has a higher than predicted graduation rate
§ Some students are college eligible, fewer students are college ready
§ 3 of 10 students take the SAT, 1 of 10 students score 1550 or higher § 3 of 10 students who graduate from IHS and NHS are college eligible § 5 of 10 graduates matriculate to a California Community College § 9 of 10 graduates go to college close to home
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There is nothing universal about the decision to enter college. The same factors that lead some students to attend college have the opposite effect for
students are likely unaware that they are being influenced. This means that the decision making process may actually not be a decision that the individual student makes. Rather, it may be made for the student long before (s)he enters high school.
Source: The Decision to Go to College: An Accumulative Multivariate Process, by James Trent
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§ Implemented Full Day Kindergarten § Created Pre-K at Jefferson § International Baccalaureate HAH, NMS, and IHS § Established Site Support Teams § Created Parent CORES § Created RDIT Department to monitor programs and student progress § Developed Aligned Instructional System § Implemented extended day and targeted tutoring programs – BC, JFE, ALE, and TR § Common Core State Standards Implementation including training for all teachers:
§ GATE § SIOP § Instructional Norms § Differentiation teachers § Culturally Responsive Education
§ Expand AP § College Tours § Academic RtI § HOPE2 Classes § Mentoring § Restorative Justice § Instructional Technology § CTE/ROP Expansion
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Work ready
Meets basic expectations regarding workplace behavior and demeanor
Job ready
Possesses specific training necessary to begin an entry‐ level position
Career ready
Possesses key content knowledge and key learning skills and techniques sufficient to begin studies in a career pathway
College ready
Is prepared in the four keys to college and career readiness necessary to succeed in entry‐ level general education courses
Source: David Conley, EPIC 29
readiness goals, policies and processes.
readiness for all students
policies to ensure students have access to rigorous coursework
school counselors responsible for implementation of college and career readiness goals and strategies
instruction has on student progress toward college and career readiness
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professionals to provide college and career resources to all students.
specific student and family subgroups.
and district-based stakeholders.
and achievement for all subgroups.
increase the success of all students, including those in underperforming subgroups.
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supports college and career readiness across all schools within the district
district and school-based professionals of effective and consistent curriculum implementation and academic supports for students.
focused on curriculum, use of formative assessments and the effective use of data for district and school-based staff.
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Business ¡
31% ¡
Computer and Information Sciences ¡
24% ¡
Engineering ¡
17% ¡
Health Professions and Related Clinical Sciences ¡
10% ¡
Engineering Technologies ¡
9% ¡
Math and Statistics ¡
9% ¡
Communications Technologies ¡
7% ¡
Education ¡
7% ¡
Science Technologies ¡
6% ¡
Liberal Arts and Sciences, General Studies and Humanities ¡
6% ¡
Source: Career Builder survey by Harris Interactive 37
Engineering and Advanced Manufacturing Energy and the Environment Healthcare and Bioscience Public Service, Education Computer Technology Agriculture and Food Industries
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Completing a CC training program is a way for students to transition to four-year program or start entry level careers however: § 2 of 10 CC students will transfer to a 4 year college § 1 of 10 CC students graduate from a 4 year institutions § Expectations for first-year CC students are low § Researchers recently found that CC students were expected to be proficient in higher-level algebra and geometry yet that knowledge was not needed to succeed in many of the programs at the CC.
Source: National Center for Education and the Economy, National Student Clearinghouse Research Center, UCLA Civil Rights Project 39
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Graduation, College and Career
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Actions
New Allocation of District Resources Status
Professional Development
Leadership development, support, and monitoring
$50,000 New
Training for Counselors
$20,000 New
UC Davis Partnership with Parent CORES
No additional cost In Process
AP subject area training for teachers and program support for NHS
$25,000 New
GATE training for All teachers
No additional cost Already approved
IB training
Ongoing Expense Ongoing
Equity and Access
Increase access and enrollment in AP/IB for students of color
No additional cost New
ACT Explore for all 8th graders
$5,000 New
PSAT for all 10th Graders
$10,000 New
Goal for every student to take an AP/IB/CTE course before graduation
No additional cost New
Goal for every student enrolled in AP/IB course to take exam
$20,000 New
College tours
No additional cost Already approved
College application and essay writing
$5,000 New
District Infrastructure
A-G and college-going promotional materials
$5,000 New
AP/IB tutoring
$5,000 New
SAT/ACT plan
No additional cost New
Identify measures and monitor progress in “Steps to Success”
No additional cost New
TOTAL
$145,000
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§ College and Career Leadership Training for Secondary Leaders – June 2013 § Prepare key stakeholder communications including: students, parents, teachers, classified staff, and district leaders – June 2013 § Develop “Steps to Success” monitoring system – Summer 2013 § College and Career Commission – Fall 2013
School Options and Programs District and School Culture District Goals Board Theory of Action Board Core Beliefs and Commitments 12th Grade
11th Grade 8th Grade 5th or 6th Grade 3rd Grade Kindergarten Students District/School
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